FBS NCII WORK IMMERSION PROGRAM

TEACHER’S TRAINING MODULE

Authors

EARL LUVIC A. DICEN

MELANIE J. CHIEFE
FBS NCII WORK IMMERSION PROGRAM

TEACHER’S TRAINING MODULE

Authors

EARL LUVIC A. DICEN

MELANIE J. CHIEFE

FBS NCII WORK IMMERSION PROGRAM

 TEACHER’S TRAINING MODULE

DEDICATION

This module is heartily dedicated to all powerful and ever living Almighty God, for
bestowing upon us all the blessings and graces in his perfect plans and will. With God's
wondrous and amazing work, we take every step of the way to sacrifice and seek Divine's
light, intervention and providence to make this output possible.
 This work is humbly dedicated also to School Managers, SHS focal persons,
immersion teachers, parents, students, stakeholders, and industry partners who are the
vital players of the Work Immersion Program.

The Authors

ACCEPTANCE

This Teacher’s Training Module for FBS NC II Work Immersion Program authored
by EARL LUVIC A. DICEN & MELANIE J. CHIEFE for the Division of Negros Oriental has
been reviewed by the Technical Panel and is hereby recommended to be used by all Senior
High Schools.
 ERMITA L. MIRANDA, Ed. D ROSELA R. ABIERA
DEPS-HE LRMDS Manager

RENANTE JUANILLO, Ed.D.

SHS Coordinator

Recommending Approval:

ERLINDA N. CALUMPANG, Ed. D LELANIE T. CABRERA, CESE

Chief, Curriculum and Instruction Assistant Schools Division
Division Superintendent

Approved by:

SALUSTIANO T. JIMENEZ, Ll.B., CESO VI

OIC, Assistant Regional Director, NIR
Concurrent Schools Division Superintendent
Division of Negros Oriental

Introduction
Work Immersion is one of the subjects offered in Senior High School prior to
graduation. Hence, this FOOD AND BEVERAGE SERVICES Teacher’s Training Module
consists of work immersion of FOOD AND BEVERAGE SERVICES NC II in an ideal real
working environment that provides atmosphere for first-hand work learning experience
through actual or hands-on work immersion program.
 Pre-immersion aims that learners understand work immersion through expected
behavior, work immersion rules and regulations, terms and conditions of the MOA,
appreciating importance of credentials and portfolio packaging. Immersion proper deals
with learners’ appreciation of management processes, organizational structure, company
rules and regulations, nature of business, products and services, safety, hygiene,
maintenance and housekeeping business processes and application of work skills and
values acquired in schools. Post immersion reflects on learners’ evaluation of work
immersion experiences.

The duration of work immersion is 80 hours equivalent to FOOD AND BEVERAGE

SERVICES NC II Qualification which consists of competencies that a person must achieve
to provide food and beverage service to guests in hotels, motels, restaurants, clubs,
canteens, resorts and luxury liners. A person who has achieved this qualification is
competent to be a Busboy, Waiter and/or Food and Beverage Service (FBS) Attendant and
Server.

Goals
Through this work immersion, the immersion teacher and learners are able:
1. to gain relevant and practical industrial skills under the guidance of industry
experts and workers as well as for learners leading to Senior High School
graduation;
2. to enhance technical knowledge and skills as part of work simulation done in
the industry partners’ working environment; and
3. to develop good work habits, attitudes, and ethics in preparation of the real
world of work or employment.

Group Size
The number of persons to undergo in work immersion program is from 4 to 8
learners or more depending upon the partner industry’s workforce needs. If the school has
40 or more SHS students to undergo work immersion program, the Immersion Teacher
determines the number of students to undergo work immersion by batches.

Dateline and List of Activities

A. Time Number of Hours : 320 Hours

Requirement Training Delivery Model: This module adheres to Model B, which
prescribes learners to take a 320-hour specialization at Grade 11. For Grade
12, s/he may take up another 160-hour specialization before or after the
 work immersion. Learners may take BREAD AND PASTRY PRODUCTION at
GRADE 11 and FOOD AND BEVERAGE SERVICES (FBS) NCII at Grade 12. (Dep
Ed Order No. 30, s. 2017, pp6-7)
Training Venue: Catering Services, Hotels, and Restaurants

Date Schedule of Activities

B. Pre-Immersion

JUNE - OCTOBER On the first week of pre-immersion, SHS Focal Person/immersion

teacher conducts Pre-Immersion Orientation. Second to fourth week,
learners secure and accomplish forms to be validated by the immersion
teacher. On the next month, the immersion teacher sends invitation letters to
industry partners. By the end of the month, the immersion teacher identifies
industry partners which confirm work immersion through industry partner’s
supervisor. (See Appendix 1)
The school conducts Partner’s Conference at the same time signing of
the Memorandum of Agreement (MOA) (See Appendix 2), by the school head
and industry partner. After teacher’s immersion, learners are tasked to
answer Self Assessment Guide (See Appendix 3). Final Orientation of students
with parents and immersion teacher is manifested including the learners’
membership of group insurance to be covered by the school’s MOOE.
AUGUST 4th week Partners’ Conference
The immersion teacher and the industry partner supervisor meet in a
conference after the SHS focal person had made an agreement for possible
acceptance of work immersion students in the industry. They will agree on
the scope of the work immersion program.
Physical Setting
The Immersion Teacher and Partner Industry Supervisor set the
arrangements to work immersion with all applicable laws. (See Appendix 2-a,
Dep.Ed. Order No. 30, s. 2017 with special attention to Item No. 11); duties and
responsibilities of each party for comfort and security prior, during and after
work immersion program. (See Appendix 2-b: Duties and Responsibilities of
Personnel, Dep. Ed Order No.30, s.2017 pp9-10)
Signing of MOA (Ceremonial MOA Signing)
The school and the partner industry bind an agreement between them
through a Ceremonial MOA Signing. (Dep.Ed. Order No. 30, s. 2017 with special
attention to Item No. 11) (See Appendix 2)

SEPTEMBER Learning Competencies

1st week Immersion teacher needs to identify the expected activities or learning
skills essential in preparing the students for this program. The said
immersion teacher undertakes to identify learning competencies and to be
followed by the teacher’s training to gain first-hand work learning
 experience.

Teacher Training/Immersion
Teacher’s (Training) Immersion schedules in the workplace or partner
industry to familiarize the working environment, facilities, policies and
business operations. The Partner Industry then provides training to the
immersion teacher necessary for Work Immersion Program of the students.

SEPTEMBER Pre-Immersion Activities

2nd week During Pre-Immersion students are tasked to answer Self-Assessment
Guide Process (See Appendix 3). This assessment tool is used by Immersion
Teacher and Industry Partner Supervisor to evaluate learners’ core
competency in Food and Beverage Services NC II prior and during Work
Immersion

OCTOBER 2nd week Final Orientation of Students with Parents and Immersion Teacher and
Group Insurance Membership of the learners

The school, SHS Focal person/Immersion teacher, students and parents

need to finally orient and thoroughly discuss essential matters related to
Work Immersion Program including membership of students in Group
Insurance to be covered by School MOOE and ensure students to be Work-
Immersion ready.

C. During Immersion

NOVEMBER- During the Immersion Proper, the immersion teacher and industry
DECEMBER partner supervisor conduct Industry Orientation to SHS students to prepare
for Work Immersion Process. Within this period, SHS students immerse
themselves through actual work performance in the partner industry
environment. Industry partner supervisor provides weekly operational
schedules and conferences for the students’ adherence and compliance.
While on training, students need to regularly meet in a weekly conference
with Immersion Teacher and Industry Supervisor to be given feedback on
their work immersion performance.

Training Competency Regulations (Training based on TESDA

Regulations) are observed to ensure success of the whole program. Students
must be competent in all Four Core Competencies to pass the Work
Immersion Subject. Results in Students Self Assessment Guide are basis for
Immersion Teacher and Industry Partner to train or re-train students to fill in
the gap and successfully complete all learning areas of Core Competencies in
 the Work Immersion.

NOVEMBER Industry Orientation on industry profile, policies, operations, working

1st week environment and facilities
The industry partner sets an orientation with Immersion teacher and
students to familiarize industry profile, policies, operations and working
environment, facilities and other undertakings under the program.

NOVEMBER Weekly Operational Schedule

1st,2nd,3rd,4th week This is the weekly schedule of students for work immersion adhering
to the Core Competencies based on TESDA Regulations

NOVEMBER Weekly Conference

1st,2nd,3rd,4th week A weekly conference is regularly conducted to provide students
feedback on their work immersion performance in the presence of Industry
Partner supervisor and Immersion Teacher/SHS Focal person

NOVEMBER Documentation of Activities

1st,2nd,3rd,4th week Students are expected to take note and provide necessary
documentation on daily, weekly, and monthly activities included in the
portfolio for entire Work Immersion Program

D. Post Immersion
JANUARY – MARCH At the end of the work immersion process, the immersion teacher and
industry partner supervisor provide activities such as Post Conference
wherein work immersion experiences of students and partner industry are
evaluated. Industry partners are given Certificate of Recognition during End
of Immersion Program.
Students are made to accomplish necessary written report and
portfolio for the entire Work Immersion Program. The school conducts a
culmination activity after all students have completed the requirement in
celebration of students’ accomplishments prior to SHS graduation.
JANUARY End of Immersion Program
1st week The students are deemed to complete the 80 hours Work Immersion
Program (Core Competencies) as required, inclusive of the total FBS NC
II 160 hours (Basic and Common Competencies) . Industry partners are
given Certificate of Recognition.

FEBRUARY Post Conference and Accomplishment of Report and Portfolio

2nd week The immersion teacher conducts End of Work Immersion feedback
activities while students are given the same Self-Assessment Guide tool to
evaluate work immersion experiences and learnings. (See Appendix 3). The
students are tasked to fully accomplish the required report and portfolio.

MARCH Celebration of Accomplishment (Culmination Activity)

2nd week The school with SHS focal person/immersion teacher, partner industry
and students celebrate Work Immersion Accomplishment. The students,
immersion teachers and industry partners are given recognition for
successfully completing the Work Immersion Program.

Training Competency Regulations

(TESDA Training Regulations)

CODE NO. CORE COMPETENCIES

TRS512316 Provide Link Between Kitchen and Service Area

TRS512317 Provide Food and Beverage Service

TRS512318 Provide Room Service

TRS512321 Develop and Update Food and Beverage Knowledge

(See Appendix 4: TESDA Training Regulations)

List of Materials/Equipment needed for the entire Work Immersion
Process
 Food and Beverage students uniform, PPE
 Food and Beverage utensils, tools and equipment
 Table cloth, table napkin, flatwares, dinnerwares, high ball, red, white and sparkling
wine glasses
 Projector, laptop, LCD screen, monitor (tv), whiteboard, and pens for
lecture/discussion

Credentials/Document Requirement of the students:

 Insurance Policy of Students
 MOA
 NSO Birth Certificate
 Resume’
 Duly accomplished application form
 Application letter
 Barangay Clearance
 Police Clearance
 Mayor’s clearance
 Medical certificate

Materials in the Preparation of portfolios:

 DTR
 Written narrative on the profile of the company which contains charts,
photos and or illustrations
 Business process or flow charts
 Written report on the activities performed
 Written narrative of what the student learned
 Photos/Illustrations
 Supervisor’s rating
 Organizational Chart
 Daily Tasks record
 Post-immersion portfolio
a. Accomplished forms
b. Pictures of work site and non written output/projects with
captions
c. Illustrations of activities
d. Weekly diary (narrative/account of learning and
achievements, issues faced and corresponding resolutions
e. Sample written output (if any)
f. Work Immersion highlights
g. Other relevant pictures/documents, gallery, updated Resume’

Materials and equipment needed for operations

Personal Protective Equipment May include but are not limited to:
(PPE) 1 Mask
2 Gloves
3 Goggles
4 Hair Net/cap/bonnet
5 Face mask/shield
6 Ear muffs
7 Apron/Gown/coverall/jump suit
8 Anti-static suits

Table dressing May include:

1. linen presentation, including table cloths,

overlays and napkins
2. placemats
3. glassware
4. service ware
5. floral arrangement

Evaluation Methodology
These are methods of assessment to be used in relation to Work Immersion
Program prior, during and after the wok immersion process.

(See Appendix 5)
Monitoring and Evaluation Tool

The following Monitoring and Evaluation Tools are used before, during and after the
Work Immersion Program:

Assessment Tool for Identifying Partners for Senior High School

This assessment tool is used by SHS Focal Person/Immersion Teacher and Industry
Partner Supervisor to determine if industry is suited for Work Immersion program. (See
Appendix 1)

Self-Assessment Guide
This assessment tool is used by Immersion Teacher and Industry Partner Supervisor
to evaluate learners’ core competency in Food and Beverage Services NC II prior and
during Work Immersion Process (See Appendix 3)

Work Immersion Monitoring and Evaluation Tools

This monitoring and evaluation tool used by Division personnel, School Heads and
educators to evaluate learners capacity to work in five areas : Curriculum Implementation
and Compliance, Work Immersion Delivery Process, Assessment of Student’s Progress, Supervision
of Work Immersion Implementation, Administrative Concerns (See Appendix 6)

Student’s Statement of Personal Goals in the Work Immersion

This evaluation tool reflects the learners’ interest and willingness to work in the
field of Food and Beverage Services track to be used by Immersion teacher, School Head
and Industry Partner (See Appendix 7)

Appendices:
Appendix 1: Assessment Tool for Identifying Industry Partners for Senior High School
Appendix 2: Memorandum of Agreement (MOA)
Appendix 2-a: Dep. Ed. Order No. 30, s. 2017 with special attention to Item No. 11
Appendix 2-b: Duties and Responsibilities of Personnel
Appendix 3: Self Assessment Guide
Appendix 4: TESDA Training Regulations
Appendix 5: Evaluation Methodology
Appendix 6: Work Immersion Monitoring and Evaluation Tool
Appendix 7: Student’s Statement of Personal Goals in the Work Immersion