Information Sheet 2.

1-1
The Principles of Competency Based Training

Learning Objectives:
After reading this Information Sheet, you should be able to:
1. enumerate the 10 principle of CBT
2. explain the principles of CBT

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:
1. The training is based on curriculum developed from the
competency standards;
The trainer should be aware that all training activities are done
towards the attainment of the assessment criteria set in the competency
based curriculum.
2. Learning is modular in its structure;
One competency is generally considered as one module. Since
learning is modular in instruction, a trainee should be competent in the
module currently being trained before going to the other competency.
Competency Based Learning Materials are prepared per competency
which shall serve as the main material and guide in training.
Information in the attainment of knowledge and skills are provided for
in the CBLM. In case other training materials such as videos, computer-
based learning materials and other references are needed, the CBLM
usually gives direction on how these materials can be accessed and
used.
3. Training delivery is learner-centered and should
accommodate individualized and self-paced learning
strategies;
Trainees are treated as individual learners with different characteristics,
learning styles and training needs. The sessions should therefore provide
for varied activities, employing different methods of training. Considering
that trainees are being trained simultaneously on different competencies,
activities should always allow trainees to work independently or in small
groups with minimum supervision. Learning Materials should provide
for self-evaluation or peer evaluation so that immediate feedback on
the performance of each trainee is sought for in every learning activity.
Answer keys, model answers and performance criteria checklist are very
important tools to attain these objectives.
4. Training is based on work that must be performed;
Training is always based on actual industry practices. Training
should provide for a simulated work environment.
5. Training materials are directly related to the competency
standards and curriculum modules;
The Competency Based Learning Materials used during the training
should conform to the competency based curriculum and the competency
standards. The trainer should always check his session plans and
CBLMs to make sure that all assessment criteria are attained. The
Competency Standards always provide the minimum requirements of the
competency. A trainer should always aim for the attainment of every
criteria. Enhancements are also encouraged.
6. Assessment is based in the collection of evidence of the
performance of work to the industry required standard;
Assessment is done to test whether the trainee is able to perform
the job based on the required criteria in the competency standards. This
should be done before a trainee can advance to another competency. A
carefully prepared Institutional Evaluation Tool should be used to
assess the competency of the trainee. In CBT, grades are the not the
basis of his competency; it is based on the satisfaction of the
criteria/evidences which are collected through an institutional
competency evaluation.

7. Training is based both on and off the job components;

Training is done in a simulated work environment (the laboratory)
and/or in an actual work environment such as in training cum production,
enterprise based training, supervised industry training and on-the-job
training.

8. Training program allows for recognition of prior

learning(RPL) or current competencies;
Current competencies acquired through training or work experience are
recognized before training through a validation process so that the trainer
can provide activities that match the learning level of each trainee. Prior
learning is recognized by giving them a Certificate of Achievement for the
competencies acquired previously. Data on other acquired skills should
be carefully recorded to serve as data for planning the training activities of
a particular trainee. A trainee who has prior experiences as a janitor but
is not yet competent in “Providing Housekeeping Services to Guest”, for
example, may not practice how to use cleaning equipment anymore but
would concentrate on other activities that would help him satisfy the
assessment criteria of the competency. This would shorten the training
hours of the particular trainee.

9. Training allows for multiple entry and exit;

Trainees do not need to wait for others to be competent before he
can exit either a competency or the qualification. Fast learners may
graduate faster than others.
10. Training programs are registered with the UTPRAS.
All programs should be registered to the Unified TVET Program
Registration and Accreditation System. UTPRAS registratrion assures the
quality of training.
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:
The dualized mode of training delivery is preferred and
recommended. Thus programs would contain in-school and in-industry
training or fieldwork components. Details can be referred to the Dual
Training System (DTS) Implementing Rules and Regulations.
Modular/self-paced learning is a competency-based training
modality wherein the trainee is allowed to progress at his own pace. The
trainer just facilitates the training delivery.
Peer teaching/mentoring is a training modality wherein fast
learners are given the opportunity to assist the slow learners.
Supervised industry training or on-the-job training is an
approach in training designed to enhance the knowledge and skills of the
trainee through actual experience in the workplace to acquire specific
competencies prescribed in the training regulations.
Distance learning is a formal education process in which majority
of the instruction occurs when the students and instructor are not in the
same place. Distance learning may employ correspondence study, or
audio, video or computer technologies.
Project-based instruction is an authentic instructional model
or strategy in which students plan, implement and evaluate projects
that have real applications.
 Information Sheet 2.1-2
Characteristics of CBT

Learning Objectives:
After reading this INFORMATION SHEET, you should be able to
enumerate and explain the characteristics of CBT.
CBT has distinct characteristics as a delivery approach. These
characteristics make it very appropriate in training skills. Information
in this information sheet will serve as a guide for you when facilitating
a learning session

Characteristics of CBT
According to Foyster (1990), Delker (1990) and Norton (1987) there
are a number of characteristics of competency-based programs. Key
characteristics are summarized as follows:

• 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.

Implications for Using CBT

In a 1990 study of three operating competency-based programs,

Anthony Watson identified a number of implications for organizations
considering implementing a CBT system:

• Organizations must be committed to providing adequate

resources and training materials.
• Audiovisual materials need to be directly related to the written
materials.
• Training activities need to match the objectives.
 • Continuous participant interaction and feedback must take place.
• Trainers must be trained to conduct competency-based training
courses.
• Individuals attending training must be prepared for CBT as this
approach is likely to be very different from their past educational
and training experiences.

Advantages and Limitations of CBT

One of the primary advantages of CBT is that the focus is on the

success of each participant. Watson (1990) states that the competency-
based approach “appears especially useful in training situations where
trainees have to attain a small number of specific and job-related
competencies” (page 18). Benefits of CBT identified by Norton (1987)
include:

• Participants will achieve competencies required in the performance

of their jobs.
• Participants build confidence as they succeed in mastering
specific competencies.
• Participants receive a certificate of achievement for every
competency they have achieved.
• Training time is used more efficiently and effectively as the trainer
is a facilitator of learning as opposed to a provider of information.
• More training time is devoted to working with participants
individually or in small groups as opposed to presenting lectures.
• More training time is devoted to evaluating each participant’s
ability to perform essential job skills.

While there are a number of advantages of competency-based

training, there also are some potential limitations. Prior to implementing
CBT, it is important to consider these limitations:

• Unless initial training and follow up assistance is provided for the

trainers, there is a tendency to “teach as we were taught” and CBT
trainers quickly slip back into the role of the traditional teacher.
• A CBT course is only as effective as the process used to identify the
competencies. When little or no attention is given to identification
of the essential job skills, then the resulting training course is likely
to be ineffective.
• A course may be classified as competency-based, but unless
specific CBT materials and training approaches (e.g., learning
guides, checklists and coaching) are designed to be used as part
of a CBT approach, it is unlikely that the resulting course will be
truly competency-based.
 Information Sheet 2.1-3
Principles of Adult Learning

Learning Objectives:
After reading this information sheet, you should be able to
enumerate and explain the principles of adult learning.

Trainees of TVET are generally adults. In planning and delivery of

training therefore, you should consider this principles so that appropriate
activities and materials are prepared and used during the delivery of
training.

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

Training delivery is based on different principles of

education and training. As a trainer, should have a clear
understanding of these principles and the characteristics of your
trainee so that you can provide activities most appropriate to
them. Integrating these principles of education and training
should make your training more efficient and most effective.
 Information Sheet 1.2-2
Training Delivery Modes and Methods

Learning Objectives:
After reading INFORMATION SHEET, YOU MUST be able to:
1. enumerate the training delivery modes recommended for use in CBT;
2. differentiate the training methods.

In the design of training program, there are 5 steps: analysis, design,

development, implementation and evaluation. Analysis and design were
discussed in the previous information sheet. In designing your training program
it is very important that you choose effective training delivery modes and
methods. In this information sheet we shall discuss training modes and
methods. You should be able to choose training modes and methods
appropriate for the knowledge content and skills to be trained in your
competencies.
In Philippine TVET, we are required to follow the competency-based
training approach. To be able to employ this approach the training regulations
recommends training modalities.

The competency-based TVET system recognizes various types of delivery

modes both on and off-the-job as the learning is driven by the competency
standards specified by the industry. The following training modalities may be
adopted when designing training programs:

1. The dualized mode training delivery is preferred and

recommended. Thus, programs would comprise both, in-school and
in-industry trainings or fieldwork components. You may refer to the
Dual Training System (DTS) Implementing Rules and Regulations for
the details.
2. Modular/self-paced learning is a competency-based training
modality where the trainee is allowed to progress at his own pace.
The trainer just facilitates the training delivery.
3. Peer teaching/mentoring is a training modality where fast learners
are given the opportunity to assist the slow learners.
4. Supervised-industry-training or on-the-job training is a training
approach designed to enhance the knowledge and skills of the trainee
through actual experience in the workplace. It, also, enables the
trainee to acquire specific competencies prescribed in the training
 regulation.
5. Distance Learning is a formal education process in whichmajority
of the instruction occurs when the students and instructor are not
in the same place. Distance learning may employ correspondence
study, audio, video or computer technologies.

Training delivery methods consist of the techniques and materials used

by trainers to structure or design learning experiences. Different training
delivery methods may be better or worse at achieving various learning
objectives.
During the design phase the different training delivery methods are
examined to determine their appropriateness for the learning objectives. Once
appropriate methods are identified, they are applied to the training plan in
the development phase.
There are three categories of learning objectives: knowledge, skills, and
attitudes (KSAs).
Knowledge objectives are of three types: declarative, procedural, and
strategic.
Declarative knowledge is the person's store of factual information.

Procedural knowledge is the person's understanding about how and

when to apply the facts.
Strategic knowledge is used for planning, monitoring, and
revising goal-directed activities.

A skill reflects one's proficiency at specific tasks such as operating a

piece of equipment, giving a presentation, or making a business decision.
The various training delivery methods can be divided into cognitive
and behavioral approaches:
Cognitive methods provide information, maybe in oral or written form,
demonstrate relationships among concepts, or provide the rules for how to do
something. They stimulate learning through their impact on cognitive processes
and are associated most closely with changes in knowledge and attitudes.
The lecture, discussion, e-learning and, to some extent, case studies are
cognitive methods. Though these types of methods can influence skill
development, it is not their strength.
Conversely, behavioral methods allow the trainee to practice behavior
in a real or simulated fashion. They stimulate learning through experience and
are best at skill development and attitude change.
Equipment simulators, business games, role plays, the in-basket
technique, behavior modelling and, to some extent, case studies are
behavioral methods.
 Both behavioral and cognitive methods can be used to changeattitudes,
though they do so through different means.
Learners have different learning preferences and style on how they will
receive learning. Following are methods that a trainer may use.

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

Active Lecture (With questions and discussions):

o Used to present information and ensures that it is understood

and remembered.
o Questions allow for involvement of participants and clarification
of points made.
o It is flexible and informal, avoids boredom and takes advantage
of experience and different backgrounds.
o It needs a confident and effective trainer to respond to questions
and keep discussion in course.
GROUP SIZE SHOULD BE NO MORE THAN 30 PEOPLE.
Modular self-paced method requires a trainee to read and follow
instructions on a Competency Based Learning Material and learns on his own
pace. The CBLM should be carefully crafted materials that can help the trainee
learn both knowledge and skill.
This method requires the trainer to have a complete CBLM and other
learning materials.
Debate
o Used to examine alternative views on a contentious subject, to
give practice in preparation and presentation of such views.
o It is done through alternating one-way communication by a
series of speakers on a set topic.
o There is no guarantee, however, of materials being adequately
covered.
 o GROUP SIZE CAN BE ANY SIZE.

Group Discussion
o Uses active involvement of participants in the learning process.
o Improves self confidence and takes advantage of existing
knowledge and experience of group.
o Stimulates group to think, question, and express themselves and
to clarify their problems and ideas.
o Done through interactive situation, usually with appointed
leader, there is a set topic, main points and conclusions are
usually reported back to large group.
o GROUP SIZE IS FROM 6-10 PARTICIPANTS

Forum
o Used to present a range of expert’s opinion on a topic, and
interaction between conflicting views.
o This provides information and stimulates interest in a topic.
o Here, experts seat in front of a group and present their views
consecutively.
o It uses one-way communication; although; occasionally
questions maybe addressed to the panel.
o It is difficult to ensure balance of views and needs a competent
chairperson.
Buzz Group
o Usually used in conjunction with structure to sound out
interest, views, opinions in any audiences.
o Involves everyone. Breaks up lecture, increases participant
activity and alertness
o This maybe used to provide feedback
o After a segment of information presentation, the lecturer asks
participants to talk among themselves for a short time (no more
than 5 minutes) in response to a question or topic he/she
presents
o SIZE IS USUALLY 3 OR 4 PARTICIPANTS

Brainstorming
o Used to develop creative thinking. Maybe used as part of a
planning exercise or to get ideas in order to solve a problem.
o All participants contribute their ideas on a subject or problem.
 o All ideas are recorded. Participants are urged to be as open as
possible.
o Contributions are not discussed or evaluated until recording
stage is complete.
o As to its limitation, many ideas may not be subsequently used,
it is necessary to be critical on some suggestions, needs time for full
process to occur.

Case Study
o Provides discussion and aids understanding of real issues, aids
listening and discussions skills. Helps in problem analysis.
o Provides participants with learning which maybe directly applied
to a similar situation in their work.
o Detailed information about a situation or event which illustrates
a particular problem is necessary. The group addresses the
problem in any way which they feel, constructive.
o This however needs careful preparation. A case may not be
relevant to everyone. Participants and contributions vary. It is
time-consuming and careful guidance and intervention maybe
required.
o GROUP SIZE SHOULD BE 3-6 MEMBERS.

Role Playing
o It is the best-known way to help participants both experience
certain feelings and practice certain skills.
o You can set up a dramatic situation in which participants are
required to confront someone else and then discuss the feelings
generated by the role-playing experience.
o In addition, you can design a role-playing exercise to enable
participants to practice constructive methods of confrontation.
Field Trip
o Field work, site work, outside visit
o Allows participants to observe the operation of an activity or
process on site and record their observation for later analysis.
Demonstration
o Used to explain and demonstrate a process or skills, so that each
group member can understand and reproduce the action.
o Immediate practice is a necessary part of this technique;
otherwise, the process or skill maybe forgotten.
Structured Learning Exercise
o Exercises are used to simulate real-life situations or incidents in
 order to highlight interaction and group process or to focus on
problem solving.
o The purpose, structure and operation of exercise are outlined by
the trainer.
o Roles of various participants are described and allocated to
various people.
o Observers may be appointed, recording of the activity is vital
and the trainer usually does not intervene during operation.
o Review and evaluation form a critical part of the learning
process.

Practice
o Used to provide learners with an opportunity to demonstrate
their mastery of new skills or knowledge in a real life situation.
Public Speaking
o Every time a participant is called to present or offer to say
something in front of the other participants, it is actually public
speaking.
o This does not make it an easy skill to perform. Besides, different
people have different ways to communicate. The bottom line is
that, if a person feels confident when addressing a crowd, he or
she usually communicates more effectively.
o This confidence can be enhanced through practice.
Study Circle
o When a group of workers decide that they want to study or learn
from each other’s experience, they form a study circle.
o The group can meet in private homes in the workplace or in any
private function room (secluded area). The circle assigns a study
circle leader who is responsible for minutes and organizing of
the meetings.
Guiding principles in method selection
o A method suitable in one situation may not be appropriate in another.
o The value of a method and the quality of tools used depends onhow
it is applied.
o Methods must complement one another.
James Bennett-Levy et.al. in their research entitled
“Acquiring and Refining CBT Skills and Competencies: Which
Training Methods are Perceived to be Most Effective?” found that
different training methods were perceived to be differentially
effective. For instance, reading, lectures/talks and modeling were
perceived to be most useful for the acquisition of declarative
knowledge, while enactive learning strategies (role- play, self-
experiential work), together with modeling and reflective practice,
were perceived to be most effective in enhancing procedural skills. Self-
experiential work and reflective practice were seen as particularly
helpful in improving reflective capability and interpersonal skills.
 Selecting training methods (instructional techniques)

• There is no best way to help people learn.

• Take these 8 factors into consideration when choosing
training methodology/instructional techniques
(Robinson 1979; Apps 1991;
Rothwell and Kanzanas 1992;Tracey 1992):
1. Learning outcomes/objectives
• Acquiring new knowledge?
• Enhancing thinking skills?
• Developing psychomotor skills?
• Or changing attitudes, values and/or feelings?
2. Trainers (instructors)
• Are they capable of using the method?
• Are they comfortable doing so?
3. Content
• Is the content abstract or concrete?
• How complex and comprehensive is the material?
4. Participants
• How many participants are there?
• What are their characteristics?
• Are they capable of learning through those techniques?
5. Training techniques
• What can realistically be done with the techniques?
• How difficult are the techniques to use?
6. Time
• What time or period is available?
7. Cost
• Are the costs associated with the techniques realistic?
8. Space, equipment, and materials
• Are these all readily available?
RETENTION

Results Indicated Senses Used Instructional Possible Loss

By Tests on Methods
Retention
An average person retains approximately:
10% of what he reads Sight Reading 90%
20% of what he hears Hearing Classroom with 80%
Labs/exercises
30% of what he sees Sight Demonstration 70%
and hears
75% of what he does Touch Practice by 25%
doing
90% of what he says Touch and Teaching 10%
and does hearing others
 Steps in Facilitating Learning Sessions (30 mins)

Introduce yourself as a trainer, the sector and qualification.

Without Prior Learning With Prior Learning

(those who checked “NO”) (those who checked “YES”)
1. Start of Training. Bring the trainee to
the Learning Resource Area
2. Present to him/her CBLM containing 3. Recognition and Validation of prior
the Information Sheet, Self-Check and learning. Bring the Trainee to the
Answer Key and give Instructions (what Institutional Assessment Area, give
to do and when to finish) orientation. Conduct the Written Exam
after giving instructions.
4. Bring the trainee to the Practical Work
Area and conduct the Performance Test
(Demonstration) after giving
instructions ask the trainee to perform.
Use your Rating Sheet.
5. Bring the trainee’s output/product from
the Performance Test to the Quality
Control Area for validation. (Trainer
should check the output/product).
6. Bring back the trainee to the
Institutional assessment Area and
conduct oral questioning.
7. Check the evidences that you have
gathered. Give feedback to the trainee
individually as to the result of the
assessment.
8. Congratulate him/her for being
Competent and award the trainee with
the Certificate of Achievement.
9. Record his achievement in the Progress
Chart.
10. Bring the trainee to the Learning
Resource Area and give CBLM (for the
next module) same as the previous
trainee with no prior learning.
11. Check his/her Self-check and if OK
proceed to Practical Work Area.
12. Give Task Sheet and provide proper
instructions.
13. Observe and might note that the
trainee is having difficulty performing
the task.
14. Approach and demonstrate the skill.
15. Allow time to practice.

16. Check output using the performance

criteria checklist.
17. Record on Achievement Chart.
 18. Conduct Institutional Assessment and
give feedback (same as Nos. 3-7
above).
22. Award the trainee with the Certificate
of Achievement.
23. Record on Progress Chart.
24. Bring the trainee to the Learning
Resource Area and give CBLM (for the next
module).
25. Check his/her Self-check and if OK
proceed to Practical Work Area.
26. Check output of task given using
the performance criteria checklist.
27. Record on Achievement chart. (LO)
28. Conduct Institutional Assessment
and give feedback (same as Nos. 3-7
above).
29. Award the trainee with the Certificate
of Achievement
30. Record on Progress Chart.

31. Conduct Post-Test for 1 hour.

32. Conduct Training Session Evaluation
after giving the purpose and instructions.

Assuming that the trainee had already

completed all the modules:

“Since you already completed all the

modules in Qualification Title, you are
now qualified to take the national
assessment. Please prepare 500 php, 2 pcs
passport size ID picture with white
background and collared shirt.

Things to prepare:

1. ID as a trainer

2. Achievement and Progress Chart Posting

3. 9 CBT Areas Labelling

3.1 Practical Work Area

3.2 Learning Resource Area

3.3 Quality Control Area

3.4 Trainers Resource Area

3.5 Distance Learning

3.6 Computer Laboratory

3.7 Support Service Area

3.8 Institutional Assessment Area

3.9 Contextual Learning Laboratory

 INFORMATION SHEET 1.2-3
Session Plan
Learning Objective: After reading this INFORMATION SHEET,
YOU MUST be able to:
1. identify and explain the different parts of the session plan;
2. explain how learning contents are sequenced;
3. discuss learning activities in relation to the nine events of instruction.
This Information Sheet shows how training content and
trainingactivities are integrated, sequenced, and documented in a
training outline which is used to formulate the completed training
curriculum.
Generally, the longer the program, the more often it is
delivered, and the more complex the curriculum, the more detail is
required in the training outline. It is important to make the outline
as clear and complete as possibleso that important points will not
be overlooked during the preparation of the trainer guide and the
participant materials.
Regardless of the length and complexity of a training
program, if other people will be involved in materials development
and delivery, the outline must be written in sufficient detail to
communicate to them the designer's intent.

What is a Session Plan?

Session Plan is a simply stated, clearly written and flexible

trainer aid forconducting a session or module. It is:
• based on the curriculum of the unit of competency.
• accomplished according to the suggested format .

Benefits of a Session Plan

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 againwith another learner or group of learners
5. Gives the trainers a firm base to review their performance
Eight Steps For Designing an Effective Session Plan

Step 1. Define the purpose of the training and target

audience

Step 2. Determine participants’ characteristics and

training needs

Step 3. Define training goals and objectives

Step 4. Outline training content
Step 5. Develop instructional activities
Step 6. Prepare the written session plan
Step 7. Prepare participants’ evaluation forms
Step 8. Determine follow-up activities for the event

ELEMENTS 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

1. Industry Sector/Qualification & Title

Every qualification belongs to a sector. To know what sector a
particular qualification belongs to, refer to the Training Regulation or
Competency Based Curriculum of the said qualification. Browse TESDA
website: www.tesda.gov.ph for downloadable files.

Example:
Sector: Construction Qualification: Plumbing Level: NC III

2. Unit of Competency:
The Units of Competencies comprise a Qualification. Basically they
are grouped into three:
 o Basic Competencies
o Common Competencies, and
o Core Competencies

3. Module Title
This is actually the unit of competency. The
difference of the Unit of Competency and the Module
Title is, the verb in the module title is in the present
participle (ending in –ing) form.
Example:
Unit of Competency: Draft Plumbing Design
Module Title: Drafting Planning Design

4. Learning Outcomes
Are the learning blocks/units that comprise
the module. In the Training Regulation, they are
termed as Elements while in the CBC they are termed
as Learning Outcomes.
Example (From the CBC of Plumbing NC III):
Unit of Competency: Draft
Plumbing Design Learning
Outcomes:
LO 1: Determine location/layout of
plumbing facilities LO 2: Layout plumbing
plan and/or working drawings LO 3 :
Determine bill of materials

5. Introduction
This is the part of the session plan that intends
to motivate thestudent to learn. It will acquaint the
student to what he/she is:

1. going to learn in the module,

2. why it is important,
3. how it relates to what has already been learned
It is also termed as Module Descriptor in the CBC.
Example: Unit of Competency : Draft Plumbing Design

Module Descriptor of Draft Plumbing Design:

This module covers the knowledge, skills and attitudes in
drafting of various plumbing designs and/or working drawings
taken from the approved plumbing design.
6. Learning Activities
These are actions the student will do to achieve
the learning outcome stated in the module of
instruction.
The session plan template recommended by
TESDA follows Robert Gagne’s nine events of
instruction. Let us discuss these steps in relation to
the parts of the session plan.

Parts of the Learning Activities:

a. Learning Content
b. Presentation
c. Practice
d. Feedback
e. Learning Resources
f. Time (optional)

a. Learning Content comprises of the learning elements to

be coveredin the learning outcome
In identifying the learning contents:
1. Summarize the knowledge, skills and/or attitudes to be covered.
2. Present the learning content in small ‘chunks’ of information.
3. Arrange the learning contents logically.

Learning Contents for every Learning Outcomes are

specified in the CBC but if contents are too long to be
discussed as a topic, they should be disintegrated into chunks.

7. Learning Resources
These are materials that will be needed to
support and facilitate learning ofthe
students/trainees.
Example:
• CBLM
• Pattern paper
• Pen and pencil
• Eraser
• Drawing instruments
• Drawing table
• Orthographic drawing
• Isometric drawing
• Elevation and section plan

8. Time (optional)
Since the approach of the learning is self-paced,
time or duration of the training is not a MUST.
However, a Trainer/facilitator can opt to identify the
time or duration of the training as a basis to identify
whether the traineeis a slow or fast learner.
In documenting the learning process (Trainer’s
reflection), it is advisable to indicate how long it took
for each trainee to finish and successfully apply the
process or idea presented.

9. Trainee’s Evaluation
This indicates the method of evaluating the
achievement of theLearning Outcome.
Assessment maybe:
Formative:
- This is a form of progress checks for every
LearningOutcome. Progress check can be conducted
through written tests or practical test.
Summative:
- This is a form of evaluation given at the end of the
module. This can also be conducted through
written and practical tests.

In preparing the ASSESSMENT PLAN, indicate the:

Testing condition - what are the tools, equipment
and suppliesand materials that will be needed
Venue of the evaluation
Type of assessment
-written test
-practical tests
Type of evidence
• For written tests:
Answer sheets

• For Practical Tests:

Training outputs – training outputs, project, products
and etc.
Result of performance test based on criteria

10. Trainer’s/Teacher’s Reflection

This part of the Session Plan serves as the
documentation of the conduct of the training on a unit of
competency. Highlights of the use of the CBLM must be
recorded/documented and must be considered in the
validation/improvement of the manual.
Factors to be considered in the documentation:
- Successful moments or events experienced throughout
the learningprocess
- Feedback from the learners/trainees regarding the use of the CBLM
- Result of the Evaluation
Areas like sufficiency of learning content, appropriateness of
learning and evaluation methodology, well-maintained training
facilities, capacity of the Trainer to facilitate the training,
sufficiency of learning resources and other factors related to the
conduct of the training shall be recorded which shall serve as a
basis for review, evaluation and improvement ofthe session
plan

11. Time
Although an optional requirement for self-paced training,
time is still considered as one of the essential factors in identifying
effectiveness of the training delivery and the design of learning
materials.
 Competency-Based Learning
Module

Competency-Based Learning Material (CBLM) Package is simply a

well-designed and carefully developed learning materials that give trainees
detailed instructions to guide them through the learning process.

Competency-Based Learning Materials (CBLM) refer to

1. Media that contain information related to work requirement;
2. Learning that is guided toward achieving the competency required in
a workplace;
3. Tools that facilitate individual learning process;
4. Instruments that measure the competency required in the workplace.

Parts of the CBLM

A. Preliminary pages
2. Front Page
3. Trainee’s Guide on How to Use the CBLM
4. List of Competencies
5. Competency Summary
6. Learning Outcome Summary
7. Learning Experiences

B. Instruction Sheets
1. Information Sheet
2. Self-Check
3. Task Sheet
4. Operation Sheet
5. Job Sheet
6. Performance Criteria Checklist
Components of the front Page

Title:
Competency-Based
Learning Material is on
topmost part of the page

Picture:
The picture is an action
picture of the competency
with TESDA official logo

Sector:
The sector to which the
qualification is classified.
This is specified in the
Training Regulations and
the Competency Based
Curriculum

Qualification Title:
The title of the
qualification as stated in
the Training Regulations

Unit of Competency :
The unit of competency as
stated in the CBC

Module Title : The Unit

of Competency stated
with a verb in the present
participle (-ing) form
Trainees Guide on How to Use the CBLM
This is a page that gives instructions on how the CBLM Material is
used in training. A sample of the page is shown below.
List of Competencies – this page contains the Qualification Title on top of
the page. A table follows with the following columns:
a. Competency Number – the competencies should be numbered
as they are arranged in the TR.
b. Unit of Competency – The units of competency should be
reflected in this column as they are stated in the TR and the
CBC.
c. Module Title – The Module title is the unit of competency
whose verb is in the present participle (-ing) form.
d. Code – the unit code is indicated in the TR and the CBC of the
qualification. The Code should be copied as it is.
Module Content– This page reflects the contents and the skills discussed in
the module particularly stated in the unit descriptor. In the unit descriptor, you
may include the underpinning attitudes, knowledge and skills. The learning
outcomes are listed in chronological order as they are listed in the TR and the
CBC although the learning outcomes maybe learned in no particular order
unless pre-requisites are needed. All Assessment Criteria are summarized
here.
Learning Outcome Summary
This page is a summary of the learning outcome. Below is a sample
page.

Contents – These are the topics

particularly stated in the TR
either as content, underpinning
attitude,
knowledge or skill or as deemed
necessary to achieve the
performance criteria by the
trainer/developer

Assessment Criteria – These are

the performance criteria
identified in the TR as measures
to assess the competence of the
trainee.

Condition – This is a list of

workplace location,
equipment, tools, accessories
and supplies, and training
materials needed by the
training to attain competence
in the particular LO.

Assessment Method – this is a

list of expected assessment
method or instruments to
measure learning.
Learning Experiences – this page has the Learning Outcome number
and title and a table of all the activities for presentation, practice and
feedback the trainee can undergo for him to attain the required
competence. Special instructions are provided for the trainee to provide
directions on the following:
a. what training materials to secure
b. where to secure or access instructional materials
c. Information Sheets, Operation sheets, Task Sheets
and Self- Check to be used.
d. Recommended sequence of activities
 Instruction Sheets

Preliminary pages of the CBLM discussed in previous information

sheets summarize the contents of the materials. In this lesson, we shall be
discussing the main pages of the CBLM called the instruction sheets.
In our efforts to standardize the format of the instruction sheets, we
will discuss the contents and format in this lesson. Guidelines and tips in
writing the instruction sheets will help you improve your writing skills.

Types of Instruction Sheets

Since instruction sheet is designed to guide the trainee on the different
things to be done to learn a unit of competency, different instruction sheets will
be required for different learning activities.
1. Information Sheet
2. Task Sheet
3. Operation Sheet
4. Job Sheet
We will discuss these sheets in detail as go on.

Guidelines in Developing Instructions Sheet

• Use language that is straight forward and is easily understood by the
trainees for whom the material is intended. Define new terms, and do
not use words or phrases that are unusual or ambiguous.
• Supplement the words with illustrations, pictures and diagrams for
greater clarity.
• Give specific directions that are clear and concise. Carefully think
through the sequence of directions.
• Limit each instruction sheet to one to ten sheets of paper if possible,
but avoid overcrowding the page.
• Separate the various items, points, or paragraphs by spacing, by
numbers, letters or bullets.
• Develop a uniform format for all instruction sheets so trainees can
easily find the desired information. Space the various divisions of the
 sheet – such as title, purpose, illustrations and text – to produce an
easily to read and attractive documents.
• Using underlining to emphasize or to distinguish between headings,
subheadings, and content.
• Be consistent in the use of terminology to avoid confusion.
• Include only relevant information. Avoid filling the sheet with
irrelevant or unnecessary information, no matter how fascinating it
may seem.

Information Sheet

Information sheet is not a copy or duplicate of an article from magazine,

newspaper or book. An information sheet is developed when there are no
resources available to explain the required information or to summarize an
article that illustrate new trends and technology and present hard-to-find data.
An information sheet is primarily designed to deliver pertinent information
needed in the attainment of a learning outcome.
A good information sheet has the following characteristics or conforms to
the following criteria:
1. Free from violation of copyright law
2. Contains information essential to the attainment of the learning
outcomes
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

Tips in writing Information Sheets

1. Make sure that the reading level matches that of your trainees
2. Use short paragraphs
3. Use short, concise sentences
4. Position illustrations to the side or just below the sentences referring
to the illustrations
5. Keep information sheet brief
Parts of Information Sheet:

Learning Objectives

Body/Text

1. Learning Objectives:
Statements about what a trainee will gain from a course or activity.
These are specific statements about exactly what a trainee should know, be
able to do, or value as a result of accomplishing a learning goal.
Since the information sheet is more on the acquisition of knowledge
related to the main task/skill to be mastered, learning objectives for the
information sheets should be kept on a knowledge level.
Guidelines for preparing Learning Objectives:

The following guidelines are provided to assist in the development of

appropriate learning objectives for a proposed educational experience:
Step 1. Describe the information, skills, behaviors, or perspectives
trainees in the session will acquire through attendance and
participation.

Step 2. Clearly identify the outcomes or actions trainees can expect to

demonstrate as a result of the educational experiences. See the
action words below.

Step 3. Write the learning objectives that relate to these outcomes and
that reflect the content of the session. Objectives describe the
behavior of the trainee, and:
▪ are stated clearly
▪ define or describe an action
▪ are measurable, in terms of time, space, amount, and/or
frequency.

Example of Measurable Action Words:

Explain, Compare, Evaluate, Differentiate, Identify, Analyze,

Describe, Formulate, Name, Define, Discuss, Assess, List

Note: Avoid the following action words: know, understand, learn and other
verbs that are too broad.

Make learning objectives SMART

Performance objectives should be SMART; that is, Specific,
Measurable, Achievable, Relevant, and Time Bounded.

Specific - Performance objectives must be very clear and detailed enough so

as to leave no room for ambiguity or misinterpretation.
Measurable - Always use a verifiable verb and describe an action that can
be seen and measured.
Achievable - Performance objectives should always be attainable.
Relevant - Performance objectives should be relevant to the performer –
they should relate to the objectives that matter to that person.
Time bounded - Performance objectives are more effective if they are to be
achieved within a defined time frame.

2. The Introduction/Overview
The paragraph after the objective should be the “overview” or “recall and
rejoinder” statements. This provides the key concepts and allows you to gain the
interest of the learner from the beginning. Statements that contain the following
should be included:
1. how the topic/information will contribute to attainment of the main skill
to be mastered.
2. the connection between previous content to the current content and the
next content.

3. The Body/Text

The body of the CBLM should be the development of the lesson or the
content. It is not purely a statement of facts but it should be developing the
content in a way that will help trainees memorize facts, definition and functions;
analyze associations and connections to the other concepts; and in some
situations, providing an opportunity for trainees to explore their underpinning
values and beliefs.

The following are the prescribed formats:

Information Sheet Code

The Information Sheet Code contains the Core Competency Number.LO

number-Information Sheet Number

Example:

Information Sheet Title

Font : Bookman Old Style
Font size 14
Alignment : Center
Case : Title Case
Line Space : single

Body

Font : Bookman old style

Font size 12
Alignment : Justified
Case : Sentence Case
Line Space : single
Space between paragraph: 6 pt after

4. Self-checks
Self-checks are sets of questions that would verify the acquisition of
knowledge stated in the learning objectives. There is no prescribed number of
items nor type of test for self-check. Number of items depends on the content of
the information sheet.

5. Answer Keys
Answer keys are essential feedback tools. Answer keys should always
follow a self-check so that a trainee can check his own answers immediately. This
allows for immediate feedback.

Other Instruction Sheets

Aside from the instructional sheets considered in the previous

discussions, the following instructional sheets maybe used to further practice
the learning contents or skills. These instructional sheets, although not
required, maybe used to enhance the attainment of required competencies or
to allow trainees to acquire knowledge, skills and attitudes beyond the
required competencies.

1. Assignment Sheet
This instruction sheet guides the trainee with respect to what additional
activity needs to be performed in order to master what has been learned in the
information, operation, or job sheet. The assignment may include problems to
be solved, questions to be answered, observations to be made, readings to be
done, or duties to be performed. This may include jobs that cannot be completed
within the training duration but when done,
greatly improves the skills of the trainees (e.g. research on
consequences of improperly joined wires).

2. Experiment Sheet
This is used to aid the trainee in performing tests or trial problems
to demonstrate scientific principles.

3. Project Planning Sheet

This instruction sheet is prepared by the trainee himself before the
project is built or put into operation. It contains the purpose,
background, and specification of the project and sometimes short term
and long-term plans (e.g. install wiring in a residential area)

4. Worksheet
This is a printed form that is filled out by the trainee in the process
of gathering data or solving problems.
 Task Sheet
The information sheet contains information and learning activities that
are needed for the acquisition of knowledge contents. Learning activities for the
acquisition of skills would need step procedures which a trainee could follow to
attain specific task/skill.
In this lesson, we will look at how the task sheet is structured so that a
trainee can easily follow procedures and can practice on his own with
minimal assistance from the trainer.

Task Sheets, Operation Sheets and Job Sheets

The task sheet is a set of instructions telling the trainee to perform a
single task. An operation sheet is a set of instructions for the operation or
use of a particular machine or equipment.
A Job Sheet is 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.
Example:
Cleaning a check-out room is a Job. Tasks such as dusting, bed making,
bathroom cleaning and floor cleaning are tasks involved in the Job.
Operation of vacuum cleaner and floor polisher will be a must when
doing such a Job.
Task Sheets maybe developed to practice accessing the room, dusting,
bed making, bathroom cleaning and floor cleaning.
Operation Sheets for the use and operation of a vacuum cleaner and
floor polishers can be developed.
A Job sheet on cleaning a check-out room consolidates the tasks and
operations needed for the Job.
In training it may be necessary to slowly combine small tasks as you
develop Job Sheets to integrate previous skills learned to current tasks.
This will allow more practice of previously acquired skills to enhance
retention and transfer.
Format of a Task Sheet:

1. Task Sheet No. : The task Sheet number shall follow the code
of the last information sheet preceding the task
sheet

2. Title : Describes the Task in a few words. The title

starts with a verb that directly describes the task to
be mastered.
Example: Install an Operating System

3. Performance Objectives are statements which identify the specific

knowledge, skill, or attitude the learner should gain and display as a
result of the learning activity. They have three elements.

• Condition

o Conditions are external factors, prerequisites, or other

requirements for completing the action described in a
performance objective.
o The conditions clause of a performance objective typically
starts with the word “Given”, as in the example below:

Example:
1. Given a 3/4” torque wrench, you should be able to
tighten a spark plug…
2. Given soiled clothes, you should be able to
classify…

In the examples above the conditions are clear. You may give varied
conditions to allow your trainees to make adjustments as conditions
change.
Example:

In housekeeping:
1. Given a dirty occupied room, you should be able to
access the room…
2. Given a dirty unoccupied room, you should…
3. Given a checkout room, you should…

The variations in condition will provide learning activities that would

help trainees learn their contingency management skills because they would
be exposed to different conditions in the job.
 • Performance - The observable behavior that a trainee will
demonstrate. It must have an action verb that is observable and
measurable.

Example:
Given a dirty occupied room, you should be able to
access the room, following standard five star hotel
standards.
• Criterion

o The accuracy level or standard of performance for the task

to be performed. It typically refers to time or quality.
Tolerance levels, standards (measurements, quality
standards, manufacturer’s, etc.), precision standards and
etc.

Example:
Given a 3/4” torque wrench, tighten a spark plug until
1. the crush gasket makes contact with the head or
2. the plug is tightened to the manufacturer's
recommended torque value.

4. Supplies/Materials : These are necessary materials that will be

Equipment needed in the performance of the task

5. Steps/Procedure: The step-by-step procedures for completing

the Task. Include, if appropriate, illustrations,
drawings, or diagrams to clarify the procedures. The
procedures should be detailed and easy to follow.
This will allow trainees to practice the steps on their
own with minimal assistance from you.
6. Assessment Method: This is a list of methods used in evaluating the
performance of the trainee on the particular
task.
Ex. Portfolio, demonstration, observation
When an output or project is required you may
use portfolio evaluation. Demonstration is that method
appropriate when you will ask the trainee to perform
the task as you evaluate him and observation method
is used when you observe the performance of the skill
in an actual job site.

7. Performance Criteria Checklist: This is the checklist that will give

 immediate feedback on the performance of a trainee as
he practices the task or skill. This is a list of criteria
that you will require on the performance of the task.
This checklist will provide for self- evaluation and peer
evaluation. This checklist will also be used when you
will evaluate the performance of your trainee and
decide for the readiness for the next learning activity
or for Institutional Evaluation as the case maybe.
When evaluating portfolio, the checklist will contain
standards in evaluating the project or output such as
the use of guidelines.
If the task will require the evaluation of the
performance, the checklist should include the
following:
The following should be included in the checklist.

7.1 Work quality/ workmanship. The criteria to be judged are the

quality and/or the quality of work/task performed following the set
of standards such as surface finish, tolerance, clearance and others.
7.2 Speed. The time allowed for a task/operation to finish.
7.3 Proper Use of Tools/Equipment & Materials. The standard
tools/equipment needed in the performance of the task/operation.
7.4 Safety. The extent to which the examinee followed standard
safety precautions during the exam.
7.5 Critical Criteria. The performance criteria that significantly
determines competence.
 OPERATION
SHEET

Task sheet and operation sheets are instructional sheets that

are used in teaching and practicing basic skills for the mastery of a
Job.
In this lesson, you will realize how operation sheets are useful in
practicing the operation of equipment or machines.

Operation Sheets
An operation sheet is a set of procedures on the use and
maintenance of an equipment or a machine. The procedures of an
operation sheet will greatly depend on the manufacturer’s manual
since operation may vary from brand to brand. The performance
objective of an operation sheet should then include the
manufacturer’s manual as the basis of the criterion or standard. This
is used for teaching a single basic task, operation or process. It usually
includes the operation of tools, machine or equipment in doing a task
or job which involve following correct procedures and sequence. (e.g.
the job is creating different kind of wire joints, the operation is the
procedure in joining wires)
You should always develop an operation sheet for the brand of
machines or equipment existing in your workshop. Notes or information
about the basic operation of other brands may, however, be discussed as
an offshoot of your operation sheet so that your trainee will be able to
adjust when using other brands of the machine or equipment.

Guidelines in Operation Sheet Development

1. Describe or name the operation clearly.
2. Use the correct and accepted occupational and technical terminology.
3. List in proper order all the steps involved in performing the operation.
4. State the instructions in clear and concise language.
5. Use illustrations, diagrams or drawings to clarify the steps.
6. Indicate any critical points that are essential to the success of
the operation.
7. State the accepted criteria for evaluating the quality of the operation.
Note: The format follows the format of a Task Sheet.

The performance criteria checklist should include criteria on strict

observance of the step-by-step procedure which are critical in operating
the equipment.
Example:
Did you read the manufacturer’s manual of the equipment before
unpacking the parts?
Did you unplug the machine before dissembling the parts?

Job Sheet
In the previous lessons, you learned how to develop task sheets
and operation sheets. These are essential in the mastery of the skills
of your competency.
This information sheet guides you on how to integrate tasks and
operations in a Job Sheet.

Job Sheet
A Job Sheet integrates tasks and operations. When integrating
previously learned tasks and operations, you do not need to re-write
the specific steps of an operation or task. Your trainee is expected to
learn tasks and operations first before performing the Job Sheet.
Providing Job Sheets will help your trainee enhance, retain and
practice their knowledge, skills and attitudes.

Format
The format of a Task Sheet, Operation Sheet and the Job Sheet
are similar.
 INFORMATION SHEET 1.1-2
Training Regulations

Learning Objectives:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. define a Training Regulations;
2. describe the significance of the TR to Competency Based Training;
3. enumerate the parts of a Training Regulations.

In the previous Information Sheet you were introduced to the

Competency Based Training (CBT). The Training Regulations
plays a big role in TVET training. It is the basis in the formulation
of competency assessment and the development of curriculum
and instructional materialsfor CBT.
In this lesson you will have a tour of the different parts of the
TR in relation to Competency Based Training delivery.

The mandate
Technical Education and Skills Development Act of 1994
(Republic Act No. 7796)
Section 22, “Establishment and Administration of the
National Trade Skills Standards” of the RA 7796 known as the
TESDA Act mandates TESDA to establish national
occupational skill standards. The Authority shall develop
and implement a certification andaccreditation program in
which private industry group and trade association are
accredited to conduct approved trade tests, and the local
government units to promote such trade testing activities in
their respective areas in accordance with the guidelines to be
set by the Authority

Training Regulations

The Training Regulation (TR) is the document that serves as

a basis in the formulation of competency assessment and the
development of curriculum and instructional materials for
competency-based technical education and skills development
(TESD). The training Regulations consistof two components: the
occupational skills standard and the training standards.
The Training Regulations serve as basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and
3. Development of curriculum and assessment instruments.
 Every qualification has its own TR. You can download the
TR of yourqualification from the TESDA website
(www.tesda.gov.ph).

Sections of the TR
Section 1:
Definition of the Qualification – refers to the group of competencies that
describes the different functions of
the qualification.
This section enumerates the Basic
Competencies, Common
Competencies and Core
Competencies of the qualification
It also enumerates the job titles of
workers who qualified for this
qualification.
Section 2:
Competency Standards – gives the specifications of competencies required
for effective work performance.
This section will be further
discussed in thesucceeding
information sheets.
Section 3:
Training Standards – contains information and requirements in designing
training program for certain
Qualification. Itincludes:
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.

Section 4:
National Assessment and Certification Arrangement – describes the
policies governing assessment and
certificationprocedure.