A.

Answer the following questions:

1. What are the six core competencies of Trainers Methodology Level I?
Plan training sessions
Facilitate learning sessions
Supervise Work-based learning
Conduct competency assessment
Maintain training facilities
Utilize electronic media in facilitating training
2. In the first unit of competency, enumerate the five learning outcomes.
DETERMINE LEARNER’S TRAINING REQUIREMENTS
PREPARE SESSION PLAN
PREPARE BASIC INSTRUCTIONAL MATERIALS
PREPARE ASSESSMENT INSTRUMENTS (INSTITUTIONAL)
ORGANIZE LEARNING AND TEACHING RESOURCES
3. Define the following abbreviations: CBT, TR, CS, CBC, CL, TC, TCC, & TN.
Competency-Based Training - It is a training delivery approach that focuses
on the competency development of the learner as a result of the training
Training Regulation - It is the basis in the formulation of competency
assessment and the development of curriculum and instructional materials for CBT
Competency Standard - is the written specification of the knowledge, skills
and attitudes and values required for the performance of a job, occupation or trade
and the corresponding standard of performance required for these in the workplace
Competency-Based Curriculum - is a guide in developing learning activities.
Understanding the CBC will help you establish trainee’s training needs and plan for
Competency-Based Training
CL -
TCC -
TN -
4. Enumerate and explain the ten principles of CBT.
Learning is based on the Competency-based Curriculum
Learning is competency-based or modular in structure
Learning is done by the learner at own pace
Learning is based on the actual industry practice
Training materials are directly related to the competency standardsand the
curriculum
Assessment of learners is based in the collection of evidences of work
performance based on industry or organizational required standards.
Better learning with industry and school partnership
Workers and Students can have prior skills recognized
There is flexibility for entry and exit from programs
Training programs are registered within UTPRAS
5. What are the four dimensions of competency?
Task Skills
Task Management Skills
Contingency Management Skills
Job/Role Environment

B. Answer the following questions:

1. Compare Traditional Education and Competency-Based Training.
Traditional Competency Based
 Instructors focus on managing instruction  Trainers focus on
managinglearning
 Most students enter at about the same time  Trainees enter at various
timesthroughout the year
 Students all cover the same material  Different trainees maybe trained
fordifferent unit of competency withinthe same program
 Students all proceed from one topic to the next at the same time  Each
trainee moves on the nexttask only after mastering the task he or she is currently
working on
  The instructor controls the learning pace  Each trainee progress at his or
her own pace
 All students are usually tested once  Each trainee is tested when ready to
demonstrate mastery
 Very little continuous feedback is given  Immediate feedback is given to
each trainees at critical points inthe learning process
 The instructor is involved inteaching only one topic at a time  The
instructor must be able to answer questions on many different tasks each day
 Retesting is discouraged or notallowed at all  Retesting is encouraged to
reach mastery
 Materials, tools and supplies for only one topic are needed at a time  The
trainer must see that all materials needed for many tasks are readily available
 The number of students enrolled is maximum capacity at the beginning of the
year and declines to half or less towards the end  As vacancies are filled,
trainees enrolment remains at capacity all year long
 Most instructions are delivered by or dependent upon the instructor  The
trainer must manage the use ofa wide variety of instructional media and materials
each day
 The programs is usually closed down or shortened during the summer months 
The program usually operated year round
 The evening program is usually separated and distinct from the day program
 Day and evening program both have access to all learning guides and resources
 The instructor controls the sequence in which topics will be covered  If
possible, trainee determine the sequence of the tasks
2. What are the sections of a TR?
Definition of the Qualification - This section enumerates the Basic Competencies,
Common Competencies and Core Competencies of the qualification
Competency Standards - gives the specifications of competencies required for
effective work performance.
Training Standards - Contains information and requirements in designing training
program for certain Qualification.
1. Curriculum design,
2. Training delivery;
3. Trainee entry requirements;
4. Tools equipment and materials;
5. Training facilities;
6. Trainer’s qualification and
7. Institutional assessment.
National Assessment and Certification Arrangement - describes the policies
governing assessment and certification procedure.
3. Enumerate the parts of the Competency standard.
Unit Title - Defines the area of competency
Unit Descriptor - Outlines what is done in the workplace
Elements and Performance Criteria - Elements describe in output terms the
functions that a person who works in a particular area of work is able to do.
Performance criteria are evaluative statements
that specify what is to be assessed and the required level of performance.
Elements - Building blocks of a unit of competency
Performance Criteria - Specifies what is assessed and the required level of
performance
Range of Variable - Describes the curriculum or context in which the work is
to be performed.
Evidence Plan - The purpose of the evidence guide is to guide the assessor in
the collection of evidence
Critical Aspect of Competency - Tells the assessor what evidence is essential
for successful performance
Underpinning Knowledge - knowledge or concepts involved in performing skills
of the competency
Underpinning Skills - skills needed to achieve the elements and performance
criteria in the unit of competency.
4. What are the modules of Instructions?
5. Enumerate and explain the learning styles.
Visual Learner
Kinesthetic Learner
Auditory Learner

C. Answer the following questions:

1. What are the ways of determining the current competencies of a trainee
Observation Checklist
Practical Demonstration
Project
360º Feedback
Case Study
Oral presentation
Journal
Problem Solving
Video or Audio Tapes
Certificate of Award or Employment
2. Define Session Plan
Is your main guide in delivering CBT. It is the blueprint of your training design
3. Why making a session plan beneficial for trainers?
1. Gives the trainers an idea of where they are and where they are going
2. Gives the trainers and the learners a clear idea of what they are doing
3. Records the training sessions the trainers have taken
4. Gives the trainers a starting point if they have to do the training again
with another learner or group of learners
5. Gives the trainers a firm base to review their performance
4. What are the elements and parts of a session plan
1. Industry Sector
2. Qualification Title and Level
3. Unit of Competency
4. Module Title
5. Learning Outcomes
6. Introduction
7. Learning Activities
8. Evaluation
9. Teacher’s Reflection

D. Additional items for review:

1. What are the principles of adult learning?
• Learning is most productive when the student is ready to learn. Although
motivation is internal, it is up to the clinical 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
2. Enumerate which you think are helpful training Methods.
- Lecture
- Modular self-paced
 - Role Playing
- Debate
- Group Discussion
- Demonstration
- Forum
- SLE
- Buzz Group
- Practice
- Brainstorming
- Public Speaking
- Case Study
- Study Circle
- Field Trip
3. In proper order, enumerate the Nine events of instruction.
1. Gain Attention
2. Inform Learners of Objectives
3. Stimulate Recall of Prior Knowledge
4. Present the stimulus/material
5. Provide guidance for learning
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer
4. What are the types of learning resources for presenting Instruction?
1. Print Materials
2. Non-Print Materials
3. Human Resources
5. What resources are used for practice and feedback?
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E. Questions to answer in making CBLM:

1. What are the forms of learning materials?
1. Learning guides,
2. Assessment materials,
3. Workbook with activities, tasks and content
4. Background reading materials or documents
5. Hand outs and other audio visual materials
6. Industry competency standards
7. Organizational policies, procedures or legislations
2. In developing the CBLM, what are the factors that we need to consider?
1. Principles of CBT
2. Training regulations
3. Trainees characteristics
4. Characteristics of Adult Learners
5. Learning styles
6. Nine events of instruction
7. Dimensions of Competency
3. Familiarize the parts of a CBLM.
Performance criteria checklist
Self check answer key
Competency alignment
Learning Objectives
Assessments
Data gathering instrument for trainee
Information sheet
Learner guide
Learning experiences
Maintain training facilities: output trainers methodology-i
Title (competency-based learning materials)
 Trainee Progress sheet
4. What are the characteristics of a good information sheet?
1. Free from violation of copyright law
2. Contains information essential to the attainment of the learningoutcomes
3. Has a title that gives some idea of the coverage of the sheet
4. Approach in terms of content and presentation is appropriate to the
interest and reading level of the learner
5. The layout, text and drawings are attractive in appearance and legible
6. Has uncommon terms marked for further defining
7. Has acknowledgement per copied part of the sheet
5. Define the following: Operation Sheet, Task Sheet, & Job Sheet.
Task sheet is a set of instructions telling the trainee to perform a single
task.
Operation sheet is a set of instructions for the operation or use of a
particular machine or equipment.
Job Sheet is a set of instructions for the performance of a Job.

F. Questions on preparing assessment instruments (Institutional)

1. What are the contents of preparing assessment instruments?
1. Institutional Competency Evaluation
2. Evidence Plan
3. Table of Specification
4. Written Test
5. Performance Test
6. Questioning Tool
2. What are the characteristics of good evaluation tools?
1. Reliability
2. Validity
3. Objectivity
4. Discrimination
5. Ease of Administration and Scoring
3. Why do we prepare an evidence plan?
 Serve as a planning tool
 Support the assessment process
 Assist with the collection of evidence
 Inform the learners of what is expected of them before they begin
theassessment
 Serve as a guide for the trainer in determining the method ofassessment to
be used
4. How do you prepare the table of specification?
1. Based on your evidence plan, identify the evidences to be gathered by the
written test. Write these in the first column.
2. Decide on the percentage of distribution of test items based on the
emphasis of your training and the importance of the topic, content or objective to
the main skill to be mastered. Write the percentages on the last column.
3. Set number of items for the whole test.
4. Compute for the number of items of each content.
5. Compute for the number of items per levels of learning.
6. Present your work to your trainer.
7. Keep a copy of this table for use in the next task sheet.
5. Enumerate the 5 classifications of questions in a questioning tool.
1. to follow-up the demonstration of task skills and task management skills.
2. to verify OHS practices.
3. to verify Job Role and Environment management skills
4. to gather evidences for contingency management skills.
5. on knowledge of laws, rules and regulations.

PTS LEARNING MATERIALS

1. DATA GATHERING INSTRUMENT
2. SELF ASSESSMENT CHECKLIST (Basic, Common, & Core Competencies)
3. SESSION PLAN or SP ( choose 1 unit of competency of your qualification, all
Learning Outcomes, and all contents of the chosen qualification)
4. COMPETENCY BASED LEARNING MATERIAL or CBLM ( must be in accordance with your
Session Plan)
5. EVIDENCE PLAN or EP
6. TABLE OF SPECIFICATION or TOS
7. WRITTEN TEST or WT (preferably multiple choice type, minimum is 30 items and
maximum is 50 items)
8. PERFORMANCE TEST or PT WITH PERFORMANCE CRITERIA CHECKLIST (
Task/Job/Operational sheet)
9. QUESTIONING TOOL or QT ( with model answers)
10. INVENTORY OF TRAINING RESOURCES
11. WORKSHOP LAYOUT or WL ( lay out of your chosen qualification following the CBT
areas )