This document outlines the details of a Cookery NCII training program including: - The 316-hour training duration from October 1 to November 25, 2015. - The core competencies covered such as preparing various dishes and packaging foods. - An overview of competency-based training (CBT) focusing on skills attainment. - The roles of the trainer in facilitating individualized self-paced learning and the roles of trainees in taking responsibility for their own learning. - Ten principles of CBT centered around competency-based curricula and assessments. - Ten house rules for trainees to follow regarding attendance, conduct, and equipment use and safety.

1. COOKERY NCII
LUZ DIVINA V. ALGUNO
Trainer

2. NOMINAL DURATION
316 HOURS
TRAINING DURATION: October 1, 2015-
November 25, 2015
8:00- 5:00

3. CORE COMPETENCIES
Clean and Maintain Kitchen Premises
Prepare stocks, sauces and soup
Prepare appetizers
Prepare salads and dressing
Prepare sandwiches
Prepare meat dishes

4. CORE COMPETENCIES
Prepare vegetable dishes
Prepare egg dishes
Prepare starch products
Prepare poultry and game dishes
Prepare seafood dishes
Prepare desserts
Package prepared foods

5. Competency based curriculum
WHAT IS CBT?

6. Importance of CBT
Focuses on the competency development
of learner as a result of the training
Focuses most on what learner can
actually do

7. Importance of CBT
Focuses on the outcome rather than the
learning process
Concerned with the attainment and
application of KNOWLEDGE, SKILLS and
ATTITUDES to a specific level of
competency

8. Ten (10) Principles of CBT
I. LEARNING is based on competency-
based curriculum
II. LEARNING is competency-based or
modular in structure
III. TRAINING delivery is individualized and
self-paced
IV. LEARNING is based on the ACTUAL
industry practice

9. V. Training materials are DIRECTLY related
to the competency standards and the
curriculum
VI. ASSESSMENT is based on the
collection of evidences of work
performance
VII. BETTER learning with INDUSTRY and
SCHOOL partnership

10. VIII. Workers and students can have prior
skills recognized.
IX. Allow learners to enter and exit programs
at different times and levels to receive an
award for competencies attained at any
point
X. APPROVED training programs are
nationally accredited by UTPRAS

11. ROLE OF TRAINER
Serves as TEAM MEMBER to
determine what is to be learned
STIMULATES trainee’s motivation
 manages learning; CONSULTATION
rather than PROVIDER of information
Diagnose and solves learning
prpblems

12. ROLE OF TRAINER
Evaluates students achievement
ASSIST learners to OBTAIN
INDIVIDUALIZED REWARDS
Assist each trainee in DESIGNING a
personalized plan of study

13. ROLE OF TRAINER
INSTALLS confidence in the learner by
providing experiences where learners
may succeed
Serves as MODEL for desirable work
habits, attitudes and task performance
in the occupational field

14. ROLE OF TRAINER
Serves as MODEL for DESIRABLE
work habits, attitudes and tasks
performance in the occupational field
Spends MORE TIME with interacting
with students in 1:1 or small group
basis

15. ROLE OF TRAINER
HELPS those trainees who REALLY
NEEDS help
ACCEPST responsibility along with the
student for the tasks LEARNED or NOT
LEARNED

16. ROLE OF TRAINEE
SELECT what they want to learn and
when they want to learn it within
reason
LEARN at their OWN RATE within
program guidelines. May speed up or
slow down or even repeat a task.

17. ROLE OF TRAINEE
may REQUEST to RECEIVE CREDIT for
what they already know thru pre-
testing or thru a review of a task list
completed at another training site.
May CHOOSE what they WANT to learn
individually in one-to-one basis, in
small group or large groups

18. ROLE OF TRAINEE
 responsible for what they learn and
when they learn it.
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

19. ROLE OF TRAINEE
Help develop personalized
prescription for learning worked out
cooperatively and based upon what
they already know, preference for
learning, learning style and OTHER
NEEDS

20. ROLE OF TRAINEE
Compete against pre job standards
and not against other students and are
graded on achievement of the
standards or criteria of each task
Know “up front”, before instruction
begins what they are expected to know
and do to complete the program

21. ROLE OF TRAINEE
Evaluate their own progress to see
how well they are doing
Move FREELY in the workshop,
laboratory or training center
Know that they will be rated mainly on
performance

22. ROLE OF TRAINEE
while paper and pen test is used mainly
to check their knowledge of the task.
Learn ACCORDING to interests, needs
and abilities and not according to
teacher timelines and expidency

23. HOUSE RULES
1. Punctuality and attendance should be
strictly observed.
2. Do come with your prescribe dress
code.
3. Keep the training area clean.
4. Be responsible with your actions.
5. Respect other trainee’s privacy

24. HOUSE RULES
6. Handle the equipment with utmost
care.
7. If in doubt on how to operate the
equipment, ask your trainer.
8. Perform equipment checking before
and after using it.

25. HOUSE RULES
9. To avoid delay, always come with
complete ingredients and materials.
10. Always bring your trainee’s record
book with you.