AUTOMOTIVE

SERVICING NC II

COMPETENCY-BASED TRAINING

It is a training delivery approach that focuses on the competency development of the learner as a

result of the training.

Emphasis most on what the learner can actually do.

Focuses on outcomes rather than the learning process within specified time.

It is concerned with the attainment and application of knowledge, skills and attitude to a

specific level of competency.

TEN (10)

PRINCIPLES

OF CBT

1. The training is based on curriculum

developed from the competency

standards

2. Learning is competency-based or

modular in 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.

6. Assessment of learners is based in

the collection of evidences of work

performance based on industry or

organizational required standards.

7. Training is based on and off the job

components.

8. The system allows Recognition of

Prior Learning (RPL).

9. The system allows for learner 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.

Role of the 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 the one of the facilitator of the learning

4. Diagnose and solves learning problems

5. Evaluates student achievement

Role of the CBT Trainer

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.

Role of the CBT Trainer

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 the 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.

3. Trainees may request to receive credit for what

they already know. This is done either through

pre-testing or through a review on a task list

completed at another training site.

Role of the CBT Trainee

4. Trainees may choose how they want to learn-individually, on a one-to-one basis, in small

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.

Role of the CBT Trainee

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 pre 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.

Role of the CBT Trainee

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.

What are the objectives and outcomes of

Automotive Servicing NC II?

The AUTOMOTIVE SERVICING NC II

Qualification consists of competencies that a

person must achieve to inspect, clean and repair

mechanical or electrical parts, components,

assemblies and sub-assemblies of light and

heavy-duty automotive vehicle with diesel or gas

engine in accordance with manufacturers specification. It also covers servicing of engine

mechanical components such as cooling and

lubricating system; performing power train and

underchassis servicing and repair.

BASIC COMPETENCIES

Participate in Workplace Communication

Work in Team Environment Practice Career Professionalism Practice Occupational Health and

Safety Procedures

COMMON COMPETENCIES

Apply appropriate sealant/adhesive Move and position vehicle Perform mensuration and calculation Read, interpret and apply specifications

and manuals

Use and apply lubricants/coolants Perform shop maintenance Perform job estimates

COMMON COMPETENCIES

Interpret/ draw technical drawing Practice health, safety and environment

procedures

Inspect technical quality of work Maintain quality systems Provide work skill instructions Identify and select original automotive

parts and products

CORE COMPETENCIES

Service Automotive Battery Service Ignition System Test and Repair Wiring/Lighting System Service Starting System Service Charging System Service Engine Mechanical System Service Clutch System Service Differential and Front Axle

CORE COMPETENCIES

Service Steering System Service Brake System Service Suspension System Perform Underchassis Preventive

Maintenance

Overhaul Manual Transmission

Instructional Materials

Competency-Based

Learning Material

Competency-Based Learning Material package

is simply a well-designed and carefully

developed learning materials that gives trainees

detailed instructions to guide them through the

learning process.

INSTRUCTION SHEETS are designed to guide

the trainee on the different things to be done to

learn a unit of competency.

INFORMATION SHEET Primarily designed to deliver pertinent

information needed in the attainment of a

learning outcome.

TASK SHEET A set of instructions telling the trainees to

perform a single task.

OPERATION SHEET A set of instructions for the operation or use of

a particular machine or equipment.

JOB SHEET A set of instructions for the performance of a

job. A job is a combination of tasks and/ or

operations needed in to develop a product or

performance of a service or a combination of

both.

CBT LEARNING AREAS

Practical Work Area Learning Resource Area Institutional Assessment Area Contextual Learning Laboratory Quality Control Area Trainers Resource Center Distance Learning Computer Laboratory Support Service Area

EVALUATION PROCESS

Knowledge, skills and attitudes and the four

dimensions of competency are to be assessed

using the following methods.

1. Written Test

2. Performance Test

3. Demonstration Method

4. Observation Method

5. Portfolio Method

6. Interview/ Questioning

PROGRESS

CHART

This chart is a monitor of the learning

outcome and competencies achieved by

each trainee. It is displayed on a place

within the training area frequented by the

trainees.

ACHIEVEMENT

CHART This chart is a monitor of the required projects

and activities usually in the job sheets of the

CBLM.

It is most recommended specially for qualifications that requires many activities and

requirements to finish a learning outcome.

It is made so that you can monitor daily accomplishments of the trainees.