This is Learning Outcome No. 1 - Preparing Training Facilities / Resources. The following are the Contents and Assessment Criteria of this unit.

CONTENTS:

1. The Principles of Competency Based Training

2. Characteristics of CBT

3. Principles of Adult Learning

4. Delivery Plans

5. Learning Stations

6. The Training Activity Matrix

ASSESSMENT CRITERIA: 

1. Appropriate training facilities/resources are prepared based on the session requirement

2. Learning stations are prepared & set-up according to learning activities

3. Tools and equipment are prepared and set-up according to learning activities

The Competency Facilitate Learning Sessions deals with the delivery of Competency - Based Training (CBT). This Unit will discuss the preparation of the workshop, training resources and the training activity matrix which are essential in the delivery of CBT.

The Lessons herein gives you information on the training principles in the CBT delivery. The Training Activity Matrix is the output of this unit. This matrix should more or less how CBT will flow in your workshop. It shall be used as one of your portfolio for your Institutional Competency Evaluation for Facilitate Learning Sessions.

After accomplishing and submitting all activities of this Unit, you are ready to proceed to the next Unit on conducting pre - assessments. 

Objectives

After reading this Lesson, 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.

Competency - Based Training

1. It is a training delivery approach that focuses on the competency development of the learner as a result of the training;

2. Emphasizes most on what the learner can actually do

3. Focuses on the outcomes rather than the learning process within specified time;

4. 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 customer the customer needs.

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 competency - based or modular in 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 individualized and self - paced.

         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 the curriculum.

          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 of learners is based in the collection of evidences of work performance based on industry or organizational required standards.

       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 on and off the job components 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. The system allows Recognition of Prior Learning (RPL).

         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. The system allows for learners to enter and exit programs at different times and levels and to receive an award for competencies attained at any point.

      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. Approved training programs are nationally accredited. 

          All programs should be registered to the Unified TVET Program Registration and Accreditation System. UTPRAS registration 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. 

Learning Objectives:

     After reading this LESSON, 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.

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.

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.

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.

Learning Objectives:

1. 1.   enumerate and explain important activities that a trainer should do to make facilitation of learning effective.

   2. . outline the 9 events of instruction and

   3.   describe how the nine events of instruction are being done to ensure efficient learning

CBT is a learner-centered and a learner based approach to training. The delivery should, however, be well-prepared and well-planned for it to become effective since it is different from the traditional approach that trainees experienced from their education outside of TVET. This Lesson provides you with trainers’ guides to make teaching and learning more effective using the Competency-Based Training delivery approach. These guides will help you plan the delivery of training.

The Facilitator

Your role as a trainer in CBT is more of a facilitator. More than a presenter of contents, you serve as a guide that teaches trainees how to learn. You should seek and provide suitable opportunities, resources and guidance to your trainees. The success of the teaching-learning activities depends very much on how you have prepared and how you delivered. “If the learner have not learned, it’s because you have not prepared and failed to perform your role.”

The following activities will useful guides for a facilitator like you:

Explain the objectives and the outcomes of the training 

The participants of your training activities should know where they are going, what goals they need to achieve and what outcomes they are supposed attain. By sharing understanding of the objectives, they will better understand the relevance of the activities they will undergo. 

Explain the learning and assessment process

As a part of the orientation process, the CBT process flow, the use of the CBLM and other learning materials should be explained extensively to the trainees. Since trainees came from a traditional way of learning, they would expect the same activities like  sitting down while listening to their teacher who is expected to be always in front of them explaining every lesson that they should learn. It is your role to explain to them how they would learn in your workshop.

Trainees would also expect for a grade. The evaluation or assessment process should be fully explained to make them understand that every competency requires for an institutional competency evaluation which consists of a written test, a performance test and an interview. This explanation would empower your trainees because they deserve to know they will learn and how they shall be assessed.

Ensure that presentation and training methods are appropriate

The TNA forms you developed in the module Plan Training Sessions should be used to know the learning styles, capabilities and aptitudes of your individual trainees. This will help you select the right methods and materials to be used by the individual trainee. Since CBT is individualized learning, a method for one trainee may not be appropriate for the other. Inappropriate method used may have adverse effects on your trainees.

Use training equipment and materials correctly

Training equipment when used correctly adds value and efficiency in the learning experiences. When they see and actually practice proper use of these equipment, their learnings will be enhanced. Visuals and other learning materials should be properly used and reviewed so that they can be enhanced periodically.

Provide frequent advice and feedback to facilitate the learning process

Facilitators should be in constant contact with the trainees. Continuous and immediate feedback is critical to the acquisition of knowledge and skills. The CBLM is designed to provide this kind of feedback. Answer keys to self-checks are provided so that immediate feedback on knowledge practice is offered. Performance criteria checklist always goes with task sheets, job sheets and operation sheet to provide for self-evaluation and peer-evaluation while the task is being practiced. But ultimately, the trainer should always evaluate the performance of trainees so that corresponding feedback is provided and trainees are guided through the learning process.

Provide ample practice opportunities

Competency-based training is teaching what to do, how and why to do it and then being given the opportunity for guided practice. The task sheets, job sheets and the operation sheets provided in the CBLMs provide guides for the practice of skill. The performance objectives should be carefully stated so that the objectives of the practice are specific for the learning situation.

Before the practice, however, the trainee should actually see how the skill is being done so that the practice reinforces the correct approach to the task. The procedures should be stated so that it can be understood and followed easily.

While trainees are practicing skills, feedback and diagnostic aspects of guidance should be properly managed so as to ensure both confidence and competence.

Monitor trainees’ readiness for assessment

Monitoring achievements of trainees is a very important aspect of the delivery of training. Your role as a trainer here is to see to it that the activities and requirements are properly sequenced and accomplished to achieve outcomes desired. Recording of accomplishments would motivate trainees to achieve learning outcomes based on standards set. If the trainees sees that you are closely monitoring their achievements, this will give them the signal that you are serious about your set goals and standards in the training program.

You can establish the trainee’s readiness for assessment only if you monitor achievements of your individual trainee.

As a guide, the nine events of instruction should be considered when planning for delivery of training.

The Nine Events of Instruction

In 1965, Robert Gagné published The Conditions of Learning, which identified the mental conditions for learning. These were based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagné’s theory stipulates that there are several different types or levels of learning and that each specific type requires unique types of instruction.

1. Gain attention

The first step is to arouse the student’s interest with novelty or surprise. You may also want to appeal to the learner by asking questions, so that they will be further motivated to engage with the content. 

In CBT, it is then essential to gather trainees every morning to achieve this purpose. Orientation every start of the competency is also an essential part of the training in order to motivate trainees to learn and achieve learning outcomes. 

2. Inform learner of objectives

It is important to inform the learner of the expectations that you have of them. This will help reduce anxiety in students who would otherwise not know what they should be studying. 

During the morning activities trainees are reminded of the overall goal of their training as well as the objectives of the days activities. Since they are working on different competencies and different activities, the Competency Based Learning Material should have objectives, learning objectives for Information Sheets and Performance Objectives for the activities that need practice of skill.

3. Stimulate recall of prior learning

Trainees, especially adult learners, retain concepts and new information better if the concepts are related to something they already know. In this way, they can make the connection to their personal experiences and the learning will be more meaningful.

This step is essentially the recall and rejoinder. The facilitator should be able to point out the interconnection between the concepts previously learned to the skill that needs to be practiced and the importance of single tasks with the bigger Job that needs to be honed. Relationship of the competency to the overall qualification should also be emphasized to motivate trainees to learn all concepts and skills of the qualification.

4. Present stimulus material

At this point in the learning process, the content is presented to the students. For the student to retain information it is preferable that the content be organized into meaningful chunks, and that a variety of methods appealing to all learning styles be used. Using examples and real-life situations is also a great way to enhance the retention of information, as learners can apply the material to their own life experiences and internalize the content. 

Contents that are directly related to the attainment of the learning outcomes are carefully selected.

5. Provide learner guidance

Communication between the instructor and the learner is an essential means of providing guidance. Not only does communication help the learner stay on track, but it also ensures that the instructor has an idea of how the trainees are doing. 

This step is the development of the lesson. Different methodologies should be prepared by the trainer to capture the trainees with different learning styles. Trainers should provide every opportunity for trainees to actually see how skills are done. Actual demonstration of skills either by the trainer, by advanced students or through video presentations are essential methods in the acquisition of skills. 

Step number 4 and 5 are carefully planned in the session plan. These steps are dependent on what content is presented and what method of training is employed. It is recommended that methods should vary depending on the learning styles of the trainee. These would allow learning to fit to the trainee and would provide for self-paced learning.

6. Elicit performance

The contents in your session plan is classified as knowledge based and skills based. Contents that are classified as knowledge are practiced through the self-checks or through face to face questioning depending on the the method used. For modular self-paced method, self - checks are provided every after Information Sheet to provide frequent and immediate practice. 

Skills that need to be practiced are presented in the CBLM as Task Sheets for single Tasks, Operation Sheet for the operation of equipment and Job Sheets for combination of tasks and operations required in performing a Job which usually requires an output or a service. 

7. Provide feedback

Immediate, frequent and continuous feedback is essentially additional guidance. If the learner has not yet grasped a concept or idea, this is the time to provide more information and different examples. 

In CBT, you provide feedback for the practice of knowledge using the self-check answer keys. Asking trainees to check their own answers against a key would allow self-paced learning of knowledge. While practicing skills, the trainees should be able to check  against standards whether he is doing the skill as required. The performance criteria checklist is a list of required standards for judging both performance and outputs. Instruct your trainees to always check the criteria while they are practicing. When they are confident that they can perform the task based on set criteria, the trainee should be instructed to let you check his performance. During this time, additional feedback can be provided by you. 

8. Assess performance

Assessment should be a very important step in the teaching learning process. In CBT it is recommended that written test, performance test and interview are the methods of assessment for every competency learned. Assessment should cover the four dimensions of competency – task skills, task management skills, job role and environment and contingency management skills. 

9. Enhance retention and transfer

Learning should not stop with the institutional competency evaluation. Integration of knowledge learned from other competencies to skills in the other competencies of the qualification should be provided to enhance retention and transfer. Providing for supervised industry training or On-the-Job training would be a very important practice. 

Learning Objectives:

After reading this LESSON, you should be able to identify different set-up appropriate for the competencies of your qualification. Learning station set-up is essential in training. In this lesson you will identify learning stations appropriate for the acquisition of skills in each competency of your qualification. Learning station set-up will depend on the skills to be practiced and the activities to be performed.

Learning Stations

Reading Area

Reading modules to acquire knowledge, for example, would only need the CBLM, a table and chairs which are located in the components of the your workshop such as the Learning Resource Area. The Computer Area may also provide additional reading materials which can be searched from the internet or a part of your e-Learning Materials.

Simulators

Norton (1987) believes that participants in a competency-based training course should learn in an environment that duplicates or simulates the work place. Richards (1985) in writing about performance testing indicates that assessment of skills requires tests using simulations (e.g., models and role plays) or work samples (i.e., performing actual tasks under controlled conditions in either a laboratory or a job setting). Finally, Delker (1990) in a study of business and industry found that the best approach for training involved learner-centered instruction using print, instructional technology and simulations.

Training simulators or mock-ups – this learning stations should closely mimic or model the equipment and materials that are usually in a work area. You should be able to identify what simulators needs to be setup so as to provide actual practice of skills within a competency.  The number of simulators or mock-ups will depend on the number of machines used in your qualification.

Role-play Area

Role-play areas should mimic the actual work area. As in a restaurant, the essential parts and workstation arrangements should be a prime consideration in setting-up the role-play area. The role-play area may not be the set-up of a whole restaurant but the area where a Task is being done, as in serving a guest, including the furniture and other utensils should be physically present in order that the performance of the trainee will not be limited by the absence of these materials.

Benchwork Area

Some qualifications would require a benchwork area to be set-up. This maybe the common area where benchwork maybe done before the actual performance of a task, operation or a job. Other learning stations maybe set-up depending on the need of the qualification you are teaching. Always consider setting-up at least one learning station particularly for each competency. As much as possible avoid using the same station for two or more competencies. Duplication of workstations or mock-ups is recommended to allow trainees to have more practice of the skills. 

Learning Objectives:

After reading this Information Sheet you should be able to:

1. Plan the activities of each trainee using the training activity matrix

2. Prepare training facilities and resources for training sessions

Training Facilities/Resources

In LO 5 of the Module on Planning Training Session you learned how to make an inventory of your training resources and how to layout your workshop and your training facilities. You also learned how to organize these resources for easy access and maintenance. In this module, you will learn how to prepare training facilities and resources based on session requirements.

In this section we will discuss how you will prepare the training facilities and resources for your sessions for ease of access and use. Your shop layout specified locations for your CBT areas and the learning stations for each competency. Resources were also specified in your Job Sheets. These are your reference materials in preparing them for your training sessions. Since your trainees are working with different competencies at the same time, you should design a way such that materials needed by trainees for their learning activities can easily be accessed. This is the reason why each instructional sheet should have a list of training Facilities and Resources. This will be the main basis for the preparation of training materials for the day or the session.

Proper scheduling and management is the answer for the use of limited equipment. The trainer should therefore schedule training activities based on both current competencies of trainees and the availability of training resources making sure that no trainee is idle. 

The following Training Activity Matrix is recommended to schedule and monitor the use of the facilities and resources. This Training Activity Matrix should work hand in hand with your session plan. The session plan is a plan for the whole qualification and for trainees with different learning styles while the training activity matrix is a daily plan which will show the activities of each trainee.

This Matrix is a monitoring tool of trainees’ activities for the trainer. The Vocational Instruction Supervisor and the administrators may also look for this matrix when monitoring competency based trainings. This matrix, along with a well-prepared session plan, is a good indicator that the training being implemented is using the CBT approach. The trainer may print a copy of this plan or he may keep it to his computer. It is recommended that this matrix is updated daily.

Training Activity Matrix

Proper scheduling and management are the answer for the use of limited equipment. The trainer should therefore schedule training activities based on both current competencies of trainees and the availability of training resources making sure that no trainee is idle.

Training Activity Matrix should work hand in hand with your session plan. The session plan is a plan for the whole qualification and for trainees with different learning styles while the training activity matrix is a daily plan which will show the activities of each trainee.

This Matrix is a monitoring tool of trainees’ activities for the trainer. The

Vocational Instruction Supervisor and the administrators may also look for this

matrix when monitoring competency based trainings.

This matrix, along with a well-prepared session plan, is a good indicator that the

training being implemented is using the CBT approach.

The  trainer may print a  copy of this plan or he may keep it to his computer. It is recommended that this matrix is updated daily.

Guidelines in making the Training Activity Matrix

1. Write the training activities for the session based on training needs and on trainee’s chosen competency.

2. Based on  the  instructional sheet  needed  in the  activity  (Job Sheet, Task Sheet, and Information Sheet) list  down  the facilities/Tools and Equipment needed for the activity. The inventory of training supplies, tools, equipment and facilities is very useful when planning for the activities of trainees in a class.

3. Instructional Sheet number should be specific.

4. Trainees should not be crowding in a workstation/area. Limit the number of trainees to 5 and below per workstation/learning area.

5. Ensure full utilization of equipment/work area. Avoid limited number of

equipment to be idle to prevent crowding of trainees.

6. Date and time of use should be specified.

7. Remarks should be made  on the activity  of each trainee.   This will be your

guide in planning for the activities of your trainees the next sessions. You may include the following remarks “for assessment”, “to be assisted by (name of a peer mentor)”, “needs more practice of Job Sheet #” and any other comments per training to the training of each trainee.

8. The number workstations will vary depending on the number of workstations in the CBT Layout.  Number of workstations may also be dependent on the number of mock-ups per competency.

It is recommended that this training matrix be accomplished as guide in scheduling trainees every training session. This is an additional tool in monitoring trainee’s activities and the use of facilities, tools, supplies and materials.