G OO D M OR NI NG !

STUDENT ENTERS
PROGRAM Review learning
package YES
• Orientation
• Role of the trainer/trainee View multi-media Satisfactorily
• administer RPL/TNA materials performed
• Identify training Needs Competency
•Organize learning Strategy Instructor
Instructor rates
observes
performance
Use manuals performance

NO
STUDENT SELECTS Observe
COMPETENCY AND RECIVE Student rates own
INSTRUCTIONS
demonstration Student attempt
performance
task
Have
Practice skills in enough
• Administer Learning Agreement provide Materials
• introduce CBLM materials workshop competency
been
• use of achievement/Progress Report
Receive achieved?
Exit Program
assistance and YES
feedback

COMPETENCY BASED DELIVERY

 CBT PRINCIPLES
• THE TRAINING IS BASED ON CURRICULUM DEVELOPED FORM THE COMPETENCY STANDARDS
• LEARNING IS MODULAR IN ITS STRUCTURE
• TRAINING DELIVERY IS LEARNER-CENTERED AND SHOULD ACCOMMODATE INDIVIDUALIZED AND SELF-PACED LEARNING STRATEGIES
• TRAINING IS BASED ON WORK THAT MUST BE PERFORMED
• TRAINING MATERIALS ARE DIRECTLY RELATED TO THE COMPETENCY STANDARDS AND CURRICULUM MODULES
• ASSESSMENT IS BASED IN THE COLLECTION OF EVIDENCE OF THE PERFORMACE OF WORK TO THE INDUSTRY REQUIRED STANDARD
• TRAINING IS BASED BOTH ON AND OFF THE JOB COMPONENTS
• TRAINING PROGRAM ALLOWS FOR RECOGNITION OF PRIOR LEARNING (RPL) OR CURRENT COMPETENCY
• TRAINING ALLOWS FOR MULTIPLE ENTRY AND EXIT
• TRAINING PROGRAMS ARE REGISTERED WITH THE UTPRAS
 TRADITIONAL APPROACH CBT APPROACH
Instructors focus on managing instruction Trainers Focus On Managing Learning

Trainees Enter Various Times

Most students enter at about the same time
Throughout The Year

Different Trainees May Be Training For Different

Student All Cover The Same Material Occupations Within The Same Program

Students All Proceed Form One Topic To The Nest Each Trainee Moves On The Next Task Only After
Mastering The Task He/She Currently Working On
At The Same Time

The Instructor Controls The Learning Pace Each Trainee Progresses At His Or Her
Own Pace

Traditional approach vs. CBT approach

 TRADITIONAL APPROACH CBT APPROACH

All students are usually tested once Each trainee is tested when ready to
demonstrate mastery

Immediate feedback is given to each trainee at

Very little continuous feedback is given critical points in the learning process

The instructor is involved in teaching only one The trainer must be able to answer questions
topic at a time on many different tasks each day

Retesting is discouraged or not allowed at all Retesting is encouraged for mastery

Materials, tools and supplies for only one topic The trainer must see that all materials needed for
are needed at a time many tasks are readily available

Traditional approach vs. CBT approach

 TRADITIONAL APPROACH CBT APPROACH

The number of students enrolled is maximum capacity

As vacancies are filled, trainees enrollment
at the beginning of the year or term and declines to half
remains at maximum capacity all year long
or less toward the end

Most instruction is delivered by or dependent upon The trainer must manage the use of A wide
the instructor variety of instructional media and materials
each day

The program is usually closed down or shortened

The program usually operates year round
during the summer months.

The instructor controls the sequence in which topics If possible, trainees determine the sequence of
will be covered tasks

The evening program is usually separate and distinct Day and evening programs both have access to all
form day program. learning guides and resources

Traditional approach vs. CBT approach

• SERVES AS A TEAM MEMBER TO DETERMINE WHAT IS TO BE LEARNED
• STIMULATES TRAINEES’MOTIVATION
• MANAGES LEARNING: A CONSULTATION RATHER THAN A PROVIDER OF INFORMATION; A FACILITATOR OF THE LEARNING
• DIAGNOSE AND SOLVES LEARNING PROBLEMS
• EVALUATES STUDENT ACHIEVEMENT
• ASSIST LEARNERS TO OBTAIN INDIVIDUALIZED PLAN OF STUDY
• ASSIST EACH TRAINEE IN DESIGNING A PERSONALIZED PLAN OF STUDY
• INSTALL CONFIDENCE IN THE LEARNER BY PROVIDING EXPERIENCES WHERE LEARNERS MAY SUCCEED
• SERVES AS A MODEL FOR DESIRABLE WORK HABITS, ATTITUDE AND TASKS PERFORMANCE IN THE OCCUPATIONAL FIELD
• SPENDS MORE TIME INTERACTING WITH STUDENTS ON A 1:1OR SMALL GROUP BASIS
• HELPS THOSE STUDENTS WHO REALLY NEED HELP
• ACCEPTS RESPOSIBILITY ALONG WITH THE STUDENT FOR THE TASKS LEARNED OR NOT LEARNED

ROLE OF THE CBT TRAINERS

• TRAINEES MAY SELECT WHAT THEY WANT TO LEARN AND WHEN THEY WANT TO LEARN IT
• TRAINEES LEARN AT THEIR OWN RATE WITHIN PROGRAM GUIDELINES. THEY MAY SPEED UP, SLOW DOWN, STOP
OR EVEN REPEAT A TASK.
• TRAINEES MAY REQUEST TO RECEIVE CREDIT FOR WHAT THEY ALREADY KNOW. THIS IS DONE EITHER THROUGH
PRE-TESTING OR THROUGH A REVIEW OR A TASK LIST COMPLETED AT ANOTHER TRAINING SITE.
• TRAINEES MAY CHOOSE HOW THEY WANT TO LEARN-INDIVIDUALLY, ON A ONE-TO-ONE BASIS, IN SMALL GROUP, IN
LARGE GROUPS OR WITH AUDIO-VISUALS.
• TRAINEES ARE RESPONSIBLE FOR WHAT THEY LEARN AND WHEN THEY LEARN IT
• 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

ROLE OF THE CBT TRAINEES

• TRAINEES HELP DEVELOP PERSONALIZED PRESCRIPTION FOR LEARNING WORKED OUT COOPERATIVELY AND
BASED UPON WHAT THE STUDENTS ALREADY KNOWS, HIS PREFERENCE FOR LEARNING, LEARNING STYLES AND
OTHER NEEDS.
• TRAINEES COMPETE AGAINST PRES JOB STANDARDS AND NOT AGAINST OTHER STUDENTS AND ARE GRADED ON
ACHIEVEMENT OF THE STANDARDS CRITERIA OF EACH TASK
• TRAINEES KNOW “UP FRONT”, BEFORE INSTRUCTION BEGINS WHAT THEY ARE EXPECTED TO KNOW AND TO
COMPLETE THE PROGRAM
• TRAINEES EVALUATE THEIR OWN PROGRESS TO SEE HOW WELL THEY ARE DOING
• TRAINEES MOVE FREELY IN THE WORKSHOP, LABORATORY AND OR TRAINING CENTER
• 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
• TRAINEES LEARN ACCORDING TO THEIR INTEREST, NEEDS AND ABILITIES NOT ACCORDING TO TEACHER
TIMELINESS AND EXPEDIENCY

ROLE OF THE CBT TRAINEES

HOU S E KE EP IN G NC -II
SE GREGA TING LA UNDRY
CHECKING AND
 UC.1
PROVIDE HOUSEKEEPING SERVICES TO GUESTS

• RECEIVE HOUSEKEEPING REQUESTS

• PROVIDE/ SERVICE HOUSEKEEPING REQUESTS
• PROVIDE ADVICE TO GUEST
• LIAISE WITH OTHER DEPARTMENTS
 UC. 2
CLEAN AND PREPARE ROOMS FOR INCOMING GUESTS

• SET UP EQUIPMENT AND TROLLEYS

• ACCESS ROOMS FOR SERVICING
• MAKE UP BEDS
• CLEAN AND CLEAR ROOMS
• CLEAN AND STORE TROLLEYS AND EQUIPMENT
 UC. 3
PROVIDE VALET/BUTLER SERVICE

• PROVIDE VALET SERVICES TO GUESTS

• DISPLAY PROFESSIONAL STANDARDS
• CARE FOR GUEST PROPERTY
 UC.4
LAUNDRY LINEN AND GUEST CLOTHES

• COLLECT LAUNDRY FOR LAUNDERING FUNCTIONS

• PERFORM LAUNDERING FUNCTIONS
• PROCESS LAUNDERED ITEM
• RETURN LAUNDERED ITEM
 UC. 5
CLEAN PUBLIC AREAS, FACILITIES AND EQUIPMENT

• SELECT AND SET UP EQUIPMENT AND MATERIALS

• APPLY CLEANING TECHNIQUE
• CLEAN DRY AND WET AREAS
• MAINTAIN AND STORE CLEANING EQUIPMENT AND CHEMICALS
 UC. 6
DEAL WITH/HANDLE INTOXICATED GUESTS

• DETERMINE THE LEVEL OF INTOXICATION

• APPLY APPROPRIATE PROCEDURES
• COMPLY WITH LEGISLATION