TRAINERS METHODOLOGY 1

A day before the

orientation
On the day of
orientation
Welcome

Cornerstone Manpower
Academy & Assessment
Center Inc.
Mary Jane D. Subrado
Trainer
CAREGIVING NCII
 CAREGIVER
• a person who provides direct care (as for
children, elderly people, or the chronically ill)
The unit of competency comprising this
qualification includes the following:
Basic Competency Common competency

1.Participate in workplace 1.Implement and Monitor Infection

communication Control Policies and procedures

2.Work in a team environment 2.Respond effectively to difficult/

challenging behavior
3.Practice career professionalism
3.Apply basic first aid
4.Practice occupational health and
safety procedures 4.Maintain high standard of patients
service
 Core Units of Competency
1. Provide care and support to infants / toddlers
2.Provide care and support to children
3. Foster social, intellectual, creative and emotional
development of children
4. Foster the physical development of children
5. Provide care and support to elderly
6. Provide care and support to people with special needs
7. Maintain a healthy and safe environment
8. Respond to emergency
9. Clean living room, dining room , bedrooms , toilet and
bathroom
10. Wash and iron clothes, linen and fabric
11. Prepare hot and cold meals
Orientation discussions & activities:
1. CBT
2. Principles of CBT
3. CBT vs Traditional Programs
4. Roles of Trainer and Trainees
5. CBLM
6. CBT Process Flow
7. Evaluation and Monitoring
8. Tour
9. Pre-Test
 Training delivery

CBT
COMPETENCY-BASED TRAINING
COMPETENCY BASED TRAINING (CBT)

is a method of training
which develops the skills,
knowledge and attitudes
required to achieve
competency.
 10 Principles of CBT
1.The training is based on curriculum developed
from the competency standards.
2. Learning is Competency-Based or Modular in
Structure.
3. Training Delivery is individualized and self-
paced.
4. Training is based on work that must be
performed
5. Training materials are directly related to the
competency standards and the curriculum.
6. Assessment of learners is based in the
collection of evidences of work performance
based on industry or organizational required
standards.
7. Training is based both on and off-the-job
components.
8. The system allows Recognition of
Prior Learning (RPL).
9. The system allows for learner to enter
and exit programs at different times and levels
and to receive an award for competencies
attained at any point.

10. Approved training programs are

Nationally Accredited.
Role of
trainer
 Serves as a team member to
determine what is to be learned.
 Stimulates trainees motivation.
 Manages learning: a consultant
rather than a provider of
information: a facilitator of
learning.
 Diagnoses and solves learning
problems.
 Evaluates trainee’s achievement.
 Assists learners to obtain
individualized
rewards.
 Assists trainee in designing a
personalized plan of study
 Installs confidence in the learner by
providing experiences where
learners may succeed.

 Serves as a model for desirable

work habits, attitudes, and task
performance.

 Spends more time interacting with

students.

 Helps those students who really

need help.

 Accepts responsibility along with

the student for the task learned or
not learned.
 Trainees may select what they
want to learn and when they
want to learn it, with reason.

 Trainees learn at their own rate

with 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.

 Trainees may choose how they

want to learn individually, on a
one-to-one basis, in small group,
in large group or with audio-
visuals.
 Trainees are responsible for what
they learn
and when they learn it.

 Trainees decide when they are

ready to perform each task

 Trainees help develop

personalized prescription for
learning worked out
cooperatively.

 Trainees compete against

prescribed job
standards and not against other
students
 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 timeliness and
expediency.
 CBLM
Competency-Based Learning Material

is a well-designed and carefully developed

learning materials that give trainees detailed
instructions to guide them through the
learning process.
 How to use
Competency-Based
Learning Material
 Trainees are
The module required to go
contains through series
training materials of learning
and activities for activities. in
trainees to order to
complete. complete each
of the learning
outcomes of
the module.
In each learning Reference Materials for
outcome, there are further reading to help
Information Sheets, you better understand
the required activities.
Self- checks, Task
Follow these activities
Sheets and Job on your own and
Sheets. answer the self-check
at the end of each
learning activity.
Competency- Based Training Process flow
 TRAINING DURATION
786 HOURS

Morning
8:00am- 12nn

Lunch Break
12:00 noon- 1:00pm

Afternoon
1:00pm- 4:00pm
 Evaluation and Monitoring
Assessment Demonstration with
method oral questioning
Written Test
Computer-Based
Exam

Monitoring Achievement Chart

Progress Chart
Trainer’s Record
Book
CAREGIVING NC II
Achievement Chart
CAREGIVING NCII
Progress Chart
 CORNERSTONE Academy & Assessment Center
Barra, Dipolog City

TRAINEE’S RECORD BOOK

Trainee’s No._______________

NAME: Elssie L. Santiago

QUALIFICATION: CAREGIVING NC II
TRAINING DURATION : 786 hours
TRAINER: Mary Jane D. Subrado