TRAINERS METHODOLOGY 1: Facilitate Learning SessionLESSON 1: Prepare Training FacilitiesPrinciples and Characteristics of Competency-Based TrainingPrinciples of Competency Based TrainingCompetency Based Training is a training delivery approach that emphasizes on what the learner can do and focuses on outcomes rather than the learning process within the given time. It is based on the following principles:1. Based on curriculum developed from the competency standards.2. Modular3. Learner-centered4. Based on work that must be performed5. Delivered through materials that are related to the competency standards and curriculum modules6. Assessed from the collection of evidence of the performance of work7. Based on both on and off the job components8. Open for recognition of prior learning (RPL) on current competencies9. Delivered with multiple entry and exit10. Registered with Unified TVET Program Registration Accreditation System (UTPRAS) which allows:A. Dualized mode of trainingB. Modular or Self-paced learningC. Peer teachingD. Distance LearningE. On the Job Training

The Characteristics of CBTHere are the Characteristics of Competency-Based Training:1. Competencies are carefully selected.2. Essential knowledge is learned to support the performance of skills.3. Detailed training materials are keyed to the competencies to be achieved.4. Methods of instruction involve mastery learning.5. Participants knowledge and skills are assessed as they enter the program.6. Learning should be self-paced.7. Flexible training approaches are essential components.Implications for Using CBTThere are a number of Implications for organizations considering implementing a CBT system.1. Adequate Resources 2. Audiovisuals should be directly related to the CBLMs (Modules/Written Materials)3. Activities should match learning objectives4. Participant interaction and feedback should always take place5. Trainers must be trained6. Individuals must be prepared for CBT

Advantages and Limitations of CBTWatson (1990) states that the competency based approach appears especially useful in training situations where trainees have to attain a small number of specific or job-related competencies. ADVANTAGESLIMITATIONS

Participants will achieve competencies required in their jobs.Unless initial training is provided for the trainers, there is a tendency for them to shift back to traditional teaching.

Participants build confidence.

Participants receive certificate of achievement for every competency the have achieved.When little attention is given to the identification of skills, then the result training course is likely to be ineffective.

Training time is used more efficiently and effectively.A course may be classified as competency-based, but unless specified, CBT materials are designed to be used, it will still not result to competency-based training.

More training time is devoted to working with and evaluating participants.

Adult Learning TheoryAdult Learning PrinciplesKey Characteristics of an Adult Learner: Most of the time, Adult Learners desire that Learning be:1. 2. Relevant to their area of expertise3. Task Oriented4. Participatory5. Friendly6. Varied7. Built in past experience

Adult Learning Principles by Sullivan (1995)1. 2. Learning is most productive when the trainee is ready to learn.3. Learning is most effective when it builds on what the trainee already knows or has experienced.4. Learning is most effective when trainees are aware of what they need to learn.5. Learning is made easier by using a variety of training methods and techniques.6. Opportunities to practice skills initially in controlled or simulated situations are essential.7. Repetition is necessary to become competent.8. The more realistic the learning situation, the more effective the learning.9. Feedback should be immediate for effectiveness.

Delivery Plans & Learning StationsGuidelines for FacilitatorsAs a trainer of CBT, you should be able to:1. 2. Explain the learning assessment process.3. Ensure the presentation and training methods are appropriate.4. Use training equipment and materials correctly.5. Provide frequent advice and feedback to facilitate the learning process.6. Provide ample practice opportunities.7. Monitor trainees readiness for assessment.

Nine Events of Instruction by Robert Gagne1. 2. Gain Attention3. Inform Learner Objectives4. Stimulate recall of prior learning5. Present stimulus material6. Provide learner guidance7. Elicit Performance8. Provide Feedback9. Assess Performance10. Enhance retention and transfer

Learning StationsDifferent Learning Stations are set up to know what appropriate settings are needed for the acquisition of skills:1. 2. Reading Area3. Simulation Area for Mock-Ups4. Role Play Area5. Bench work Area

There are other workstations that can be set up depending on the course.Activity Training MatrixThe training activity matrix is a monitoring tool of trainees activities for the trainer. It is recommended to schedule and monitor the use of facilities and resources regularly/daily. It has the following columns:1. 2. Training Activity3. Trainee4. Facilities/Tools and Equipment5. Venue6. Date and Time7. Remarks

Common Mistakes1. Assigning more than five or ALL TRAINEES in one work station all at the same time2. Non-duplication of workstations to be used when there are more than five trainees under the same activity3. Non-division of groups into different time slot when there are limited number of equipment and resources.TRAINERS METHODOLOGY 1: Facilitate Learning SessionLESSON 2: Conduct Pre-AssessmentRECOGNITION OF PRIOR LEARNINGRefers to the acknowledgement of skills and knowledge held as a result of formal training, work experience and/or life experience.It is also a form of assessment to use to determine whether a person has achieved thru formal or informal learning or experience.

Evidence of RPLThese are evidences of the trainees knowledge and skills. They may be documents or materials. Examples of which are:1. Formal Statements of Results2. Performance Appraisal Reports3. References from current or previous employers4. Details of formal training, and seminars you have attended5. Certificate or Awards6. Video Recordings or Photos of Work ActivitiesRPL AssessmentThe process includes an assessment of skills and knowledge against 6 performance criteria:1. Authenticity2. Currency3. Quality4. Relevance5. Transferability6. Validity

CONDUCTING PRE-ASSESSMENTConduct Pre-AssessmentPre-Assessment is used to determine trainees characteristics, prior learning, competencies and needs.Pre-Assessment Activities1. Determine the time for each trainer to accomplish all formsa. b. Type of testMatching TypeShort EssayData Analyses or GraphingDrawing ModelsLong Essayc. Estimated time to finish2-4 minutes20-30 minutes15-25 minutes20-30 minutes30-50 minutes2. 3. Explain the purposes of pre-assessment4. Plan adjustments for trainees special needs5. Write the directions and scoring method in each type of item6. Prepare an answer key7. Prepare forms 1.1 (Self-check Assessment), 1.2 (Evidences/Proof or Current Competencies), 1.3 (Summary of Current Competencies Versus Required Competencies), 1.4 (Training Needs) and the questionnaires

Before Pre-Assessment1. Give instructions before pre-assessment2. Indicate the time remaining allotted for the text3. Record attendanceDuring Pre-Assessment1. Distribute the data gathering forms 1.2 & 1.22. Ask Trainees to fill out the questionnaires and forms3. Administer the pre-assessment

After Pre-Assessment1. Collect the test papers and answer sheets2. Compare and check answer key with the trainees answers. You may use results for the RPL3. Set interview and demonstration schedules for RPL candidates4. After demonstration, award a certificate of achievement5. Record results to the progress chart6. Use Form 1.3 & 1.4 to identify training needs

TRAINERS METHODOLOGY 1: Facilitate Learning SessionLESSON 3: Facilitate Training Sessions

COMPETENCY-BASED TRAINING DELIVERYAs a trainer, you should be able to guide and support the trainee to actively participate in the learning process. The CBT diagram shows the learning process in CBT starting from the trainees entrance to the program up to his or her exit from the program

Managing CBT versus Traditional ProgramsThe trainer always has the tendency to go backward to the traditional approach. If you are aware of the advantages of CBT, you would be more conscious about this tendency.Traditional ApproachCompetency-Based Approach

Instructors manage instruction Trainers manage learning.

Students enter at the same time. Trainees enter the program at different times.

Instructor controls the learning pace. Self-paced learning.

Students are tested all at once. Each trainee is tested only when ready.

Little and non-continuous feedback is given. Immediate and continuous feedback is given.

Role of the CBT Trainer and Trainee

A trainer in a CBT system spends the major portion of training time by giving demonstrations, assigning tasks to the trainees, providing individual and small group assistance and evaluating time progress.A trainee spends most of his time in directed self-study, supervised by the trainer.

FEEDBACK MECHANISMFeedback is a dialogue between people which reflects back how another person sees someone elses behavior or performance. The two types of feedback are positive and negative. Positive Feedback serves to sustain behavior that is appropriate and effective. Negative/Coercive Feedback serves to change ineffective behaviorHow to provide feedback:1. Only give feedback when necessary and when asked to do so.2. Focus more on the positive ones.3. If negative feedback is to be given, address it in a private manner.4. Encourage reflections by asking questions.Feedback in CBTProviding regular Feedback is vital to the success of CBT since CBT is self-paced, continuous and instantaneous.Tools in Providing FeedbackThere are a number of tools in providing feedback. These are:1. Answer Keys2. Performance Criteria Checklist including 4 dimensions of Competency (Knowledge, Skill, Attitude)3. Evaluation Feedback Verbally or Written4. Other monitoring tools such as the Achievement and Progress Chart.COMPETENCY-BASED TRAINING PROCEDURES

Delivery and Evaluation ActivitiesHere are some guidelines in delivering CBT sessions:1. Conduct pre-training activities.2. Conduct training Need Analysis or TNA and Pre-Assessment3. Schedule Training Sessions4. Trainees choose competency5. Orient trainees to CBT6. Orient trainees about the institution7. Orient trainees about the qualification8. Guide the trainees in doing the activities of the session9. Provide Feedback on the on-going activities and remedial activities for practice10. Record achievement of Trainees on the Progress chart and Accomplishment chart.11. Evaluate Trainees performance12. Provide feedback on the result of the evaluation13. And lastly, decide whether the trainee advances to the next competency or to do more practice activities.

FOCUS GROUP DISCUSSIONSAn FGD is defined as a group of interacting individuals having some common interest or characteristics, brought together by a moderator, who uses the group and its interaction as a way to gain information about a specific or focused issue.Approaching Focus Group Facilitation

Roles of the Moderator1. Leads the discussion2. Keeps the conversation flowing3. Takes a few notes to remember the comments that you may want to use laterRoles of the Secretary1. Takes comprehensive notes2. Handles the environmental conditions and logistics3. Responds to unexpected interruptions4. Keeps track of time

Managing RisksPotential Problems that could arise during FGDs. To ensure a good flow of conversation, these problems should be addressed.

Minutes of the meetingIt is a documentation of the discussions and agreements/resolutions on topics discussed in a meeting.Here are some useful tips from the International Association of Administrative Professionals (IAAP)1. Number the pages as you go2. Provide a good flow3. Focus more on the Action items instead of the discussion4. Avoid personal observations5. Attach documents use the appendix or indicate where they may be found.

Before the meetingMinute-takers are not supposed to be major participants in a meeting. As one, it is important to:1. Gather as much information from the host as you can. Information may include the list of attendees and purpose of the meeting.2. Create a template for recording your meeting minutes. Include the following information: Date and time of the meeting Purpose of the meeting The meeting lead or chairs name Assigned action items Decisions made

During the Meeting1. Check the attendants and ask the moderator for an introduction of attendees you are unfamiliar with.2. Dont try to record notes verbatim.3. Record action items and decisions in your template as they happen. If unsure, ask the lead to clarify these actions.After the Meeting1. Review the notes, add additional comments or clarify what you didnt understand.2. Encode your notes in the template youve created before the meeting.3. Ask the meeting moderator to review the documents for errors.4. Send a copy of the minutes to the attendees and keep a copy to yourself.

CBT MONITORING TOOLSMonitoring is a very important activity in CBT. As a trainer, you should be able to monitor daily activities of each trainee so that their training progress is recorded.

Progress ChartThis monitors the learning outcomes and competencies achieved by each trainee. Take note of the following when creating a Progress Chart:1. The dimension of the chart is 4 feet by 6 feet2. Qualification title and duration3. Units of Competency and Learning Outcomes as reflected in the Training Regulation4. Names of the trainees in alphabetical order5. Name/s of the trainers6. Date Started7. Accomplish the chart by checking or putting a CCommon Mistake(s):1. The trainer does not update the progress chart on a regular basis or as soon as a trainee passes a skill.

Achievement ChartThis chart monitors the required projects and activities accomplished by each trainee. Take note of the following when creating an achievement chart:1. The dimension of the chart is 4 feet by 6 feet2. Qualification title and duration3. Units of Competency and Activities as reflected in the Training Regulation4. Names of the trainees in alphabetical order5. Name/s of the trainers6. Date Started7. Accomplish the chart by checking or putting a CCommon Mistake(s):1. The trainer does not update the progress chart on a regular basis or as soon as a trainee passes a skill.

TRAINERS METHODOLOGY 1: Facilitate Learning SessionLESSON 4: Conduct Competency AssessmentInstitutional Competency EvaluationObjectives

Formative evaluation is done to check the accomplishments and to evaluate the level of competencies.Summative evaluation is done at the end of the training to assess trainees performance and knowledge.

In CBT, learning evaluation measures the sufficiency of trainees performance, knowledge and attitudes compared to a set competency standards.Institutional Competency Evaluation is done to check whether the competencies set in the Training Regulations and the Competency Based Curriculum is met by the trainee.Assessment Logbook1. Contains schedules of trainees ready to be assessed for the day.2. Will help you schedule limited equipment that you have in your workshop.3. Important when more than one trainee is to be assessed in a particular day.

Preparations for Institutional Competency AssessmentPrior to institutional assessment, the trainer should prepare a Competency Evaluation Tool, Answer sheet, Marking sheets, equipment for assessment and well lighted assessment area.Written Test Given to test the knowledge aspect of the competency. Usually administered first before the performance test. Recommended that the passing score for the written test is 70%.Demonstration with Questioning Appropriate method of evaluation as long as the materials mimic those that are in the actual work area. Follow-up the performance with questions.Observation with Questioning Used in the actual work area. Maybe applicable to some competencies if the assessment cant be done within the workshop. An example is Laying of the brick, as this can never be done inside a workshop.Before the test1. Give a short description of the assessment.2. Orient trainees about: The evidence requirements that has to be observed during the assessment process, what type of the test will be given, how evidences of competencies will be gathered and Time allotted for each activity.3. Give specific instructions slowly and clearly.4. Specify the dos and donts especially in the area of safety.5. Issue the complete tools and materials necessary in an orderly manner.6. Assign trainees to an assessment area.During the test1. Make all the necessary announcements before the test.2. Help trainees overcome their nervousness, distractions and irritation.3. Administer the written test; a passing score must be achieved before moving on to the performance test.4. Ensure that trainees are in appropriate working attire.5. Explain thoroughly the procedures.6. Be present at the test area.7. Observe the specified time limits.8. Stop the trainee if they destroy the equipment or work in a hazardously manner.9. Give follow-up questions in case a performance criteria is not demonstrated.10. Closely watch the demonstration of critical aspects of competency.11. Tick on the performance on the rating sheets observed as demonstrated as the performance test is going on.After the test1. Provide immediate feedback starting with something positive like improvements.2. In case the trainee is not yet competent on an area, advice the trainee to go back to the particular task he or she failed.3. Re-assess the candidate on the competency that he did not perform well.4. Record the results to the institutional Evaluation Record Sheet and the Progress Chart.5. You may now award the Certificate of Achievement.

TRAINERS METHODOLOGY 1: Facilitate Learning SessionLESSON 5: Review Delivery of TrainingCompetency-Based Training Review and EvaluationTraining EvaluationAfter delivering a training session, review your delivery and look at what went well and what might be improved. The following component shall be included in the review.Knowledge Cognitive domain of human behavior Measured through pre-test and post-testSkills Psychomotor domain of human behavior Measured through performance testsAttitude Affective domain of human behavior Measured through trainings development of positive attitudeProgram Implementation CBT implementation review and evaluation will be most effective if methods on how the ff. categories of program implementation are analyzed:1. Program Design and Implementation,2. Course Content,3. Training Methodology,4. Program Administration and Management,5. Trainers Competence.FeedbackFeedback can be obtained from participants, other trainers, supervisor and yourself. It can also be used to know whether you need to make any changes to your lessons and approach. It can be gathered in a number of ways.

CBT Evaluation ToolsThis table shows some information gathering tools.

Rating SheetsA trainer must recall characteristics of an ideal competency based training (CBT). Group characteristics into aspects, preparation, delivery, support system and facilities. Use of rating scales like Likert Scale is recommended.

Focus Group DiscussionList down discussion questions which focus on the areas you want to evaluate. Examples: What are the competencies you have required from the training that are very useful? Do you think the training prepared you with the competencies required in the workplace? What do you think are the weaknesses and the strength of the CBT program? What improvements can you suggest for the program?Organize a meeting once the questions are prepared.Document Review To gather information relating to the average training time of the learners to acquire desired level of competency. To identify success rates in national and institutional assessment. To summarize the written comments of participants, supervisor and other stake holders.Self-EvaluationIt can take place during the training session as you reflect how thing s are going. This helps you to make any changes to your plan in response to the situation. It can take place after the training session when you ask yourself in-depth questions if there are things to be changed or problems to be solved.The following strategies might help you for evaluating your training: Take video of CBT and look for ways to improve yourself Ask feedback from colleagues and other trainers Compare your training methods/techniques with other trainersTraining Evaluation AnalysisTraining EvaluationTraining Evaluation is designed to determine the effectiveness of the training in achieving its objectives.Importance of Training Evaluation: Tell us effectiveness of training Tell us if a training activity needs to be continued, redesigned or discontinued. Expected effects help us decide the choice of method, design and tool to use in evaluating training.Training Evaluation ObjectivesTraining Evaluation Objective is a statement of what changes in the trainee are expected to be achieved and the cause of such change. The training objective should be SMART (Specific, Measurable, Achievable, Realistic and Time bound. It should also possess the cause and effect. The cause may be one of the indicators of input, budget, activity, training, output, trained staff and the effort may be one of the effect like knowledge, attitude and skills.The training evaluation objective may use the following verbs: (Determine, Find out, Assess, Evaluate, Investigate) + cause + effect + subjectParts of a training Evaluation Report Title of the Report (title should be explicit and concise giving a general idea of the report) Executive Summary (Summary of objectives, methods used, results of the evaluation, conclusion and recommendations) Rationale (The purpose of evaluation of the training program is written in this report) Objectives (General and Specific) Methodology (The research method used includes the number of participants and their mode of selection) Results and Discussions (body of the report) Data interpretation data presented in graphs and charts are interpreted here Data analysis the result of the statistical treatment are interpreted and explained Conclusion - the statements of the results which answer the objectives are summarized here Recommendations - the course of actions that arises from the results and conclusionsTraining Evaluation InstrumentThis instrument aims to evaluate how effective the training program enhanced the capability of the trainer participants in Trainers Methodology I in terms of the following.Training Session AdjustmentObjectivesIn the previous lessons, you learned to evaluate training sessions such as: Self-evaluation Focus Group Discussions Training Program Evaluation Pre-/Post-Test Self-Assessment and Reflections will give the trainer an idea what to adjust to improve the attainment of skills and knowledge.Important information which will lead to a successful adjustment in the training sessions: Trainees satisfaction on training sessions Unsuccessful activities Feedback from traineesDocumentations should be submitted to proper authorities to serve as a basis for decision making about training methodologies and curriculum: Other Instructors, Research Team, Vocational Instructor Supervisor, Administers and Industry Partners.Pre/Post-Test AnalysisPre-test/Post-testPre-test - Preliminary test to determine trainees baseline knowledge for an educational experience.Post-test Test given to trainees after completion of the course. Used in conjunction with pre-test to measure achievement.Tip Both are not limited to written test. Performance Test can also be used. We shall be using trainer-made test that is item analysis (true/false and multiple choice).Advantages and DisadvantagesADVANTAGESDISADVANTAGES

Use for measuring the value-added by a program of studyStatistical Problems

Tendency to teach the post-test

Pre-test serve purposes: knowledge of the current state of a group provides guidance for future activitiesTrainees will absorb knowledge just form taking the test and rely on the content

Concentrate on value-added rather than outcomes assessment

The after-only design of documenting learning is a weak approach because positive change cant be attributed to the effectiveness of a programDue to trainees dropping out, the post-test results may be higher because those who remain are more persistent or successful

Hard to discern if the positive change is due to learning in the workshop

Statistical AnalysisThe statistical tool which is most appropriate to analyze pre-test and post-test shall be paired t-test.T-test is an inferential test that determines if there is a significant difference between the means of two data sets.T-test (for paired samples) use this test to compare two small sets of quantitative data when data in each sample set are related in a special way.Criteria The number of points in each data set must be the same, and they must be organized in pairs. If the data were taken as random samples, you must use the independent test. Even if data are related in pairs, sometimes the paired t is still inappropriate. If a given data point in group one could be paired with any data point in group two, you cannot use a paired t-test.

Statistical AnalysisWe shall be using the computer to compute for the p-value which shall be the basis of our analysis. We shall be using Microsoft Excel Analysis Toolpak to analyze our data. To install the application, follow these steps.1. Click the MS Office Button2. Click Excel Options3. Click Add-ins, in the Manage Box, select Add-ins4. Click Go5. In the Add-ins available Box, select the Analysis Toolpak check box and click OK6. If you are prompted that the Analysis Toolpak is not currently installed on your computer, click Yes to install it.7. After installing Analysis Tool pack, you will see data analysis icon in your data toolbar.

Statistical TableThe analysis table of the pre-test and post-test using paired t-test will look like this table.

If your statistic is higher than the critical value from the table: Your finding is significant You reject the null hypothesis The probability is small that the difference happened by chance, and p is less than the critical alpha levelIf your statistic is lower than the critical value from the table: You finding is not significant You fail to reject the null hypothesis The probability is high that the difference happened by chance, and p is greater that the critical alpha level

Statistical Table Analysis T-statistic is greater than t-critical value, so we reject the null hypothesis. (Null hypothesis is There are no significant differences between the pre-test and post-test scores.) Conclusion is the scores increased. TIP: Instead of comparing the t-critical and t-statistical values to determine significant differences, you may also compare the alpha level and p-values. An alpha level represents the number of times out of 100 you are willing to be incorrect if you reject the null hypothesis. If p-value is less than the alpha level, the alternate hypothesis is accepted. However, if the p-value was greater than the alpha, the null hypothesis would be retained. If your alpha is 0.1 and your p-value is 0.00025 there are significant differences between treatment means at 0.01 level.

Graph of Pre-Test and Post-Test ScoresThe blue line represents the pre-test scores of the trainees and the red line represents the post-test scores. The red line is higher than the blue line which means that the post-test scores are generally higher than the pre-test scores.To test the null hypothesis there are no significant differences between the pre and post test scores using the paired t-test, do the ff. steps using Microsoft Excel.1. 2. Type you data in Excel.3. Click on the icon Data Analysis and the dialog box on Analysis Tools will appear.4. Click t-Test: paired two sample for means, then click OK.5. Click on the red arrow beside the blank space for Variable 1 Range, select all the post-test scores & click the arrow again.6. Click on the red arrow beside the blank space for Variable 2 Range, select all the pre-test scores & click the arrow again.7. On the blank area for hypothesized mean difference, type 0.8. Select the output range, which will be the range where the table will appear and click ok.