2. Objective of this Session:
To share and familiarize
the trainees on Philippine
CBT delivery practice
3. COMPETENCY – BASED TRAINING
▪ A training delivery approach that focuses
on competency development
▪ Emphasizes on what the learner can
actually do.
▪ Focus on outcome rather than process
within specified time
▪ Concerned with the attainment and
application of knowledge, skills and
attitude to a specific level of competency
4. 10 Principles of CBT
1. The training is based on curriculum developed from the competency
standards
2. Learning is modular in its structure
3. Training delivery is learner-centered and should accommodate
individualized and self-paced learning strategies
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 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
7. Core Competencies
1. Install and configure computer systems
2. Set-up Computer Networks
3. Set-up Computer Servers
4. Maintain and Repair Computer Systems and Networks
8. CBT Process Flow
Have enough
Competency/ies
been
achieved?
YES
YES
Trainee exits
program
Trainer
observes
performance
Trainee
practices task
Trainee
Rates own
performance
Trainer
Rates
performance
Trainee enters
program
• Administer RPL
• Orientation
• Role of trainer/trainee
Trainee selects
competency
and receive
instructions
• Administer Learning Contract
• Organize learning strategy
• Provide materials
• Introduce CBLM materials
• Introduce the Use of
Achievement Progress
Report
Review learning
package
View multimedia
materials
Use manuals
Observe
demonstration
Practice skills in
workshop
Receive
assistance and
advise
YES
Trainee exits
program
Have completed
all the
competencies?
Satisfactorily
Performed
Competency?
Undergo Nat’l
Assessment
NO
NO
NO
9. Training Modalities
Dualized Training System
Modular/ Self-paced Learning
Peer Teaching/Mentoring
Supervised Industry Training Or On-the-job
Training
Distance Learning
Project-based Instruction
10. Learning Activities
How to learn knowledge?
– CBLM
– Books/ references
– Videos
– Other materials
How to learn skills?
– Demonstration
– Observation
– Task sheets, operation sheets, job sheets
– other
11. Competency –Based
Learning Material (CBLM)
A well-designed and carefully
developed learning materials that
give trainees detailed instructions
to guide them through the
learning process.
13. Roles of the CBT Trainer
Facilitator
Motivator
Evaluator
Solves learning problems
14. Roles of the CBT Trainer
Serves as a team member to determine what is to be
learned
Stimulates trainees’ motivation.
Manages learning; a consultation rather than a provider
of information; a facilitator of the learning
Diagnose an solves learning problems
Evaluates student achievement Assist learners to obtain
individualized rewards
Assist each trainee in designing a personalized plan of
study
Installs confidence in the learner by providing
experiences where learner may succeed.
15. Roles of the CBT Trainer (cont.)
Serves as a model for desirable work
habits, attitudes and tasks performance in
the occupational field
Spend more time interacting with students
on a 1:1 or small group basis
Helps those students who really need help
Accepts responsibility along with the
student for the tasks learned or not learned
17. Roles of CBT 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.
Trainees may request to receive credit for what they already know.
This is done either through pre-testing or through a review of task
list completed at another training site
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.
Trainee are responsible for what they learn and when they learn it
18. Roles of CBT Trainee (cont.)
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
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.
Trainees compete against pres 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.
19. Roles of CBT Trainee (cont.)
Trainees evaluate their own progress to see how
well they are doing
Trainees move freely in the workshop, laboratory
and or training center.
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.
Trainees learn according to their interest, needs
and abilities not according to teacher timelines
and expediency
20. CBT Monitoring Tools
Progress Chart
monitor the learning outcomes and competencies
achieve by each trainee.
Achievement chart
monitor the required projects and activities usually in
the job sheets of the CBLM
Trainee Record Book
monitoring tool for trainees
Training Activity Matrix
guide on daily activities of the trainee
21. ACHIEVEMENT CHART
HOUSEKEEPING NC II
Name of Trainee
PROVI
DE
HOUSE
KEEPI
NG
SERVI
CES
TO
GUEST
S
Demon
strate
ability
to offer
and
friendly
service
to
guest.
Demon
strate
knowle
dge of a
range
of
housek
eeping
service
/equip
ment
Demon
strate
rrespon
ding to
multipl
e and
various
types of
guests
Written
Teat on
typical
housek
eeping
services
and
proced
ures
Written
Test on
Securit
y and
Safety
PREPA
RE
ROOM
S FOR
GUEST
S
Demon
strate
on
Setting
up
equipm
ent and
trolleys
Demon
strate
provide
room
service
Demon
strate
on
Making
up
beds
Demon
strate
Cleanin
g and
clearin
g
rooms
Demon
strate
on how
to
Clean
the
trolleys
and
equipm
ent
Written
Test on
Types
and uses
of
cleaning
chemical
s,
equipme
nt and
procedur
es
Written
Test on
safe work
practice
relating
to use of
cleaning
chemical
s and
equipme
nt
PROVI
DE
VALET
/BUTL
ER
SERVI
CE
Demon
strate
on how
to care
guest
propert
y
Demon
strate
the role
of valet
service
Written
Test on
Buildin
g
rapport
to
guest
LAUND
RY
LINEN
AND
GUEST
CLOTH
ES
Demon
strate
on
identify
ing
types of
laundry
Demon
strate
on how
to
Packag
e and
store
laundr
y items
Demon
strate
on how
to
operate
laundr
y
equipm
ent
Written
Test on
Laudry
terms
Written
Test on
types of
fabrics
and
laundr
y
equipm
ent
CLEAN
PREMI
SES
Demon
strate
on
identify
ing
cleanin
g
equipm
ents
and
chemic
als
Demon
strate
proced
ures on
Cleanin
g dry
and
wet
areas
Written
Test on
how to
Maintai
n and
store
cleanin
g
equipm
ent and
chemic
als
1 Acain, Iresh May B. C / /
2 Anticamara, May A. C / /
3 Apostol, Reymund E. / / /
4 Baid, Noel L. C / / /
5 Balbin, Honey Q. C / /
6 Barcelonia, Noryfril E.
7 Cabatingan, Mary Grace M. / / C / / /
8 Castillo, Mark Stephen C. C / / / / /
9 Dela Cruz, Lizel B. C / / / /
10 Estosata, Arnold E. C / /
11 Galban, Flory May A. / C / / /
12 Guerrero, Junry B. C / /
13 Jumawid, Melyn B. / / / /
14 Lubandina, Nazel A. / / /
15 Mayormita, Ledemie L. C / /
16 Pabilona, Divine Grace P. C / /
17 Pormento, Frenches M. C / / / / /
18 Quirante, Fraulien N. C / / / / / / /
19 Romano, Genie C. / /
20 Saaban, Marissa A. C / / /
21 Talledo, Juana Y. C / / / / /
22 Tubaces, Michael T. C / / / / /
ACHIEVEMENT CHART
