Identifying the Module Content

Determining the Module Content

The content is a part of module of instruction that presents what the trainees needs to learn
(knowledge, skills and attitude) to attain the unit of competency. This content can only be
identified thru in-depth analysis of the competency standard.
Looking back at the illustration showing the relationship of the competency standard with the
module of instruction, you will notice that there are three sources wherein you can identify the
content, namely; the range of variables and evidence guide from the competency standard, and
from the assessment criteria of the modules of instruction. Let us now explore how you will get
the content from those sources.
Range of Variables
We all know that the italized terms listed in the performance criteria of the competency standard
are elaborated in the range of variables. Those italized words can serve as source of content.
Example:
Qualification: Animal Production NC II
Unit of Competency: Raise Swine
Element: Perform farrowing activities
Performance Criteria: Farrowing problems are monitored.
Range of Variables: Farrowing problems are Agalactiae, Mastitits, Metritis and Dystocia.
In this example you can already identify one of the content is Farrowing Problem of Swine,
without this content you will not know what is to be monitored as specified in the performance
criteria.
Evidence Guide
The purpose of evidence guide is to guide the assessment of the unit of competency in the
workplace and/or training program. This evidence guide has six parts, namely; critical aspect of
the competency, underpinning knowledge, underpinning skills, methods of assessment, resource
implications, and context for assessment.
You can get the content for your module of instruction from the underpinning knowledge and
attitudes for the required knowledge and attitudes of the unit of competency, and underpinning
skills for the required skills of the unit of competency.

Assessment Criteria
You have just identified the learning outcomes and the assessment criteria on your last activity.
This is also a good source of identifying your content. Let us have one example of identifying
content thru the assessment criteria.
Module: Utilizing Electronic Media in Facilitating Training
Learning Outcome 2: Present lesson via film viewing method
Assessment Criteria: Set-up of equipment is performed in accordance with connection guide,
safety practices and presentation requirements.
This assessment criterion is all about set-up of video player, monitor/multi-media projector and
public address system. So, if you want your trainees to learn how to set-up, one of the things that
you have to give him is a connection guide. The following can be included in the content:
 connection guide of the equipment.
 safety practices or safety handling of those equipment
 presentation requirement.
After identifying the content, you have to consider the following;
1.Arrange sequentially the content.
2.Should be in line with intellectual capacities of targeted trainees, indicative of approach
from known to unknown, depict possibility of deeper understanding of the content, be limited but
highly inclusive.
Determining the Training Delivery Method
Training Methodology
Training methodology are methods and techniques to deliver learning contents/activities.
Training methodology can be identified based on the identified contents per learning outcomes.
The training methodology must not only be appropriate to cover topics and content adequately
but also depict a process of discovery leading to trainees’ ability to practice the skills and deeper
understanding of content. Methods are chosen in relation to objectives and content of training
and must be indicative of variety, mixing audio and visuals as much as possible
Training delivery methods consist of the techniques and materials used by trainers to structure or
design learning experiences. Different training delivery methods may be better or worse at
achieving various learning objectives. During the design phase the different training delivery
methods are examined to determine their appropriateness for the learning objectives. Once
appropriate methods are identified, they are applied to the training plan in the development
phase.
There are three categories of learning objectives: knowledge, skills, and attitudes (KSAs).
 Knowledge objectives are of three types: declarative, procedural, and strategic.
 Declarative knowledge is the person's store of factual information.
  Procedural knowledge is the person's understanding about how and when to apply the
facts.
 Strategic knowledge is used for planning, monitoring, and revising goal-directed
activities.
 A skill reflects one's proficiency at specific tasks such as operating a piece of equipment,
giving a presentation, or making a business decision.
 Attitude can be defined as a "learned tendency to act in a consistent way to a particular
object or situation" (Fishbein- Reference 1). Attitudes have affective, cognitive and
behavioral intention components. A competent person must have the capacity to sense
and recognize a situation, the tendency to act in a controlled and predictable manner and
an ability to be consistent in acting in a manner relevant to the situation. In relation to
safety and health issues, these attributes need to be directly related to the situation and not
of a generalist nature.
Cognitive and Behavioral Training Methods
The various training delivery methods can be divided into cognitive and behavioral approaches:
Cognitive methods provide information, maybe in oral or written form, demonstrate relationships
among concepts, or provide the rules for how to do something. They stimulate learning through
their impact on cognitive processes and are associated most closely with changes in knowledge
and attitudes.
The lecture, discussion, e-learning and, to some extent, case studies are cognitive methods.
Though, these types of methods can influence skill development, it is not their strength.
Conversely, behavioral methods allow the trainee to practice behavior in a real or simulated
fashion. They stimulate learning through experience and are best at skill development and
attitude change.
Equipment simulators, business games, role plays, the in-basket technique, behavior modelling
and, to some extent, case studies are behavioral methods.
 It uses one-way communication; although; occasionally questions may be addressed to
the panel.
 It is difficult to ensure balance of views and needs a competent chairperson.
1. Buzz Group
 Usually used in conjunction with structure to sound out interest, views, opinions in any
audiences.
 Involves everyone. Breaks up lecture, increases participant activity and alertness
 This may be used to provide feedback
 After a segment of information presentation, the lecturer asks participants to talk among
themselves for a short time (no more than 5 minutes) in response to a question or topic
he/she presents
 SIZE IS USUALLY 3 OR 4 PARTICIPANTS
2. Brainstorming
 Used to develop creative thinking. Maybe used as part of a planning exercise or to get
ideas in order to solve a problem.
 All participants contribute their ideas on a subject or problem.
 All ideas are recorded. Participants are urged to be as open as possible.
 Contributions are not discussed or evaluated until recording stage is complete.
 As to its limitation, many ideas may not be subsequently used, it is necessary to be
critical on some suggestions, needs time for full process to occur.
3. Case Study
 Provides discussion and aids understanding of real issues, aids listening and discussions
skills. Helps in problem analysis.
 Provides participants with learning which maybe directly applied to a similar situation in
their work.
 Detailed information about a situation or event which illustrates a particular problem is
necessary. The group addresses the problem in any way which they feel, constructive.
 This however needs careful preparation. A case may not be relevant to everyone.
Participants and contributions vary. It is time-consuming and careful guidance and
intervention maybe required.
 GROUP SIZE SHOULD BE 3-6 MEMBERS.
4. Role Playing
 It is the best-known way to help participants both experience certain feelings and practice
certain skills.
 You can set up a dramatic situation in which participants are required to confront
someone else and then discuss the feelings generated by the role-playing experience.
 In addition, you can design a role-playing exercise to enable participants to practice
constructive methods of confrontation.
5. Field Trip
 Field work, site work, outside visit
 Highlight
 Add Note
 Share Quote
 Allows participants to observe the operation of an activity or process on site and record
their observation for later analysis.
6. Demonstration
 Used to explain and demonstrate a process or skills, so that each group member can
understand and reproduce the action.
 Immediate practice is a necessary part of this technique; otherwise, the process or skill
maybe forgotten.
7. Structured Learning Exercise
 Exercises are used to simulate real-life situations or incidents in order to highlight
interaction and group process or to focus on problem solving.
 The purpose, structure and operation of exercise are outlined by the trainer.
 Roles of various participants are described and allocated to various people.
 Observers may be appointed, recording of the activity is vital and the trainer usually does
not intervene during operation.
 Review and evaluation form a critical part of the learning process.
8. Practice
 Used to provide learners with an opportunity to demonstrate their mastery of new skills
or knowledge in a real-life situation
9. Public Speaking
 Every time a participant is called to present or offer to say something in front of the other
participants, it is actually public speaking.
 This does not make it an easy skill to perform. Besides, different people have different
ways to communicate. The bottom line is that, if a person feels confident when
addressing a crowd, he or she usually communicates more effectively.
 This confidence can be enhanced through practice.
10. Study Circle
 When a group of workers decide that they want to study or learn from each other’s
experience, they form a study circle.
 The group can meet in private homes in the workplace or in any private function room
(secluded area). The circle assigns a study circle leader who is responsible for minutes
and organizing of the meetings.
11. Lecture
 With the use of questions and discussions, active lecture is:
 Used to present information and ensures that it is understood and remembered.
 Questions allow for involvement of participants and clarification of points made.
 It is flexible and informal, avoids boredom and takes advantage of experience and
different backgrounds.
 It needs a confident and effective trainer to respond to questions and keep discussion in
course.
 GROUP SIZE SHOULD BE NO MORE THAN 30 PEOPLE.
12. Group Discussion
A group discussion uses active involvement of participants in the learning process. It improves
self-confidence and takes advantage of existing knowledge and experience of group and
stimulates the group to think, question, and express themselves and to clarify their problems and
ideas.
Group discussions are done through interactive situation, usually with appointed leader, there is a
set topic, main points and conclusions are usually reported back to large group. (GROUPSIZE IS
FROM 6-10 PARTICIPANTS)
13. Role Playing
It is the best-known way to help participants both experience certain feelings and practice certain
skills. You can set up a dramatic situation in which participants are required to confront someone
else and then discuss the feelings generated by the role-playing experience. In addition, you can
design a role-playing exercise to enable participants to practice constructive methods of
confrontation.
14. Case Study
Case study provides discussion and aids understanding of real issues, aids listening and
discussions skills. Helps in problem analysis. It provides participants with learning which maybe
directly applied to a similar situation in their work. Detailed information about a situation or
event which illustrates a particular problem is necessary. The group addresses the problem in any
way which they feel, constructive. This however needs careful preparation. A case may not be
relevant to everyone. Participants and contributions vary.
It is also time-consuming and careful guidance and intervention maybe required.
(GROUPSIZE SHOULD BE 3-6 MEMBERS)
15. Demonstration
Demonstrations are used to explain and demonstrate a process or skills, so that each group
member can understand and reproduce the action. Immediate practice is a necessary part of this
technique; otherwise, the process or skill maybe forgotten.
Other Types of Training Methods
Learners have different learning preferences and style on how they will receive learning.
Following are methods that a trainer may use.
1. Modular self-paced method
requires a trainee to read and follow instructions on a Competency Based Learning Material
(CBLM) and learns on his own pace. The CBLM should be carefully crafted to help the trainee
acquire the knowledge, skills and attitudes in a specific competency. This method requires the
trainer to have a complete CBLM and other learning materials.
2. Debate
 Used to examine alternative views on a contentious subject, to give practice
in preparation and presentation of such views.
  It is done through alternating one-way communication by a series of speakers on a set
topic.
 There is no guarantee, however, of materials being adequately covered.
 GROUP SIZE CAN BE ANY SIZE.

3. Forum
 Used to present a range of expert’s opinion on a topic, and interaction between
conflicting views.
 This provides information and stimulates interest in a topic.
 Here, experts seat in front of a group and present their views consecutively.
 It uses one-way communication; although; occasionally questions may be addressed to
the panel.
 Highlight
 Add Note
 Share Quote
 It is difficult to ensure balance of views and needs a competent chairperson.
4. Buzz Group
 Usually used in conjunction with structure to sound out interest, views, opinions in any
audiences.
 Involves everyone. Breaks up lecture, increases participant activity and alertness
 This may be used to provide feedback
 After a segment of information presentation, the lecturer asks participants to talk among
themselves for a short time (no more than 5 minutes) in response to a question or topic
he/she presents
 SIZE IS USUALLY 3 OR 4 PARTICIPANTS
5. Brainstorming
 Used to develop creative thinking. Maybe used as part of a planning exercise or to get
ideas in order to solve a problem.
 All participants contribute their ideas on a subject or problem.
 All ideas are recorded. Participants are urged to be as open as possible.
 Contributions are not discussed or evaluated until recording stage is complete.
 As to its limitation, many ideas may not be subsequently used, it is necessary to be
critical on some suggestions, needs time for full process to occur.
6. Field Trip
 Field work, site work, outside visit
 Allows participants to observe the operation of an activity or process on site and record
their observation for later analysis.
7. Structured Learning Exercise
  Exercises are used to simulate real-life situations or incidents in order to highlight
interaction and group process or to focus on problem solving.
 The purpose, structure and operation of exercise are outlined by the trainer.
 Roles of various participants are described and allocated to various people.
 Observers may be appointed, recording of the activity is vital and the trainer usually does
not intervene during operation.
 Review and evaluation form a critical part of the learning process.
8. Practice
- Used to provide learners with an opportunity to demonstrate their mastery of new skills or
knowledge in a real-life situation
9. Public Speaking
 Every time a participant is called to present or offer to say something in front of the other
participants, it is actually public speaking.
 This does not make it an easy skill to perform. Besides, different people have different
ways to communicate. The bottom line is that, if a person feels confident when
addressing a crowd, he or she usually communicates more effectively.
 This confidence can be enhanced through practice.
10. Study Circle
 When a group of workers decide that they want to study or learn from each other’s
experience, they form a study circle.
 The group can meet in private homes in the workplace or in any private function room
(secluded area). The circle assigns a study circle leader who is responsible for minutes
and organizing of the meetings.

Guidelines for Determining the Training Method

James Bennett-Levy et.al. in their research entitled “Acquiring and Refining CBT Skills and
Competencies: Which Training Methods are Perceived to be Most Effective? ”found that
different training methods were perceived to be differentially effective. For instance, reading,
lectures/talks and modeling were perceived to be most useful for the acquisition of declarative
knowledge, while enactive learning strategies (role-play, self-experiential work), together with
modeling and reflective practice, were perceived to be most effective in enhancing procedural
skills. Self-experiential work and reflective practice were seen as particularly helpful in
improving reflective capability and interpersonal skills.
Guiding principles in method selection:
 A method suitable in one situation may not be appropriate in another.
 The value of a method and the quality of tools used depends on how it is applied.
 Methods must complement one another.
There are no best way to help people learn but take these 8 factors into consideration when
choosing training methodology/instructional techniques (Robinson 1979; Apps 1991)
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?
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?
RETENTION

Results Indicated Senses Used Instructional Possible Loss

by Tests on Methods
Retention
An average person retains approximately:
10% of what he reads Sight Reading 90%
20% of what he hears Hearing Classroom with 80%
Labs/exercises
30% of what he Sight Demonstration 70%
sees and hears
75% of what he Touch Practice 25%
does by doing
90% of what he Touch and Teachin 10%
says and does hearing g others