CBLM PRACTICE CAREER PROFESSIONALISM

COMPETENCY BASED LEARNING MATERIAL
Sector: TOURISM
Qualification: FOOD AND BEVERAGE SERVICES NC II
Unit of Competency: PRACTICE CAREER PROFESSIONALISM
Module Title:
PRACTICING CAREER PROFESSIONALISM
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

APARRI POLYTECHNIC INSTITUTE
HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE
Welcome to the Module Practicing Career

Professionalism. This module contains training
materials and activities for you to complete.
The unit of competency Practice Career Professionalism is one of the

Basic Competencies which contains the knowledge, skills and attitudes
required for all the programs offered by all TESDA-Institutes in Region 02.
You are required to go through a series of

learning activities in order to complete each learning
outcome of the module. In each learning outcome
there are Information Sheets, Resource Sheets and
Reference Materials for further reading to help you
better understand the required activities. Follow
these activities on your own and answer the self-
check at the end of each learning outcome. Get the
answer key from your trainer and check your work
honestly. If you have questions, please don’t hesitate
to ask him/her for assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the

knowledge and skills covered in this module because
you have:
 Been working in the same industry for some time.
 Already completed training in this area.
If you can demonstrate to your trainer that you

are competent in a particular skill or skills, talk to
him/her about having them formally recognized so
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you won’t have to do the same training again. If you
have qualifications or Certificates of Competency
from previous trainings, show them to your trainer.
If the skills you acquired are still relevant to this
module, they may become part of the evidence you
can present for RPL.
A Trainee Record Book (TRB) is given to you to record important dates, jobs
undertaken and other workplace events that will assist you in providing
further details to your trainer/assessor. A Record of
Achievement/Progress Chart is also provided to your trainer to
complete/accomplish once you have completed the
module. This will show your own progress.
DIRECTION FOR USE OF THE CBLM
This module was prepared to help you achieve the required competency:
Practice Career Professionalism. This will be the source of information for
you to acquire the knowledge and skills in this particular module with
minimum supervision or help from your trainer. With the aid of this material,
you will acquire the competency independently and at your own pace.
Talk to your trainer and agree on how you will both organize the training
of this unit. Read through the module carefully. It is divided into sections
which covers all the skills and knowledge you need to successfully complete in
this module.
Work through all the information sheets and complete the activities in
each section. Do what is asked in the INSTRUCTIONAL SHEETS and complete
the SELF-CHECK. Suggested references are included to supplement the
materials provided in this module.
Most probably, your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things. Ask
for help.
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Your trainer will tell you about the important things you need to consider
when you are completing activities and it is important that you listen and take
notes.
Talk to more experienced workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your own
progress.
When you are ready, ask your trainer to watch you perform the activities
outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this reason.
When you have successfully completed each element or learning outcome, ask
your trainer to mark on the reports that you are ready for assessment.
When you have completed this module and feel confident that you have
had sufficient practice, your trainer will schedule you for the institutional
assessment. The result of your assessment/evaluation will be recorded in your
COMPETENCY ACHIEVEMENT RECORD.
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LISTS OF BASIC COMPETENCIES
Competenc Unit of Competency Module Title Code

y Number
1 Participate in Participating in 500311105

Workplace workplace
Communication communication
2 Work in Team Working in team 500311106

Environment environment
3 Practice Career Practicing 500311107

Professionalism Career
Professionalism
4 Practice Occupational Practicing 500311108

Health and Safety occupational
Procedures health and safety
procedures
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MODULE CONTENT
MODULES OF INSTRUCTION
UNIT OF COMPETENCY : Practice Career Professionalism
MODULE TITLE : Practicing Career Professionalism
INTRODUCTION : This module covers the knowledge, skills and

attitudes in promoting career growth and
advancement, specifically to integrate personal
objectives with organizational goals set and meet
priorities and maintain professional growth and
development
NOMINAL DURATION : 18 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/students must be able to:
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LO 1. Integrate personal objectives with
organizational goals
LO 2. Set and meet priorities
LO 3. Maintain professional growth and

development
ASSESSMENT CRITERIA:
1. Personal growth and work plans towards
improving the qualifications set for professionals are
achieved.
2. Intra and Interpersonal relationship in the
course of managing oneself based on performance
evaluation is maintained.
3. Commitment to the organization and its goal is
demonstrated in the performance of duties.
4. Practice of appropriate personal hygiene is
observed.
5. Job targets within key result areas are
attained.
6. Competing demands to achieve personal and
team and organizational goals and objectives are
prioritized.
7. Resources are utilized efficient and effectively to
manage work prioritized and commitments.
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8. Practice and economic used in maintenance of
equipment and facilities are followed as per
established procedures.
9. Training and career opportunities relevant to
the job requirements are identified and availed.
10. License and or certification according to the
requirements of the qualifications are required and
maintained.
mental right at work including gender sensitivity are manifested/observed.
g and Career opportunities based on the requirements of industry are completed and
updated.
PREREQUISITE: None
LEARNING OUTCOME #1
INTEGRATE PERSONAL OBJECTIVES WITH ORGANIZATIONAL GOALS
CONTENTS :
- Personal development
- Organizational Goals
- Personal Hygiene and Practices
- Code of Ethics
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ASSESSMENT CRITERIA :
1. Personal growth and work plans towards
improving the qualifications set for professionals are
achieved.
nd Interpersonal relationship in the course of managing oneself based on performance
evaluation is maintained.
3. Commitment to the organization and its goal is demonstrated in the
performance of duties.
4. Practice of appropriate personal hygiene is observed.
5. Job targets within key result areas are attained.
CONDITIONS:
The students/ trainees must be provided with the following:
Workplace
Code of Ethics
Organizational Goals
CD’s, tapes, transparencies
ASSESSMENT METHODS
Written Examination
Role Playing
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LEARNING EXPERIENCES
LEARNING OUTCOME # 1 INTEGRATE PERSONAL OBJECTIVES WITH

ORGANIZATIONAL GOALS
Learning Activities Special Instructions
1. Assign students to do research on  Have the students role play or

the following and report to class – simulate compliance or non-
 Code of Conduct compliance to provisions of the
 Code of Ethics  Code of Conduct
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 Fundamental Rights are Work  Code of Ethics
 Common company procedures  Fundamental Rights are Work
and standards  Common company procedures
and standards
 At the end of the session, the

students must be able to commit to
memory the important provisions of
the rules and regulations regarding
the work place.
2. Describe a person with good  Have the students enumerate

 Personal Hygiene means of maintaining good
 Inter/intra personal skills  Personal Hygiene
 Communication skills  Inter/intra personal skills
 Communication skills
 The students must be able to

describe a person with good
communication and interpersonal
skills and personal hygiene.
INFORMATION SHEET 3.1-1

Setting Goals
What is your team for? The question may sound obvious, but time
spent at the beginning of a project in defining team objectives is
crucial to a successful outcome. Make sure that you have clearly
established the issues that the team need to resolve.
Building Consensus
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Meetings are an excellent way of fostering team spirit and the team-
working habit in the early stages of a team’s existence. Set up an
initial series of meetings in which members can get to know each
other and work towards a consensus about the goals of the team.
Make sure that the task the team has been assigned and the issues
it will be addressing are fully understood by everyone, and assess
all the options available to the team before deciding how the team
will be organized. Finally, discuss and decide on achievable
deadlines for all the elements of the project.
Analyzing Goals
Goals vary according to whether a team is there to recommend a
course of action, to make or do something, or to run something, or
to run something. For example, a task force that makes a
recommendation can measure its success rates against feedback
from within the organization. A “doing” or “making” team, such as
a manufacturing cell has specific costs and customer satisfaction
targets to work towards. A team charged with running a marketing
drive has to work to strict budgets and schedules.
Harnessing Motivation
Ambitious, challenging goals are more motivational than smaller,
specific ones. For example, aiming to be the biggest and best in
retail financial services is more motivational that trying to reduce
average mortgage application approval to two days. If possible, set
both general and specific goals, aiming high but remaining realistic.
Ensure that everybody participates in setting their own goals, as
well as the team’s. Do not compromise on any teamwork needs.
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Look for the optimum combination of strong teamwork and
technical capabilities.
Points to remember –
 All team members need to agree on a precise definition
of what they are working towards;
 Goals should not be set until you have discussed all
possible approaches to the task.
 Although team members are needed to finalize team
goals, the objectives of the team can also dictate
membership; and
 For best results, targets should be challenging with a
combination of general and specific goals.
Source
Heller, Robert. Managing Teams. Dorling Kindersley, London.
C.1998 p. 20-21
SELF CHECK
After the undergoing the learning activities, the following checklist may be used. Put a
checkmark on the space corresponding to your response:
Some-
Action Never Often Always
times
1. Do I pursue personal growth
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and work plan towards
improving the qualification set
for the profession?
2. Do I maintain intrapersonal and

interpersonal relationships in the
course of managing myself and
based on performance
evaluation?
3. Do I demonstrate commitment
to the organization and its goal
in the performance of my
duties?
FEEDBACK
Comments and suggestions from teacher and other trainees may be used as feedback
to self-check.
PERFORMANCE CRITERIA
Criterion Yes No
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1. Pursue personal growth and work plan
towards improving qualification set for
the profession.
2. Maintain intrapersonal and interpersonal

relationships in the course of managing
self, based on performance evaluation
3. Commitments to the organization and

its goal is demonstrated in the
performance of duties.
SELF ASSESSMENT TEST
True or False. On the space provided before the number, write

True if the statement is true and False, if it is not.
_______ 1. Defining team objectives is crucial to a successful
outcome.
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_______ 2. Members need to get to know each other and work
towards a consensus about the goals of the team.
_______ 3. Deadlines for the elements of a project need not be
discussed or decided upon.
_______ 4. Goals are the same whether a team is there to
recommend a course of action or do something or run
something.
_______ 5. Challenging goals are more motivational than smaller,
specific ones.
_______ 6. Everybody in the team must participate in setting their
own goals as well as the team’s.
_______ 7. Both general and specific goals should be set high and
unrealistic.
_______ 8. Membership in the team need not be dictated by the
objectives of the team.
_______ 9. Goals should not be set until all possible approaches to
the tasks have been discussed.
_______10. Team members need not agree on a precise definition of
what they are working towards.
Answer Key:
1. True 2. True 3. False 4. False 5. True
7. False 8. False 9. True 10. False
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LEARNING OUTCOME #2 SET AND MEET PRIORITIES
1. Competing demands to achieve personal, team and organizational goals

and objectives are prioritized
2. Resources are utilized efficiently and effectively to manage work priorities
and commitments.
3. Practices and economic use and maintenance of equipment and facilities
are followed as per established procedures.
4. Job targets within key result areas are attained.
CONTENTS :
- Organizational KRAs
- Work values and Ethical Standards
- Company policies on the use and maintenance of equipment
CONDITIONS :
Learning guides
Transparencies
CD’s
METHODOLOGIES:
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Group Discussion/ Interaction
Simulation
Demonstration
ASSESSMENT METHODS:
Role Play Identifying trainings and career opportunities

Career advancement
Relevance of licenses and certificates
Interview
Written Examination
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LEARNING OUTCOME # 2 SET AND MEET PRIORITIES
1. Assign students to research and  Have the students role play

report on situations showing compliance and
 Work values and ethics non-compliance to policies,
 Company policies procedures and standards.
 Company operating
procedures and standards  The students must be able to
explain the company policies and
SOP (standard operating
procedures) and penalties if they are
not complied with.
2. Discuss the effects of gender and  Working with a partner, have the
development, and personal students list ways to
hygiene in the work place  show respect for others and
 ensure good personal hygiene

students must be able to
demonstrate respect for others.
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INFORMATION Sheet 3.2-1
Knowing Team Goals

Once a team has been formed, the next major step is to establish its
goals. There is little point in having a team that is raring to go if its
members are all pursuing disparate aims. Goals may well change
over the course of a team’s existence, for example, if a new product
is being launched on to the market, the first priority will be for the
team to concentrate on research into its competition. If the aim is
to improve customer satisfaction, the first goals will be to find ways
of providing a higher standard of service. According to the
circumstance, team working goals might include:
 Increasing the rate of productivity in a manufacturing
company;
 Improving the quality of production;
 Involving all employees in the decision - making
process to increase job satisfaction;
 Looking at working systems and practices to reduce
time wastage;
 Working together with customers to build close
relationships so that the needs of the market can be
better understood.
Points to Remember
 A team member is still an individual and should always be
treated as such;
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 Cross-functional teams offer people the chance to learn about
the roles and work of others;
 Inter – department teams break down costly barriers;
 Formal teams sometimes need informal elements to stimulate
and refresh their work;
 Teams cease to be teams if one member becomes dominant;
and
 All team members should make sure that they are working
towards the same goals.
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SELF CHECK
Some-
Action Never Often Always
times
1. Do I prioritize completing
demands to achieve personal,
team and organizational goals
and objectives?
2. Do I utilize resources efficiently

and effectively to manage
priorities and commitments?
3. Do I follow the practice of long

economic use and maintenance
of equipment and facilities as
per established procedures?
FEEDBACK
to self-check.
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Criterion Yes No
1. Completing demands are prioritized to

achieve personal, team and
organizational goals and objectives.
2. Resources are utilized efficiently and

effectively to manage priorities and
commitments.
3. Practice long economic use and

maintenance equipment and facilities
are followed as per established
procedures.
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Fill in the blanks. Fill in the blank with a word or phrase to make
the sentence complete and correct.
1. All team members should make sure that they are working
towards the __________ goals.
2. Teams cease to be teams if a member becomes __________.
3. Formal teams sometimes need ___________ elements to
stimulate and refresh their work.
4. __________ teams break down costly barriers.
5. __________ teams offer people the chance to learn about the
roles and work of others.
6. A team member is still _________ and should always be
treated as such.
7. There is no need for a team if its members are all pursuing
__________ aims.
8. Involving team members in __________ increases job
satisfaction
9. Working together with ___________ provides a better
understanding of the market.
10. If a new product is to be launched, the first thing to do
would be to do research on its __________.
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Answer key:
1. same 6. an individual
2. dominant 7. different
3. Formal 8. decision-
making
4. Inter-department 9. customers
5. Cross-functional 10. competition
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LEARNING OUTCOME # 3
MAINTAIN PROFESSIONAL GROWTH AND

DEVELOPMENT
CONTENTS :
- Qualification standards
- Professionalism in the workplace
- Relevance of licenses and certificates
1. Training and career opportunities relevant to the job requirements are

identified and availed.
2. Licenses and or certifications according to the requirements qualifications
are acquired and maintained.
3. Fundamental rights at work including gender sensitivity are manifested
/observed.
4. Training and career opportunities based on the requirements of industry
are completed and updated.
CONDITIONS :
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Hand outs
CD’s on professionalism in the workplace
METHODOLOGIES:
Group Discussion/ Interaction

Simulation
Film Viewing
ASSESSMENT METHODS:
Demonstration
Interview
Written Examination
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1. Have the students discuss the  Divide the students into groups to
importance of certifications and brainstorm and prepare the
licenses as well as awards and qualifications and requirements of
rewards in the workplace those who will be
 Given certificates and licenses;

 Recommended for training;
and
 Awarded and rewarded.

students must be able to cite ways
and means to pursue professional
growth and development.

2. Given a certain qualification (like
FnB services), make a list of
possible training programs that
one may attend for career
development and advancement.
INFORMATION SHEET # 3.3-1
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After reading this information sheet, the student/trainee
should be able to:
1.Know the qualification standards of a worker.
2.Learn professionalism in the work area.
Planning Future Goals for a Team
The vision that holds a team together does not end with the task in
hand. Consider the future of the team both as a group and as
individuals, as the career progress of each member is affected by
their experience and success within the team.
Developing your Team

The main objective of any team is to work together to succeed at a
given task and this is facilitated if individual members are
constantly increasing their own skills base. Good team leaders
understand that the future of success of a team depends entirely on
how individuals develop. act as both coach and career counsellor to
the members of your team. Help to advance their careers by
developing their natural talents and providing training and support,
stretching challenges and realist targets. This will be of benefit to
them and also to your team.
Letting People Grow

The larger a team is and the wider its remit, the greater the chance
for individuals to develop their careers by changing roles or being
promoted within the team. While promotion is usually vertical team
careers tend to progress horizontally, people move to larger teams
or those handling higher profile projects. Do not discourage this.
Help promising colleagues to fund suitable positions elsewhere,
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internally or externally. Even in organizations where vertical
promotion is harder, individuals can still progress as they move
from team to team.
Building Careers
However, helpful you and other senior colleagues are, individual
team members must be aware that they have the overall
responsibility for their own careers. Encourage each member to
regard working on the team as part of a learning process in which
all lessons can open up new opportunities, thus building up a body
of qualifications to take to their next position – whether in another
team, as different department, or outside the organization. Career
building like good teamwork, will always be more effective if it is
targeted. Where do team members want to be by a certain age?
What do they need to qualify for that position? Help them to act on
the answers to these questions and you are providing them with a
stepping stone to success.
Questions to Ask Team Members

 Where do you want your career to be in ten years’ time?
 Have you thought seriously about your career options?
 Do you appreciate that, ultimately, the smooth
progression of your career is in your own hands?
 Have you considered the experience that you need to
acquire to follow your chosen career path?
 Are you aware that your contribution towards the
success of your team will help advance your career?
Source: Heller, Robert. Managing Teams. Dorling Kindersley
Limited, London. Copyright @ 1998. Pp. 68 –
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SELF CHECK
Action Never Some- Often Always
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times
1. Am I able to identify and avail of

trainings and career
opportunities based on job
requirements?
2. Do I seek/receive/demonstrate
recognitions as proof of career
advancement?
3. Do I obtain and renew licenses

and/or certifications relevant to
job and career?
FEEDBACK
to self-check.
Criterion Yes No
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1. Trainings and career opportunities are
identified and availed of based on job
requirements.
2. Recognitions are sought/received and

demonstrated as proof of career
advancement.
3. Licenses and/or certifications relevant to

job and career are obtained and
renewed.
Choose the correct answer. Choose the correct word from the
parenthesis that will make the sentence completely correct.
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1. The career progress of a team member is affected by their
(awards, experience) and success within the team.
2. The future of the team should take into consideration (both,
separately) as a group and an individual.
3. Good team leaders understand that the future success of a
team depends (entirely, solely) on how the individuals develop.
4. The leader should act as a (trainer, counsellor) to the members
of the team.
5. Developing the team members’ natural talent, helps them
(advance, improve) their careers.
6. Promotion is usually (horizontal, vertical) but team members
usually move to larger teams.
7. Help promising colleagues to find (high paying, suitable)
positions internally or externally.
8. In organizations where vertical promotion is harder,
individuals can still progress as they (move from team to team,
stay in just one team).
9. Career building will always be effective if it is (dictated,
targeted).
10. Team members should regard working on the team as a
learning process where lessons can provide (experiences,
opportunities) to grow.
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Answer Key
1. experience 5. advance 8. move from team
2. both 6. vertical to team
3. entirely 7. suitable 9. Targeted counsellor
10. Experience
INSTRUMENT FOR INSTITUTIONAL ASSESSMENT
EVIDENCE PLAN
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Qualification Title
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Unit of Competency
Ways in which evidence will

be collected
The evidence must show that the candidate…

 Achieve personal growth and work plan
towards improving qualifications set for
profession.
 Maintain interpersonal and intrapersonal
relationships in the course.
 Demonstrate commitment to the
organization and its goal .
 Practice appropriate personal hygiene.
 Attain job targets within key result areas.
 Prioritize competing demands to achieve

personal, team and organizational goals
and objectives
 Follow practices and economic use of

maintenance and equipment as per
establish procedure.
 Identify and avail training and career
opportunities relevant to the job
requirements
 Acquire and maintain licenses’ and or
certifications according to the requirements
qualifications
Observe fundamental rights at work
Including gender sensitivity
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Complete and update training and career
Opportunities based on the requirements
Of industry
Prepared Date:
by:
Checked Date:
by:
COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
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Assessment Center:
The performance of the candidate in the

following assessment methods – Practice Not
Career Professionalism Satisfactory
Satisfactory
[Pls. check () appropriate box]
A. Demonstration with Oral Questioning
B. Written Exam
Did the candidate's overall performance meet

the required evidences/ standards?
OVERALL EVALUATION COMPETENT NOT YET COMPETENT
Recommendation
For re-assessment.
_______________________________________________________
For submission of document. Pls. specify (Portfolio Document)
_____________________
For issuance of COC
______________________________________________________
General Comments [Strengths / Improvements needed]
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Candidate’s
signature: Date:
Assessor’s
Date:
signature:
RATING SHEET FOR OBSERVATION/ WITH ORAL QUESTIONING
Candidate’s
Name:
Assessor’s Name:
Assessment
Center:
Qualification:
Unit of
PRACTICE CAREER PROFESSIONALISM
Competency
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Instructions for the assessor:
Date of observation:
Description of assessment
activity:
Location of assessment
activity:
If yes, tick the

During the performance of skills, the candidate….
box
 Showed dedication and integrity towards work
by; taking positive ways in attaining his/her 
goal.
 Developed a pleasant attitude in accomplishing

his/her task.
 Demonstrated harmonious relationship towards

co-trainees.
 Observed cleanliness and orderliness in the

workplace.
 Practiced grooming standards. 
 Showed interest in any group activity given to

them
Assessor’s signature: Date:
RATING SHEET FOR OBSERVATION/DEMONSTRATION WITH ORAL

QUESTIONING
[continued]
Satisfactory
response
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The candidate should answer the following
Yes No
questions:
 How will you be able to promote sound and
pleasant working relationships with other
workers in the company?
 What will you do to prove your honesty and

loyalty to the company you are working with?
 In case of unexpected incident or problem that

will arise in the workplace, to whom will you
report the incident?
 What will you do to grow and learn from the error

you have committed in the exercise of your duties
and responsibilities in the company you are
connected with?
 How will you Share Company values/practices

with co-workers using appropriate behavior and
language?
The candidate’s underpinning knowledge was:

Satisfactory  Not Satisfactory 
Feedback to candidate:
The candidate’s overall performance was:

Satisfactory  Not Satisfactory 
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Assessor signature: Date:
RATING SHEET FOR WRITTEN TEST
Candidate’s
Name:
Assessor’s Name:
Assessment
Center:
Qualification:
Unit of
PRACTICING CAREER PROFESSIONALISM
Competency
Instructions for the assessor:
Date of observation:
Description of assessment
activity:
Location of assessment
activity:
During the performance of skills, the candidate…. If yes, tick the

box
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
Assessor’s signature: Date:
SUGGESTED QUESTIONS AND ANSWERS FOR OBSERVATION /

DEMONSTRATION
Qualification:
Unit of Competency DEMONSTRATE WORK VALUES
1. Explain your reason why you should value your work?

Answer:
2. How will you be able to promote sound and pleasant working

relationships with other workers in the company?
Answer:
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3. What will you do to prove your honesty and loyalty to the company
you are working with?
Answer:
4. In case of unexpected incident or problem that will arise in the

workplace, to whom will you report the incident?
Answer:
5. What will you do to grow and learn from the error you have committed
in the exercise of your duties and responsibilities in the company you are
connected with?
Answer:
6. How will you Share company values/practices with co-workers using

appropriate behavior and language?
Answer:
WRITTEN TEST
INSTITUTIONAL ASSESSMENT
Multiple Choice: Choose the letter of the correct answer from the given choices.
1. Determines a person’s physical and biological characteristic such as
physical stature, color of the skin and hair.
a. heredity
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b. experience
c. socialization
d. social environment
2. Consists of individuals, groups and institutions with whom the person
interacts with from childhood to adulthood.
a. experience
b. heredity
c. social environment
d. socialization
3.A process where a person acquires, learns and internalizes a set of beliefs,
ideas, values, attitudes and other socio-cultural characteristics.
a. social environment
b. socialization
c.experience
d. heredity
4. During this stage, the need for attention and acceptance is most dominant.
a. infancy
b. childhood
c.adulthood
5. It is the simplest way to plan your work by writing a list of things you need
to accomplish during the day.
a. Controlling
b. Implementing
c. Organizing
d. Planning
6. Consists of the process of recognizing or inferring goals of individual or
team-members, consistently for optimal team-collaboration and effective
operations.
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a. Goal setting
-management
c.Organizational goals
d. Personal goal
7.Promotes long-term vision and short-term motivation and it focuses
acquisition of knowledge and helps to organize resources.
a. Goal setting
management
c.Organizational goals
d. Personal goal
8.To commit themselves to the democratic way of life and values, maintain the
principles of public accountability and manifest by deeds the supremacy of
civilian authority over the military.
a. Commitment to Democracy
b.Justness and Sincerity
c.Nationalism and Patriotism
d.Political Neutrality
9. recognized as the key ingredient between someone who is successful and
someone who is not.
a. strong self-confidence
b. professionalism
c. integrity
d. pride
10. The sum total of the biological, psychological, socio-cultural and other
traits of a person
a. personality
b. psychology
c. ethics
d. etymology
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11. The enthusiastic employee who creates an environment of good will and
who provides a positive role model for others.
a. Adaptability
b. Honesty
c. Integrity
d.Positive attitude
12. maintain flexibility in completing tasks in an ever changing workplace.

a. Adaptability
b. Honesty
c. Integrity
d.Positive attitude
13. It has been recognized as the key ingredient between someone who is
successful and someone who is not.
a. self - awareness
b. Self- confidence
c. Self – motivated
d. self – respect
14.One who requires little supervision and direction to get the work done in a
timely and professional manner.
a. self - awareness
b. Self - confidence
c. Self – motivated
d. self – respect
15. The ability to resolve diverse problems, to understand the importance of
structure, organization, resource management and to complete critical tasks in
a timely manner.
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a. Management
b. Supervisory
c. Leadership
d.Policy interpretation
ANSWER KEY (Institutional Assessment)
1. a
2. c
3. b
4. a
5. d
6. b
7. a
8. a
9. a
10.a
11.d
12.a
13.c
14.c
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15.d
References:
Erikson, Erik H. Childhood and Society. New York: Norton, 1950.

Erikson, Erik H. Identity and the Life Cycle. New York: International
Universities Press, 1959.
Erikson, Erik H. Identity, Youth and Crisis. New York: Norton, 1968.
Sheehy, Gail. Passages: Predictable Crises of Adult Life. New York: E. P.
Dutton, 1976.
Stevens, Richard. Erik Erikson: An Introduction. New York: St. Martin's, 1983.
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CBLM PRACTICE CAREER PROFESSIONALISM

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CBLM PRACTICE CAREER PROFESSIONALISM

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COMPETENCY BASED LEARNING MATERIAL

Qualification: FOOD AND BEVERAGE SERVICES NC II

Unit of Competency: PRACTICE CAREER PROFESSIONALISM

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

Welcome to the Module Practicing Career

The unit of competency Practice Career Professionalism is one of the

You are required to go through a series of

Recognition of Prior Learning (RPL)

You may already have some or most of the

If you can demonstrate to your trainer that you

DIRECTION FOR USE OF THE CBLM

Competenc Unit of Competency Module Title Code

1 Participate in Participating in 500311105

2 Work in Team Working in team 500311106

3 Practice Career Practicing 500311107

4 Practice Occupational Practicing 500311108

UNIT OF COMPETENCY : Practice Career Professionalism

MODULE TITLE : Practicing Career Professionalism

INTRODUCTION : This module covers the knowledge, skills and

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/students must be able to:

LO 2. Set and meet priorities

LO 3. Maintain professional growth and

INTEGRATE PERSONAL OBJECTIVES WITH ORGANIZATIONAL GOALS

The students/ trainees must be provided with the following:

LEARNING OUTCOME # 1 INTEGRATE PERSONAL OBJECTIVES WITH

Learning Activities Special Instructions

1. Assign students to do research on  Have the students role play or

 At the end of the session, the

2. Describe a person with good  Have the students enumerate

 The students must be able to

INFORMATION SHEET 3.1-1

1. Do I pursue personal growth

2. Do I maintain intrapersonal and

2. Maintain intrapersonal and interpersonal

3. Commitments to the organization and

SELF ASSESSMENT TEST

True or False. On the space provided before the number, write

7. False 8. False 9. True 10. False

1. Competing demands to achieve personal, team and organizational goals

The students/ trainees must be provided with the following:

Role Play Identifying trainings and career opportunities

LEARNING OUTCOME # 2 SET AND MEET PRIORITIES

Learning Activities Special Instructions

1. Assign students to research and  Have the students role play

 At the end of the session, the

Knowing Team Goals

2. Do I utilize resources efficiently

3. Do I follow the practice of long

1. Completing demands are prioritized to

2. Resources are utilized efficiently and

3. Practice long economic use and

MAINTAIN PROFESSIONAL GROWTH AND

- Professionalism in the workplace

- Relevance of licenses and certificates

1. Training and career opportunities relevant to the job requirements are

The students/ trainees must be provided with the following:

Group Discussion/ Interaction

 Given certificates and licenses;

 At the end of the session, the

INFORMATION SHEET # 3.3-1

Developing your Team

Letting People Grow

Questions to Ask Team Members