Trainers Methodology Assessment Script

KIBURIAO NATIONAL HIGH SCHOOL
(SENIOR HIGH SCHOOL)

Qualification Title:
Bread and Pastry
Production NCII
MELISA R. SUMBILON
Trainer
Competency Based Training
Delivery (CBT)
- Approach that focuses on the

competency development of the
learner as a result of the training.
Principles of CBT
1. The training is based on
curriculum developed from
the competency standards.
2.Learning is competency-
based or modular in structure.
Principles of CBT
3. Training delivery is
individualized and self-
paced.
4.Training is based on work
that must be performed.
Principles of CBT
5. Training materials are
directly related to the
competency standards and the
curriculum.
6. Assessment of learners
is based in the collection
of evidences of work
performance based on
industry or organizational
required standards.
Principles of CBT
7. Training is based both on and
off the job components.
8. The system allows Recognition

of Prior Learning (RPL)
Principles of CBT
9.The system allows for learners to
enter and exit programs at different
times and levels and to receive an
award for competencies attained at any
point.
10.Approved training programs are
nationally accredited
Comparative Analysis
between
Traditional Education
and CBT
TRADITIONAL CBT
INSTRUCTORS FOCUS ON MANAGING INSTRUCTORS FOCUS ON MANAGING
INSTRUCTION LEARNING
INSTRUCTORS FOCUS ON MANAGING TRAINEES ENTER AT VARIOUS TIMES
LEARNING THROUGHOUT THE YEAR
ALL STUDENTS COVER THE SAME DIFFERENT TRAINEES MAYBE TRAINED
MATERIAL FOR DIFFERENT UNIT OF COMPETENCY
WITHIN THE SAME PROGRAM
ALL STUDENTS PROCEED FROM ONE EACH TRAINEE MOVES ON THE NEXT
TOPIC TO THE NEXT AT THE SAME TIME TASK ONLY AFTER MASTERING THE TASK
HE OR SHE IS CURRENTLY WORKING ON
THE INSTRUCTOR CONTROLS THE EACH TRAINEE PROGRESS AT HIS OR HER

LEARNING PACE OWN PACE
TRADITIONAL CBT
THE INSTRUCTOR IS INVOLVED IN THE INSTRUCTOR MUST BE ABLE TO
TEACHING ONLY ONE TOPIC AT A TIME. ANSWER QUESTIONS ON MANY
DIFFERENT TASKS EACH DAY
RETESTING IS DISCOURAGED OR NOT RETESTING IS ENCOURAGED TO REACH

ALLOWED MASTERY
MATERIALS, TOOLS AND SUPPLIES THE TRAINER MUST SEE THAT ALL
FOR ONLY ONE TOPIC ARE NEEDED AT A MATERIALS NEEDED FOR MANY TASKS
TIME ARE READILY AVAILABLE
THE PROGRAM IS USUALLY CLOSED THE PROGRAM IS AVAILABALE ALL YEAR

DOWN OR SHORTENED DURING THE ROUND
SUMMER MONTHS
Roles and Responsibilities of
a trainer
Negotiator
Teacher
Facilitator Coordinator
Session
Counselor
Planner
Instructional
Material Curriculum
Developer Developer
Team
Member
Roles of the 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 or a
task list completed at another
training site.
4.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.
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 present
job standards and not
against
students other are graded on
and
achievement of the standards
criteria of each task. or
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.
Competencies based on the TR
Basic –knowledge necessary to be
acquired for whatever qualification you
want to achieve
 Participate in workplace
communication
Work in a team
environment
Practice career
professionalism
Practice occupational health and
safety procedures
Common –competencies necessary
to enhance the core competencies
 Develop and update industry
knowledge
Observe workplace hygiene
procedures
Perform computer
operations
Provide effective customer
service
Perform workplace and
Core –competencies specific to
a certain qualification
Prepare and produce bakery
products
Prepare and produce pastry
products
Prepare and present gateaux, tortes
and cakes
Prepare and display petits fours
Present desserts
Overview of the CBT
 Pre-test will be given
 Monitor attendance of trainees
during training
 Assigned respective
competencies
 Guide Trainees in undergoing the
activities
 Provide feedback as the training
is going on
Overview of the CBT
 After completion of the requirements
for each competency, a post-test will be
given.
 Trainee could also request for an
institutional assessment when ready as
required by certain competency.
 Record trainees “achievement on
Progress Chart and Accomplishment
Chart.
Competency Based Learning Materials
CBLM – well
designed and
carefully
developed
Learning
materials that
give trainees
detailed
instructions to
guide them
through the
learning process.
Instructional Facilities and
Resources
 CBLM
 Multimedia Materials
 PC with internet connection
Monitorin
g
• You will be monitored through:
 Achievement Chart
 Progress Chart
 Trainee’s Record Book
Evaluation
• You will be evaluated through:
 Performance Criteria
 Self-Check and written exams
 Observation, demonstration and
oral questioning
Training
workshops
and stations
Trainers
Resource
Center
Training workshop and stations
The different components or areas of a
competency-based facility are:
1. Practical Work Area - This area is

where the learner acquires the
and knowledge components of the
skills
competencies prescribed by the
standard.
2. Learning resource area - This
area is proximate to the heart -
the practical work area. This
area provides the learner with
the knowledge requirements in
the various modules
responding to the
competencies.
3. Institutional assessment area - It
is located very proximate to the
practical work area. This is where
Recognition of Prior Learning is done
by the trainer. This component also
provides the mechanism of assessing
the completion of competencies of a
learner.
4. Contextual Learning Laboratory
- This facility ensures that

the underpinning
knowledge, mathematics
science, and
communication principles as
applied to technology are
the
provided to the learner.
5. Quality Control Area -
Various tests aside from
metrology and calibration
conducted are in this area
including in-process quality
control.
6. Trainers Resource Center -
This area houses the
learning materials,the
training regulations and
curriculum examples.
7. Distance Learning - This is
to enable the learning
provision outside and away
from the training institution
in terms of print and non-
print media.
8. Computer Laboratory -
This laboratory has an array of
computer units of which
learners are provided for them
to learn and gain appropriate IT
competencies that may include
Word, Excel even Desktop
Publishing.
9. Support Service Area – This
area provide value-adding
competencies and underpinning
skills in the particular competency

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KIBURIAO NATIONAL HIGH SCHOOL

(SENIOR HIGH SCHOOL)

- Approach that focuses on the

8. The system allows Recognition

THE INSTRUCTOR CONTROLS THE EACH TRAINEE PROGRESS AT HIS OR HER

RETESTING IS DISCOURAGED OR NOT RETESTING IS ENCOURAGED TO REACH

THE PROGRAM IS USUALLY CLOSED THE PROGRAM IS AVAILABALE ALL YEAR

2.Trainees learn at their own rate

3. Trainees may request to receive

5.Trainees are responsible for what

10. Trainees evaluate their

1. Practical Work Area - This area is

- This facility ensures that

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