Embedded Files
Competency-based Training
Competency-based Training
Learning Objectives
Learning Objectives
After reading this information sheet, you must be able to:
After reading this information sheet, you must be able to:
1. define Competency-Based Training;
1. define Competency-Based Training;
2. enumerate and explain the ten principles of CBT;
2. enumerate and explain the ten principles of CBT;
In a traditional educational system, the unit of progression is time and it is teacher-centered. In a Competency Based Training system, the unit of progression is mastery of specific knowledge and skills and is learner- or participant-centered. Two key terms used in competency-based training are:
In a traditional educational system, the unit of progression is time and it is teacher-centered. In a Competency Based Training system, the unit of progression is mastery of specific knowledge and skills and is learner- or participant-centered. Two key terms used in competency-based training are:
· Skill—A task or group of tasks performed to a specific level of competency or proficiency which often use motor functions and typically require the manipulation of instruments and equipment (e.g., use of vacuum cleaner in cleaning carpeted floor). Some skills, however, such as counseling, are knowledge- and attitude-based.
· Skill—A task or group of tasks performed to a specific level of competency or proficiency which often use motor functions and typically require the manipulation of instruments and equipment (e.g., use of vacuum cleaner in cleaning carpeted floor). Some skills, however, such as counseling, are knowledge- and attitude-based.
· Competency—A skill performed to a specific standard under specific conditions.
· Competency—A skill performed to a specific standard under specific conditions.
Trainers Methodology I is a training program for TVET trainers in using the Competency-Based Training Delivery Approach for training and assessment.
Trainers Methodology I is a training program for TVET trainers in using the Competency-Based Training Delivery Approach for training and assessment.
The learning activities that you are about to undergo will give you a hands-on training on how to plan, design, implement, monitor and evaluate CBT.
The learning activities that you are about to undergo will give you a hands-on training on how to plan, design, implement, monitor and evaluate CBT.
In this lesson you will be introduced to CBT, its principles and context.
In this lesson you will be introduced to CBT, its principles and context.
Competency-Based Training
Competency-Based Training
• It is a training delivery approach that focuses on the competency development of the learner as a result of the training;
• It is a training delivery approach that focuses on the competency development of the learner as a result of the training;
• Emphasizes most on what the learner can actually do;
• Emphasizes most on what the learner can actually do;
• Focuses on outcomes rather than the learning process within specified time;
• 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.
• It is concerned with the attainment and application of knowledge, skills and attitude to a specific level of competency.
In CBT, the education and training system should begin and end with the customer needs.
In CBT, the education and training system should begin and end with the customer needs.
Competency involves applying knowledge, skills and attitudes to perform work activities to the standard expected in the workplace.
Competency involves applying knowledge, skills and attitudes to perform work activities to the standard expected in the workplace.
Competencies are gained through:
Competencies are gained through:
• life experience
• life experience
• formal education
• formal education
• apprenticeship
• apprenticeship
• on-the-job experience
• on-the-job experience
• self-help programs
• self-help programs
• training and development programs
• training and development programs
Key features of competency
Key features of competency
• being able to do the job
• being able to do the job
• knowing how and why things are done
• knowing how and why things are done
• knowing what to do if things go wrong
• knowing what to do if things go wrong
• Knowing the right approach to do a job properly and safely.
• Knowing the right approach to do a job properly and safely.
1) Task Skills
1) Task Skills
• This requires performance of the task[s] to the required standard as described in the unit of competency and expected in the workplace .
• This requires performance of the task[s] to the required standard as described in the unit of competency and expected in the workplace .
• Trainer needs to provide activities to develop individual actions as well as the whole task.
• Trainer needs to provide activities to develop individual actions as well as the whole task.
2) Task Management Skills
2) Task Management Skills
• Captures the skills used as people plan and integrate a number of potentially different tasks to achieve a complete work outcome.
• Captures the skills used as people plan and integrate a number of potentially different tasks to achieve a complete work outcome.
• Trainees should be provided with learning activities that develop skills to be able work efficiently to meet deadlines, handle a sequence of interrelated tasks and progress smoothly between tasks.
• Trainees should be provided with learning activities that develop skills to be able work efficiently to meet deadlines, handle a sequence of interrelated tasks and progress smoothly between tasks.
3) Contingency Management Skills
3) Contingency Management Skills
• The requirement to respond to irregularities and breakdowns in routines.
• The requirement to respond to irregularities and breakdowns in routines.
• Activities that develop skills of trainees in dealing with contingencies should be well planned. For example:
• Activities that develop skills of trainees in dealing with contingencies should be well planned. For example:
a. breakdown
a. breakdown
b. irregularities
b. irregularities
c. imperfections
c. imperfections
d. the unknown.
d. the unknown.
Exposure to these conditions during the in-house training should be a part of the practice of the skills.
Exposure to these conditions during the in-house training should be a part of the practice of the skills.
4) Job/Role Environment
4) Job/Role Environment
• The requirement to deal with the responsibilities and expectations of the work environment.
• The requirement to deal with the responsibilities and expectations of the work environment.
• The capacity to work with others and adapt to different situations is central to successful performance
• The capacity to work with others and adapt to different situations is central to successful performance
• Does the trainee comply with workplace procedures and standard methods in performing the task?
• Does the trainee comply with workplace procedures and standard methods in performing the task?
• Does the trainee communicate effectively?
• Does the trainee communicate effectively?
• Does the trainee observe enterprise and regulatory requirements?
• Does the trainee observe enterprise and regulatory requirements?
Ten (10) Principles of CB
Ten (10) Principles of CB
1) The training is based on curriculum developed from the competency standards.
1) The training is based on curriculum developed from the competency standards.
2) Learning is competency-based or modular in structure.
2) Learning is competency-based or modular in structure.
3) Training delivery is individualized and self-paced.
3) Training delivery is individualized and self-paced.
4) Training is based on work that must be performed.
4) Training is based on work that must be performed.
5) Training materials are directly related to the competency standards and the curriculum.
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.
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 and off the job components.
7) Training is based on and off the job components and off the job components.
8) The system allows Recognition of Prior Learning (RPL).
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.
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.
10) Approved training programs are nationally accredited.
Comparative Analysis between Traditional Education and CBT.pdfReport abuse