Accredited TESDA ASSSESSMENT CENTER

OUR VISION:
A technical-vocational institution responding to the call of its
partners and clients, with competent officers and staff, wisely
utilizing available resources, producing graduates who acquired
practical learning for gainful compensated employment.

OUR MISSION:
We aim to sustain the delivery of quality technical vocational
training and education, provide motivation for above par
performance of our manpower resources vis-à-vis responsibilities,
and continuously develop, maintain and preserve linkages with
clients and partners.
 Our Facilities

JAPANESE LANGUAGE & CULTU

RE ROOM 1ST FLOOR
FOOD AND BEVERAGE
SERVICES NC II
TRAINER: Glaidelle P. Asia
 10 COMPETENCY-BASED
BASIC PRINCIPLES
1. The training is based on curriculum developed from the competency
standard;

2. Learning is modular in its structure;

3. Training delivery is individualized and self-paced

4. Training is based on work that must be performed;

5. Training materials are directly related to the competency standards and

the curriculum modules;
6. Assessment is based on the collection of evidence of the work
performance of work to the industry required standard;

7. Training is based both on and off-the-job components;

8. Allows for recognition of prior learning (RPL) or current competencies;

9. Training allows for multiple entry and exit; and

10.Approved training programs are Nationally Accredited.

 Not competent

Complied all
competencies
Student enters Student attempts Student rates
program task own
performance Satisfactorily
performed
CBLM1 Instructor rates
performance
competency

Review
learning
package
- Orientation Complying remaining competencies
- Role of trainer/trainee
- Administer RPL/TNA
- Identify training needs View multi-
- Organize learning strategy media CBLM1
materials

Use manuals

CBLM2
Observe
demonstration
Student selects
Competency &
receive instructions
Practice skills Other CBLM’s
in workshop

Receive
assistance and Exit program
feedback

COMPETENCY BASED TRAINING DELIVERY

 COMPETENCY BASED TRAINING APPROACH
VS TRADITIONAL APPROACH
TRADITIONAL APPROACH
 Instructors focus on managing
instruction
 Most students enter at about the same
time
 Students all cover the same material
 Students all proceed from one topic to
the next at the same time
 The instructor controls the learning
pace
 All students are usually tested once
 Very little continuous feedback is
given
 The instructor is involved in teaching
only one topic at a time
 Retesting is discouraged or not
allowed at all
CBT APPROACH
 Trainers focus on managing learning
 Trainees enter various times throughout the year
 Different trainees may be training for different
occupations within the same program
 Each trainee moves on to next task only after mastering
the task he she is currently working on.
 Each trainee progresses at his or her own pace
 Each trainee is tested when ready to demonstrate
mastery
 Immediate feedback is given to each trainee at critical
points in the learning process.
 The trainer must be able to answer questions on many
different tasks each day.
 Retesting is encouraged for mastery
 ROLE OF A CBT 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 learning.

4. Diagnose and solves learning problems.

5. Evaluates student achievement

6. Evaluates student achievements.

7. Assist learners to obtain individualized rewards.

8. Assist each trainee in designing a personalized plan of study. 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.
 ROLE OF A CBT TRAINEE
ROLE OF A CBT 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.
2.3. Trainees learn
Trainees may at their
request own
to receive rate
credit forwithin
what theyprogram guidelines.
already know. This is doneThey
either may speed
through up, slow
pre-testing
down, or through
stop or even a review
repeato a atask list completed at another training site.
task.
4. Trainees may choose how they want to learn-individually, on a one-to-one basis, in small
3. Trainees maygroups
group, in large request to audio-visuals.
or with receive credit for what they already know. This is done
5. either
Traineesthrough pre-testing
are responsible or through
for what they a review
learn and when o ait.task list completed at another
they learn
6. training site. when they are ready to perform each task or demonstrate mastery of
Trainees decide
learning to a job-like level of proficiency before receiving credit for the task.
4.7.Trainees maydevelop
Trainees help choose how they
personalized want tofor
prescription learn-individually, on a one-andto-one basis, in
learning worked out cooperatively
smallbased upon what the students already know, his preference for learning, learning style and
group,
other needs.
in large groups or with audio-visuals.
8. Trainees compete against press job standards and not against other students and are graded
5. Trainees are responsible
on achievement fororwhat
of the standards criteriathey learn
of each task. and when they learn it.

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.
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 know, his preference for
learning, learning style and other needs.

8. Trainees compete against press 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.
RULES AND REGULATIONS

 Trainer shall serve as the Program Facilitators

 5S shall be observed at all times

 Wear your ID at all times when inside the campus or within

school premises with appropriate dress

 Mobile phones must be in silent mode when you are inside the

workshop areas
Mobile phones must be in silent mode when you are inside the workshop
areas.

Electronic devices are not allowed to be charged in school premises.

Smoking is strictly prohibited in school campus

Problems or issues concerning to the learning delivery or other school

related concerns must immediately be reported to the trainer or designated
personnel
 FOOD AND BEVERAGE SERVICES NC II
   
Unit of Competency Module Title

   
Prepare the dining Preparing the dining room/restaurant
room/restaurant area for area for service
service

   
Welcome guests and take Welcoming guests and take food and
food and beverage orders beverage orders
   
Promote food and beverage Promoting food and beverage products
products
  Providing food and beverage services
Provide food and beverage to guests
services to guests
 
Provide room service Providing room service

 Receive and handle Guest Receiving and handle guest concerns

concerns
TRAINING METHODOLOGIES

 LECTURE

 DISCUSSION

 DEMONSTRATION

 RETURN DEMONSTRATION
ASSESSMENT ARRANGEMENTS

• WRITTEN TEST

• DEMONSTRATION WITH ORAL

QUESTIONING

• OBSERVATION WITH ORAL QUESTIONING

 GRADING SYSTEM

Performance Test

o Minor Defect - Competent

o Major defect of critical aspect- Not Competent

Written Test

o Below 70 % -Not Competent

o 70 % and above – Competent
Thank you!
Pre- Assessment