What

is
COMPETENCY
BASED
TRAINING
It is a training delivery approach that focus
on the competency developed of the learner
as a result of the training
Emphasizes most on what the learners.
Focuses on outcomes rather than the
learning process within specified time
It concerned with the attainment and
application of knowledge, skills and
attitude to a specific level of competency.
competency

10 Principles of CBT
1. Training is based on curriculum developed from the
Competency Standards
2. Learning is competency-based or modular in
structure
3. Training delivery is individualized and self paced
4. Training is based on work that must be performed
5. Training materials are directly related to the
competency standards and the curriculum

6. Assessment of the learner is based on the

collection of evidences of work performance
based on industry or organizational required
standards
7. Training is based on and off the job components
8. The system allow the Recognition of Prior
Learning (RPL)
9. The system allows for learner to enter and exit
programs at different times and levels and to
receive an award for competencies attained at
any point
10. Approved program are nationally accredited

Role of the CBT

Serves as a team member to determine what is to
Trainer
be learned

Stimulates trainees motivation

Manages learning

- a consultation rather than a provider of

information
- a facilitator of the learning
Diagnose and solves learning problems
Evaluates students achievement
Assist learners to obtain individualized rewards

Assist each trainee in designing a personalized

plan of study

Installs confidence in the learner by providing

experiences where learners may succeed

Serves a model for desirable work habits,

attitudes and tasks performance in the

occupational field

Spends more time interacting with students on

a 1:1 or small group basis

Helps those students who really need help

Accepts responsibility along with the student

for the task learned or not learned

Role of the CBT

Trainee
Trainees may select what they want to learn and
when they want to learn it, within reason
Trainees learn at their own rate within program

guidelines. They may speed up, slowdown, stop

or even repeat a task
Trainees may request to receive credit for what

they already know. This is done either through

pre-testing or through a review of a task list
completed at another training site
Trainees may choose how they want to learn

individually, on a 1:1 basis, in small groups, in

large group or with audiovisuals

 Trainees are responsible on what they learn and when

they learn it
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
Trainees help develop personalized prescription for

learning worked out cooperatively and based upon

what the students already knows, his preference for
learning, learning styles and other needs
Trainees compete against pres job standards and not

against other students and are graded on

achievement of the standard or criteria of each task
Trainees know Up front before instruction begins

what they are expected to know and do to complete

the program

Trainees evaluate their own progress to see

how well they are doing

Trainees move freely in the workshop,

laboratory and/or training center

Trainees know they will be rated mainly on

performance while paper and pencil test will

be used mainly to check their knowledge of
the task
Trainees learn according to their interest,

needs and abilities not according to teacher

time lines and expediency

Competency Based Training delivery

Student
enters
program

Orientation
Role of Trainer/trainee
Administer RPL/TNA
Identify training needs
Organize learning
strategy

Student selects
competency and
receive
instruction

Administer Learning Agreement

Provide materials
Introduce CBLM materials
Use of Achievement/ Progress report

Review
learning
Package
View multimedia
materials
Use Manuals

Observe
demonstration
Practice skills
in workshop
Receive
assistance and
feedback

YES

Instructor
observes
performan
ce

Student
attempts
task

Instructo
r rates
performa
nce

Students
rates own
performa
nce

Exit
Program

Satisfac
torily
perform
ed
compete
ncy

NO

Have
enough
compete
ncy
been
achieve
d?

YES

ELECTRICAL INSTALLATION AND

MAINTENANCE NC II

UNIT OF COMPETENCY

4. Install electrical protection

system for lighting and grounding
5. Install electrical lighting
systems on auxiliary outlets and
lighting fixtures

Select wiring devices

Lay-out Interpretation