This document provides information about competency-based training (CBT) delivered by the Technical Education and Skills Development Authority (TESDA) in the Philippines. It discusses the 7 principles of CBT, which focuses on developing learner competencies through workplace-based training, self-paced learning, and assessment of actual performance against industry standards. The role of both trainer and trainee in CBT is outlined. Finally, the document gives an example of a CBT program for Food and Beverage Services that is structured based on competency standards and utilizes competency-based learning materials to guide trainees through hands-on learning experiences and skills assessments.

1. TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
M A X I M A
TECHNICAL AND SKILLS TRAINING INSTITUTE INC.
#20 Perez Boulevard, Dagupan City, Pangasinan
CARLITO S. SENDAYDIEGO
TRAINER
FOOD AND BEVERAGE SERVICES NC II

2. What is Competency Based Training (CBT)?
It is a training delivery mode
that focuses on the
competency development of
the learner as a result of the
training.

3. 7 PRINCIPLES
OF COMPETENCY
BASED TRAINING

4. PRINCIPLE ONE
Course Design is based on
competency standards set by
the industry or recognized
industry sector;
⮚Competency standards indicates the
skills needed in the industry

5. PRINCIPLE TWO
Training delivery is learner-
centered and should accommodate
individualized and self-paced
learning strategies
⮚Trainees are treated as individual learners with
different characteristics, learning styles
and training needs
⮚Training is at your own pace or speed

6. PRINCIPLE THREE
Training can be done on actual
workplace setting, simulation of
a workplace and/or through
adoption of modern technology;

7. PRINCIPLE FOUR
Assessment is based in the
collection of evidence of the
performance of work to the industry
required standard.
⮚ Grades are not the basis of the trainee’s
competency; it is based on the satisfaction
of the criteria/evidences which are collected
through an institutional competency evaluation

8. PRINCIPLE FIVE
Assessment of competency
takes the trainee’s knowledge
and attitude into account but
requires evidence of actual
performance of the competency
as the primary source of
evidence;

9. EVALUATION AND ASSESSMENT
WRITTEN TEST COMPUTER BASED
ASSESSMENT
PERFORMANCE
TEST

10. PRINCIPLE SIX
Training program allows for
Recognition of Prior Learning (RPL)
or current competencies.
⮚ Current competencies acquired through
training or work experience are recognized
before training through a validation process
so that the trainer can provide activities
that match the learning level of each trainee

11. PRINCIPLE SEVEN
Training completion is
based on satisfactory
performance of all
specified competencies

12. EVALUATION AND ASSESSMENT
TRAINEE’S
RECORD BOOK
ACHIEVEMENT
CHART
PROGRESS
CHART

13. Role of the CBT Trainee
Selects on what
competency to
start
Progresses at
their own rate
Request to
receive credits
on what they
know
Decides on when
they are ready to
demonstrate
mastery
Learn according
to their
interest, needs
and abilities
Evaluates own
performance
Compete
against industry
standards
Choose how they
want to learn
individually

14. Role of the CBT Trainer
Serves as a team member to determine
what is to be learned
Stimulates trainees’ motivation
Manages learning; a facilitator of the
learning
Diagnose and solves learning problems
Evaluates student achievement Installs confidence in the learner by
providing experiences where learners
may succeed
Accepts responsibility along with the
student for the tasks learned or not
learned

15. COMPETENCY BASED TRAINING (CBT)
DELIVERY/ PROCESS FLOW / FLOW CHART
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
demonstratio
n
Practice skills
in
workshop
Receive
assistance
and
advise
Trainee
attempts
task
Trainer
observes
performance
Trainee
Rates own
performance
Trainer
Rates
performance
YES
Have
comple
ted
all the
compet
encies
?
YES
Institutiona
l
Assessmen
t
Undergo
Nat’l
Assessment
Trainee
exits
program
Have
enough
Compe
tency/i
es
been
achiev
ed?
YES
Trainee
exits
program
Undergo
Nat’l
Assessmen
t
Trainee
exits
program
NO
NO
NO Satisfa
ctorily
Perfor
med
Compe
tency?
Trainee enters
ANOTHER
Program/
JOB
OPPURTUNITIES
Institutional
Assessment

16. FOOD AND BEVERAGES SERVICES NC
II

17. Qualification consists of
competencies that a person
prepare the dining room/
restaurant area foe service.
Welcome guests and take food and
beverage orders. Promote food
and beverage service to guests.
Provide room service, and receive
and handle guests concerns.

18. FOOD AND BEVERAGE SERVICES NCII
COURSE STRUCTURE
BASIC COMPETENCIES (18 HOURS)
UNITS OF COMPETENCY
NOMINAL
DURATION
(HOURS)
1. Participate In Workplace Communication 4
2. Work In A Team Environment 4
3. Practice Career Professionalism 5
4. Practice Occupational Health And Safety Procedures 5

19. COMMON COMPETENCIES
(18 HOURS)
UNITS OF COMPETENCY
NOMINAL DURATION
(HOURS)
1. Develop And Update Industry Knowledge 4
2. Observe Workplace Hygiene Procedure 3
3. Perform Computer Operations 4
4. Perform Workplace Safety Practices 3
5. Provide Effective Costumer Service 4

20. CORE COMPETENCIES
(320 HOURS)
UNITS OF COMPETENCY NOMINAL
(HOURS)
1. PREPARE THE DINING ROOM/RESTAURANT AREA FOR SERVICE 100
2. WELCOME GUEST AND TAKE FOOD AND BEVERAGE ORDERS 40
3. PROMOTE FOOD AND BEVERAGE PRODUCTS 40
4. PROVIDE FOOD AND BEVERAGE SERVICES TO GUESTS 30
5. PROVIDE ROOM SERVICE 60
6. RECEIVE AND HANLE GUEST CONCERNS 50

21. COMPETENCY
BASED LEARNING
MATERIAL
(CBLM)

22. Competency Based Learning
Material
• Is simply a well-designed and
carefully developed learning
materials that give trainees
detailed instructions to guide
them through the learning
process.

23. Parts of CBLM
1. Front Page - the module title, qualification,
unit of competency, name and logo of school
and other related information
2. Trainee’s Guide on How to Use the CBLM
3. List of Competencies
4. Module Content - it contains unit of
competency, module title/descriptor,
nominal duration, learning outcome and
assessment criteria

24. Parts of CBLM
5. Learning Outcome Summary
6. Learning Experiences - it contains the
learning activities and special
instructions
7. Instructions Sheets

25. Instruction Sheets of CBLM:
1. Information Sheet - is primarily designed to
deliver pertinent information needed in the
attainment of a learning outcome
2. Self-checks - are set of questions that would
verify the acquisition of knowledge stated in
the learning objectives
3. Answer Keys - are essential feedback tools. This
allows for immediate feedback.

26. 4. Task Sheet - set of instructions telling
the trainee to perform a single task
5. Operation Sheet - is a set of
instructions for the operation or use of
a particular machine or equipment.
6. Job Sheet - is a set of instructions for
performance of a job.
- A combination of tasks and/or
operations needed to develop a product
or performance of a service or a
combination of both

27. •7. Performance Criteria Checklist
- this will give immediate
feedback of the performance of
the trainee

28. Facilities/Equipment/Tools for Learning:
• CBLM (Competency Based Learning Materials)
• Computer Desktop/Laptop
• SMART TV set with HDMI port for film viewing; or
• Projector for related presentation/discussion
• Portable Speaker for listening comprehension
• Electronic tools/equipment and facilities
• Tools, Materials, Equipment and Consumables for
task to be performed

29. LET’S HAVE TOUR!

31. THANK YOU FOR
LISTENING ☺