The flow of CBT differs from the traditional education approach. To see the big picture is important before planning a session plan. Below is the CBT delivery framework:
- Trainee enters the program. Trainer conducts pre-training assessment to identify learner’s training needs. Orientation of CBT program onRecognition of Prior Learning (RPL) and roles of trainer & trainee follows.
- Trainee selects competency from the identified training needs and receives instruction from the trainer. The trainer administers learning contract or agreement between him and his trainees, then provides CBLM materials and introduces the use of progress and achievement chart.
- With the selected competency, the trainee studies the module by doing the following learning activities (in any order): review learning package, view multimedia materials, use manuals, observe demonstration, practice skills in workshop, and receive assistance and advice.
- While the trainee practices the skill, the trainer observes and records the performance on the Progress Chart. Student will attempt the task until he masters the skill with the help of trainer’s immediate and constructive feedback.
- Once the trainee determines by himself that he is competent to do the skill, he will call the attention of trainer. The trainer will observe and rate the performance based on the Performance Criteria Checklist and will record the result on the Achievement Chart. If the skill is satisfactorily performed, he will then select another unit of competency. If the skill is not satisfactorily performed, the trainee will study again the module.
- To exit the training program, trainee must satisfactorily perform the skill and must have enough units of competencies (or has completed all the modules). If the trainee doesn’t have enough units of competencies, he will then select another unit of competency, and repeat the competency-based training process.
(Visited 53 times, 1 visits today)