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This document provides an overview of competency-based training (CBT) and its application to the Automotive Servicing NC II qualification. CBT focuses on developing the learner's competencies and abilities rather than the learning process. The qualification consists of basic, common and core competencies related to inspecting, repairing and servicing automotive vehicles. Learning materials are designed to guide trainees through tasks and assessments evaluate knowledge and skills against industry standards. Both trainers and trainees have defined roles to facilitate self-paced, modular learning.

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1K views29 pages

TM1 PPT Presentation

This document provides an overview of competency-based training (CBT) and its application to the Automotive Servicing NC II qualification. CBT focuses on developing the learner's competencies and abilities rather than the learning process. The qualification consists of basic, common and core competencies related to inspecting, repairing and servicing automotive vehicles. Learning materials are designed to guide trainees through tasks and assessments evaluate knowledge and skills against industry standards. Both trainers and trainees have defined roles to facilitate self-paced, modular learning.

Uploaded by

leijulia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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AUTOMOTIVE

SERVICING NC II

COMPETENCY-BASED TRAINING
It is a training delivery approach that focuses on
the competency development of the learner as a
result of the training.
Emphasis most on what the learner can actually
do.
Focuses on outcomes rather than the learning
process within specified time.
It is concerned with the attainment and
application of knowledge, skills and attitude to a
specific level of competency.

TEN (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 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 the CBT Trainer


1. Serves as a team member to determine
what is to be learned
2. Stimulates trainees motivation
3. Manages learning: a consultation rather
than a provider of information; a facilitator
of the one of the facilitator of the learning
4. Diagnose and solves learning problems
5. Evaluates student achievement

Role of the CBT Trainer


6. Assist learners to obtain individualized
rewards
7. Assist each trainee in designing a
personalized plan of study.
8. Installs confidence in the learner by
providing experiences where learners may
succeed.

Role of the CBT Trainer


9. Serves as a model for desirable work
habits, attitudes, and tasks performance in
the occupational field.
10. Spends more time interacting with students
on a 1:1 or small group basis.
11. Helps those students who really need help
12. Accepts responsibility along with the
student for the tasks learned or not learned.

Role of the CBT Trainee


1. Trainees may select what they want to learn
and when they want to learn it, within reason.
2. Trainees learn at their own rate within program
guidelines. They may speed up, slow down,
stop or even repeat a task.
3. Trainees may request to receive credit for what
they already know. This is done either through
pre-testing or through a review on a task list
completed at another training site.

Role of the CBT Trainee


4. Trainees may choose how they want to learnindividually, on a one-to-one basis, in small
groups or with audio visuals.
5. Trainees are responsible for what they learn
and when they learn it.
6. 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.

Role of the CBT Trainee


7. 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.
8. Trainees compete against pre job standards and
not against other students and are graded on
achievement of the standards or criteria of each
task.
9. Trainees know up front before instruction begins
what they are expected to know and do to complete
the program.

Role of the CBT Trainee


10. Trainees evaluate their own progress to see
how well they are doing.
11. Trainees move freely in the workshop,
laboratory and or training center.
12. 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.
13. Trainees learn according to their interest, needs
and abilities not according to teacher timelines
and expediency.

What are the objectives and outcomes of


Automotive Servicing NC II?

The
AUTOMOTIVE
SERVICING
NC
II
Qualification consists of competencies that a
person must achieve to inspect, clean and repair
mechanical or electrical parts, components,
assemblies and sub-assemblies of light and
heavy-duty automotive vehicle with diesel or gas
engine in accordance with manufacturers
specification. It also covers servicing of engine
mechanical components such as cooling and
lubricating system; performing power train and
underchassis servicing and repair.

BASIC COMPETENCIES
Participate in Workplace
Communication
Work in Team Environment
Practice Career Professionalism
Practice Occupational Health and
Safety Procedures

COMMON COMPETENCIES

Apply appropriate sealant/adhesive


Move and position vehicle
Perform mensuration and calculation
Read, interpret and apply specifications
and manuals
Use and apply lubricants/coolants
Perform shop maintenance
Perform job estimates

COMMON COMPETENCIES
Interpret/ draw technical drawing
Practice health, safety and environment
procedures
Inspect technical quality of work
Maintain quality systems
Provide work skill instructions
Identify and select original automotive
parts and products

CORE COMPETENCIES

Service Automotive Battery


Service Ignition System
Test and Repair Wiring/Lighting System
Service Starting System
Service Charging System
Service Engine Mechanical System
Service Clutch System
Service Differential and Front Axle

CORE COMPETENCIES

Service Steering System


Service Brake System
Service Suspension System
Perform Underchassis Preventive
Maintenance
Overhaul Manual Transmission

Instructional Materials
Competency-Based
Learning Material
Competency-Based Learning Material package
is simply a well-designed and carefully
developed learning materials that gives trainees
detailed instructions to guide them through the
learning process.

INSTRUCTION SHEETS are designed to guide


the trainee on the different things to be done to
learn a unit of competency.
INFORMATION SHEET
Primarily designed to deliver pertinent
information needed in the attainment of a
learning outcome.
TASK SHEET
A set of instructions telling the trainees to
perform a single task.

OPERATION SHEET
A set of instructions for the operation or use of
a particular machine or equipment.
JOB SHEET
A set of instructions for the performance of a
job. A job is a combination of tasks and/ or
operations needed in to develop a product or
performance of a service or a combination of
both.

CBT LEARNING AREAS

Practical Work Area


Learning Resource Area
Institutional Assessment Area
Contextual Learning Laboratory
Quality Control Area
Trainers Resource Center
Distance Learning
Computer Laboratory
Support Service Area

EVALUATION PROCESS
Knowledge, skills and attitudes and the four
dimensions of competency are to be assessed
using the following methods.
1. Written Test
2. Performance Test
3. Demonstration Method
4. Observation Method
5. Portfolio Method
6. Interview/ Questioning

PROGRESS
CHART
This chart is a monitor of the learning
outcome and competencies achieved by
each trainee. It is displayed on a place
within the training area frequented by the
trainees.

ACHIEVEMENT
CHART

This chart is a monitor of the required projects


and activities usually in the job sheets of the
CBLM.
It is most recommended specially for
qualifications that requires many activities and
requirements to finish a learning outcome.
It is made so that you can monitor daily
accomplishments of the trainees.

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