CHEF

COOKERY NC II
Trainer
 10 COMPETENCY-BASED
BASIC PRINCIPLES
• The training is based on curriculum developed from the
competency standard;
• Learning is modular in its structure;
• Training delivery is individualized and self-paced;
• Training is based on work that must be performed;
• Training materials are directly related to the
competency standards and the curriculum modules;
10 COMPETENCY-BASED
• Assessment is based on the collection
BASIC PRINCIPLES
of evidence of the work performance of
work to the industry required standard;
• Training is based both on and off-the-
job components;
• Allows for recognition of prior learning
(RPL) or current competencies;
• Training allows for multiple entry and
exit; and
• Approved training programs are
Nationally Accredited.
 Not competent

Complied all
competencies
Student enters Student attempts Student rates own
program task performance
Satisfactorily
performed

CBLM1 Instructor rates

performance
competency

Review learning
package

- Orientation Complying remaining competencies

- Role of trainer/trainee
- Administer RPL/TNA
- Identify training needs View multi-
- Organize learning strategy media materials CBLM1

Use manuals

CBLM2
Observe
demonstration
Student selects
Competency &
receive instructions
Practice skills in Other CBLM’s
workshop

Receive
assistance and Exit program
feedback

COMPETENCY BASED TRAINING DELIVERY

COMPETENCY BASED TRAINING APPROACH
VS TRADITIONAL APPROACH
TRADITIONAL APPROACH
 Instructors focus on managing
instruction
 Most students enter at about the
same time
 Students all cover the same
material
 Students all proceed from one
topic to the next at the same time
 The instructor controls the
learning pace
 All students are usually tested
once
 Very little continuous feedback is
given
 The instructor is involved in
teaching only one topic at a time
 Retesting is discouraged or not
allowed at all
CBT APPROACH
 Trainers focus on managing learning
 Trainees enter various times throughout the year
 Different trainees may be training for different
occupations within the same program
 Each trainee moves on to next task only after
mastering the task he she is currently working on.
 Each trainee progresses at his or her own pace
 Each trainee is tested when ready to demonstrate
mastery
 Immediate feedback is given to each trainee at
critical points in the learning process.
 The trainer must be able to answer questions on
many different tasks each day.
 Retesting is encouraged for mastery
 ROLE OF A CBT TRAINER
1. Serves as a team member to determine what is to be learned.
2. Stimulates trainees’ motivation.
3. Manages learning: a consultation rather than a provider of information; a
facilitator of learning.

4. Diagnose and solves learning problems.

5. Evaluates student achievement.
6. Assist learners to obtain individual rewards.
7. Assist each trainee in designing a personalized plan of study.
8. Installs confidence in the learner by providing experiences where learners
may succeed.
9. Serves as a model for desirable work habits, attitudes and tasks performance
in the occupation field.

10. Spends more time interacting with students on a 1:1 or small group basis
ROLE OF A CBT TRAINEE
1.Trainees may select what they want to learn and when they want to learn it, within reason.

2.Trainees learn at their own rate within program guidelines. They may speed up, slow down, stop or
even repeat a task.

3.Trainees may request to receive credit for what they already know. This is done either through pre-
testing or through a review o a task list completed at another training site.

4.Trainees may request to receive credit for what they already know. This is done either through pre-
testing or through a review o a task list completed at another training site.

5.Trainees are responsible for what they learn and when they learn it.

6.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.
 ROLE OF A CBT
TRAINEE
7. Trainees help develop personalized prescription for learning worked out cooperatively and based upon what the students
already know, his preference for learning, learning style and other needs

8. Trainees compete against pres job standards and not against other students and are graded on achievement of the
standards or criteria of each task.

9. Trainees know “up front”, before instruction begins what they are expected to know and do to complete the program.

10.Trainees evaluate their own progress to see how well they are doing.

11.Trainees move freely in the workshop, laboratory and or training center.

12.Trainees know they will be rated mainly on performance, while paper and pencil tests will be used mainly to check their
knowledge of the task.

13.Trainees learn according to their interest, needs and abilities – not according to teacher timelines and expediency.
 RULES AND
REGULATIONS
1. All students are required to wear the prescribed uniform on the first
day of the class and while inside the campus.
2. A student who incurs absences of more than 20% of the total class
hours shall be dropped from the roll and given a failing grade.
3. Smoking is prohibited inside the campus.
4. 5s must be observed at all times.
5. Mobile phones must be in silent mode when inside the classrooms.
6. Gambling, drinking and vandalism are strictly prohibited inside the
campus
 RULES AND
REGULATIONS
1. All students are required to wear the prescribed uniform on the first
day of the class and while inside the campus.
2. A student who incurs absences of more than 20% of the total class
hours shall be dropped from the roll and given a failing grade.
3. Smoking is prohibited inside the campus.
4. 5s must be observed at all times.
5. Mobile phones must be in silent mode when inside the classrooms.
6. Gambling, drinking and vandalism are strictly prohibited inside the
campus
 COOKERY NC II
No. Unit of Competency Module Title Nominal
Number of
Hours
Clean and maintain Cleaning and maintaining
1. kitchen premises kitchen premises
Prepare stocks, Preparing stocks, sauces
2. sauces and soups and soups
Prepare appetizers Preparing appetizers
3
Prepare salads and Preparing salads and
4 dressing dressing
Prepare sandwiches Preparing sandwiches
5
No. Unit of Module Title Nominal
Competency Number of
Hours
5 Prepare meat Preparing meat dishes
dishes

6 Prepare Preparing vegetables dishes

vegetables
dishes

7 Prepare egg Preparing egg dishes

dishes
8 Prepare starch Preparing starch dishes
dishes
No. Unit of Competency Module Title Nominal
Number of
Hours
9 Prepare poultry and Preparing poultry and
game dishes game dishes

10 Prepare seafood Preparing seafood dishes

dishes
11 Prepare desserts Preparing desserts
12 Package prepared Packaging prepared food
food
 TRAINING
METHODOLOGIES
• Lecture
• Discussion
• Film viewing
• Demonstration
 ASSESSMENT ARRANGEMENT
• Oral examination
• Written examination
• Performance test
 FACILITIES AND RESOURCES
• CBLM package
• Facilities according to Shop Layout
• Food and Beverage Services Materials, Tools and
Equipment in accordance to TR and CBC
• Table and chairs,
• Linen: Table cloth, Table napkin
• Silverware: Teaspoon, Dinner fork, Dinner knife
• Glass wares: Water goblet
• China wares: Plates, Cup and saucer
• Condiments: Sugar bowl / creamer
 GRADING SYSTEM
ASSESSMENT
RESULTS
PERFORMANCE TEST

Minor defect Competent

Major defect of critical Non Yet Competent

aspect
WRITTEN TEST

70% and Above Competent

Below 70% Not Yet Competent