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    Principles of CBT and Role of Trainer

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    glendie mercines
    The role of the trainer is to facilitate individualized, self-paced training based on competency standards and work-related curriculum, with assessment of skills performed to industry standards, allowing for off-the-job training, recognition of prior learning, and multiple entry/exit points in nationally accredited training programs. The trainer stimulates student motivation, manages learning as a consultant rather than information provider, diagnoses and solves learning problems, evaluates achievement, and assists students in obtaining individualized rewards and personalized study plans.

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    Principles of CBT and Role of Trainer

    Uploaded by

    glendie mercines
    144 views9 pages
    The role of the trainer is to facilitate individualized, self-paced training based on competency standards and work-related curriculum, with assessment of skills performed to industry standards, allowing for off-the-job training, recognition of prior learning, and multiple entry/exit points in nationally accredited training programs. The trainer stimulates student motivation, manages learning as a consultant rather than information provider, diagnoses and solves learning problems, evaluates achievement, and assists students in obtaining individualized rewards and personalized study plans.

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    competency based training vs role of the trainer

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    The role of the trainer is to facilitate individualized, self-paced training based on competency standards and work-related curriculum, with assessment of skills performed to industry standards, allowing for off-the-job training, recognition of prior learning, and multiple entry/exit points in nationally accredited training programs. The trainer stimulates student motivation, manages learning as a consultant rather than information provider, diagnoses and solves learning problems, evaluates achievement, and assists students in obtaining individualized rewards and personalized study plans.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    144 views9 pages

    Principles of CBT and Role of Trainer

    Uploaded by

    glendie mercines
    The role of the trainer is to facilitate individualized, self-paced training based on competency standards and work-related curriculum, with assessment of skills performed to industry standards, allowing for off-the-job training, recognition of prior learning, and multiple entry/exit points in nationally accredited training programs. The trainer stimulates student motivation, manages learning as a consultant rather than information provider, diagnoses and solves learning problems, evaluates achievement, and assists students in obtaining individualized rewards and personalized study plans.

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    Role of Trainer

    1. The training is based on curriculum


    developed from the competency standards.
    2. Learning is modular in its structure.
    3. Training delivery is individualized and self-
    paced.
    4. Training is based on work that must be
    performed.
    5. Training materials are directly related to
    the competency standards and the
    curriculum modules.
    6. Assessment is based in the collection of
    evidence of the performance of work to
    the industry required standard.
    7. Training is based both on and off the job
    components.
    8. Allows for recognition of prior learning
    (RPL).
    9. Training allows for multiple entry and exit.
    10. Approved training programs are nationally
    accredited.
     Serves as a team member to determine what is to
    be learned
     Stimulates students’ motivation
     Manages learning: a consultant rather than a
    provider of information; a facilitator of the
    learning.
     Diagnose and solves learning problems
     Evaluates student achievement
     Assist learners to obtain individualized rewards
     Assist each student in designing a personalized
    plan of study.
     Installs confidence in the learner by providing
    experiences where learners may succeed
     Serves as a model for desirable work habits,
    attitudes and tasks performance in the
    occupational field
     Spends more time interacting with students
    on a 1:1 or small group basis
     Helps those students who really need the
    help
     Accepts responsibility along with the student
    for the tasks learned or not learned
     Students may select what they want to learn
    and when they want to learn to learn it, within
    reason
     Students learn at their own rate within program
    guidelines. They may speed up, slow down,
    stop or even repeat a task.
     Students 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.
     Students may choose how they want to learn-
    individually, on a one-to-one basis, in small
    groups, in large groups, or with audio-visuals.
     Students are responsible for what they learn
    or when they learn it.
     Students decide when they are ready to
    perform each task or demonstrate mastery
    of learning to a job-like level of proficiency
    before receiving credit for the task.
     Students help develop personalized
    prescription for learning worked out
    cooperatively and based upon what the
    student already knows, his/her preference
    for learning, learning style and other needs.
     Students compete against preset job
    standards and not other students and are
    graded on achievement of the standards or
    criteria of each task.
     Students know “up front”, before instruction
    begins what they are expected to know and
    do to complete the program.
     Students evaluate their own progress to see
    how well they are doing.
     Students move freely in the classroom,
    shop, laboratory and or the training center.
     Students know they will be graded mainly
    on performance, while paper and pencil
    tests will be used mainly to check their
    knowledge of the task.
     Students learn according to their interest,
    needs and abilities – not according to
    teacher timelines and expediency.

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