Plan Training Session

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INSTRUCTIONS
This module is traditionally the first module taken up in Trainers Methodology (TM) training and is a prerequisite before taking up the Module on Delivering Competency-based Training. In this module you will learn and practice how to Plan a Training Session. To do this, you must do the following activities: 1. Read and analyze carefully the competency-based curriculum (CBC) of your chosen competency standard (CS). If you do not have a CBC, then you may have to develop one or use the CS to develop the various documents required in this module. 2. Follow the Instructions/ Learning Steps of each Activity Sheet found before each Learning Outcome of this module. 3. Part of this module is the process of developing relevant instructional materials in order for you to deliver competency-based training (CBT) effectively. In preparing your CBT materials, you are expected to do research and get materials from applicable references and text books. You are actually expected to convert your existing handouts and training manuals to the CBT-prescribed format. This will be done when you prepare your own competency-based learning material (CBLM). 4. You are expected to prepare/ develop the following documents: a. Trainees self-evaluation instrument or Pre-assessment checklist b. Session Plan c. Competency-Based Learning Materials (CBLM) d. Learning (Training) Activity Matrix 5. After finishing this module, proceed to Module 3: Plan Competency Assessment. INTRODUCTION: A good plan produces a good outcome. As trainer or instructor, it is important to prepare a training plan that serves as a guide for a successful conduct of a training program. This will show you the proper sequence of activities and the tools, equipment and materials needed. It also serves as your reference in identifying the type of assessment to be used and the competencies required for a trainee to learn and practice. MODULE DESCRIPTOR: This module covers the knowledge, skills and attitudes in planning a training session. It includes identifying learners requirements, preparing session plan, preparing basic instructional materials and organizing learning and teaching resources. SUMMARY OF LEARNING OUTCOMES: Upon completion of this module, you should be able to: Learning Outcome 1: Identify learners training requirements. Learning Outcome 2: Prepare session plans. Learning Outcome 3: Prepare basic instructional materials. Learning Outcome 4: Organize learning and teaching resources.

LEARNING OUTCOME NO. 1:

IDENTIFY LEARNERS TRAINING REQUIREMENTS

Learning Activity 01:

Learning Steps

Resources

1. Read Information Sheets on Competency Standards and Competency-Based Information Sheet 1: Competency Curriculum. Standards Information Sheet 2: CompetencyBased 2. Answer Self-Check Questionnaire 1. Curriculum 3. Discuss your answers with a fellow participant. 4. Read Information Sheet on Identifying Learners Training Requirements. 5. Answer Self-Check Questionnaire 2. 6. Discuss your answers with a fellow participant. 7. Design a pre-assessment checklist. 8. Refer your finished document to your Facilitator for evaluation. 9. After finishing this Learning Activity, proceed to the next one. Self-Check Questionnaire 2. Operation Sheet 1: Preparing a PreAssessment Checklist. Self Check Questionnaire 1 Information Sheet 3: Identifying Learners Training Requirements

Information Sheet 1: COMPETENCY STANDARDS UNIT OF COMPETENCY: PLAN TRAINING SESSION

UNIT CODE : UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes in planning a training session. It includes identifying learners requirements, preparing session plan, preparing basic instructional materials and organizing learning and teaching resources. ELEMENTS PERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables
1.1 Curriculum document is reviewed and analyzed. 1.2 Current competencies of target group are determined. 1.3 Competencies required to be attained are compared with current competencies of target group. 1.4 Results of comparison is used to determine training requirements. 1.5 Training requirements are validated with appropriate people.

1.0 Identify learners training

requirements
2.1 Training delivery modes are identified.

2.2 Training methods that address the required competencies are addressed. 2.3 Sequence of training activities is determined. 2.4 Resources to support learning are identified. 2.5 Session plan is finalized according to required format. 3.1 Basic instructional materials that are focused on a key concept 3.0 Prepare basic or idea related to the work activity under consideration are prepared. instructional 3.2 The text and illustrations that are clear, legible and appropriate to materials the trainees are prepared. 3.3 Language, style and format of the materials are appropriate o the trainees characteristics and needs. 2.0 Prepare session plans
4.1 Resources required for training are checked for availability.

4.0 Organize learning and teaching resources

4.2 Appropriate training locations are identified and arranged according to the training needs. 4.3 Resource requirements are documented and access is arranged in accordance with the organization, procedures and appropriate staff.

RANGE OF VARIABLES
VARIABLES RANGE
Students Workers Community members Dualized training On the job training Distance delivery Self-paced individualized delivery Community training Oral presentations Simulation activities Group work Demonstration Laboratory work Assignments Computer-based learning Group discussion On the job learning Lecture/discussion Staff Facilities Plant and equipment Tools Audio-visual materials (multi-media)

1. Target group

2. Training delivery modes

3. Training methods

4. Resources

Learning aids (instructional materials) Session plan format may include: Session objectives Subject content Training Resources and materials Delivery modes and assessment methods

5. Session plan

Includes but is not limited to: 6. Instructional materials and equipment Print-based materials Models Trainees guide Trainers guide OHP Transparencies Includes but is not limited to: Prior learning Age Gender Learning style Special needs School enterprise Training center Workplace Community LGU NGO Enterprise Industry Organizations Peoples Organizations Trade union Employer Government agency

7. Trainees Characteristics

8. Training locations

9. Appropriate people

EVIDENCE GUIDE Assessment requires evidences that the candidate: 1.1. Identified and analized relevant curriculum document. 1.2. Identified current competencies of target group. 1.3. Identified learners training requirements. 1.4. Prepared plan for a series of training sessions. 1.5. Identified relevant delivery method, training activities and training delivery modes. 1.6. Identified and organized resources required for the series of training sessions.

1. Critical aspects of competency

1.7. Organized access to appropriate training location. 2.1 Competency standards and related curriculum 2. Underpinning Knowledge and 2.2 Identification and correct usage of equipment, Attitude processes and procedures relevant to the competencies being delivered 2.3 Training delivery modes 2.4 Training methods 2.5 Target groups identify and needs 2.6 Recognition of current competencies 2.7 Occupational health and safety relevant to the competencies being delivered. 2.8 Community development modes and training approaches. 3.1 Technical writing skills required to document session plans and prepare basic instructional materials 3.2 Strategies for determining current competencies of learners 3.3 Planning and organizational skills 3.4 Skills in operating multi-media equipment 4.1 Relevant curriculum documents 4.2 Context for planning sequence of training sessions and preparing instructional materials
Competencies in this unit must be assessed by:

3. Underpinning Skills

4. Resource Implications

5. Methods of Assessment

5.1 Interview 5.2 Written plan for a sequence of training sessions 6.1 Assessment should occur on the job or in a simulated workplace.

6. Context of Assessment

Information Sheet 2: COMPETENCY-BASED CURRICULUM

Plan Training Session UNIT OF

COMPETENCY: MODULE TITLE: MODULE DESCRIPTOR: Planning Training Session This module covers the knowledge, skills and attitudes in planning a training session. It includes identifying learners requirements, preparing session plan, preparing basic instructional materials and organizing learning and teaching resources.

SUGGESTED DURATION: QUALIFICATION LEVEL: TM-1

SUMMARY OF LEARNING OUTCOMES: Upon completion of the module, the trainee shall be able to: Learning Outcome 1: Identify learners training requirements. Learning Outcome 2: Prepare session plan. Learning Outcome 3: Prepare basic instructional materials. Learning Outcome 4: Organize learning and teaching resources.

Learning Outcome 1: Identify learners training requirements. ASSESSMENT CRITERIA: This learning outcome is achieved when the participant can do the following: Review and analyze the Curriculum document. Determine the current competencies of a target group. Compare required competencies with the current competencies of target group. Use the results of comparison to determine training requirements. Validate training requirements with appropriate people. CONTENTS: Competency Standards and Curriculum Identifying Learners Training Requirements CONDITIONS:

The students must have the following: Relevant competency standard and curriculum Information sheets and exemplars Templates Assignment Instructions Computers and printers Storage devices (flashdisks or diskettes) TRAINING METHODOLOGIES: Lecture & discussion Home study

Learning Outcome 2: Prepare session plan. ASSESSMENT CRITERIA: This learning outcome is achieved when the participant can do the following: Identify appropriate training delivery modes. Use training methods that address the required competencies. Determine the sequence of training activities. Identify resources to support learning. Finalize session plan according to required format. CONTENTS: Preparing a Session plan CONDITIONS: The students must have the following: Relevant competency standard and curriculum Information sheets and exemplars Templates Assignment Instructions Computers and printers Storage devices (flashdisks or diskettes) TRAINING METHODOLOGIES: Lecture & discussion Home study

Learning Outcome 3: Prepare basic instructional materials.

ASSESSMENT CRITERIA: This learning outcome is achieved when the participant can do the following: Prepare basic instructional materials that are focused on a key concept or idea related to the work activity under consideration. Prepare text and illustrations that are clear, legible and appropriate to the trainees. Select language, style and format of the materials appropriate to the trainees characteristics and needs. CONTENTS: Competency-based Learning Materials (CBLM) CONDITIONS: The students must have the following: Relevant competency standard and curriculum Information sheets and exemplars Templates Assignment Instructions Computers and printers Storage devices (flashdisks or diskettes) TRAINING METHODOLOGIES: Lecture & discussion Home study

Learning Outcome 4: Organize learning and teaching resources. ASSESSMENT CRITERIA: This learning outcome is achieved when the participant can do the following: Check resources required for training for availability. Identify and arrange appropriate training locations according to the training needs. Document resource requirements and arrange for access in accordance with the organization, procedures and appropriate staff. CONTENTS: Organizing learning and teaching resources. CONDITIONS: The students must have the following: Relevant competency standard and curriculum Information sheets and exemplars Templates Assignment Instructions Computers and printers Storage devices (flashdisks or diskettes)

TRAINING METHODOLOGIES: Lecture & discussion Home study

SELF-CHECK QUESTIONNAIRE 1:
1. Matching Type: Indicate which part of the competency standard is the source of the part of the curriculum listed below.

1. Module Title 2. Summary of Learning Outcomes 3. Assessment Criteria 4. Contents 5. Conditions 6. Assessment Method

A. Unit of Competency B. Elements C. Performance Criteria & Range of Variables D. Range of variables only E. Evidence Guide

Note: A part of the Competency Standards may be the source of more than one part of the CompetencyBased Curriculum.

1. What is the difference between competency standard (CS) and competency-based curriculum (CBC)?

Information Sheet 3:
IDENTIFYING LEARNERS TRAINING REQUIREMENTS
Learners Training Requirements Learners training requirements can be determined by comparing the results o pre -assessment and the required competencies from the relevant curriculum or competency standards. Pre-assessment can be achieved through written, interview, portfolio, third party and/or through analysis of related documents. Training program It is a collection of training activities to develop competencies of a target group. Clients provide the approvals for expenditure of training resources. Target groups include: Employee groups (e.g. particular classification or work area, female employees) Groups or individuals with special training and / or recognition needs Students Workers Community members

Training may be conducted:

On the job In a simulated setting In a training organization In a combination of locations to suit the unit of competency being learned and/or assessed In a single site or multi-site operation In a work environment

Trainees Characteristics Includes but is not limited to: Prior learning Age Gender Learning style Special needs Training Requirements should be validated to appropriate personnel: Trainers/teachers and assessors Team leaders/supervisors/managers/employers Participant/employee/leaner Technical experts Government regulatory bodies Union/employee representatives Consultative committees Users of training information such as training providers, employers, human resource departments Language, literacy, numeracy specialists Assessment/ training partners

Target groups competencies may be identified by: Reports on assessments of competencies Content analysis of curriculum vitae Enterprise training and assessment record keeping system Self, peer or supervisor report

Training program may be based on: National industry training packages Enterprise based standards, standards of performance or curriculum International standards International programs Competencies to be attained can be determined by comparing the required competencies and the current competencies of the target group. Considerations in identifying training needs (TNA) Identify the training goal. Identify the industry standards /Training Package relevant to this training goal. Document the above noting the elements and performance criteria involved in the identified competencies for the training.

Identify the relevant qualifications which align with your training goal. Develop a matrix or map of how your company or school current practices (SOPs, job description, etc.) fit with an appropriate Training Package. Outline an approach you might use to identify the current competencies of a learner, prior to beginning the training program. Training Locations School enterprise Training center Workplace Community Format of a Pre-assessment Instrument There are many ways/techniques/formats that can be used in determining the competency level or entry level of target group/s. Depending upon the trainer on what format or technique he/she wish to use, for as long as the instrument can assessed the current competencies which will be compared into the competencies required to determine the training requirements of a target group. Listed below are some suggestions that may help you develop your own pre-assessment instrument. 1. A written test where questions are focused on the main or important knowledge, skills or attitudes that a student must know or should have. Just like the one used in giving periodic examination, post-test, or mid-term/final term. 2. Another is the one introduced in module 2 (plan training session) where a portfolio and questioning can be used. 3. Sample 1 shows you another type or format of a pre-assessment instrument.

Sample1.

Quezon City Lingkod Bayan Skills Development Center Technical Education and Skills Development AuthorityNational Capital Region Dahlia Ave., Quezon City Pre-assessment Instrument
Servicing and Repairing Domestic Appliances Instruction/ Direction: This instrument is use to determine your level of competency in servicing and repairing domestic appliances. Answer the questions as honest as possible in order for us to determine your present competencies that will serve as our basis in identifying your training needs. Part I. Personal Data Name: _ Present job: _ Name of Company: _ Highest Educational Attainment:

Present Address: Part II. Assessment of Competencies Based on the rating scale shown below, please rate your present competency level in the following areas by checking the appropriate column. 1- Not Competent, 2-Somewhat Competent, 3-Competent, 4-Very Competent Competency Areas 1. DC Circuit: Principles of electricity and electronics Ohms law and power law Series, Parallel and Series-parallel circuits 2. Use of different electrical and electronics handtools 3. AC Circuits (Inductance, capacitance, Impedance) 4. Use of measuring instruments Analog and Digital VOM Oscilloscope AF Generator RF Generator 1234

Competency Areas 5. Identification and testing of passive components Resistors Capacitors Transformer and Inductors 6. Identification and Testing of Active Components Diodes Transistors Integrated Circuits Thyristors 7. Soldering and Desoldering Techniques 8. Circuit designing and PCB manufacturing

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9. Circuit analysis, troubleshooting and repairing power supplies 10. Servicing and repairing techniques 11. etc Part III. Others What other competencies/areas do you want to learn?

Supplemental Information Sheet 3-A

Identifying Learners Training Requirements

A trainer should be thoroughly familiar with the different learning outcomes for every unit of basic, common, and core competency included in a training qualification. A trainer needs to review and analyze curriculum documents, like the training regulations and the competency-based curriculum. Before the training begins, the trainer needs to know the trainees entry-level behavior by determining their current skills, knowledge and attitude with the use of a pre-assessment instrument. The trainees entry-level behavior shall be compared with the required competencies. There are many ways and techniques in assessing the entry-level behavior of a target group of trainees. A typical pre-assessment instrument must be able to check the present competencies of the target trainees. Such instrument maybe a survey questionnaire, a rating scale, a checklist, or a short test. The trainer may develop his own pre-assessment instrument by following these steps: 1. Identify the relevant unit/s of competency from the Training Regulations or Competency-Based Curriculum. 2. Analyze the unit/s of competency and identify the evidence requirement. 3. Develop the evidence plan 4. Construct the pre-assessment instrument. It may be a questionnaire, a rating scale, a checklist, or a short test. Such instrument should be able to generate information that will meet the evidence requirement. 5. Reproduce the pre-assessment tool according to the number of trainees. A questionnaire contains series of questions pertaining to certain tasks that are related to a learning outcome or a unit of competency the trainees are expected to learn during the training. The trainees are expected to answer these questions based on their personal knowledge, abilities and capabilities, as well as attitudes. A rating scale contains a set of tasks that are related to a learning outcome or a unit of competency that the trainees are expected to learn during the training. The trainees are expected to indicate the level of their ability to perform such tasks based on a given set of indicators or descriptors. Every type of indicator or descriptor has an equivalent score. A checklist contains a set of tasks that are related to a learning outcome or a unit of competency that the trainees are expected to learn during their training. The trainees are expected to put a check before each task that they can perform. A short test contains a set of questions that measure the trainees prior knowledge and sk ills that are relevant to a learning outcome or a unit of competency that they are expected to learning during the training.

The process of identifying the trainees current competencies that are related to the job roles or occupational titles covered in a particular training qualification is known asrecognition of prior learning. The trainer must be able to establish a reasonable proof of evidence that will support the current competencies claimed or identified. In order to make the process objective and systematic, the trainer must be able to indicate the proof of evidence for every current competency identified. Current Competency Proof of Evidence

Prepare session plan

Copy of a training session plan prepared

The current competencies that have been identified shall be compared and cross-matched with the required learning outcomes or units of competencies as stipulated in the Training Regulations or Competency-Based Curriculum. This will enable the trainer to determine the training gaps. Required competencies that have not yet been acquired by the trainees constitute the training gaps and shall now become the learners training requirements. The nominal duration for every training requirement should be determined and should be matched with corresponding competency-based learning material or module of instruction. For example, in this unit of core competency, which is Plan Training Session, there are four (4) learning outcomes: 1. Identify learners training requirements, 2. Prepare session plans, 3. Prepare basic instructional materials, and 4. Organize learning and teaching resources. Through the use of a checklist, the trainer identified Prepare session plans as the trainees current competency. The training session plans they prepared served as their proof of evidence. They indicated in the checklist that they have not yet acquired the other three competencies. The trainer compared or cross-matched the trainees current competency, i.e., Prepare session plans, with the required competencies expressed in the form of learning outcomes. Based on the results of the comparison, he identified that the learners training requirements are the three other learning outcomes. The trainer validated these training requirements with other trainers in order to determine the nominal duration for each training requirement and has to match the corresponding competency-based learning material or module. Every training requirement, expressed in the progressive form of the verb, serves as the title of the learning material/module. Current Competency Prepare session plans Required Units of Competency/ Learning Outcome Identify learners training requirements Prepare session plans Prepare basic instructional materials Prepare basic instructional Preparing basic materials instructional materials Organizing learning and teaching resources Training Gaps/ Requirements Title of CBLM/ Module of Instruction Duration

Identify learners training Identifying learners requirements training requirements

8 hours

16 hours

Organize learning and teaching Organize learning and resources teaching resources

16 hours

Application You shall now learn how to identify the training requirements of your target trainees. Follow the tasks given below.

1. Select a unit of competency and develop a pre-assessment instrument. 2. Identify the current competencies of a target group of trainees. 3. Identify the training gaps. 4. Translate the training gaps into training requirements. 5. Validate the training requirements and determine the nominal duration for every training requirement.

Operation Sheet 1: Preparing a Pre-Assessment Checklist

OPERATION TITLE: PURPOSE: Preparing a Pre-Assessment Checklist Trainee shall prepare a pre-assessment checklist for one core competency of his particular trade/ sector for purposes of identifying training needs of a target group. Trainee may use the format provided or may revise the given format, provided he should be able to justify/ explain the reason for his revision. Core competency Competency-based curriculum Pre-assessment checklist template 1. Prepare a pre-assessment checklist for your chosen core competency. 2. You may source the items to be checked from the following: You may use evidence requirements found in your Evidence Plan for National assessment. You may use the Assessment Criteria for all the Learning Outcomes in your curriculum (CBC) as your basis. You may also derive them from the performance criteria of your CS. 3. Refer to the pre-assessment checklist for this module (Annex C) so that you will have an idea as to how to write down your competency requirements.

CONDITIONS OR SITUATIONS FOR THE OPERATION: EQUIPMENT, TOOLS AND MATERIALS:

PROCEDURE:

PRECAUTIONS: QUALITY CRITERIA:

None. The checklist must cover all the important aspects of the core competency. Refer your finished work to the Facilitator for evaluation.

TEMPLATE

Self-Assessment:
(Unit or Module Title) Name: _ Position: _ Institution:

Direction: Using the rating scale shown below, please rate your present level of performance or competencies by checking the appropriate column. 1- Not competent, 2-Somewhat competent, 3-Competent, 4-Highly Competent, 5-Very Competent

Performance Level Competency Area 1 2 3 4 5

TEMPLATE _
_

PRE-ASSESSMENT INSTRUMENT
_

Instruction/Direction: This instrument is use to determine your level of competency in . Answer the questions as honest as possible in order for us to determine your present competencies that will serve as our basis in identifying your training needs. Part I. Personal Data Name: _ Present Job: _ Name of Company: _ Highest Educational Attainment: Present Address: Part II. Assessment of Competencies Based on the rating scale shown below, please rate your present competency level in the following areas by checking the appropriate column. 1 - Not Competent 2 - Somewhat Competent 3 - Competent 4 - Very Competent

Competency Areas 1 2 3 4

Competency Areas 1 2 3 4

Part III. Others What other competencies/areas do you want to learn?