FACILITATE LEARNING SESSIONS

This unit covers the knowledge,

skills and attitude required in
facilitating learning session in
trainers methodology level I. This
module includes facilitating learning
session in the delivery of TM I, such
as preparing the workshop venue and
resources needed in facilitating
learning session. This also include
the learning on how to conduct
effective learning session.
LEARNING OUTCOMES :

Prepare training facilities/resources

Conduct pre-assessment
Facilitate learning sessions
Conduct competency assessment
Review training delivery
LEARNING OUTCOME #1 :
PREPARE TRAINING
FACILITIES/RESOURCES

CONTENTS:

The Principles of Competency Based

Training
Characteristics of CBT
Principles of Adult Learning
Delivery Plans
 Learning Stations
The Training Activity Matrix
THE PRINCIPLES OF COMPETENCY
BASED TRAINING
🞆 Competency Based Training (CBT) is a training
delivery approach that focuses on the competency
development of the learner as a result of the training.
🞆 Competency Based Training emphasizes on what the
learner can actually do; focuses on outcomes rather
than the learning process within specified time; is
concerned with the attainment and application of
knowledge, skills and attitude to a specific level of
competency.
CBT IS BASED ON THE FOLLOWING BASIC PRINCIPLES:
🞆 The training is based on curriculum developed from the
 competency standards;
🞆 Learning is modular in its structure;
🞆 Training delivery is learner-centered and should accommodate
individualized and self-paced learning strategies;
🞆 Training is based on work that must be performed;
🞆 Training materials are directly related to the competency
standards and curriculum modules;
🞆 -Assessment is based in the collection of evidence of the
performance of work to the industry required standard;
🞆 Training is based both on and off the job
components;
🞆 Training program allows for recognition of prior
learning(RPL) or current competencies;
🞆 Training allows for multiple entry and exit;

🞆 Training programs are registered with the UTPRAS.

THE COMPETENCY-BASED TVET SYSTEM RECOGNIZES
VARIOUS TYPES OF DELIVERY MODES , BOTH ON AND OFF-THE JOB AS
LONG AS THE LEARNING IS DRIVEN BY THE COMPETENCY STANDARDS
SPECIFIED BY THE INDUSTRY. THE FOLLOWING TRAINING MODALITIES
MAY BE ADOPTED WHEN DESIGNING TRAINING PROGRAMS:
🞆 Dualized mode of training delivery
🞆Modular/self-paced learning
🞆 Peer teaching/mentoring
🞆 Supervised industry training or on the-job
training
🞆 Distance learning
🞆 Project-based instruction

CHARACTERISTICS OF CBT
🞆 Competencies are carefully selected.
🞆 Supporting theory is integrated with skill practice.
Essential knowledge is learned to support the performance
of skills.
🞆 Detailed training materials are keyed to the competencies
to be achieved and are designed to support the acquisition
of knowledge and skills.
🞆 Methods of instruction involve mastery learning, the
premise that all participants can master the required
knowledge or skill, provided sufficient time and
appropriate training methods are used.
🞆 Participants’ knowledge and skills are assessed as they
enter the program and those with satisfactory knowledge
and skills may bypass training or competencies already
attained.
🞆 Learning should be self-paced.
🞆 Flexible training approaches including large group
methods, small group activities and individual study
are essential components.
🞆 A variety of support materials including print,
audiovisual and simulations (models) keyed to the
skills being mastered are used.
🞆 Satisfactory completion of training is based on
achievement of all specified competencies.
 PRINCIPLES OF ADULT LEARNING Key
Characteristics of Adult learner

🞆 Adult learners desire that learning be: ⚫

relevant;
⚫ task-oriented;
⚫ participatory (two-way communication); ⚫ friendly
(controlled stress, positive feedback); ⚫ varied
(demonstrations, case-studies,role play; not just
lectures); and
⚫ built on past experience.
THESE CHARACTERISTICS ARE BASED ON THE FOLLOWING
EIGHT PRINCIPLES OF ADULT LEARNING (SULLIVAN ET AL
1995):
⚫ Learning is most productive when the student is ready to learn. Although
motivation is internal, it is up to the trainer to create a climate that will
 nurture motivation.
⚫ Learning is most effective when it builds on what the student already
knows or has experienced.
⚫ Learning is most effective when students are aware of what they need to
learn.
⚫ Learning is made easier by using a variety of training methods and techniques.
⚫ Opportunities to practice skills initially in controlled or simulated situations
(e.g., through role play or use of anatomic models) are essential for skill
acquisition and for development of skill competency.
⚫ Repetition is necessary to become competent or proficient in a skill. ⚫ The
more realistic the learning situation, the more effective the learning.
⚫ To be effective, feedback should be immediate, positive and
nonjudgmental
DELIVERY PLANS
Your role as a trainer in CBT is more of a
facilitator. More than a presenter of contents, you serve
as a guide that teaches trainees how to learn. You should
seek and provide suitable opportunities, resources and
guidance to your trainees. The success of the teaching-
learning activities depends very much on how you have
prepared and how you delivered. “If the learner have not
learned, it’s because you have not prepared and failed to
perform your role.”
THE FOLLOWING ACTIVITIES WILL USEFUL GUIDES FOR A
FACILITATOR LIKE YOU:

🞆 Explain the objectives and the outcomes of the

training
🞆 Explain the learning and assessment process

🞆 Ensure that presentation and training methods

are appropriate
🞆 Use training equipment and materials
correctly
🞆 Provide frequent advice and feedback to facilitate
the learning process
🞆 Provide ample practice opportunities 🞆 Monitor

trainees’ readiness for assessment

THE NINE EVENTS OF INSTRUCTION

🞆 Gain attention
🞆 Inform learner of objectives 🞆
Stimulate recall of prior learning 🞆
Present stimulus material
🞆 Provide learner guidance

🞆 Elicit performance

🞆 Provide feedback

🞆 Assess performance

🞆 Enhance retention and transfer

LEARNING STATIONS
 🞆 Reading Area
🞆 Simulators

🞆 Training simulators or mock-ups Role-

play Area
🞆 Benchwork Area

TRAINING ACTIVITY MATRIX

Guidelines in making the Training Activity Matrix

🞆 Write the training activities for the session based on training needs and on trainee’s
chosen competency.
🞆 Based on the instructional sheet needed in the activity (Job Sheet, Task Sheet, and
Information Sheet) list down the facilities/Tools and Equipment needed for the
activity. The inventory of training supplies, tools, equipment and facilities is very
useful when planning for the activities of trainees in a class.
🞆 Instructional Sheet number should be specific.
🞆 Trainees should not be crowding in a workstation/area. Limit the number of trainees
to 5 and below per work station/learning area.
🞆 Ensure full utilization of equipment/work area. Avoid limited number of equipments
to be idle to prevent crowding of trainees.
🞆 Date and time of use should be specified.
🞆 Remarks should be made on the activity of each trainee. This will be your guide in
 planning for the activities of your trainees the next sessions. You may include the
following remarks “for assessment”, “to be assisted by (name of a peer mentor)”,
“needs more practice of Job Sheet #” and any other comments pertaining to the
training of each trainee.
🞆 The number workstations will vary depending on the number of workstations in the
CBT Layout. Number of workstations may also be dependent on the number of
mock-ups per competency.
RECOGNITION OF PRIOR LEARNING
Recognition of Prior Learning (RPL) refers to the
acknowledgement of skills and knowledge held as a result of formal
training, work experience and/or life experience.
Recognition of prior learning or experience is a form of
assessment used to determine whether a person has achieved, through
informal and formal learning and experience, the required
competence for entry and/or credit in a recognised course or training
program. (Rumsey 1994, p.15)
RPL is an essential component of competency-based
training. It focuses on current competency standards gained by
individuals through:
⚫ Work experience
⚫ Life experience
 ⚫ Formal training
⚫ Informal training
PRE-ASSESSMENT

Purposes of pre-assessment

-To determine trainee’s characteristics -To

recognize prior learning

-To determine training needs

LEARNING OUTCOME #3 :
FACILITATE TRAINING SESSION

CONTENTS:
🞆Competency Based Training Delivery
🞆Feedback Mechanism
🞆CBT Monitoring Tools
🞆Competency-Based Training Procedures
🞆Focused Group Discussion
ROLE OF THE CBT TRAINER

Your major role as the trainer is one of

“coordinating learning activities” other than
traditional “dispensing of information”. Trainer in a
CBT system spend the major portion of training
time giving demonstrations, assigning tasks to
students, providing individual and small group
assistance, evaluating trainee’s progress and
providing individual consultation. The following
 functions outline the role of the trainer in learner
centered instructional situations.
🞆 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 of the facilitator of the learning
🞆 Diagnose and 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 learners may
succeed
🞆 Serves as a model for desirable work habits, attitudes and tasks
performance in the occupational field
🞆 Spends 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.
ROLE OF THE CBT TRAINER
 1. TEACHER

2. FACILITATOR

3. NEGOTIATOR

4. COORDINATOR

5. CURRICULUM
DEVELOPER 6.
INSTRUCTIONAL MATERIALS
DEVELOPER
7. COUNSELOR

8. DEMONSTRATOR

9. SESSION PLANNER
ROLE OF THE CBT TRAINEE
Competency Based Training is individualized and
“Learner-centered”. Trainees, therefore, pursue instructions
for their personal goals and objectives. The trainee spends
most of his time in directed self study and practice,
 supervised by the trainer who can provide immediate
assistance and feedback.

In CBT, Trainees have the following roles: 🞆

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 o a 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.
🞆 Trainees are responsible for what they learn and when they learn it. 🞆 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.
🞆 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.

FEEDBACK MECHANISM
Feedback is a dialogue between people which reflects back
how another person sees someone else behavior or performance.
As people we get feedback from the way people react to us. As
managers, coaches, trainers and peers we may have more formal
conversations about performance, or how someone could carry
out an aspect of their job role more effectively.

🞆 Types of Feedback
🞆 Positive Feedback – serves to sustain behavior that is
appropriate and effective.
🞆 Negative or coercive Feedback – serves to change behavior
that is inappropriate or ineffective.
PRINCIPLES IN GIVING EFFECTIVE
FEEDBACK
⚫ Give feedback only when asked to do so or when your offer is
accepted.
⚫ Give feedback as soon after the event as possible. ⚫
Focus on the positive.
⚫ Feedback needs to be given privately wherever possible,
especially more negative feedback.
⚫ Feedback needs to be part of the overall communication process
and ‘developmental dialogue’. Use skills such as rapport or
mirroring, developing respect and trust with the learner.
⚫ Stay in the ‘here and now’ don’t bring up old concerns or previous
mistakes, unless this is to highlight a pattern of behaviors.
⚫ Focus on behaviors that can be changed, not personality traits.
⚫ Talk about and describe specific behaviors, giving examples
where possible and do not evaluate or assume motives.
⚫ Use ‘I’ and give your experience of the behavior (‘when you said…, I
thought that you were…’).
⚫ When giving negative feedback, suggest alternative behaviors. ⚫
Feedback is for the recipient, not the giver – be sensitive to the impact of
your message.
 ⚫ Consider the content of the message, the process of giving feedback and the
congruence between your verbal and non- verbal messages. ⚫ Encourage
reflection. This will involve posing open questions such as:
🞆 Did it go as planned? If not why not?
🞆 If you were doing it again what would you do the same next time and what
would you do differently? Why?
🞆 How did you feel during the session? How would you feel about doing it again?

🞆 How do you think the patient felt? What makes you think that? 🞆 What
did you learn from this session?
⚫ Be clear about what you are giving feedback on and link this to the
learner’s overall professional development and/or intended programme
outcomes.
⚫ Do not overload – identify two or three key messages that you
summarize at the end.

CBT MONITORING TOOLS

🞆Progress chart
🞆Achievement chart
🞆Trainees Record Book
Trainees Progress Sheet
GUIDELINES IN MAKING THE PROGRESS
CHART
🞆 Recommended dimensions of the chart is 4 feet by 6 feet in
dimension so that it can be glanced at by the trainee from any
corner of the workshop
🞆 The Qualification Title should be written on top 🞆 It should contain
all the Learning Outcomes as reflected in the Training Regulation.
🞆 The names of the trainees are reflected on the second column
in alphabetical order.
🞆 The training duration reflects the nominal duration of the
qualification. 🞆 All trainers involved in the training are reflected in
space provided.
🞆 Write the legend for recording the accomplishments of trainees.
🞆 To accomplish the chart, put a check on every learning outcome
finished and a letter “C” on the column for the competency if the
trainee passes the Institutional Competency Evaluation.
GUIDELINES IN MAKING THE ACHIEVEMENT
CHART
🞆 Recommended dimensions of the chart is 4 feet by 6 feet in
dimension so that it can be glanced at by the trainee from any
corner of the workshop
🞆 The qualification title should be written on top. 🞆 Instead of the
Learning Outcomes, the required activities and outputs are written.
🞆 The names of the trainees are reflected on the second column
in alphabetical order.
🞆 The training duration reflects the nominal duration of the
qualification. 🞆 All trainers involved in the training are reflected in
space provided.
🞆 Write the legend for recording the accomplishments of trainees.
🞆 To accomplish the chart, put a check on every requirement
satisfied by the trainee and a letter “C” on the column for the
competency if the trainee passes the Institutional Competency
Evaluation.