1.1
Competency Based Training
In traditional teaching or
instruction, the learning unit is taught within a certain time or a fixed time
table. This teaching method is teacher - centred. On the other hand, in the Competency Based Training (CBT) system, the
teaching unit on Competency Based
Training is based on mastering a
specific knowledge and skill. Only after an individual has mastered a
certain skill will he be taught a new subject in a new unit. This is student -
centred teaching. There are two important terms associated with CBT:
Skill: A task performed in
order to attain a certain level of specific skill and usually functions psycho-motor
and by manipulation of equipment and tools.
Competency: A skill performed to achieve a specified
standard under specific conditions.
Example:
A doctor, nurse, mid-wife or medical
assistant is an individual who can perform clinical skill at a satisfactory
standard.
The four important elements of CBT are
as follows:
a. The
competency to be attained is carefully identified, accepted and
publicised in advance.
b.
The
teaching program is prepared for individual development and evaluation for each
competency is explained.
c.
Assessment
of a certain competency needs not only the knowledge and attitude of the trainee
but also the correct application of each competency, as material evidence.
d.
Trainees
succeed in their studies via an instructional program based on their learning
capacity, while demonstrating the acquisition of a specific competency.
1.2
Planning Competency Based Training
(CBT)
a.
Identify
target group based on cognitive preparedness, affective and psychomotor.
b.
Choose
the competency to be acquired, with care.
c.
Integrate
theory with skill that is applied. Important ideas are studied to assist in the
application of skill.
d.
Detailed
training materials are prepared to attain competency and assist in the
acquisition of knowledge and skill.
e.
Use
teaching method that involves mastery of learning. This method is the basis of
the course trainee’s mastery of knowledge or skill, provided sufficient time is
given and suitable training method is applied.
f.
Knowledge
and skill of trainee are assessed on admission to the program. Trainees with
satisfactory knowledge and skill need not undergo training or acquire the
available competency.
g.
Learning
has to be within the capacity of the learner.
h.
Consider
a flexible training approach including large and small group activities. At the
same time, individual learning is an important component.
i.
Use
various support materials to master a skill such as printed materials,
audio-visual aids and models.
j.
Satisfactory
training is based on the attainment of all levels of competency which have been
identified.
1.3 Organize Competency Based Training
i. The
Objective of Competency Based Training
As a whole, the objective of a program
based on Competency Based Training (CBT)
is to provide instructors with a step- by-step guide to the development of Competency Based Training.
Training objectives
·
Instructor
develops knowledge for the implementation of CBT
·
Instructor
can provide explanations based on the teaching principal of CBT.
§
Instructor
can integrate the main teaching principals of CBT into the courses.
§
Instructor
can apply the teaching strategy of CBT - integrated teaching principal into his
teaching
ii. Identifying
Competency
Competency refers to the knowledge,
skill and individual ability which are displayed, to achieve a specific
standard. Competency can be observed and it is an action that requires a
combination of knowledge, skill and ability to be implemented.
a.
First stage: Identifying a specific competency
which a trainee must demonstrate at the end of training. This competency must
bring benefit to the goal and objective of their institution.
It is therefore, necessary for the
individual to study the mission and aim of the institution or the firm that he
represents, the available course materials and information on job
specifications He also needs to discuss the principal competency with
colleagues at work. Usually, there are 2 to 7 main competencies in a course.
b.
Second stage: Identifying elements that can create
competency. The elements of a certain competency are a combination of actions (products
of skill and ability) and the required knowledge to achieve the said
competency. Each competency usually consists of 3-5 elements.
c.
Third stage: The definition of each competency
has to be identified and its requirements must be clear.
o
Identify
the goal and target for subordinate.
o
Monitor
the performance
o
Give
feedback to staff on progress and achievement of objectives.
With the attainment of the
above-mentioned information, the competency required by an institution will be
clearer, specific and beneficial for the institution. In this way, teaching and
learning will facilitate the trainee’s attainment of the competencies, one
-by-one.
Identify competency (Competency)
Identify elements in competency (Competency)
Draft the
definition of competency (Competency)
Figure 1: Stages in
Identifying Competency.
iii. State
Specifically the Objective of Learning
The mastery of a certain competency
requires a person to have a combination of skill and knowledge. After
determining competency, the next stage is defining specific learning objectives.
These learning objectives clearly indicate the combination of knowledge and
skills that will produce competency
The learning objective must be
specific and must be stated in the statement of behavior. This means that
action words / verbs are used in the statement of objective, followed by object
of the action (verb). This objective must be brief, clear and precise.
Example: Explain orally five
benefits of Competency Based Training
(verb)
iv. Design
of Teaching Activity
o
Identify
clinical skills which are the basis for activity and course.
o
Identify
the situation by which a certain skill is demonstrated either by using a model
or role play.
o
Develop
a guideline or check list that lists out the procedures for the implementation
of activity.
v. Assessing
the Outcome of Learning
o
Questionnaires
to assess knowledge related to skills.
o
Check
list to assess knowledge of skills, and whether attitude shown is satisfactory
or not.
1.4 The Management of Competency Based
Training Program
In general, Competency Based Training
is planned and implemented with care. This is because Competency Based Training
is oriented towards success.
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An assessment is carried out to
evaluate the competency level of trainees. The feedback from the assessment
will provide information for the planning of future training or help in
identifying the strengths and weaknesses of the on-going training. The feedback
will help to improve future CBT programs
I-031-3(07) IS 2
|
DEVELOP AND CONDUCT
COMPETENCY BASED TRAINING TEACHING AND LEARNING PROCESSES
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2.1
Develop and Conduct Competency Based
Training, Teaching And Learning Process
What does a instructor need to develop
the process of teaching and learning strategy? In brief, the teaching and
learning process is outlined as follows:
i. Identifying
the learning objective.
The learning
objective must be in the form of action that can be seen clearly. This
objective also states the competency that has been identified. Objectives that
are constructed must be arranged in sequence.
ii. Available
knowledge in connection with the competency to be taught
This can be
implemented by carrying out pre-teaching activities such as providing
motivation to study the skill during the session, apart from conducting a pre-test
on the competency to be learnt. In this way, the instructor obtains information
on the prevailing knowledge to continue instruction on the particular competency.
This is done orally. The identification of the available knowledge will
facilitate trainee’s acquisition of the competency as stated in the learning
objective.
iii. Content
of lesson
Choose and state
the contents of the lesson obtained from the knowledge, skill, value and
activities associated with the learning objective. This teaching preparation
consists of information to be delivered to trainees and also activities to be
carried out by them. The contents of the lesson must be relevant to the
learning objective.
iv. Revision
Instructor goes
over the strategy that consists of a series of learning objectives, activities
associated with existing knowledge, evaluation, information, and student activity.
For each component stated, time for its administration must be provided.
v. Consideration
Give consideration to the effectiveness
of instruction, whether remedial and consolidation are required.
2.2 Implementation
of the Teaching and Learning Process (CBT
Topic: Behavioral
Learning Objective (BLO)
Statement of objective: Writing the Behavioral Learning Objective
(BLO) with (Competency) accuracy
Existing
knowledge: Brainstorming activity on
understanding of the learning objective. Write information obtained from trainees
on the board.
Learning materials: Learning module.
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Instructor’s
activity
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Trainee’s
activity
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Duration
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Step 1
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i. Instructor directs
trainees to read the module to be handed out, quietly.
ii. Instructor hands
out module on learning objectives to trainees.
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Trainees
read the module on the learning objective individually and quietly.
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30 minutes
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Step 2
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i. Instructor directs trainees to form
groups of three.
ii. Instructor and members of the group
discuss and answer the following questions.
-
Explain
the meaning of Behavioral Learning Objective (BLO)
-
State
three characteristics of BLO
-
With
the use of the learning material (module) that is being circulated, trainees
are asked to develop four objectives of BLO according to their respective
fields.
iii.Instructor
monitors and offers guidance to groups.
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i.
Trainees
form small groups and appoint group leader.
ii. Trainees discuss and answer
questions.
iii.Trainees get
guidance from instructor when in difficulty.
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1 hour
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Instructor’s
activity
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Trainee’s
activity
|
Duration
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Step 3
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i.
Instructor
directs trainees to exhibit their answers or their group’s effort /
handiwork on the available flip
chart.
ii. Trainees are asked to scrutinize the efforts of other group members.
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i.
Trainees
move in groups to scrutinize each other’s
handiwork and identify the strengths and weaknesses in the writing of
objective
ii. Trainees improve on their work after looking at other groups’ handiwork.
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30 minutes
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Step 4
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i.
Instructor
assesses the work of group members with the use of a check list.
ii. Instructor gives trainees feedback
on their performance.
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Trainees
get feedback from instructor and offer explanation or suggestion.
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30 minutes
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Conclusion
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Instructor
shows sample of good group effort. Instructor offers tips on improving performance.
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15 minutes
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I-031-3(07) IS 3
|
EVALUATE COMPETENCY BASED
TRAINING
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3.1
Evaluation Of Teaching And Learning
Evaluation of teaching and learning is
conducted throughout the training process. An important evaluation at the end
of the competency training is conducted to measure whether the learning
objective has been achieved or not. This is done by conducting evaluation or
answering questions orally on the acquired competency. However, evaluation can
also be done through observation, from the start of to the end of teaching and
learning. Instructor can observe the trainee’s expression and behavior during
the process of teaching and learning to monitor the understanding and
effectiveness of teaching.
The following are the objectives of
evaluation.
a.
To
evaluate in order to identify the strengths and weaknesses of trainees in
teaching and learning so that instructors can take immediate action.
b.
The
instructor can modify the teaching and learning strategy to make it suitable
for trainees.
c.
The
instructor will be able to assist weak trainees.
d.
To
ensure that the learning objective is achieved.
e.
To
assist in the preparation of report on student’s performance.
3.2 Evaluation
Tools
a.
Questionnaires
are distributed to trainees to find out whether they have been able to master
the new knowledge connected to the skill they have learnt. This questionnaire
can be distributed in the middle of the training period. The feedback obtained
can be acted upon immediately to improve teaching and learning before the
course ends.
b.
A
check list can be used by instructor to record the performance or achievement
of the course trainee. This check list is based on Competency Based Training
which gathers information on the trainee and determine whether he is competent
or not.
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