Security Services NCII

Hermie Terrence I Reodava

Welcome
to Aklan

College

Catholic

ACC Vision
We envision Aklan
Catholic College as a
vibrant educational
institution committed to
empower stakeholders as
globally competent and
authentic Christian.

ACC Mission
We commit ourselves to:
1. Continuously evaluate the relevance of programs and
services and the functionality of structures, processes, and
leadership styles.
2. Relentlessly expedite leadership and professional
development of the stakeholders.
3. Steadfastly inculcate Gospel values for the integral
development of the stakeholders.
4. Amply produce excellent graduates through current
researches, relevant curriculum offerings, and responsive
community extension services.
5. Purposively channel resources towards the sustainability of
the institution through value- innovative programs.

ACC Core Values

Faith:
aith

We cultivate a way of life that is wholly dependent on God and

expresses itself in generous loving service for God and country.

Accountability:
ccountability

We are accountable to God, to our country and to

our community. We demonstrate accountability through our skills,
behavior, attitude, and performance.

Character and Competence:

ompetence

We are passionate and intensely

focus in serving our stakeholders and helping them achieve their goals.

Excellence:
xcellence

We strive for excellence that glorifies God in all areas

of

life.

Service:

We put all stakeholders at the top of our minds, giving them

the best service, satisfying their requirement and valued them for life.

Course Offerings:
CBT Program

English Language Proficiency

Food and Beverage Services NC II
Security Service NC II
Commercial Cooking NC II
Housekeeping NC II
Computer Hardware Servicing NC-II
Bookkeeping NC II

DEGREE PROGRAMS
Master of Arts in Education (MAEd)
Majors
Educational Management
Psychology and Guidance
Bachelor of Laws (LLB)

DEGREE PROGRAMS
Bachelor of Secondary Education (BSEd)
PAASCU Accredited Level 2

Majors
English
Mathematics
Filipino
Biological Science

Bachelor of Elementary Education (BEEd)

PAASCU Accredited Level 2

Bachelor of Arts in English (AB English)

PAASCU Accredited Level 2

Bachelor of Arts in Political Science (BA

Pol Sci)
PAASCU Accreditation Level 2

DEGREE PROGRAMS
Bachelor of Science in Business Administration
(BSBA)
PAASCU Accreditation Level 2

Majors
Marketing Management
Financial Management
Operations Management
Human Resource Development Management

Bachelor
Bachelor
Bachelor
(BSCS)
Bachelor
(BSIT)

of Science in Accountancy (BSA)

of Science in Criminology (BSCrim)
of Science in Computer Science
of Science in Information Technology

DEGREE PROGRAMS
Associate in Computer Technology (ACT)
Bachelor of Science in Hospitality
Management (BSHM)
Concentrations
Hotel and Restaurant Management
Food and Beverages Preparation Management
Tour, Cruise Ship and Culinary Arts

Associate in Food Service Management

(AFSM)

Security Services NCII

Competency Based
Training Delivery
Approach that focuses on
the competency
development of the learner
as a result of the training

TRADITIONAL

CBT

INSTRUCTORS FOCUS ON
MANAGING INSTRUCTION

INSTRUCTORS FOCUS ON
MANAGING LEARNING

MOST STUDENTS ENTER AT

ABOUT THE SAME TIME

TRAINEES ENTER VARIOUS

TIMES THROUGHT THE YEAR

STUDENTS ALL COVER THE SAME

MATERIAL

DIFFERENT TRAINEES MAY BE

TRAINING FOR DIFFERENT
OCCUPATIONS WITHIN THE
SAME PROGRAM

STUDENTS ALL PROCEED FROM

ONE TOPIC TO THE NEXT AT THE
SAME TIME

EACH TRAINEE ,MOVES ON TO

NEXT TASK ONLY AFTER
MASTERING THE TASK HE IS
CURRENTLY WORKING ON

THE INSTRUCTOR CONTROLS THE

LEARNING PACE
ALL STUDENTS ARE USUALLY
TESTED AT ONCE

EACH TRAINEE PROGRESS AT

HIS OWN PACE
EACH TRAINEE IS TESTED
WHEN READY TO
DEMONSTRATE MASTERY

TRADITIONAL

CBT

feedback is given

Immediate feedback is given

to each trainee at critical
points in the learning process

The instructor is
involved in teaching
only one topic at a time

The trainer must be able to

answer questions on many
different tasks each day

Retesting is
discouraged or not
allowed at all

Retesting is encouraged for

mastery

Very little continuous

Materials, tools and

supplies for only one
topic are needed at a
time

The trainer must see that all

materials needed for many
tasks are readily available

 ON CURRICULUM
The curriculum is based on the Competency Standards and is
available at the workshop/laboratory and can be accessed to
anytime.
ON WORKSHOPS
The required area for the workshop, as provided in the Training
Regulations, is strictly complied with. To be able to do this, the
school had to break down walls to increase the area of the
workshops.
Work stations are provided for the competencies where
tools/facilities/equipment are ready for use by the students.
Signages are placed where necessary.

 ON RECOGNITION OF PRIOR LEARNING

If the student/trainee has had prior experience
and/or knowledge in a particular competency, he
is asked to demonstrate the activity to his trainer.
If found competent, he is no longer required to
undergo the module in that competency.

Related Certificates of Competencies

completed or Certificates of related
work experience/s are also required
for submission.

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

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
7. Training is based both on and off the job
u6hngtrtrter`r3trcomponents

PRINCIPLES OF CBT
8. The system allows Recognition of Prior
Learning (RPL)
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

Role and Responsibility of the Trainee(s)

Decides on when
ready to
demonstrate
Work and ask
help with others

Progresses at
own rate

Selects on
what
competency to
start

Competes
against industry
Standards
Evaluates own
performance

Request to
receive credits
on what they
know

Moves freely
in the
workshop

Role 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 o a
task list completed at another training site.

Role of the trainee

4. Trainees may choose how they want to learnindividually, 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.

Role of the trainee

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.

Role of the trainee

8. Trainees compete against present 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.

Role and Responsibility of a Trainor

Teacher

Negotiator

Facilitator

Coordinator

Session
Planner

Counselor

Instructional
Material
Developer

Curriculum
Developer
Actor

Competencies Based on TR
Basic (18 hrs.) 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

Competencies Based on TR
Common (40 hrs.) competencies
necessary to enhance the core
competencies

Maintain an effective relationship

with clients/ customers
Manage own performance

Competencies Based on TR
Core (165 hrs.) competencies specific to
a certain qualification
Monitor activities within area of
responsibility (AOR)
Enforce access control and identification
system
Secure territorial jurisdiction of the
company
Enforce emergency response procedures
Prepare security reports

CBLM well designed

and Carefully
Developed Learning
materials that give
trainees Detailed
instructions to guide
them through the
learning process.

Training workshop and stations

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 skills and knowledge
components of the 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.

Training Workshop
and Stations
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.

Training Workshop
and Stations
4. Contextual Learning Laboratory - This
facility ensures that the underpinning
knowledge, science, mathematics and
communication principles as applied to the
technology are provided to the learner.
5. Quality Control Area Various product
output such as cocktails and garnishes are
checked to determine correctness and
accuracy.

Training Workshop
and Stations
6. Trainers Resource Center - This
area houses the learning materials,
the training regulations and
curriculum exemplars.
7. Distance/E Learning - This is to
enable the learning provision outside
and away from the training institution
in terms of print and non-print media.

Training Workshop
and Stations
8. Computer Laboratory/Data encoder 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 and others.
9. Support Service Area - The component
provides value-adding competencies such
flairing competency address underpinning
skills in particular competency.

EQUIPMENT AND TOOLS NEEDED

EvaluationSystem
1.Written Test
2.Demonstration
3.Oral questioning
4.Institutional Evaluation
1.Progress Chart
2.Achievement Chart

Its now time for a break

and for some clarification
about the CBT