the role of the trainer (tm)

7/28/2019 The Role of the Trainer (TM)

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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 trainee's progress

and providing individual consultation. The followingfunctions outline the role of the trainer in learner-

centered instructional situations


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1.Serves as a team member to determine what is to be

learned

2. Stimulates trainees motivation.

3. Manages learning: a consultation rather than aprovider of information; a facilitator of the learning

4. Diagnose and solves learning problems

5. Evaluates student achievement

6. Assists learners to obtain individualized rewards


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7. Assists each trainee in designing a personalized plan of

study.

8. Installs confidence in the learner by providing

experiences where learners may succeed9. Serves as a model for desirable work habits, attitudes

and tasks performance in the occupational field

10. Spends more time interacting with students on a 1:1 or

small group basis11. Helps those students who really need help

12. Accepts responsibility along with the student for the

tasks learned or not learned.


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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.


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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 of a task list completed at another

training site.

4. Trainees may choose how they want to learn-individually,

on a one-to-one basis, in small group, in large groups or

with audio-visuals.


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5. Trainees are responsible for what they learn and whenthey learn it.

6. Trainees decide when they are ready to perform eachtask 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 whatthe students already knows, his preference for learning,learning style and other needs.

8. Trainees compete against pres job standards and notagainst other students and are graded on achievementof the standards or criteria of each task.

9. Trainees know up front, before instruction begins whatthey are expected to know and do to complete the

program.


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10. Trainees evaluate their own progress to see how wellthey are doing.

11. Trainees move freely in the workshop, laboratory and

or training center.12. Trainees know they will be rated mainly on

performance, while paper and pencil tests will be usedmainly to check their knowledge of the task.

13. Trainees learn according to their interest, needs and

abilities not14. according to teacher timelines and expediency.


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COMPETENCIES OF TM I Based on TR

The TRAINERS METHODOLOGY LEVEL Iconsists of competencies a TVET trainerperforming functions of trainer and assessormust achieve. A TVET trainer is a person whoenables a learner or a group of learners todevelop competencies to performing a particular

trade or technical framework.


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BASIC COMPETENCIES

1.Lead workplace communication

2. Apply Math and Science principles intechnical training

3. Apply environmental principles andadvocate conservation

4.Utilize IT applications in technical training

5. Lead small teams


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6. Apply work ethics, values and quality principles

7. Work effectively in vocational education andtraining

8. Foster and promote a learning culture9. Ensure healthy and safe learning environment10. Maintain and enhance professional practice11. Develop and promote appreciation for cost-

benefits of technical training12. Develop and promote global understanding of

labor markets


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CORE COMPETENCIES

1. Plan training sessions

2. Facilitate learning sessions3. Supervise Work-based learning

4. Conduct competency assessment

5. Maintain training facilities6. Utilize electronic media in facilitating

training


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USE OF THE COMPETENCY-BASED

LEARNING MATERIALS (CBLM)

the role of the trainer (tm)

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