Competency Based
Training and Assessment
(CBT&A)
Day 1
learning outcomes
At the end of the session you will be able to
Identify
the trainers roles and responsibilities
Promote inclusive learning in a Learning environment
Teachers/Trainers Roles and
Responsibilities
Perform the job task
Prepare the session carefully
Sequence information logically
Inform the learner what is expected from
them
Develop learning materials that encourage
learners to participate
Teachers/Trainers Roles and
Responsibilities (Cont…)
Use a variety of delivery methods that
acknowledge different learning styles
Encourage open discussion
Make learning fun
Provide appropriate constructive feedback
Provide opportunities for practice
Identify linkages for further learning
Adults as Learners
Bring with them to training:
Past experiences + and –
Values, beliefs, opinions & emotions
Individual likes and dislikes
Motivations & expectations
Learning preferences
Outside influences & commitments
5
Adult learners NEED to
Be self-directed and involved
Connect to the reality
Need a reason to learn
Have learner focused training
Be actively involved
6
Adult Learning Model
“I hear and I forget
I see and I remember
I do and I understand”
7
Learning Retention
1. What I HEAR - I forget
2. What I HEAR & SEE – I remember – a little
3. What I SEE, HEAR, QUESTION and
DISCUSS – I acquire
4. What I teach – I master
8
8
Learning RETENTION Rates
Lecture 5%
Reading 10%
Audiovisuals 20%
Demonstration 30%
Discussion 50%
Practice by doing 75%
Teaching others 90%
9
9
Inclusivity
Inclusivity means recognising, accommodating
and meeting the learning needs of all your
learners.
An inclusive learning environment
Values and respects difference
Promotes learning
Explores the benefits of learning with
colleagues and clients
Recognizes and rewards learning in
the workplace
Provides opportunities to develop
your own and others' generic skills
Practice inclusivity
Building on individual differences;
Integrating the principles of inclusivity into your
work practices; and
Using your institution’s access and equity policy
to guide your work practice
Using language that is sensitive to difference.
Modeling inclusiveness in work performance
Practice inclusivity
Prepare its learners to work more effectively
and flexibly in diverse workplaces and
communities
Provide more learners and clients with better
quality services in an increasingly competitive
market
Ensure it meets its obligations arising out of
legislation and standard
Using verbal and body language
that is sensitive to difference
Recognises and values individual
differences;
Supports inclusivity;
Is non-discriminatory;
Does not devalue,
Does not suggest fear, mistrust or lack
of understanding; and
Does not label or suggest
assumptions about capabilities
Reasonable adjustments to your
learning methods and tools
Ground Rules for Participation and
Behaviour
Give your undivided attention to people when they are
Be respectful
interacting with you
Ensure discussions with the learning environment remain
Be confidential
confidential
Feel free to talk openly without disclosing personal or
Be open and honest
private issues
Avoid judging others by their age, gender, sexuality,
Be non-judgmental
religious practice, culture or socio-economic background
Avoid insensitive or careless remarks about age, gender,
Be sensitive sexuality, religious practice, culture and socio-economic
background
Listen attentively to the ideas and opinions of others (and
Be accepting avoid put-downs)
Each and every shell is unique.
It was carried to shore by the ocean…just for
you. What will you do with it now that it is yours?
Each student is unique too. Each one is in your
hands now. How you handle them and take care
of them will give you outcome just as PEARL…..
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