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Competency Based Training

The document discusses competency-based training (CBT), which focuses on developing learner competencies through work-related training. It outlines 10 principles of CBT, including using competency standards to develop curriculum, modular learning structures, and self-paced assessment of competency demonstration. CBT differs from traditional education by allowing individualized learning paces and competency-based progression. The roles of trainers include coordinating, counseling, planning sessions, facilitating, and developing materials. Trainees have responsibility for their own learning path and decide when they have mastered tasks. Finally, it provides an overview of competencies in housekeeping qualifications.

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Patrizia Isabel Blardony
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357 views

Competency Based Training

The document discusses competency-based training (CBT), which focuses on developing learner competencies through work-related training. It outlines 10 principles of CBT, including using competency standards to develop curriculum, modular learning structures, and self-paced assessment of competency demonstration. CBT differs from traditional education by allowing individualized learning paces and competency-based progression. The roles of trainers include coordinating, counseling, planning sessions, facilitating, and developing materials. Trainees have responsibility for their own learning path and decide when they have mastered tasks. Finally, it provides an overview of competencies in housekeeping qualifications.

Uploaded by

Patrizia Isabel Blardony
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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COMPETENCY

BASED TRAINING
Competency based training

A TRAINING DELIVERY APPROACH THAT FOCUSES ON THE


COMPETENCY DEVELOPMENT OF THE LEARNER AS A RESULT OF THE
TRAINING
THE PRINCIPLES OF
COMPETENCY BASED
TRAINING
1. The training is based on curriculum developed from the competency standards.

2. Learning is modular in its structure.

3. Training delivery is learner-centered and should accommodate individualized and self-paced


learning strategies.

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

5. Training materials are directly related to the competency standards and curriculum modules.
6. Assessment is based in the collection of evidence of the performance of work to the industry
required standard.

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

8. Training program allows for recognition of prior learning (RPL) or current competencies.

9. Training allows for multiple entry and exit.

10. Training programs are registered with UTPRAS (Unified TVET Program registration and
accreditation system)
Comparative Analysis between Traditional
Education and CBT
TRADITIONAL CBT
All students cover the Different trainees maybe trained for
same material different unit of competency within
the same program.

All students proceed from Each trainee moves on the next


one topic to the task only after mastering the task
to the next at the same he / she is currently working on
time.

The instructor controls the Each trainee progress at his or her


the learning pace. own pace

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

Retesting is discouraged Retesting is encouraged to reach


or not allowed. mastery
Roles and responsibilities of a trainer

Coordinator Counselor

Session Planner Facilitator

Curriculum Developer Teacher

Actor

Instructional Material
Developer
Roles of the trainee
1. Trainees may select what they want to learn and when they want learn
it, within reason.
2. Trainees learn at their own rate within guidelines. They may speed up,
slow down, stop or even repeat a task.
3. Trainees may choose how they want to learn-individually.
• One-on-one basis, small group, large groups or with audio visuals.
4. Trainees are responsible for what they learn and when they learn it.
5. 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.
6. Trainees compete against present job standards and not against other
students and are graded on achievement of the standards or criteria of each
task.
QUALIFICATION OVERVIEW

HOUSEKEEPING
HOUSEKEEPING qualification consist of competencies that a person
must achieve the provision of a clean, comfortable, safe and
aesthetically appealing environment in each room of the hotel. It helps
the guests to feel safe, comfortable, and to enjoy their stay in the hotel.
HOUSEKEEPING
BASIC COMMON CORE
COMPETENCIES COMPETENCIES COMPETENCIES

Participate in workplace Develop and update industry Provide housekeeping services to


communication knowledge guests

Clean and prepare rooms for


Work in team environment Observe workplace hygiene incoming guests
procedures

Practice career professionalism Provide valet / butler service


Perform computer operations

Laundry linen and guest clothes


Practice occupational health and Perform workplace and safety
safety procedures practices

Clean public areas, facilities, and


Provide effective customer service equipment

Deal with/ handle intoxicated


guests
WHAT IS
CBLM?

COMPETENCY BASED LEARNING


MATERIALS

Well designed and carefully developed learning


materials that give trainees detailed instructions to
guide them through the learning process.
PARTS OF
CBLM
Front Page
List of competencies
Module Content
Learning Outcome Summary

Learning Experiences

Information Sheet

Self Check

Self Check Answer Key

Operation/Task/Job Sheet

Performance Criteria Checklist


Reference/Further Reading

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