Professional Documents
Culture Documents
Sector
: TVET
Qualification Title
: TRAINING METHODOLOGY I
Module Title
TABLE OF CONTENTS
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL ....................... v
LIST OF COMPETENCIES: ...................................................................................vi
Competency Summary ........................................................................................vii
Learning Outcomes : .......................................................................................... viii
LEARNING OUTCOME #1
Learning Experiences.................................................................................. 3
Information Sheet 2.1-1 .............................................................................. 4
Training Facilities/Resources ............................................................ 4
Training Activity Matrix ..................................................................... 4
Guidelines in making the Training Activity Matrix .................... 5
Job Sheet 2.1-1 .......................................................................................... 6
Performance Criteria Checklist .......................................................... 7
LEARNING OUTCOME #2
CONDUCT PRE-ASSESSMENT ................................................................... 8
Learning Experiences................................................................................ 10
Information Sheet 2.2-1 ............................................................................ 11
Pre-assessment ............................................................................... 11
Pre-assessment Activities ................................................................ 11
Test Administration ......................................................................... 13
Job Sheet 2.2-1 ........................................................................................ 14
Performance Criteria Checklist ........................................................ 15
LEARNING OUTCOME #3
Facilitate Training Session ........................................................................ 16
NTTATESDA
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Training
Methodology I
Facilitate Training
Session
Date Developed:
July 2010
Document No.
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Learning Experiences................................................................................ 18
Information Sheet 2.3-1 ............................................................................ 19
Competency Based Training Delivery ............................................... 19
Role of the CBT Trainer ................................................................... 21
SELF-CHECK .................................................................................. 24
Answer Key ............................................................................ 25
Information Sheet 2.3-2 ............................................................................ 27
The Competency Based Training Procedures ............................................. 27
Delivery and Evaluation Activities ............................................................. 27
Job Sheet 2.3-2 ........................................................................................ 32
Performance Criteria Checklist ........................................................ 33
Facilitate Training Session ........................................................................ 34
Conduct Competency Assessment............................................................. 36
Learning Experiences................................................................................ 38
Learning Outcome 4
Conduct Institutional Competency Assessment ......................................... 38
Information Sheet 2.4-1 ............................................................................ 39
Conduct Learning Evaluation .......................................................... 39
Job Sheet 2.4-1 ........................................................................................ 42
Performance Checklist ..................................................................... 43
Information Sheet 2.4-2 ............................................................................ 45
Feedback Mechanism ...................................................................... 45
Feedback Strategies ........................................................................ 47
Tools use in providing Feedback ...................................................... 49
THE PROGRESS CHART ................................................................. 49
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Training
Methodology I
Facilitate Training
Session
Date Developed:
July 2010
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Training
Methodology I
Facilitate Training
Session
Date Developed:
July 2010
Document No.
Issued by:
Page iii of ix
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NTTATESDA
QA
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Training
Methodology I
Facilitate Training
Session
Date Developed:
July 2010
Document No.
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Page iv of ix
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NTTATESDA
QA
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Training
Methodology I
Facilitate Training
Session
Date Developed:
July 2010
Document No.
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Page v of ix
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TRAINING METHODOLOGY 1
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No.
Unit of Competency
1.
2.
Facilitate Learning
Session
3.
Supervise Work-Based
Learning
4.
Conduct Institutional
Assessment
5.
Maintain Training
Facilities
6.
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QA
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Module Title
Training
Methodology I
Facilitate Training
Session
Date Developed:
July 2010
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MODULE CONTENT
UNIT OF COMPETENCY:
MODULE TITLE
MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitude in Facilitating
Competency Based Learning Session. It includes preparing training
facilities/resources, conducting pre-assessment, facilitating training session,
conducting competency assessment and reviewing delivery of training session.
This module covers materials to use such as the CBLM information sheets, selfchecks, job sheets, operation sheets and performance criteria checklists.
NOMINAL DURATION:
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Prepare Training facilities/resources;
2. Conduct pre-assessment;
3. Facilitate training session;
4. Conduct competency assessment; and
5. Review delivery of training session.
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Training
Methodology I
Facilitate Training
Session
Date Developed:
July 2010
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Competency Summary
Qualification Title
: Training Methodology I
Unit of Competency
Module Title
Introduction
This unit covers the knowledge, skills and attitude required in facilitating
learning session in training methodology I. This module includes facilitating
learning session in the delivery of TM I, such as preparing the workshop venue
and resources needed in facilitating learning session. This also include the
learning on how to conduct effective learning session.
Learning Outcomes :
Upon completion of this module , you must be able to:
1. Prepare training facilities/resources
2. Conduct pre-assessment
3. Facilitate learning sessions
4. Conduct competency assessment
5. Review training delivery
Assessment Criteria:
6. Prepares venue, supplies and materials
7. Prepares attendance sheets
8. Reproduces hand-outs and other training materials.
9. Orients trainees regarding training delivery .
10.
11.
Conducts pre-assessment
12.
13.
14.
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QA
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Training
Methodology I
Facilitate Training
Session
Date Developed:
July 2010
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LEARNING OUTCOME #1
PREPARE TRAINING
FACILITIES/RESOURCES
CONTENTS:
Training Facilities/Resources preparation
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
CONDITION:
Students/Trainees must be provided with the following:
1. WORKPLACE LOCATION
EQUIPMENT
Computer
LCD
2. TOOLS, ACCESSORIES AND SUPPLIES
White board
CD
Tapes
3. TRAINING MATERIALS
Learning Packages
Bond Paper
Ball pens
Manuals
Competency Standards
Training Regulations
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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ASSESSMENT METHOD:
Demonstration & Oral Questioning
Portfolio
Written Test
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QA
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Training
Methodology I
Facilitate Training
Session
Date Developed:
July 2010
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Learning Experiences
Learning Outcome 1
Prepare Training Facilities/Resources
Learning Activities
Special Instructions
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Training
Methodology I
Facilitate Training
Session
Date Developed:
July 2010
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NTTATESDA
QA
SYSTEM
Trainee
Facilities/Tools
and Equipment
Training
Methodology I
Facilitate Training
Session
Venue
(Workstation/
Area)
Date
&
Time
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Remarks
Page 4 of 101
Revision # 00
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Developed by:
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Page 5 of 101
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Title:
Performance Objective:
Given the session plan and the inventory of
materials per competency, you should be able to prepare a training matrix
for a training session.
Supplies/Materials
:
bond paper(coupon bond,) a template
for Training Matrix
Equipment
Steps/Procedure:
1. Secure a session plan of your qualification.
2. Secure the inventory of facilities and resources you made in the
previous activities.
3. Determine the list of trainees current competencies
4. Assign the trainees in the different work areas/workstations.
5. Prepare a training Matrix using the template above.
6. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning, Performance Criteria Checklist
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 6 of 101
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YES NO
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QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
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Page 7 of 101
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LEARNING OUTCOME #2
CONDUCT PRE-ASSESSMENT
CONTENTS:
Pre-assessment
ASSESSMENT CRITERIA:
1. Pre-assessment instruments are prepared in accordance with the
number of applicants
2. Context and procedures of pre-training assessment are well
explained according to guidelines.
3. Evidence is gathered using the assessment tools specified in the
evidence plan.
4. Evidences are evaluated and feedbacks are discussed based on the
results of the pre-training assessment.
5. Current competencies and prior learning are determined and
credited.
6. Characteristics and profile of learners are evaluated
CONDITION:
Students/Trainees must be provided with the following:
1. WORKPLACE LOCATION
EQUIPMENT
Computer
LCD
2. TOOLS, ACCESSORIES AND SUPPLIES
White board
CD
Tapes
3. TRAINING MATERIALS
Learning Packages
Bond Paper
Ball pens
Manuals
Competency Standards
Training Regulations
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 8 of 101
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ASSESSMENT METHOD:
1. Demonstration & Oral Questioning
2. Portfolio
3. Written Test
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QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Developed by:
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Page 9 of 101
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Learning Experiences
Learning Outcome 2
Conduct Pre-assessment
Learning Activities
Special Instructions
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
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Page 10 of 101
Revision # 00
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Page 11 of 101
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written
instructions
for
students
with
hearing
Form 4.1
Form 4.2
Form 4.3
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QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Test Administration
Before the test
A trainers test administration procedures can have great impact on trainees
test performance. As you will see in the guidelines below, test administration
involves more than simply handling out and collecting the test.
1. Avoid instilling anxiety
2. Give as many of the necessary oral directions as possible before
distributing the tests, but keep them to a minimum.
3. Explain the purpose of the test.
4. Give test-taking hints about guessing, skipping and coming back, etc.
5. Tell students the amount of time allowed for the test. You may want to
put the length of time remaining for the test on the board. This can be
changed periodically to help students monitor their progress. If a clock is
prominently available, an alternative would be to write the time at which
they must be finished.
6. Tell the students how to signal you if they have a question.
7. Tell the students what to do with their papers when they are finished
(how papers are to be collected).
8. Tell the students what they are to do when they are finished, particularly
if they are to go on to another activity (also write these directions on the
chalkboard so they can refer back to them).
9. Rotate the method of distributing papers so you don't always start from
the left or the front row.
10. Make sure the room is well lighted and has a comfortable
temperature.
11. If a student is absent, write his/her name on a blank copy of the test
as a reminder that it needs to be made up.
After the Test
1. Collect the test paper and answer sheets immediately after a trainee
finishes.
2. Check the papers as soon as possible.
NTTATESDA
QA
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Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Developed by:
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Page 13 of 101
Revision # 00
Conduct Pre-assessment
Performance Objective:
TR and CBC
Equipment
Steps/Procedure:
1. Get copies of the pre-assessment instrument of the
qualification assigned to you, Forms 1-4 you developed in LO1
of Plan Training and the Gathering Instrument of Trainees
Characteristics.
2. Prepare copies enough for every trainee.
3. Following the guidelines above in conducting the pre-training
assessment.
4. Conduct pre-assessment.
5. Check the answers for pre-assessment.
6. Score each paper.
7. Prepare the data base of answers and set them aside for item
analysis.
8. Prepare the data base of trainees characteristics.
9. Based on the Self-assessment Form (Form 4.1) and the
Validation of Competency Evidences(Form 4.2) make the
summary of Current Competencies versus required
competencies(Form 4.3) and the Training Needs Form(4.4)
10.
Assessment Method:
Portfolio Assessment, Questioning
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 14 of 101
Revision # 00
YES NO
Type of test?
Scoring?
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 15 of 101
Revision # 00
LEARNING OUTCOME #3
CONTENTS:
Competency Based Training Delivery
Competency Based Training Procedures
ASSESSMENT CRITERIA:
1. Learners are properly oriented on the CBT delivery system
2. Appropriate training methods are used based on the level and
characteristics of the learners.
3. Learners are assisted to achieve session outcomes.
4. Work and learning activities are monitored based on training plan.
5. Feedback are provided to improve learners competence.
CONDITION:
Students/Trainees must be provided with the following:
1. WORKPLACE LOCATION
EQUIPMENT
Computer
LCD
2. TOOLS, ACCESSORIES AND SUPPLIES
White board
CD
Tapes
3. TRAINING MATERIALS
Learning Packages
Bond Paper
Ball pens
Manuals
Competency Standards
Training Regulations
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 16 of 101
Revision # 00
ASSESSMENT METHOD:
Demonstration & Oral Questioning
Portfolio
Written Test
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 17 of 101
Revision # 00
Learning Experiences
Learning Outcome 3
Facilitate Training Session
Learning Activities
Special Instructions
work
using
the
work
using
the
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Training
Methodology I
Facilitate Training
Session
Date Developed:
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Student enters
program
YES
Review learning
package
Satisfactorily
performed
Competency
Orientation
View multi-media
materials
Role of trainer/trainee
Administer RPL/TNA
Identify training Needs
Organize learning Strategy
Use manuals
Instructor
observes
performance
Instructor
rates
performance
NO
Student selects
Competency and
receive instructions
Observe
demonstration
Student
attempts task
Student rates
own
performance
Have
enough
competency
been
achieved?
Practice skills in
workshop
Provide Materials
Receive assistance
and feedback
EXIT PROGRAM
YES
Report
NTTATESDA
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Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Page 19 of 101
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focus
on
CBT Approach
Most students enter at about the Trainees enter various times throughout
same time
the year
Students
material
all
cover
the
Students all proceed from one Each trainee moves on to next task only
topic to the next at the same time
after mastering the task he she is
currently working on.
The
instructor
learning pace
controls
All students are usually tested Each trainee is tested when ready to
once
demonstrate mastery
Very little continuous feedback is Immediate feedback is given to each
given
trainee at critical points in the learning
process.
The instructor is involved in The trainer must be able to answer
teaching only one topic at a time
questions on many different tasks each
day.
Retesting is discouraged or not Retesting is encouraged for mastery
allowed at all
Materials, tools and supplies for The trainer must see that all materials
only one topic are needed at a needed for many tasks are readily
time.
available.
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Page 20 of 101
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Traditional Approach
CBT Approach
determine
the
The evening program is usually Day and evening programs both have
separate and distinct from day access to all learning guides and
program.
resources.
Role of the CBT Trainer
The major role of the trainer is one of coordinating learning activities other
than traditional dispensing of information. Trainer in a CBT system spend the
major portion of training time giving demonstrations, assigning tasks to students,
providing individual and small group assistance, evaluating trainees progress and
providing individual consultation. The following functions outline the role of the
trainer in learner-centered instructional situations.
1. Serves as a team member to determine what is to be learned
2. Stimulates trainees motivation.
3. Manages learning: a consultation rather than a provider of information; a
facilitator of the of the facilitator of the learning
4. Diagnose and solves learning problems
5. Evaluates student achievement
6. Assist learners to obtain individualized rewards
7. Assist each trainee in designing a personalized plan of study.
8. Installs confidence in the learner by providing experiences where learners
may succeed
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Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Page 21 of 101
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12. Accepts responsibility along with the student for the tasks learned or
not learned.
Role of the CBT Trainee
Competency Based Training is individualized and Learner-centered.
Trainees, therefore, pursue instructions for their personal goals and objectives.
The trainee spends most of his time in directed self-study and practice, supervised
by the trainer who can provide immediate assistance and feedback.
In CBT, Trainees have the following roles:
1. Trainees may select what they want to learn and when they want to learn
it, within reason.
2. Trainees learn at their own rate within program guidelines. They may
speed up, slow down, stop or even repeat a task.
3. Trainees may request to receive credit for what they already know. This
is done either through pre-testing or through a review o a task list
completed at another training site.
4. Trainees may choose how they want to learn-individually, on a one-toone basis, in small group, in large groups or with audio-visuals.
5. Trainees are responsible for what they learn and when they learn it.
6. Trainees decide when they are ready to perform each task or demonstrate
mastery of learning to a job-like level of proficiency before receiving credit
for the task.
7. Trainees help develop personalized prescription for learning worked out
cooperatively and based upon what the students already knows, his
preference for learning, learning style and other needs.
8. Trainees compete against pres job standards and not against other
students and are graded on achievement of the standards or criteria of
each task.
9. Trainees know up front, before instruction begins what they are
expected to know and do to complete the program.
10.
Trainees evaluate their own progress to see how well they are doing.
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Page 22 of 101
Revision # 00
12. Trainees know they will be rated mainly on performance, while paper
and pencil tests will be used mainly to check their knowledge of the task.
13.
14.
The diagram on the Competency Based Training Delivery would show how
learning in a CBT approach is undergone. After discussing the Trainers and the
Trainees Role in the acquisition of learning, the trainee should be oriented on his
training environment which include the workshop, the facilities and the training
resources available.
NTTATESDA
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Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Page 23 of 101
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SELF-CHECK
Identification: Identify which of the following statement is a characteristic of a
CBT approach. On your answer sheet, write down the number of the item which
characterizes CBT.
1. Trainers focus on managing learning
2. Very little continuous feedback is given.
3. As vacancies are filled, trainees enrollment remains at maximum
capacity all year long.
4. Retesting is discouraged or not allowed at all
5. The trainer must be able to answer questions on many different tasks
each day.
6. All students are usually tested once
7. Each trainee progresses at his or her own pace
8. Trainees enter various times throughout the year
9. If possible, trainees determine the sequence of tasks.
10.
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Students all proceed from one topic to the next at the same time
Training
Methodology I
Facilitate Training
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Answer Key
1, 3, 5, 7, 8, 9
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Training
Methodology I
Facilitate Training
Session
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TR and CBC
Equipment
Steps/Procedure:
1. Select a skill for demonstration from the skills of the qualification
assigned to you.
2. Using the following steps, prepare the plan:
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Training
Methodology I
Facilitate Training
Session
Date Developed:
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July 2010
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Redilyn C. Agub
Page 26 of 101
Revision # 00
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 27 of 101
Revision # 00
NTTATESDA
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Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Developed by:
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Page 28 of 101
Revision # 00
11. The trainees will always be interested on how they will be rated. They
should know what to be and how they will be evaluated, how
achievements will be recorded and what credits to get after the training.
Guide Trainees in doing the activities of the session
The trainee is guided by the CBLM about the activities to be undertaken
through the learning activities page. All instruction sheets are also provided with
necessary sections which will serve as a guide in undertaking the activities such
as the Occupational Health and Safety practices, tools and materials needed,
standards to be met and speed.
Provide feedback on the on-going activities
Self-Checks, Task/Job Sheet, Operation Sheets, and assignment sheets are
provided with Performance Criteria Checklist or Procedural Checklist to serve as a
guide for trainees in checking their own work but it is also important that trainers
check the performance of each trainee. Always remember that immediate feedback
is critical in training.
NTTATESDA
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Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Page 29 of 101
Revision # 00
of
trainees
on
the
Progress
Chart
and
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Training
Methodology I
Facilitate Training
Session
Date Developed:
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July 2010
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Page 30 of 101
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NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 31 of 101
Revision # 00
Performance Objective:
1. Results of TNA
2. Session Plan and CBLM for all competencies of TM 1
3. A TM1 workshop with computers
4. Progress Chart and Accomplishment Chart
YOU MUST be able to facilitate one training session.
Supplies/Materials
Equipment
Steps/Procedure:
1. Prepare training facilities and resources
2. Monitor the attendance of trainees
3. Orient Trainees on a condition that this is the first time you meet
a group of trainees and TNA has been previously conducted.
4. Assign trainees in their workstations
5. Guide trainees in undergoing the activities
6. Provide feedback as the training is going on
7. Evaluate performance of trainees based on Performance Criteria
Checklist
8. Record trainees achievement
Accomplishment Chart.
on
Progress
Chart
and
Assessment Method:
Demonstration, Portfolio Assessment, Questioning
NTTATESDA
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SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
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Page 32 of 101
Revision # 00
Performance Objective:
1. Results of TNA
2. Session Plan and CBLM for all competencies of your assigned
qualification
3. A workshop for your qualification.
4. Progress Chart and Accomplishment Chart
YOU MUST be able to facilitate one training session.
Supplies/Materials
Equipment
Steps/Procedure:
1. Prepare training facilities and resources
2. Monitor the attendance of trainees
3. Orient Trainees.
4. Assign trainees in their workstations
5. Guide trainees in undergoing the activities
6. Provide feedback as the training is going on
7. Evaluate performance of trainees based on Performance Criteria
Checklist
8. Record trainees achievement
Accomplishment Chart.
on
Progress
Chart
and
Assessment Method:
Demonstration, Portfolio Assessment, Questioning
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
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YES
NO
Workstations?
Facilities/resources?
CBT?
Accomplishment chart?
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Criteria
Were slow learners assisted in their activities?
YES
NO
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LEARNING OUTCOME #4
CONTENTS:
Conduct Learning Evaluation
Feedback Mechanism
ASSESSMENT CRITERIA:
1. Learners are oriented on the evidence requirements relevant to the
evidence plan.
2. Competency assessment tools, materials and equipment are provided to
learners.
3. Evidences are gathered and documented using relevant assessment
tools.
4. Assessment results and recorded in accordance with the approved
rating system
5. Appropriate feedback mechanism is used to inform learner of his/her
progress.
CONDITION:
Students/Trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
Computer
LCD
3. TOOLS, ACCESSORIES AND SUPPLIES
White board
CD
Tapes
4. TRAINING MATERIALS
Learning Packages
Bond Paper
Ball pens
Manuals
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Competency Standards
Training Regulations
ASSESSMENT METHOD:
1. Demonstration & Oral Questioning
2. Portfolio
3. Written Test
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Learning Experiences
Learning Outcome 4
Conduct Institutional Competency Assessment
Learning Activities
Special Instructions
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Marking sheets
Test package
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Monitor attendance
Trainees undergoing assessment should sign in an attendance sheet
documentation.
for
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Title:
Equipment
Steps/Procedure:
1. Secure assessment package.
2. Prepare the supplies and materials.
3. Orient the trainees based on the given guidelines above.
4. Conduct the assessment
5. Analyze/evaluate assessment result
6. Provide feedback to the trainees
7. Record the result of the assessment on the observation checklist
and progress chart.
Assessment Method:
demonstration and questioning
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Performance Checklist
Conduct Institutional Competency Assessment
CRITERIA
YES NO
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Other Observations:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Comments/suggestions about the performance of the trainer:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Stay in the here and now dont bring up old concerns or previous
mistakes, unless this is to highlight a pattern of behaviors.
Use I and give your experience of the behavior (when you said, I
thought that you were).
Feedback is for the recipient, not the giver be sensitive to the impact
of your message.
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Encourage reflection. This will involve posing open questions such as:
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Feedback Strategies
Characteristics
Timing
Purpose
For students to get feedback while they are still mindful
of the learning target.
For student to get feedback while there is still time for
them to act on it.
Amount
Mode
Audience
To reach
feedback.
the
appropriate
To communicate,
learning is valued.
Focus
through
students
with
specific
feedback,
that
student
Comparison
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Characteristics
Purpose
Sometimes, to compare a students work with his or her
own past performance.
Rarely, to compare a students work with the work of
other students.
Function
Valence
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Page 49 of 101
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It is well timed.
norm.
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Positive comments should be made first in order to give the trainee
confidence and gain his/her attention.
change.
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Feedback should deal with the behaviors the trainee can control and
Feedback requires the ability to tolerate a feeling of discomfort.
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Title:
Performance Objective:
Given the TR of the qualification assigned to
you, you should be able to prepare the progress chart.
Supplies/Materials
Equipment
Steps/Procedure:
1. Acquire the TR or CBC of the qualification assigned to you.
2. Prepare the Progress Chart of the qualification including the LOs
of the Basic and Common Competencies using the recommended
format.
3. Present your work to your trainer.
Assessment Method:
Portfolio
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Performance Criteria
CRITERIA
YES NO
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Title:
Equipment
Steps/Procedure:
1. Acquire the TR or CBC of the qualification assigned to you.
2. Prepare the Accomplishment Chart of the qualification using the
recommended format.
3. Present your work to your trainer.
Assessment Method:
Portfolio
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Performance Criteria
CRITERIA
YES NO
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LEARNING OUTCOME #5
CONTENTS:
1. Competency Based Training Review and Evaluation
2. Interpretation and Analysis of Evaluation Results
3. Training Session Adjustments
ASSESSMENT CRITERIA:
1. Appropriate Training session evaluation instrument is used.
2. Interpretations are made on the results of training session evaluation.
3. Adjustments on training are made on the results of evaluation.
CONDITION:
Students/Trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
Computer, LCD
3. TOOLS, ACCESSORIES AND SUPPLIES
White board
CD
Tapes
4. TRAINING MATERIALS
Learning Packages
Bond Paper
Ball pens
Manuals
Competency Standards
Training Regulations
ASSESSMENT METHOD:
1. Demonstration & Oral Questioning
2. Portfolio
3. Written Test
NTTATESDA
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SYSTEM
Training
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Learning Experiences
Learning Outcome 5
Review Delivery of Training Session
Learning Activities
Special Instructions
Answer Self-Check
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Method
Advantages
Evaluation sheets
Disadvantages
Time consuming
Effectiveness depends
on the skills of the
interviewer
Supervisors
observation
May
influence
performance
Time consuming
Evaluation workshops
Time
consuming,
costly
Results difficult to
report
Need an experienced
facilitator
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Evaluation Tool
Evaluation
of
preparation,
timeliness, thoroughness, attitude
towards trainees, closing training
session.
Rating Sheets
In preparing a rating sheet to evaluate competency based training, a trainer
must recall the characteristics of an ideal competency based training (CBT).
Group the characteristics into the following aspects, preparation, delivery, support
system and facilities. For ease of analysis a recommended rating scale should be
used such as the Likert scale.
A sample evaluation tool and an analysis follow in the succeeding pages.
The rating sheet will however depend on what the trainer need to know or verify
about his performance as a trainer or the appropriateness of the methodologies
that are used.
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Self Evaluation
An important part of the evaluation process is if self evaluation. Self
evaluation can take place during your training session as you reflect on how
things are going. This will help you make any instant changes to your plan in
response to the situation.
Self evaluation can also take place after training session when you ask
yourself in-depth questions about whether there are things to be changed or
problems to be solve.
The following strategies can be used for evaluating your own training and
help you improve:
1. Take a video of the CBT and look for ways to improve yourself
2. Ask for feedback from colleagues and other trainers
3. Compare your training methods and techniques with other trainers.
NTTATESDA
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Trainers/instructors
Training preparation
Support staff
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Criteria
YES
NO
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Evaluation Instruments
TRAINING SESSION EVALUATION FORM
INSTRUCTIONS:
This post-training evaluation instrument is intended to measure how
satisfactorily your trainer has done his job during the whole duration of your
training. Please give your honest rating by checking on the corresponding. Your
answers will be treated with utmost confidentiality.
TRAINERS/INSTRUCTORS
Name of Trainer:
_______________________
Poor/
Unsatisfactory
Fair/
Satisfactory
Good/
Adequate
Very Good/
Very
Satisfactory
Outstanding
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TRAINERS/INSTRUCTORS
Name of Trainer:
_______________________
Poor/
Unsatisfactory
Fair/
Satisfactory
Good/
Adequate
Very Good/
Very
Satisfactory
Outstanding
voice
while
Use
appropriate
language or dialect
Provides extra attention
to
trainees with
specific learning needs
Attends classes regularly
and promptly
Shows
energy
enthusiasm
teaching
Maximizes
use
training supplies
materials
and
while
of
and
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PREPARATION
Poor/
Fair/
Good/
Unsatisfactory Satisfactory Adequate
Workshop layout
conforms with the
components of a
CBT workshop
Number of CBLM
is sufficient
Orientation given
is
clear
and
comprehensive
Objectives of every
training sessions
are well explained
Expected
activities/outputs
are clarified
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Poor/
Unsatisfactory
Fair/
Satisfactory
Good/
Adequate
Very
Good/
Very
Satisfactory
4
Outstanding
Course
contents
are
sufficient
to
attain
objectives
CBLM
are
logically
organized and presented
Information
Sheet are
comprehensive
in
providing the required
knowledge
Provide relevant examples,
illustrations
and
demonstrations.
Sufficiency exercises, like
Task/Job
Sheets
are
sufficient to learn required
skills
Appropriate
knowledge
are learned through the
contents of the course
Training
Methodologies
are effective
Assessment Methods and
evaluation system are
suitable for the trainees
and the subject matter
Recording of achievements
and
competencies
acquired is prompt and
comprehensive
Feedback
about
the
performance of learners
are given immediately
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TRAINING FACIITIES/
RESOURCES
Poor/
Unsatisfactory
Fair/
Satisfactory
Good/
Adequate
Poor/
Unsatisfactory
Fair/
Satisfactory
Good/
Adequate
Very
Good/
Very
Satisfactory
4
Outstanding
Very
Good/
Very
Satisfactory
4
Outstanding
Training Resources
are adequate
Training Venue is
conducive for
learning
Equipment,
Supplies, and
Materials are
Sufficient
Equipment,
Supplies and
Materials were
suitable and
appropriate
Promptness in
providing Supplies
and Materials
SUPPORT STAFF
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YES NO
Questions to answer
1. Were there any parts of the session which did not run as expected? Why?
2. Did any unexpected problem arise?
3. Were the session outcomes achieved? If not why?
4. Should anything be changed for the next session?
PRE-TEST POST-TEST
The end result of the teaching learning process is the reflected in the scores
of trainees in written examinations. Thats why the pretest-post test method of
evaluation is a very important tool in evaluating training. A properly constructed
pretest, preferably standardized through item analysis, should therefore be
produced for every training program. Statistical interpretation of test scores using
paired t-test is recommended to test the significant differences between pretest
and posttest scores.
In the interpretation, the null hypothesis that there are no significant
differences between pretest and posttest scores is being tested.
The t-test
statistical function of Microsoft excel can be used to test the null hypothesis.
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Self-Check
Direction:
Identify which item is true to CBT training review and evaluation.
Encircle the number of the correct answers.
1. Feedback is necessary in order to make management make decisions
whether to continue, changed or stop the program.
2. If possible the trainees determine the sequence of task.
3. A review of the training session is necessary to know what went well and
what to improve.
4. Necessary adjustments can be made on the basis of the results of the
review and evaluation.
5. Positive feedback serves to sustain behavior that is appropriate and
effective.
6. Feedback is a dialogue between two people which reflects back how
another person sees someone elses behavior and performance.
7. The primary purpose of evaluation is to improve training by determining
if the training process achieved the objectives.
8. The trainer must manage the use of wide variety of instructional
materials.
9. Evaluating program design is necessary to know that training is
anchored to CBT framework.
10.
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Answer key
Correct answers
1
3
4
6
7
9
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- 5.00
- Outstanding
3.5
- 4.49
2.5
- 3.49
- Good/ Adequate
1.5 - 2.49
- Fair/Satisfactory
0.0
- Poor/ Unsatisfactory
- 1.49
Note that we chose a 5 point Likert scale to allow the evaluator to have a
neutral stand about the items being rated. Below is a sample data for the purpose
of illustrating the result.
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Number of Respondents: 25
PREPARATION
Poor/
Unsatisfactory
Fair/
Satisfactory
Good/
Adequate
Very
Good/
Very
Satisfactory
Outstan
-ding
AVE.
INTERPRETATION
Workshop
layout
conforms with the
5
components of a
CBT workshop
15
2.96
Good/
Adequate
Number of CBLM is
3
sufficient
15
2.88
Good/
Adequate
Orientation given is
clear
and 2
comprehensive
17
2.28
Fair/Sati
sfactory
Objectives of every
training session is 2
well explained
10
14
3.2
Good/
Adequate
Expected
activities/outputs
are clarified
12
1.72
Fair/Sati
sfactory
2.61
Good/
Adequate
10
OVERALL AVE.
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pretest score
posttest score
23
23
15
24
26
22
20
28
30
27
25
28
32
30
33
27
25
20
30
31
22
34
26
31
29
27
28
20
30
32
24
25
26
35
27
30
33
32
35
33
27
25
30
35
27
40
40
30
34
34
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
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pre-post test
45
40
Test Scores
35
30
25
pretest score
20
posttest score
15
10
5
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Sample analysis
From the pretest and post test scores above, the graph is generated. The
blue line represents the pretest scores of the trainees and the red line represents
posttest scores. Generally, the red line is higher that the blue line which means
that post test scores are generally higher than the pretest scores although some
students did not show an increase in score like in the case of trainee 15, 16 and
17.
To establish that there is an increase in scores statistically, we test the null
hypothesis there are no significant differences between the pre and post test
scores using paired t-test.
Note: An average, say 25 and 26 may obviously be different but may not differ
statistically. There is a need to statistically analyze data, to test whether
test scores are statistically different.
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, and
c. Click Add-ins, and then in the Manage box, select Excel Add-ins.
d. Click Go.
e. In the Add-Ins available box, select the Analysis ToolPak check
box, and then click OK.
f. Tip If Analysis ToolPak is not listed in the Add-Ins available box,
click Browse to locate it.
g. If you are prompted that the Analysis ToolPak is not currently
installed on your computer, click Yes to install it.
After installing Analysis Toolpak you will see the data analysis icon on your
Data Toolbar
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Then click OK
3. Click on the red arrow beside the blank area for Variable 1 Range, select
the range of scores for posttest, then click on the arrow again.
4. Click on the red arrow beside the blank area for Variable 2 Range, select
the range for pretest scores, then click on the red arrow to go back to the
dialog box.
5. On the blank area for Hypothesized Mean Difference type 0.
6. Select the output range( or the range where the table will appear)
7. Then click OK
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pretest score
Mean
30.36
26.44
Variance
23.823
21.257
Observations
25
25
Pearson Correlation
0.596279298
Hypothesized
Mean Difference
df
24
t Stat
4.588851193
P(T<=t) one-tail
5.90706E-05
t Critical one-tail
1.710882067
P(T<=t) two-tail
0.000118141
t Critical two-tail
2.063898547
Sample Analysis
The table shows the mean difference between pretest and posttest scores. It
also shows if the scores are statistically different. The mean difference of pretest
and posttest scores is 4.59 and the p-value is 0.0001 which means that pretest
and posttest are significantly different, that is posttest scores are higher than
pretest scores. This means that the training increased the knowledge and skills of
the trainees.
Note: t Stat is the mean difference of scores while p is the probability that the
test scores are significantly the same. If the p-value is below 0.05, the test
scores are significantly different at 95% degree of significance. If p-value is
greater than 0.05 there are no significant differences between the pretest
and posttest.
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 82 of 101
Revision # 00
Performance Objective:
Given a set of hypothetical ratings you must
be able to interpret and analyze the data.
Supplies/Materials
Equipment
Steps/Procedure:
1. Acquire a hypothetical data from your trainer.
2. Compute for the average ratings of each item.
3. Make a table of averages for each item.
4. In the last column, write the corresponding adjectival ratings
based on the suggested table above.
5. Make generalizations about the following areas of evaluation:
a. Trainers overall performance
b. Preparation
c. Design and Delivery
d. Training resources/facilities
e. Support staff
Assessment Method:
Answers will be compared to a prepared answer key
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 83 of 101
Revision # 00
Hypothetical Data
Trainer
1. Orients
trainees
about CBT, the use
23 3 2 2 1
of CBLM and the
evaluation system
33 2 2 3 3 2 2 1 3 3 2
2. Discusses clearly
the
unit
of
competencies and
outcomes to be 2 2 2 2 2 2
attained at the
start
of
every
module
22 2 2 2 2 2 2 2 2 2 2
3. Exhibits mastery
of
the
22 2 2 2 2
subject/course
he/she is teaching
22 2 2 2 2 2 2 2 2 2 2
4. Motivates
and
elicits
active
participation from 3 2 2 3 2 3
the students or
trainees
22 3 3 2 2 3 2 3 2 2 3
5. Keeps records of
evidence/s
of
competency
11 1 1 1 1
attainment of each
student/trainees
11 1 1 1 1 1 1 1 1 1 1
6. Instill
value
of
safety
and
orderliness in the 2 3 3 2 2 2
classrooms
and
workshops
33 2 2 3 3 2 2 2 3 3 2
32 2 2 3 2 2 3 2 3 2 2
8. Instills
grooming
hygiene
22 2 2 2 2 2 3 3 2 2 2
NTTATESDA
QA
SYSTEM
good
and 2 2 2 2 3 3
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 84 of 101
Revision # 00
Trainer
9. Instills
time
value
of
11 1 2 2 2
11 2 1 1 1 2 2 2 1 1 2
22 3 2 2 2 3 2 2 2 2 3
11.Clarity
of
language/dialect
11 3 3 2 2
used in teaching
13 3 1 1 3 3 2 2 1 3 3
33 3 3 2 2
33 3 3 3 3 3 2 2 3 3 3
classes
and 2 3 2 3 2 2
32 3 2 3 2 3 2 2 3 2 3
13. Attends
regularly
promptly
12 1 2 1 2 1 3 2 1 2 1
32 3 2 3 2 3 3 2 3 2 3
PREPARATION
1. Workshop layout
conforms with the
32 2 3 2 2
components of a
CBT workshop
22 3 3 2 2 3 2 2 2 2 3
2. Number of CBLM
22 3 3 2 2
is sufficient
23 3 2 2 3 3 2 2 2 3 3
3. Orientation given
is
clear
and 3 3 2 2 2 2
comprehensive
32 2 3 3 2 2 2 2 3 2 2
4. Objectives of every
training session is 2 2 3 2 2 2
well explained
23 2 2 2 3 2 2 2 2 3 2
5. Expected
activities/outputs
are clarified
22 1 2 2 2 1 1 1 2 2 1
NTTATESDA
QA
SYSTEM
22 2 1 1 1
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 85 of 101
Revision # 00
organized
2 3 2 3 2 3 3 2 3 2 3 2 3 2 3 3 2 3
3. Information
Sheet
are
comprehensive in providing the 3 3 2 2 3 3 3 2 2 3 3 2 2 3 3 3 2 2
required knowledge
4. Examples,
illustrations and
2 2 1 2 1 3 2 1 2 2 2 1 2 1 3 2 1 2
demonstrations help you learn
5.
Practice
exercises
like
Task/Job Sheets are sufficient 3 2 2 2 1 3 2 2 2 3 2 2 2 1 3 2 2 2
to learn required skills
6.
Valuable
knowledge
are
learned through the contents of 2 2 2 2 3 3 2 2 2 2 2 2 2 3 3 2 2 2
the course
7. Training
effective
Methodologies
are
2 1 2 2 2 2 1 2 2 2 1 2 2 2 2 1 2 2
8. Assessment
Methods
and
evaluation system are suitable
2 2 3 2 2 3 2 3 2 2 2 3 2 2 3 2 3 2
for the trainees and the subject
matter
9. Recording of achievements and
competencies
acquired
is 2 3 2 2 2 3 3 2 2 2 3 2 2 2 3 3 2 2
prompt and comprehensive
10.
Feedback
about
performance of learners
given immediately
NTTATESDA
QA
SYSTEM
the
are 3 3 2 2 2 1 3 2 2 3 3 2 2 2 1 3 2 2
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 86 of 101
Revision # 00
TRAINING
FACILITIES/RESOUR
CES
1. Training
Resources
adequate
are 3 3 2 2 2 3
32 2 3 3 2 2 2 3 3 2 2
2. Training Venue is
conducive
and 2 2 2 1 1 1
appropriate
22 1 2 2 2 1 1 1 2 2 1
3. Equipment,
Supplies,
Materials
Sufficient
and
33 2 2 2 3
are
32 2 3 3 2 2 2 3 3 2 2
4. Equipment,
Supplies
and
33 2 2 3 3
Materials suitable
and appropriate
32 2 3 3 2 2 3 3 3 2 2
5. Promptness
in
providing Supplies 2 2 3 3 2 2
and Materials
23 3 2 2 3 3 2 2 2 3 3
SUPPORT STAFF
1. Support Staff are
44 4 4 4 4
accommodating
44 4 4 4 4 4 4 4 4 4 4
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 87 of 101
Revision # 00
Answer Key
TRAINERS
Average
Rating
Adjectival Rating
2.33
Fair/Satisfactory
2.00
Fair/Satisfactory
2.00
Fair/Satisfactory
2.44
Fair/Satisfactory
1.00
Poor/
Unsatisfactory
2.44
Fair/Satisfactory
2.33
Fair/Satisfactory
2.22
Fair/Satisfactory
1.44
Poor/
Unsatisfactory
2.22
Fair/Satisfactory
2.11
Fair/Satisfactory
2.78
Good/ Adequate
2.44
Fair/Satisfactory
1.67
Fair/Satisfactory
2.56
Good/ Adequate
General Average
2.13
Fair/Satisfactory
4.
5.
7.
Motivates
and
elicits
active
participation from the students or
trainees
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
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Page 88 of 101
Revision # 00
PREPARATION
Average
Rating
Adjectival Rating
2.33
Fair/Satisfactory
2.44
2.33
Fair/Satisfactory
Fair/Satisfactory
2.22
Fair/Satisfactory
1.56
Fair/Satisfactory
General Average
2.18
Fair/Satisfactory
Average
Rating
Adjectival Rating
2.22
Fair/Satisfactory
2.56
Good/ Adequate
2.56
Good/ Adequate
1.78
Fair/Satisfactory
2.11
Fair/Satisfactory
2.22
Fair/Satisfactory
1.78
Fair/Satisfactory
2.33
Fair/Satisfactory
2.33
Fair/Satisfactory
2.22
Fair/Satisfactory
General Average
2.21
Fair/Satisfactory
1. Workshop
layout
conforms
components of a CBT workshop
with
the
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
in
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 89 of 101
Revision # 00
TRAINING FACILITIES/RESOURCES
Average Rating
Adjectival Rating
2.44
Fair/Satisfactory
1.56
Fair/Satisfactory
2.44
Fair/Satisfactory
4. Equipment,
Supplies
and
suitable and appropriate
2.56
Good/ Adequate
2.44
Fair/Satisfactory
General Average
2.29
Fair/Satisfactory
2. Training
Venue
appropriate
is
conducive
SUPPORT STAFF
and
Materials
4.00
SUMMARY TABLE
Areas
Average
Rating
Adjectival Rating
Trainer
2.13
Fair/Satisfactory
Preparation
2.18
Fair/Satisfactory
2.21
Fair/Satisfactory
Training Facilities/Resources
2.29
Fair/Satisfactory
Support Staff
4.00
Very
Good/
Very Satisfactory
OVERALL AVERAGE
2.56
Good/ Adequate
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 90 of 101
Revision # 00
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 91 of 101
Revision # 00
Self-Check
Enumerate at least 5 sources of information which could be a basis for
adjusting training session.
1.
2.
3.
4.
5.
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
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Page 92 of 101
Revision # 00
Answer Key
1. Analysis of Pretest and Posttest scores
2. Data analysis of Program Evaluation
3. Trainees Feedback on Training Session
4. Instructors Self Evaluation of the training
5. Trainees Satisfaction Survey results
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 93 of 101
Revision # 00
Performance Objective:
Given a hypothetical pretest and posttest scores,
you should be able to statistically analyze the test scores and produce the
following:
1. Line graph of the test scores with analysis
2. t Stat and the p-value
3. Conclusion whether the training intervention has an effect to the test
scores.
Supplies/Materials
Equipment
Steps/Procedure:
1. Acquire a hypothetical data of test scores from your trainer.
2. In excel type the test scores based on the format of the example above.
3. Make a line graph showing the pretest and posttest scores in one
plane.
4. Write a written analysis of the graph
5. Using paired t-test as a statistical tool, analyze the test scores.
6. Make a written analysis of the statistical table of values.
7. Make a conclusion whether the posttest score is higher than the
pretest scores.
8. Give a recommendation based on the result of your analysis.
Assessment Method:
Answers will be compared to a prepared answer key
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 94 of 101
Revision # 00
NTTATESDA
QA
SYSTEM
Pretest
student score
Posttest
scores
23
20
23
34
15
28
24
30
26
40
22
38
20
29
28
33
30
31
10
27
32
11
25
26
12
28
36
13
32
34
14
30
33
15
33
36
16
27
30
17
25
29
18
20
25
19
30
32
20
31
20
21
22
30
22
34
30
23
26
24
24
31
34
25
29
31
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 95 of 101
Revision # 00
Answer Key
Line Graph should be more or less like this.
45
40
35
SCORES
30
25
pretest score
20
posttest scores
15
10
5
0
1 3 5 7 9 11 13 15 17 19 21 23 25
Analysis
pretest score
Mean
30.6
26.44
Variance
24.41666667
21.25666667
Observations
25
25
Pearson
Correlation
0.229348301
Hypothesized
Mean Difference
NTTATESDA
QA
SYSTEM
df
24
t Stat
3.504677889
P(T<=t) one-tail
0.000910583
t Critical one-tail
1.710882067
P(T<=t) two-tail
0.001821166
t Critical two-tail
2.063898547
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 96 of 101
Revision # 00
Analysis
The table reveals that the t Stat is equal to 3.50. This is the mean difference
between the posttest and pretest scores. The p-value is 0.0018 which is less than
.05 which means that the test scores are significantly different. Mean posttest
scores are therefore higher than pretest scores.
Conclusion: Training intervention increased the scores of the trainees.
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 97 of 101
Revision # 00
Performance Objective:
After observing the Job Sheet LO2.4-1 (Conduct
of Competency Institutional Assessment Center), you should be able to undergo
a focus group discussion with a group of trainees and list down observations
about the activity
Supplies/Materials
Equipment
Steps/Procedure:
1. Closely observe the Conduct of Institutional Competency Assessment
(Job Sheet LO2.4-1)
2. Each trainee should fill-up the Performance Criteria Checklist and list
down observations about the demonstration.
3. After the demonstration, assign a leader and a secretary from among
the trainees to facilitate the discussion.
4. Use the Performance Criteria Checklists as a guide during the
discussion.
5. The secretary should list down common observations
recommendations that arise during the group discussion.
and
6. Write the names of the members of the group on the result of the
discussions.
7. Submit the list to the trainer.
Assessment Method:
Performance criteria checklist, questioning
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 98 of 101
Revision # 00
YES NO
Were all the members of the group present during the discussion?
Did each member have the performance criteria checklist filled-up?
Is there a maximum participation of all members?
Are the members encouraged and motivated in giving their
observations?
Is the observation summary signed by all members?
Are suggestions and recommendations included in the summary?
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
Page 99 of 101
Revision # 00
Performance Objective:
After observing the Job Sheet LO2.3-1 (Facilitate
Training Session), you should be able to undergo a focus group discussion with
a group of trainees and list down observations about the activity
Supplies/Materials
Equipment
Steps/Procedure:
1. Closely observe the Conduct of Institutional Competency Assessment
(Job Sheet LO2.4-2)
2. Each trainee should fill-up the Performance Criteria Checklist and list
down observations about the demonstration.
3. After the demonstration, assign a leader and a secretary from among
the trainees to facilitate the discussion.
4. Use the Performance Criteria Checklists as a guide during the
discussion.
5. The secretary should list down common observations
recommendations that arise during the group discussion.
and
6. Write the names of the members of the group on the result of the
discussions.
7. Submit the list to the trainer.
Assessment Method:
Questioning
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
YES NO
NTTATESDA
QA
SYSTEM
Training
Methodology I
Facilitate Training
Session
Date Developed:
Document No.
July 2010
Issued by:
Developed by:
Redilyn C. Agub
TRAINING METHODOLOGY I
MODULE TITLE
FACILITATING LEARNING SESSION
Date Developed:
July 2010
Training Methodology
I
Planning Training
Session
Document No.
Issued by:
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TRAINING METHODOLOGY I
FACILITATE LEARNING
SESSION
NTTA-TESDA
QA
SYSTEM
Date Developed:
July 2010
Training Methodology
I
Planning Training
Session
Document No.
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TRAINING METHODOLOGY I
Project-Based
Assessment Title
Units of
covered:
competency
Date of assessment:
Time of assessment:
PLEASE READ CAREFULLY:
The trainer will provide you the necessary supplies/materials,
tools/instruments and forms. Inform the trainer if you intend to use your own
materials/supplies, tools and instrument.
The trainer will allow 15 minutes for you to familiarize yourself with the
resources to be used in this demonstration.
You are required to perform the following:
Given the necessary tools, equipment, supplies and materials, the trainee
is required to prepare the following:
EVIDENCE PLAN
NTTA-TESDA
QA
SYSTEM
Date Developed:
July 2010
Training Methodology
I
Planning Training
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QUALIFICATION:
Training Methodology I
Project-Based
Assessment Title
4. Conducts pre-assessments
Ways
in
which
[tick the column]
evidence
will
be
collected:
Written
Examination
Demonstration with
questiong
Units of competency
covered
Facilitate Learning Session
NTTA-TESDA
QA
SYSTEM
Date Developed:
July 2010
Training Methodology
I
Planning Training
Session
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Assessors name:
QUALIFICATION:
TRAINING METHODOLOGY I
to show if
evidence
is
demonstrated
During the demonstration of skills, the candidate:
Yes
No
N/
A
4. Conducts pre-assessments
for learning.
NTTA-TESDA
QA
SYSTEM
Date Developed:
July 2010
Training Methodology
I
Planning Training
Session
Document No.
Issued by:
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QA
SYSTEM
Date Developed:
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Training Methodology
I
Planning Training
Session
Document No.
Issued by:
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Demonstration
QUESTIONS
Satisfactory
response
Yes
No
What is the
assessment?
learning session?
activities
importance
of
conducting
pre-
Feedback to candidate:
Date:
Assessors signature:
Date:
Written Test
NTTA-TESDA
QA
SYSTEM
Date Developed:
July 2010
Training Methodology
I
Planning Training
Session
Document No.
Issued by:
Page 108 of 204
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NTTA-TESDA
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SYSTEM
Date Developed:
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Training Methodology
I
Planning Training
Session
Document No.
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ANSWER KEY
Written Test
Direction:
Write T if the statement is correct and F if the statement is wrong
The following are characteristics of CBT.
__T__1. Trainer facilitates learning process.
__T__2. Re-testing is allowed.
__F__3. Trainees should enter together at the same time of the year.
__F_ 4. Trainees competes each and progress together.
__F__5. The Trainer determines the sequence of task to be performed
__T__6. Continuous feed backing is effective to overcome gaps.
__T__7. Evaluation is done to improve training and determine if the
objectives are achieved.
__F__8. Limited instructional materials are provided during sessions.
__T__9. Necessary adjustment are made on the basis of the results of
evaluation.
__T__10. Pre-assessment recognizes prior learning.
NTTA-TESDA
QA
SYSTEM
Date Developed:
July 2010
Training Methodology
I
Planning Training
Session
Document No.
Issued by:
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