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Competency-Based Training
ALLACAPAN VOCATIONAL HIGH SCHOOL
Centro East, Allacapan, Cagayan
FOOD AND BEVERAGE
SERVICES NCII
JAN KARL O. TARAMPI
Trainer
 Competency Based Training
Delivery (CBT)
 Approach that focuses on the competency
development of the learner as a result of the
training.
 10 Principle of CBT
1. The training is based on curriculum developed from
the competency standards.

2. Learning is competency- based or modular in

structure.
3. Training 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 curriculum modules
6. Assessment is based in the collection of the evidence
of the performance of work to the industry required
standard.

7. Training is based both on and off the job

components.

8. Training program allows for recognition of prior

learning (RPL) or current competencies.
9. Training allows for multiple entry and exit.

10. Training program are registered with the UTPRAS.

 Comparative Analysis
between
Traditional Education
and CBT
 TRADITIONAL CBT

Instructors focus on Instructors focus on

managing instruction. managing learning.

Most students enter at Trainees enter at various

about the same time. times throughout the year.
 TRADITIONAL CBT

Students all cover the Different trainees maybe

trained for different unit of
same material.
competency within the same
program.
Each trainee moves on the
Most students enter at
next task only after mastering
about the same time. the task he/she is currently
working on
 TRADITIONAL CBT

The instructor controls Each trainee progress at

the learning pace. his/her own pace.

All students are usually Each trainee is tested

tested once. when ready to demonstrate
mastery.
 TRADITIONAL CBT

Very little continuous Immediate feedback is

feedback is given. given at critical points in
the learning process.
The instructor is involved
The instructor must be able
in teaching only one topic
to answer questions on many
at a time. different task each day.
 TRADITIONAL CBT

Retesting is discouraged Retesting is encouraged

or not allowed. to reach mastery.

Materials, tools and The trainer must see that all

supplies for only one topic materials needed for many
are needed at a time. task are readily available.
 TRADITIONAL CBT

The program is usually The program is usually

closed down or shortened operated all year round.
during the summer
months.
Roles and Responsibilities
of a Trainer
Teacher Negotiator
Facilitator Coordinator
Counselor Session Planner
Curriculum
Actor Developer
Instructional
Material
Developer
 Roles of a Trainee
Trainees may select what they want to learn
and when they want to learn it, within reason.

Trainees learn at their own rate within

program guidelines. They may speed up, slow
down, stop or even repeat a task.
 Roles of a Trainee
Trainees may request to receive credit for
what they already know. This is done either
through pretesting or through a review or a
task list completed at another training site.
 Roles of a Trainee
Trainees may choose how they want to learn-
individually, on a one to-one basis, in small
group, in large groups or with audio-visuals.

Trainees are responsible for what they learn

and when they learn it.
 Roles of a Trainee
Trainees 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.
 Roles of a Trainee
Trainees help develop personalized
prescription for learning worked out
cooperatively and based upon what the
students already knows, his preference for
learning, learning style and other needs.
 Roles of a Trainee
Trainees compete against present job
standards and not against other students and
are graded on achievement of the standards
or criteria of each task
Trainees know “up front”, before instruction
begins what they are expected to know and
do to complete the program.
 Roles of a Trainee
Trainees evaluate their own progress to see
how well they are doing.
Competencies based on TR

Basic –knowledge necessary to be

acquired for whatever qualification you
want to achieve
 Basic Competencies
 Participate in workplace
communication.
 Work in a team environment.
 Practice career professionalism.
 Practice occupational health and
safety procedures.
Common – competencies necessary to
enhance the core competencies.
 Develop and update industry
knowledge.
 Observe workplace hygiene procedure.
 Perform computer operations
 Perform workplace safety procedures.
 Provide effective customer service.
Core – competencies specific to a certain
qualification.
 Prepare the dining room/restaurant area for
service.
 Welcome guests and take food and
beverages orders
 Promote food and beverages products.
 Provide food and beverage service to guests.
 Provide room service.
 Receive and handle guest concerns.
CBLM – well designed and carefully developed
Learning Materials that give trainees detailed
instructions to guide them through the learning
process.
 Training
Workshops and Stations
 CONTEXTUAL LEARNING
FACULTY ROOM LEARNING MATERIALS
AREA

LEARNING RESOURCE

AREA

TRAINING MATRIX ACHIEVEMENT CHART

PROGRESS CHART
HALLWAY
QUALITY
CONTROL
AREA

TRAINING STOCK ROOM

SUPPORT RESOURCE
SERVICE AREA
AREA

DISTANCE
LEARNING
AREA
Practical Work Area - This area is where the
learner acquires the skills and knowledge
components of the competencies prescribed by
the standard.
Learning resource area - This area is proximate
to the heart the practical work area. This area
provides the learner with the knowledge
requirements in the various modules responding
to the competencies.
Institutional assessment area - It is located very
proximate to the practical work area. This is
where Recognition of Prior Learning is done by
the trainer. This component also provides the
mechanism of assessing the completion of
competencies of a learner.
Contextual Learning Laboratory - This facility
ensures that the underpinning knowledge,
science, mathematics and communication
principles as applied to the technology are
provided to the learner.
Quality Control Area Various tests aside from
metrology and calibration are conducted in this
area including in-process quality control.

Trainers Resource Center This area houses the

learning materials, the training regulations and
curriculum examples.
Distance Learning - This is to enable the
learning provision outside and away from the
training institution in terms of print and non-
print media
Computer Laboratory This laboratory has an
array of computer units of which learners are
provided for them to learn and gain
appropriate IT competencies that may include
Word, Excel even Desktop Publishing.
Support Service Area – This area provide value-
adding competencies as such for Automotive
Service Technician NC II, welding competency
address underpinning skills in the particular
competency.
Overview of the Training
 Pre-test will be given
 Monitor attendance of trainees during
training
 Assigned respective competencies
 Guide trainees in undergoing the activities
 Provide Feedback as the training is going on
 After completion of the requirements for
each competency, a post-test will be given.
 Trainee could also request for an
institutional assessment when ready as
required by certain competency.
 Record trainees “achievement on Progress
Chart and Accomplishment Chart.
 You will be evaluated by:
 Performance Criteria
 Progress Chart
 Achievement Chart
 Self-Check and written exams
 Observation, demonstration and oral
questioning