Reviewer for Trainer’s Methodology

PTQF – Phil. TVET

Qualification Framework.; It
is a national framework for
recognizing and classifying
the different competencies at
the middle-level
occupations.

Competency – is the
possession and application of
knowledge, skills and
attitudes to perform work
activities to the standard
expected in the workplace.

10 CBT Principles
1. Training is based on Curriculum developed from Competency Standards defined by Industry
2. Learning is Modular
3. Training is learner centered
4. Accommodates individualized and self-paced learning strategies
5. Training is based on work that must be performed
6. Training materials are directly related to the competency standards and the curriculum modules
7. Assessment is based on collection of evidence of the performance of work to the industry required
standards
8. Training Program allows for Recognition of Prior Learning (RPL)
9. Training allows for multiple entry and exit of trainees
10. Training Programs are registered under UTPRAS

4 dimensions of a competency 4 components of a national qualification

1. Task skill 1. Basic or tool competencies
2. Task management skill 2. Common competencies
3. Contingency management skill 3. Core competencies
4. Job/ Role Environment 4. Elective competencies

Difference between CS vs CBC?

 Competency Standards (CS) describe the work to be performed in the workplace;
 Curriculum (CBC) describes the training that a person needs to undergo in order to perform the work

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5 major components of a CS 9 major contents of a CBC
1. Unit title 1. Course Title
2. Elements 2. Module Descriptor
3. Performance criteria 3. Level of Qualification
4. Range of variables 4. Module Title
5. Evidence guide 5. Summary of Learning Outcomes
6. Assessment Criteria
7. Contents
8. Condition
9. Training Method

Session Plan – Is a flexible, individualized teaching aid for conducting a session or a module.
Learning Outcomes – Are statements of what the student should be able to do after completing the module.

PURPOSE OF SESSION PLAN 8 STEPS IN DESIGNING SESSION PLAN

 Give the trainers an idea of where they are and
where they are going
 Give the trainers and the learners a clear idea
of what they are doing
 Record the training sessions
 Give the trainers a starting point if they have to
do the training again with another learner or
group of learners
 Give the trainers a firm base to review their
performance
Step 1. Define purpose of the training and target
audience
Step 2. Determine Participants’ Needs
Step 3. Define Training Goals and Objectives
Step 4. Outline Training Content
Step 5. Develop Instructional Activities
Step 6. Prepare the written Training Design
Step 7. Prepare Participants’ Evaluation Forms
Step 8. Determine Follow-up Activities

Purpose of Pre-assessment Checklist: Training Requirements may be validated with the

 Determine prior learning following:
 Determine training needs (training needs analysis)  Trainers/teachers and assessors
 Participant/employee/learner
Characteristics of Adult learners that affect their  Technical experts
learning:  Government regulatory bodies
 Prior learning/current competencies  Consultative committees
 Age  Language, literacy, numeracy specialists
 Special Needs/handicap  Assessment/ training partners
 Cultural language
 Physical ability

Advantages of OJT Disadvantages of OJT

1. Real work situation
2. Related to experience
3. Peer/mentor support readily available
4. Less time required away from the job
• may have to wait some time to workplace
situation to occur before learning is completed
• May impinge on working activities
• Mentor/ Supervisor is not always available to
guide trainee.

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Competency-based Learning Materials (CBLM) are well-designed and carefully developed learning materials that
give students detailed instructions to guide them through the learning process.
Information sheet –Is a hand-out containing cognitive information or knowledge which a learner needs to know to
understand to understand specific task or topic
Operation sheet – It is a set of instruction on how to perform specific operation or process that is required in the
learning outcome.
Job sheet –It is an extension of an operation sheet. It is a set of instruction telling to do a unit of competency and
may involve one or more operation, or a set of related operations which results in the completion of specific job.
Self-checks – Are Learning resources that:
 help student practice the instructions presented
 provide immediate feedback on how they are doing without having to wait for the instructor.

Factors to Consider when identifying or

arranging for training locations:
 Accessibility of venue
 Availability of training resources
 Transportation cost
 Availability of support services

MAINTAIN TRAINING FACILITIES

9 CBT areas
1. Practical Work Area
2. Learning Resource Area
3. Institutional Assessment Area
4. Contextual Learning Lab
5. Quality Control Area
6. Trainer’s Resource Center
7. Distance learning
8. Computer Lab
9. Support Service Area

Importance of scheduling the maintenance

of the equipment
 To extend the useful life of the
facilities
 Assure Operational readiness
 Discard hazardous waste
 Ensure Safety

What is the best practice if equipment breaks down 5S

during the class session? 1. Sort
1. Stop using the defective equipment 2. Systematize
2. Properly label said equipment so others would 3. Sweep
not use it by mistake 4. Sanitize
3. Get an alternative equipment 5. Self-discipline
4. Make a report

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DELIVERING CBT
5 steps in delivering CBT
1. Prepare training facilities and resources.
2. Conduct pre-assessment.
3. Facilitate training session
4. Conduct institutional assessment.
5. Review delivery of training session
CONDUCT COMPETENCY ASSESSMENT
Assessment – is the process of collecting evidence and making judgments on whether competency has been
achieved.
Why are the reasons or purposes for conducting
assessment?
 Certification
 Occupational, health and safety
 Recruitment, selection and promotion
 Training needs analysis
 Licensing
7 steps of conducting assessment
Step 1: Establish the assessment context
Step 2: Prepare the candidate
Step 3: Plan and prepare the evidence gathering
process
Step 4: Collect the evidence and make the
assessment decision
Step 5: Provide feedback on the assessment
Step 6: Record and report the result
Step 7: Review of the assessment process
Tips in Delivering CBT
1. Describe available programs.
2. Highlight the cbt/ modular delivery.
3. Accept payment/ enroll.
4. Tour facilities. Explain the nine cbt areas
5. Conduct pre-assessment
6. Explain cblm
7. Institutional assessment
8. After completion of all modules, award the
training certificate.
9. Encourage trainees to take NC assessment
given by tesda.
In preparing the candidate, what topics are covered by
the assessor?
 Context and purpose of the assessment
process
 Evidence requirements
 Evidence gathering process
 Any allowable adjustments in the assessment
necessary based on candidate’s needs.
 Determine if candidate is ready for assessment
 Role of the assessor
Tips in Conducting Competency Assessment:
1. Establish context and purpose of assessment
(reason why he needs NC).
2. Explain the qualification and units of
competency (refer to upper portion of CAA).
3. Give the self assesment guide and relate it to
the evidence plan.
4. Explain the procedure of assessment; state the
methods to be used.
5. Explain the appeal system;
6. Ask if there are special needs/ alowable
adjustments needed by the candidate.
7. Have them sign the caa
8. Request permisson to start the assessment
9. Use rating sheet to gather evidecne.
10. Decide whether c or nyc
11. Give feedback (both positive and negative).
12. Sign cars, give post assessment briefing.
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Portfolio – is a collection of evidences presented to an assessor to prove one’s competence.

Give examples of evidence-gathering tools? What types of questions does the assessor ask during
 observation checklist demo & questioning?
 question list  Extension
 demonstration of work activity  Contingency
 portfolio.  Safety
 Infrequent activities
 Regulations and procedures

What are the six rules of evidence? importance of recording and reporting
 Sufficient  It provides proof of the candidate’s
 Current competence that can be used as evidence in
 Authentic training, future assessment or job promotion.
 Recent  It provides supporting documents for the
 Valid issuance of the certificate of competence.
 Consistent  It serves as basis for credit transfer
arrangements or recognition of prior learning.
Types of assessment methods  It provides a basis for feedback.
 Direct Observation  It provides information for further
 Written test enhancement of the assessment process.
 Structured assessment activities  It provides proof that assessment actually
 Questioning occurred.
 Portfolio
 Third party report/feedback
Review of products

Why is it necessary to employ at least two different kinds of assessment methods when conducting assessment?
It is necessary to determine sufficiency of the evidence. It also helps the Assessor determine if the Candidate is
actually competent in a particular unit of competency by validating authenticity of the evidence.

What is the importance of confidentiality in the assessment process?

 Unauthorized release of assessment instruments may compromise the integrity and validity of said
instruments and may render subsequent assessments questionable.
 Unauthorized release of assessment results may violate the rights of the candidate.

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Information Given During Feedback Tips for giving feedback on negative assessment
It includes describing:  Be as positive without raising any false
 assessment process expectations.
 assessor’s techniques  Be as precise about the gaps in the
 assessment dec isions candidate’s competence.
 follow up actions  Identify whether any part(s) of the
assessment need be repeated and, if so,
which parts.
 Emphasize and explain the results
 Suggest further learning or practice to fix
the gaps.
 Arrange further opportunity for candidate
to complete assessment requirements

GLOSSARY
NC- National Certificate
TM – Trainers Methodology
TR – Training Regulation
CS – Competency Standard
CBC – Competency Based Curriculum
TR – Training Regulations
PTQF- Philippine TVET Qualification Framework
PTTQF- Philippine TVET Trainers Qualification Framework
TVET – Technical Vocational Education and Training
PTQCS - Philippine TVET Qualification and Certification System

Facilities – A place equipped to fulfill a special function

Maintenance – Work that is done regularly to keep equipment, buildings and grounds in good condition
and working order.
Housekeeping – Management and upkeep of facilities according to workplace procedures and standards
CBT – Competency Based Training or a training approach that focuses on the development of
competence in the learner as a result of the training.

Training Resources
 Financial Resources
 Training Resources
 Human Resources