Module of Training

UNIT OF COMPETENCY

/Instruction

Plan Training Session MODULE TITLE Planning Training Session MODULE DESCRIPTION To provide learners with the knowledge and skills to plan a training session. It covers determining learning requirements, preparing session plans, preparing instructional materials, and organizing learning and teaching resources. NOMINAL DURATION 8 hours CERTIFICATION LEVEL National Certificate II PREREQUISITE MODULES Nil CO REQUISITE MODULES Nil RELATIONSHIP WITH COMPETENCY STANDARDS This module addresses the unit of competency Plan Training Session from the Competency Standards for TVET Trainers SUMMARY OF LEARNING OUTCOMES On completion of this module the learner will be able to: 1. determine learners training requirements 2. determine relevant training methods, training activities and training delivery modes 3. prepare session plans 4. prepare basic instructional materials 5. organize teaching and learning resources 6.

LO 1 Determine learners training requirements ASSESSMENT CRITERIA This learning outcome is achieved when the participant can do the following: 1.1 Review and analyze the curriculum document 1.2 Identify the current competencies of target group 1.3 Compare competencies to be attained with the current competencies of target group 1.4 Determine and validate the training requirements CONTENTS Analysing Competency Standards and related curriculum Training needs Process of determining Translating needs analysis into appropriate training requirements Strategies for determining current competencies of learners Training requirements Factors in determining Process of validating

CONDITIONS OF ASSESSMENT The participant will have access to: METHODOLOGIES The following training strategies may be applied, including: Lecture/discussion Practical Exercises ASSESSMENT TASK Identify the factors in determining the learners training requirements. Relevant competency standards and curriculum documents Needs Analysis Methodologies Sample of training requirements

LO 2 Determine relevant training methods, training activities and training delivery modes ASSESSMENT CRITERIA This learning outcome is achieved when the participant can do the following: 2.1 Identify different training methods and training delivery modes. 2.2 Outline the advantages and disadvantages of different training methods and delivery modes. 2.3 Identify factors to be considered in selecting appropriate training methods and delivery modes. 2.4 Select the appropriate training methods and delivery modes to address the required competencies. CONTENTS Training methods Types and characteristics Advantages and disadvantages Training delivery modes Types and characteristics Advantages and disadvantages Factors to be considered in selecting appropriate training methods and delivery modes

CONDITIONS OF ASSESSMENT The participant will have access to: Matrix of training methods and training delivery modes indicating recommended applications; or Case study on selecting appropriate training methods; Practical demonstration METHODOLOGIES The following learning strategies may be applied, including: Lecture/discussion or case study ASSESSMENT TASK Describe and differentiate the best features of each training method and delivery modes.

LO 3 Prepare session plans ASSESSMENT CRITERIA This learning outcome is achieved when the participant can do the following: 3.1 Identify resources to support learning 3.2 Identify sequence of training activities 3.3 Describe the format and content of a session plan 3.4 Prepare and document a plan for a series of training sessions CONTENTS Resources needed to support learning Factors to be considered in sequencing training activities Format and content of a session plan Procedures in preparing session plans

CONDITIONS OF ASSESSMENT The participant will have access to: Sample of session plans Template of session plan METHODOLOGIES The following learning strategies may be applied, including: Lecture/discussion or illustrated discussion ASSESSMENT TASK Prepare a session plan in accordance with the required format.

LO 4 Prepare basic instructional materials ASSESSMENT CRITERIA This learning outcome is achieved when the participant can do the following: 4.1 Identify key concepts or ideas for emphasis and mastery 4.2 Explain learning principles 4.3 Identify trainees characteristics and needs 4.4 Select the appropriate media for the trainees 4.5 Select the appropriate language, style and format for the trainees 4.6 Prepare instructional materials that are clear, legible and appropriate for the trainees CONTENTS Learning principles Trainees characteristics Special learning needs Learning styles Instructional media Types and characteristics Advantages and disadvantages Characteristics of a good and bad instructional material

CONDITIONS OF ASSESSMENT The participant will have access to: Matrix of instructional media and materials indicating recommended applications or Case Study on selecting appropriate instructional media. METHODOLOGIES The following learning strategies may be applied, including: Lecture/discussion or case study ASSESSMENT TASK Describe the best features of an ideal instructional material.
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LO 5

Organize teaching and learning resources

This learning outcome is achieved when the participant can do the following: 5.1 Check the funtionality and availability of all identified learning and teaching resources 5.2 Identify alternative resources for contingency measures 5.3 Arrange the training venue according to identified training activities/learning experiences of trainees 5.4 Organize all learning and teaching resources according to the recommended procedures and staff 5.5 Document all resource requirements according to organizations procedures CONTENTS Learning and teaching resources Types and characteristics Parts and functions Training venue Layouts and functions Procedure in organizing and documenting learning and teaching resources

ASSESSMENT CRITERIA

CONDITIONS OF ASSESSMENT The participant will have access to: Matrix of learning and teaching resources indicating recommended applications ; or Case study on selecting appropriate arrangement of learning and teaching resources according to identified training activities/learning experiences; [Insert assessment condition as dot point] METHODOLOGIES The following learning strategies may be applied, including: Lecture/discussion or case study ASSESSMENT TASK Describe the best practices in organizing learning and teaching resources.

DELIVERY OF THE MODULE Delivery Strategy This module is designed for on and off the job training. The strategies for delivering and assessing this module are specified in: The unit of competency titled Plan Training Session from the competency standards for TVET Trainers TESDA Facilitators Guide Plan Training Session Assessor Qualifications Assessors must comply with the assessor qualifications specified in the Assessment Guidelines that accompany the Planning Training Sessions from the Competency Standards for TVET Trainers Trainer Qualifications Trainers must be recognized by TESDA and have formal recognition in the following units of competency from the Competency Standards for TVET Trainers: Plan Training Deliver Training Plan Assessment Conduct Assessment Review Assessment Communicate with Individuals and Groups Work Effectively as an Individual and Group Member Facilities and Equipment Access to a training environment Learning Resources The following learning resources may be used to support the delivery of this module: TESDA Facilitator Guide Planning Training Session TESDA Participant Guide Planning Training Session

Occupational Health and Safety Providers of training must ensure that relevant industry Codes of Practice and occupational health and safety regulations are observed during the delivery and assessment of this module. Recognition of Prior Learning Acknowledges the skills and Knowledge obtained through: Formal training Work experience Life experience The main focus is on the learning outcomes of these experiences, not the how, when and where learning occurred. Some people applying to do this module may be currently competent in one or more of the learning outcomes and should then be given the opportunity to apply for recognition of prior learning.