Information Sheet 4.

1-4
The Competency Based Training Procedures

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to
1. discuss the procedures in managing CBT;
2. enumerate the aspects of the training that needs to be discussed
during the orientation.
In the previous discussions, you gathered information about the
characteristics of trainees, their current competencies and their training
needs. You were also presented with different modes and methods of
teaching in the first competency of the Teaching Methodology course.
Our main concern now is how to make use of this information in
actual training. How do we handle trainees with varied characteristics and
different training needs considering the Principles of Competency Based
Training?

Delivery and Evaluation Activities

To effectively carry out the delivery of learning the following steps are
hereby recommended:

Pre-training activities
1. Construct pre-assessment instruments
2. Prepare TNA instruments
3. Prepare session plan
4. Develop CBLM for your qualification
5. Layout your workshop by workstation following the CBT Principles
6. Organize training resources
7. Monitoring of attendance
Although attendance is not a basis in evaluating trainees in CBT, the
trainer should still monitor the attendance of his trainees. This serves as a
basis for the planning of the activities for the day specially if there are
limited training resources. Monitoring attendance need not use the
traditional way of checking attendance but the trainer can devise a way in
which attendance (time-in and time-out) are recorded. Log books, biometric
system or Bundy clock are some ways of recording.
 Conduct TNA and pre-assessment
Training Need Analysis (TNA) reveals important data such as the
current competencies and trainees’ characteristics. These are basis for the
planning and scheduling of training sessions.

Schedule training sessions

Training schedule is based on trainees’ characteristics and current
competencies. Trainer should be creative enough to maximize use of
available resources to facilitate learning. Training methodologies may vary
trainee by trainee. Small group maybe formed for some competencies
wherein fast learners may serve as leaders. In some cases a trainee may opt
to learn alone.

Trainees choose competency

For TM, Plan Training Session is a prerequisite to all other
competencies except the competency Utilize Multi-Media Materials in
Facilitating Session. It is, therefore, the first competency that trainees
should learn. You have to design your first training sessions for the
attainment of the learning outcomes of Plan Training Sessions.
Prepare training facilities and resources
Assign Trainees in their workstations
Assign trainees depending on Trainees current competencies and the
availability of training resources

#29Orient Trainees
Orientation of Trainees to Competency Based Training

To acquaint trainees of the environment in Competency Based

Training, an orientation program is very important. It is during orientation
that trainers motivate students about the program and its benefits to
trainees. This is the time when you get trainees excited about the prospects
of getting real occupational training and confident that they can succeed in
the training program.
There are two levels of the orientation program, the orientation about
the institution and the orientation about your particular qualification.
 Orientation about the institution
Usually, training institutions that start qualifications at the same time
orient students about the institution during the Trainees’ Induction
Program. It is during this time that trainees get acquainted with the school
faculty and staff, facilities, programs and services. If arrangements
warrants, this orientation is a responsibility of an orientation committee
preferably headed by the guidance counselor. But if schedules do not allow
for a mass orientation, it is your responsibility as the assessor to orient
them about the institution.

Orientation about the qualification or

training program
Aside from orienting the trainees about the Competency Based
Training System, the following elements of CBT needs to be discussed before
the start of any training program:
1. The role of the trainee
2. The role of the trainer
3. Basic operations in which the training operates
4. The competencies that has to be covered based on TR
5. The use of the CBLM
6. The CBLM basically has instructions in itself but trainees need to be
acquainted with its parts to ensure that every part will not be neglected.
Orient trainees on the importance of each part in the training.
7. Instructional Facilities and Resources
8. A tour of the workshop during the orientation maybe needed to
familiarize the students about facilities existing in the workshop and
how they will be accessed and returned. Their role in the maintenance
of the tools is reiterated during this time
9. The workshop and its stations
10. The evaluation system
11. The trainees will always be interested on how they will be rated. They
should know what to be and how they will be evaluated, how
achievements will be recorded and what credits to get after the training.

#29Guide Trainees in doing the activities

of the session
The trainee is guided by the CBLM about the activities to be
undertaken through the learning activities page. All instruction sheets are
also provided with necessary sections which will serve as a guide in
undertaking the activities such as the Occupational Health and Safety
practices, tools and materials needed, standards to be met and speed.
 Provide feedback on the on-going
activities
Self-Checks, Task/Job Sheet, Operation Sheets, and assignment
sheets are provided with Performance Criteria Checklist or Procedural
Checklist to serve as a guide for trainees in checking their own work but it is
also important that trainers check the performance of each trainee. Always
remember that immediate feedback is critical in training.
 Provide remedial activities such as
lecture/discussions for knowledge
or additional Task/Job Sheets for
practice as the need arises.
Since learning is self-paced, trainees are expected to finish at different
times and maybe doing different things at a time. Slow learners would need
more guidance than the others. The trainer should be very sensitive about
the needs of trainees with special needs such that of the slow learners. In
some cases, several task sheets to practice would be needed before they are
ready for more complex activities such that in the Job Sheet. The trainer
should use his judgment and ingenuity in providing these to his trainees.
This would eventually increase the materials in the CBLM and improve the
efficiency of the training program.

Record achievement of trainees on

the Progress Chart and
Accomplishment Chart
A Progress Chart and an Accomplishment Chart is a record of all the
accomplished activities and acquired Learning Outcomes of the trainee.
They are essentially references for both the trainer and the trainee about the
on-going training. The progress chart and the Accomplishment chart reflect
important feedback which may be bases for the adjustments in the teaching
learning process. If the progress chart shows that a trainee is too slow, for
example, the trainee would be motivated to catch up with the others. The
trainer, on the other hand, could be alarmed and find ways in guiding the
trainee to achieve better.

#30Evaluate trainees’ performance

The performance of the task and job sheets are venues for practicing a
task or a skill based on the criteria in the Performance Criteria Checklist.
The Performance checklist for the particular Job/Task Sheet is likewise the
basis for formative evaluation of the trainee’s performance. A well prepared
Competency Assessment (Institutional) for each competency is however,
encouraged for summative evaluation.
 Provide Feedback on the result of the
evaluation
Results of evaluation should be immediately communicated to the
trainees.

Decide whether the trainee advances

to the next competency or to do
more practice activities
 In doing the activities above, take note of the following principles:
Effective facilitation involves acquiring relevant knowledge about students
and using that knowledge to develop our course design and training session.
Effective facilitation involves aligning the three major components of
instruction: learning objectives, assessments and instructional activities.
The CBLM as the primary learning material is provided with the
following to allow self-paced learning:
 Information sheet – learning objectives are stipulated at the start
of each information sheet.
 Job/task/operation Sheets - provides opportunity for trainees to
practice skills related to the learning objective.
 Performance Criteria/Procedural Checklist – provides feedback on
the performance of the activities in the Instructional Sheets. It is a
benchmark of performance criteria for the trainee for self-
assessment and for the trainer to assess trainee’s performance.
Effective facilitation involves articulating explicit expectations regarding
learning objectives and policies.
Being clear about the objectives of learning and communicating them
explicitly to the trainees learn more and perform better. It gives trainees a
clear target to aim and to monitor.
Effective facilitation involves prioritizing the knowledge and skills we choose
to focus on.
Too many topics work against learning so you have to decide what you
will not include in the course. This involves (a) recognizing the parameters
of the course (b) setting priorities (c) determining course content that will be
useful in attaining objectives set by the Competency Standards.
Effective facilitation involves recognizing and overcoming our expert blind
spots.
We are not our trainees. Experts tend to perform acquired skills
unconsciously that they tend to become inherent in the trainer so we tend to
skip or combine critical steps when we teach. The trainer should be keen
enough to break skills into smaller tasks so that trainees can practice them
well before they can combine them with other tasks.
Effective facilitation involves adopting appropriate teaching roles to
support our learning goals.
 Self-Check 4.1-4
Enumeration:

Enumerate the aspects of the training that needs to be explained during the
orientation.
 Self-Check 4.1-4
Your answers should include the following:
1. CBT Procedures
2. The role of the trainer
3. The role of the trainee
4. The competencies that has to be covered based on TR
5. The use of the CBLM
6. Instructional Facilities and Resources
7. Workshop and its stations
8. The evaluation system
 Job Sheet 4.1-4
Title: Facilitate Training Session
Performance Objective: Given trainees for your qualification,
YOU MUST be able to facilitate one training session using the
Competency Based Training delivery approach.

Supplies/Materials : TR, CBC, CBLM, Bond papers,

Equipment : PC, printer with ink

Steps/Procedure:
1. Prepare training facilities and resources
2. Monitor the attendance of trainees
3. Orient Trainees on a condition that this is the first time you meet
a group of trainees and TNA has been previously conducted.
4. Assign trainees in their workstations
5. Guide trainees in undergoing the activities
6. Provide feedback as the training is going on
7. Evaluate performance of trainees based on Performance Criteria
Checklist
8. Record trainees’ achievement on Progress Chart and
Accomplishment Chart.

Assessment Method:
Demonstration, Portfolio Assessment, Questioning
 Performance Criteria Checklist 4.1-4
Facilitate Training Session

Criteria YES NO
Did the Trainer prepare
 Workstations?
 Facilities/resources?
Was attendance monitored?
Was there a full utilization of work areas/resources?
Did the trainer orient the trainees on
 CBT?
 The role of the trainer?
 The role of the trainee?
 The competencies that has to be covered based on TR
 The use of the CBLM
 Instructional Facilities and Resources
 Workshop and its stations
 The evaluation system
Did the trainer conduct pre-assessment (RPL)?
Did the trainer schedule individual and small-group
activities as appropriate?
Did the trainer use a variety of teaching techniques,
designed to match learner capabilities with the requirements
of the task?
Did the trainer monitor the activities?
Did the trainer allow students to assume individual
responsibility for learning?
Did the trainer evaluate the performance of the trainees
based on Performance Criteria Checklist?
Did the trainer record the achievements of the trainees in
the
 Progress chart?
 Accomplishment chart?
Did the trainer personally provide continual feedback to
trainees.
Were slow learners assisted in their activities?
 Information Sheet 4.1-5
Focused Group Discussion

Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. explain how focus group discussion can be useful in processing
observation results;
2. enumerate ways of encouraging members of the focus group to
participate in the discussion;
3. identify the important parts of the minutes of the meeting; and
4. explain how focus group discussion can be helpful in the program
evaluation.

As expert trainers in TVET and through the knowledge and skills you
acquired from the other competencies of TM1, you can now evaluate the
performance of others in facilitating learning sessions.
In this lesson, you will learn how to use Focus Group Discussion as a
tool in evaluating the demonstration of a trainer.

Observation Results and Focus Group

Discussion
The observation results are best discussed by the observer, oftentimes
the VIS, and the trainers who were observed. The purpose of the discussion
is to be able to identify the strengths and weaknesses of the trainers in
facilitating sessions and to improve the resources, materials and facilities so
that CBT is continuously enhanced. It will also help in standardizing
maintenance systems and other processes involved in training within an
institution.
In our quest for quality, it is always a good practice to sit together,
discuss the processes and set course of actions towards the improvement of
CBT.

Focus Group Discussion

The purpose of focus group discussions is to gain knowledge about a
particular topic or need by interviewing a group of people directly affected by
the issue. Focus group data can be used to collect information for many
purposes, such as conducting a needs assessment or evaluating a program.
In training, we would like to use this method to discuss the result of
evaluation on the demonstration of trainers, to improve their skills in
 facilitating training sessions, the training resources, Shop layout and CBT
implementation as a whole.

Approaching Focus Group Facilitation

For this activity you should have a moderator and a secretaty. The
moderator leads the discussion, keeps the conversation flowing and takes a
few notes to remember comments that you may want to use later. The
secretary takes comprehensive notes, handles the environmental conditions
and logistics, responds to unexpected interruptions and keeps track of time.

Two approaches are essential to facilitating focus groups.

 The first is being a “blank slate.” This means approaching the focus
group with an open mind and as few preconceptions as possible
about what participants are likely to say or not say.
 The other essential approach is to be aware of potential biases as
a moderator. Differences in race/ethnicity, qualification handled and
education levels between the moderator and participants can bring
unforeseen biases to how a facilitator runs a focus group.
.
Anticipate running out of time—think about what you would do to
modify the agenda.

#31-Encourage discussion
To facilitate useful, free-flowing discussion during the focus group,
follow some of these tips:

 Ask participants to think about an issue for a few minutes and write down
their responses.
 Ask each participant to read, and elaborate on, one of their responses.
 Note the responses on a whiteboard.
 Once everyone has given a response, participants will be asked for a
second or third response, until all of their answers have been noted.
 These responses can then be discussed.
 Don’t ask more than one question at a time, even if the questions go
together. Participants usually cannot remember several questions at one
time, and asking multiple questions makes it hard for them to know where
to start.
  Frequently repeat key phrases from the question. Participants tend to lose
focus on the question after 2-3 other participants have responded to it.
Repeating key phrases from the question at strategic times, or asking
participants to link their response to key terms in the question will help
participants stay focused.
 Be Comfortable with Silence. It is also important that moderators be
comfortable with silence and “pregnant pauses.” Some participants may
participate more if they have more time to consider the question before
they speak.
 Use probes when you need more information.

When participants are not providing enough information, try the

following probes:

a. Would you explain further?

b. Would you give me an example of what you mean?
c. Would you say more?
d. Tell us more.
e. Is there anything else?
f. Please describe what you mean.
g. I don’t understand.
h. Does anyone see it differently?
i. Has anyone had a different experience?

Managing risks
A number of potential problems could arise during focus groups,
which will all need addressing:

 If one participant tries to dominate the session, the moderator

should invite each person to speak in turn
 Avoid interviewing friends in the same group as they can form
cliques - if cliques do form, suggest taking a break and changing
seating positions upon returning from the break
 Avoid personal confrontation - allow the group to police itself (e.g.
"do others in the group agree?")
 Respect someone's right to be quiet, but do give them a chance to
share their ideas 1-to-1 (e.g. during a break)
 Use differences of opinion as a topic of discussion - the moderator
should avoid taking sides
 In order to avoid “leading” participants with any reaction to their
comments, we suggest that reactions should be warm but value-
neutral. Ways to be value-neutral are: informationseeking
 (e.g. “tell me more about that…”), clarifying (e.g. “Can you
explain what you mean?”) and acknowledging (“I hear what you
are saying…”).

To evaluate the performance of a trainer, demonstration observation is

usually done by the Vocational Instruction Supervisor (VIS). After the
demonstration, a meeting which will discuss the result of evaluation should
follow. It is recommended that a focus group discussion will be used to
discuss demonstration observations. The focus of the discussion is
primarily to improve CBT implementation which shall include improvements
on the skills of the trainers and the resources of the training, and the layout
of the workshop.
To discuss the results of the observations the following should be
observed:

1. The VIS should act as the moderator.

2. Assign a secretary who will take the minutes.
3. Use the Performance Criteria Checklist on Facilitate Training Session as
a basis. Other observation items maybe included but discussions should
focus on how CBT is implemented.
4. Avoid referring to a particular person. Refer to the performance of the
items included in the criteria.
5. After discussing the observation, focus on how the performance of the
item should be improved.
6. After the discussions, always make it a practice to have agreements on
the topics discuss. Course of actions to improve on the CBT
implementation should be agreed upon by the participants.

#32-Minutes of the meeting

Minutes of the meeting is a documentation of the discussions and
agreements/resolutions on topics discussed in a meeting.
Meeting minutes are important. They capture the essential
information of a meeting – decisions and assigned actions. They keep
attendees on track by reminding them of their role in a project/endeavor
and clearly define what happened in a group session.

Meeting minutes shouldn’t be an exact recording of everything that

happened during a session. Minutes are meant to record basic information
such as the actions assigned and decisions made. Then, they can be saved
and used for reference or background material for future meetings relating
to the same topic.
 The following instructions will help you take useful and concise
meeting minutes.

Before the Meeting

If you are recording the minutes, make sure you aren’t a major
participant in the meeting. You can’t perform both tasks well.

Create a template for recording your meeting minutes and make sure
you leave some blank space to record your notes. Include the following
information:

 Date and time of the meeting

 The purpose of the meeting
 The meeting lead or chair’s name
 Assigned action items
 Decisions made

Before the meeting, gather as much information from the host as you
can. Ask for a list of attendees, as well as some information on the purpose
of the meeting. This way you won’t need to scramble to understand what’s
going on while you’re recording notes.

Decide how you want to record your notes. If you aren’t comfortable
relying on your pen and notepad, try using a tape recorder or, if you’re a fast
typist, take a laptop to the meeting.

During the Meeting

Check the attendance. Ask the meeting moderator to introduce you to
meeting attendees you aren’t familiar with. This will be helpful later when
you are recording assigned tasks or decisions.

Don’t try to record notes verbatim – it’s not necessary. Minutes are
meant to give an outline of what happened in the meeting, not a record of
who said what. Focus on understanding what’s being discussed and on
recording what’s been assigned or decided on.

Record action items and decisions in your template as they happen –

don’t wait until after the meeting to pull them out of your notes or you could
make a mistake. If you don’t understand exactly what decision has been
made or what action has been assigned, ask the meeting lead to clarify.

Date Developed: Document No.

July 2010 Issued by:
Date Revised:
Page 99 of 160
March 2012
CBLMs on Trainers Developed by: NTTA
Redilyn C. Agub Revision # 01
Methodology Level
I

Facilitating Training
Sessions
After the Meeting
Review the notes and add additional comments, or clarify what you
didn’t understand right after the meeting. Do this while the information is
fresh in everyone’s mind. Type your notes out in the template you created
before the meeting – this will make the notes easier for everyone to read and
use.

When you’re writing out your notes, use some of the following tips
from the International Association of Administrative Professionals (IAAP).

 Number the pages as you go so you aren’t confused later.

Remember, though, that the minute-taker is responsible for
providing good flow. Don’t force yourself to write the minutes in the
actual chronological order of the discussion - it may not work.
 Focus on action items, not discussion. The purpose of minutes is
to define decisions made and to record what actions are to be taken,
by whom and when.
 Be objective. Write in the same tense throughout and avoid using
people’s names except for motions or seconds. This is a business
document, not about who said what.
 Avoid inflammatory or personal observations. The fewer adjectives
or adverbs you use, the better. Dull writing is the key to
appropriate minutes.
 If you need to refer to other documents, attach them in an appendix
or indicate where they may be found. Don’t rewrite their intent or
try to summarize them.

When you finish typing the minutes, ask the meeting moderator to
review the document for errors. Send the final copy of the minutes to
attendees right away. Keep a copy of the notes (and the template) for
yourself in case someone wants to review them later.

Recording meeting minutes ensures that the decisions and actions

resulting from a meeting aren’t lost or forgotten. By taking the time to record
proper meeting notes you’ll make sure the time and effort that goes into a
meeting isn’t wasted. (Effective Meetings.com)

Date Developed: Document No.

CBLMs on Trainers
July 2010 Issued by:
Methodology Level
Date Revised:
I March 2012 NTTA
Page 100 of 160
Developed by:
Facilitating Training Redilyn C. Agub Revision # 01
Sessions
 Self-Check 4.1-5
Multiple Choice:
Choose the letter of the best answer. Write the letter of your choice on your
answer sheet.

1. In a focus group discussion, he leads the discussion.

Moderator
Secretary
Trainer
Assistant leader

2. A member of the focus group who takes notes of the discussions and
decisions made.
Moderator
Secretary
Trainer
Assistant leader

3. The documentation of the discussions and decisions made in a focus group

discussion is the
Minutes of the meeting
Observation result
Moderator’s notes
Pictures

II. Enumeration:
Enumerate the following:

1. Tips on how to encourage a member’s participation in a focus group discussion.

(give at least 5)

2. Questions which may be asked to get more information on the responses of a

member. (give at least 5)
 Answer Key 4.1-5

Multiple Choice:
1. A
2. B
3. A

Enumeration
1. Tips on how to encourage a member’s participation in a focus group discussion.

o Ask participants to think about an issue for a few minutes and

write down their responses.
o Ask each participant to read, and elaborate on, one of their
responses.
o Note the responses on a whiteboard.
o Once everyone has given a response, participants will be asked for a
second or third response, until all of their answers have been noted.
o These responses can then be discussed.
o Don’t ask more than one question at a time, even if the questions
go together. Participants usually cannot remember several questions
at one time, and asking multiple questions makes it hard for them to
know where to start.
o Frequently repeat key phrases from the question. Participants tend
to lose focus on the question after 2-3 other participants have
responded to it. Repeating key phrases from the question at
strategic times, or asking participants to link their response to key
terms in the question will help participants stay focused.
o Be Comfortable with Silence. It is also important that moderators
be comfortable with silence and “pregnant pauses.” Some
participants may participate more if they have more time to
consider the question before they speak.
2. Questions which may be asked to get more information on the responses of a
member.
a. Would you explain further?
b. Would you give me an example of what you mean?
c. Would you say more?
d. Tell us more.
e. Is there anything else?
f. Please describe what you mean.
g. I don’t understand.
h. Does anyone see it differently?
i. Has anyone had a different experience?

Minutes of the Meeting Template

Minutes of the Meeting
Focus Group Discussion

Date:
Agenda:
Competency-based Training Delivery
Present:
1.
2.
3.
4.

CBT Concerns Discussions Resolutions/Agreement

1. CBT Layout

2. Monitoring of
Attendance
3. Utilization of work area

4. Orientation
a. CBT
b. Roles
c. TR
d. CBLM
e. Facilities
f. Evaluation system
5. RPL

6. Teaching methods and

technique
7. Monitoring of
learning activities
a. Achievement chart
b. Progress chart
8. Feedback

9. Slow learners

10. Other concerns