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Competency Based Training

Competency Based Training

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Competency Based Training

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  1. Competency Based Training

  2. Objectives • By the end of this session the participants will be able to: • Describe the components of competency based training • List the importance of competency based training

  3. What is Competence/Competency? Competent: Prepared to provide safe services COMPETENCY A combination of tasks and responsibilities A unique blend of knowledge, skills and attitude

  4. Domains of Competencies Addressing each of these domains is essential in the development of any competency

  5. Competency Based Training • Focuses on the development of competency – knowledge, skills and attitudes • Prepares providers to provide safe quality services • It is ‘Learning by doing’ – Experiential learning • Practical application of new knowledge, skills and attitudes on the job is emphasized • Trainer in CBT has to ‘facilitate learning’ as a mentor/coach, rather than as instructor or lecturer

  6. Key to effective CBT • Based on adult learning, humanistic training, cognitive apprenticeship principles • Using most appropriate learning and assessment activities to develop competencies

  7. Core Components of CBT • Humanistic Training: Use of anatomic models simulating the human body or role-plays before a learner attempts a procedure with a client • Cognitive Apprenticeship: Trainer demonstrates the skills and models behavior, then learner practices with the trainer, getting mentoring or coaching • Coaching:Questioning, providing positive feedback and active listening while encouraging a positive learning climate • Performance standards:Checklists, SBMR tool

  8. Assessment in Training • Continually throughout the course • At certain critical points in the course – Mid course, Post-test

  9. Transfer of Learning Process • The transfer of learning process is an interrelated series of tasks performed before, during and after a learning intervention in order to maximize transfer of knowledge and skills and improve job performance

  10. Common Job Performance Factors To improve performance or help participants apply the new learning into practice, all performance factors need to be addressed • Job expectations • Performance feedback • Tools/environment • Motivation/incentives • Organizational support • Knowledge, skills and attitude To translate effective training into quality services, post-training supportive supervision is critical

  11. Checklists for Trainers’ Competency • Preparing a Lesson Plan • Presentation skills • Demonstration skills • Coaching skills