1. Kolb's
Learning
Inventory
The Learning Style Inventory is derived
from an experiential theory and model
of learning developed by David A. Kolb
(1984)∗ and based on the seminal
contributions of John Dewey, Kurt
Lewin & Jean Piaget. It is a practical
self-assessment instrument that can
help us assess our unique learning
styles, and has the advantage of only
taking 30-45 minutes to complete. It
tells us our preferred approach to
learning in everyday life.
2. Kolb's
Learning
Inventory
In this experiential model, learning is viewed as a
continually recurring problem solving process in the four-
stage cycle depicted below. Concrete Experiences are
followed by Reflective Observations that lead to the
formulation of Abstract Concepts and Generalizations
that lead to Active Experimentation to test the
hypotheses that have been developed. This is an ongoing
process, and may be entered anywhere in the cycle.
3. Kolb's
Learning
Inventory
In this experiential model,
learning is viewed as a
continually recurring problem
solving process in the four-
stage cycle depicted below.
Concrete Experiences are
followed by Reflective
Observations that lead to the
formulation of Abstract
Concepts and Generalizations
that lead to Active
Experimentation to test the
hypotheses that have been
developed. This is an ongoing
4. Kolb's
Learning
Inventory
Activity: Solving a BTLED and BTVTED tardiness and absenteeism's
1. Concrete Experience (CE)
•Activity: The group goes to the different year levels of BTLED & BTVTED and
observes the habits of residents(students). They collect data, ask people
questions, and experience the issue firsthand.
2. Reflective Observation (RO)
•Activity: After gathering data, the group gathers back and discusses what
they observed. They reflect on the challenges students face with tardiness and
absenteeism's, such as confusion over lack of motivation.
5. Kolb's
Learning
Inventory
Activity: Solving a BTLED tardiness and absenteeism's
3. Abstract Conceptualization (AC)
•Activity: The group brainstorms potential solutions to improve the program.
They might create conceptual models (e.g., designing a new program
awareness campaign) based on their reflections.
4. Active Experimentation (AE)
•Activity: The group implements a pilot version of their idea, like distributing
new program guides to the different year level of BTLED and BTVTED or
conducting an awareness campaign and measuring the results.
7. Objectives
1. define current competencies; and
2. explain why there is a need to
identify the trainees’ current
competencies
8. Trainee’s training needs is
another important data that you
need to collect as a trainer so that
you will be able to identify the skills
and competencies needed by
individual trainees.
9. Current competencies are the
skills and knowledge of your new
trainees obtained through formal
training, work experience or life
experience
CURRENT
COMPETENCIE
S
10. How can the Current
Competencies be
Determined
CURRENT
COMPETENCIE
S
11. 1. Self-Assessment Checklist – It is a
checklist of competencies required of a
qualification.
2. Proof of Competencies - Portfolio
assessment or validation of evidences of
competency such as employment
certificates with specific duties and
responsibilities, projects personally done
by the trainee, certificate of awards and
other related proofs
CURRENT
COMPETENCIE
S
12. 1. Self-Assessment Checklist – It is a
checklist of competencies required of a
qualification.
2. Proof of Competencies - Portfolio
assessment or validation of evidences of
competency such as employment
certificates with specific duties and
responsibilities, projects personally done
by the trainee, certificate of awards and
other related proofs
CURRENT
COMPETENCIE
S
13. 3. Pre-assessment result Pre-
assessment in CBT has the following
functions:
a. Diagnostic - intended to diagnose areas
of weakness, or misunderstanding, and
strength. It involves collecting evidence to
diagnose or identify a training need or
performance problem. “You can’t prescribe
the remedy till you understand the cause”
CURRENT
COMPETENCIE
S
14. 1. To identify the competencies to be
covered in the training plan.
2. To assess the trainee’s current
competency in comparison to the stated
standards of competence required
3. To identify which relevant skills the
trainee possesses and does not possess,
so that the training program can be
tailored accordingly.
Why determine current competencies?
CURRENT
COMPETENCIE
S
15. 1. To identify the competencies to be
covered in the training plan.
2. To assess the trainee’s current
competency in comparison to the stated
standards of competence required
3. To identify which relevant skills the
trainee possesses and does not possess,
so that the training program can be
tailored accordingly.
Why determine current competencies?
CURRENT
COMPETENCIE
S
16. Training is a set of a systematic
processes designed to meet learning
objectives related to trainees'
current or future jobs. These
processes can be grouped into the
following phases; needs analysis,
design, development, implementation,
and evaluation.
Training
Design
17. Training design is a systematic process
that is employed to develop education
and training programs in a consistent
and reliable fashion
Training
Design
18. Instructional Design (also called Instructional
Systems Design (ISD)) is the practice of creating
"instructional experiences which make the
acquisition of knowledge and skill more efficient,
effective, and appealing."
Training
Design
19. 1. analysis - analyze learner characteristics, task to be
learned, etc. Identify Instructional Goals, Conduct
Instructional Analysis, Analyze Learners and Contexts
2. design - develop learning objectives, choose an
instructional approach Write Performance Objectives,
Develop Assessment Instruments, Develop
Instructional Strategy
3. development - create instructional or training
materials Design and selection of materials
appropriate for learning activity, Design and Conduct
Formative Evaluation
4. implementation - deliver or distribute the
instructional materials
5. evaluation - make sure the materials achieved the
desired goals Design and Conduct Summative
Evaluation
Training
Design
ADDIE model with the five phases
20. Designing your training session would involve developing
learning objectives, choosing an instructional approach,
develop assessment instruments and develop instructional
strategy.
1. Characteristics of your trainees – basic characteristics
that maybe potential barriers in training should be
identified and addressed on a trainee per trainee basis
when planning training sessions.
2. Adult learning principles – adults learn differently from
elementary and high school students. In choosing your
methods and structuring the training materials
Training
Design
21. Designing your training session would involve developing
learning objectives, choosing an instructional approach,
develop assessment instruments and develop instructional
strategy.
1. Characteristics of your trainees – basic characteristics
that maybe potential barriers in training should be
identified and addressed on a trainee per trainee basis
when planning training sessions.
2. Adult learning principles – adults learn differently from
elementary and high school students. In choosing your
methods and structuring the training materials
3. Learning styles of your trainees – varied learning styles
would require variations in the methodologies to be
employed with CBT. Your training design should be able to
provide learning activities for every trainee considering his
learning style.
Training
Design
22. Applying the Principles of Adult
Learning
Learner Motivation
Adults must want to learn In addition to
communicating the learning objectives we need
to show how the learner and their work will
benefit from the training.
• Use overviews to engage the learner
• State benefits in the outline of each topic and
including learning activities that reinforce the
benefits
• Providing self assessments as a prelude to the
module or topic
• Create personas to assist you to focus on the
learners
Training
Design
23. Learner Orientation Adults will learn only
what they feel they need to learn
Adults must feel the things they are learning
are relevant and will be useful. So make the
links to the work they are doing or could be
doing in the future by:
• Including examples and case studies on how
others have used the knowledge or skill
• Provide opportunities for the learner to
control their learning environment
• Using a problem – solution approach
Training
Design
24. Experience
Adults learn by comparing past experience
with new experience Adults bring to a wealth
of experience and knowledge into their
learning activities. When they learn
something new most check how this fits in or
is different from what they already know. In
developing and using learning materials we
should devise way to tap into this knowledge
and to provide frameworks or models that
assist the learner to establish relationships
between what they know and the new
knowledge or skill. Sharing of personal
experiences or stories is one way this can
be achieved.
Training
Design
25. Learning Styles
Adults do not all learn the same way Adults have
their own styles of learning. So ensure the design of
your program and the way you write learning
materials features activities, content and language
that appeals to a broad range of learning styles.
When planning your training session, consider
the following deductions:
• People will learn more effectively when using their
preferred style
• People improve their capacity to learn when they
can expand their preferences
• When learning materials and activities
accommodate a range of preferences, more learners
will be successful
• Training materials can be developed that appeal to
learning preferences
Training
Design
26. 1. Gain Attention – to orientate and motivate the learner
2. Inform Learners of Objectives – to guide learners and to
assist them to organize their thoughts around what they are
about to learn
3. Stimulate Recall of Prior Knowledge – because adults
learn by establishing relationships with what they know and a
new knowledge or skill
4. Present the material – in a way that appeals to the
different learning preferences and is easy to digest
5. Provide guidance for learning – by providing opportunities
to integrate new information into their existing knowledge
base
6. Elicit performance by providing safe opportunities to
practice
7. Provide feedback – to reinforce or correct learning
8. Assess performance – learners should be given the
opportunity for assessment to gain recognition of their
success in learning
9. Enhance retention and transfer – by encouraging learner
to plan the application of what they have learnt
Training
Design
27. 1. Gain Attention – to orientate and motivate the learner
2. Inform Learners of Objectives – to guide learners and to
assist them to organize their thoughts around what they are
about to learn
3. Stimulate Recall of Prior Knowledge – because adults
learn by establishing relationships with what they know and a
new knowledge or skill
4. Present the material – in a way that appeals to the
different learning preferences and is easy to digest
5. Provide guidance for learning – by providing opportunities
to integrate new information into their existing knowledge
base
6. Elicit performance by providing safe opportunities to
practice
7. Provide feedback – to reinforce or correct learning
8. Assess performance – learners should be given the
opportunity for assessment to gain recognition of their
success in learning
9. Enhance retention and transfer – by encouraging learner
to plan the application of what they have learnt
Training
Design
29. Training
Delivery
Modes
and
Methods
The competency-based TVET system recognizes various types of
delivery modes both on and off-the-job as the learning is driven
by the competency standards specified by the industry. The
following training modalities may be adopted when
designing training programs:
1. The dualized mode training delivery is preferred and recommended.
Thus, programs would comprise both, in-school and in-industry trainings
or fieldwork components. You may refer to the Dual Training System
(DTS) Implementing Rules and Regulations for the details.
2. Modular/self-paced learning is a competency-based training modality
where the trainee is allowed to progress at his own pace. The trainer just
facilitates the training delivery.
3. Peer teaching/mentoring is a training modality where fast learners are
given the opportunity to assist the slow learners.
30. Training
Delivery
Modes
and
Methods
The competency-based TVET system recognizes various
types of delivery modes both on and off-the-job as the
learning is driven by the competency standards specified
by the industry. The following training modalities may
be adopted when designing training programs:
4. Supervised-industry-training or on-the-job training is a training
approach designed to enhance the knowledge and skills of the trainee
through actual experience in the workplace. It, also, enables the trainee to
acquire specific competencies prescribed in the training regulation.
5. Distance Learning is a formal education process in which majority of
the instruction occurs when the students and instructor are not in the same
place. Distance learning may employ correspondence study, audio, video
or computer technologies.
33. Training
Delivery
Modes
and
Methods
1. Learning outcomes/objectives
• Acquiring new knowledge?
• Enhancing thinking skills?
• Developing psychomotor skills?
• Or changing attitudes, values and/or feelings?
2. Trainers (instructors)
• Are they capable of using the method?
• Are they comfortable doing so?
3. Content
• Is the content abstract or concrete?
• How complex and comprehensive is the
material?
34. Training
Delivery
Modes
and
Methods
4. Participants
• How many participants are there?
• What are their characteristics?
• Are they capable of learning through those techniques?
5. Training techniques
• What can realistically be done with the techniques?
• How difficult are the techniques to use?
6. Time
• What time or period is available?
7. Cost
• Are the costs associated with the techniques realistic?
8. Space, equipment, and materials
• Are these all readily available?
