Orientation of the

Competency Based
Training on BPP NC- II
Principle of CBT
1. Training delivery is individualized
and Self-paced
2. Training is based on work that
must be performed.
3. Learning is competency- based or
modular in structure.
Role of Trainer
1.Serves as a team member to determine what
is to be learned
2. Stimulates trainees’ motivation.
3. Manages learning: a consultation rather
than a provider of information; a facilitator
of the learning
4. Diagnose and solves learning problems
5. Evaluates student achievement
6. Assist learners to obtain individualized rewards
7. Assist each trainee in designing a personalized
plan of study.
8. Installs confidence in the learner by providing
experiences where learners may succeed
9. Serves as a model for desirable work habits,
attitudes and tasks performance in the
occupational field
10. Spends more time interacting with students on a
1:1 or small group basis
11. Helps those students who really need help
12. Accepts responsibility along with the student for
the tasks learned or not learned
 Role of Trainee

1. Trainees may select what they want to learn and when they
want to learn it, within reason.
2. Trainees learn at their own rate within program guidelines.
They may speed up, slow down, stop or even repeat a task.
3. Trainees may request to receive credit for what they already
know. This is done either through pre-testing or through a
review o a task list completed at another training site.
4. Trainees may choose how they want to learn-individually, on
a oneto-one basis, in small group, in large groups or with
audio-visuals.
5. Trainees are responsible for what they learn and when they
learn it.
6. 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.
7. 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.
8. Trainees compete against pres job standards and not
against other students and are graded on achievement of
the standards or criteria of each task.
9. Trainees know “up front”, before instruction begins what
they are expected to know and do to complete the program.
10. Trainees evaluate their own progress to see how well they
are doing.
 11. Trainees move freely in the workshop, laboratory
and or training center.
12. 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.
13. Trainees learn according to their interest, needs
and abilities – not according to teacher timelines
and expediency
Qualification
Bread and Pastry Production NC- II
It has information sheets that contain learning activities, self checks an
immediate assessment or understanding based on what you have read in the
information sheet.
It also has answer key an immediate feedback of your self- check, it has
operation sheet, task sheet or job sheet to practice your skill and performance
criteria checklist which will be used to assess or evaluate your performance.
We also have monitoring tools, the progress chart which monitors your
learning outcomes and competencies achieved by each trainee. And it is place
within the training area frequented by the trainees. Achievement chart that
monitor your required project and activities usually in the job sheets of the
CBLM.

In evaluation, assessment is based in the collection of evidence of your

performance of work to the industry required standard and there will to result
of assessment Its either COMPETENT or NOT YET COMPETENT