Train the Trainer – ASEAN Master trainer

Train the Trainer – ASEAN Master trainer
MTA 1.1 Trainer welcomes students to class.

Train the Trainer – ASEAN Master Trainer
This Unit comprises four Elements : 1. Identify operational context 2. Identify the ASEAN Regional Qualifications Framework and Skills Recognition System 3. Identify ASEAN toolbox resources 4. Implement training of an ASEAN Competency Standard Trainer advises trainees this Unit comprises four Elements, as listed on the slide explaining: • Each Element comprises a number of Performance Criteria which will be identified throughout the class and explained in detail • Trainees can obtain more detail from the Trainee Manual • At times the course presents advice and information about various protocols but where their workplace requirements differ to what is presented, the workplace practices and standards, as well as policies and procedures must be observed.

Assessment Assessment for this unit may include: Oral questions
Written questions Work projects Exercises Demonstration of practical skills Observation of skills Report from Third Party Trainer advises trainees that assessment for this Unit may take several forms, all of which are aimed at verifying they have achieved competency for the Unit as required. Trainer indicates to trainees the methods of assessment that will be applied to them for this Unit.

Element 1 – Identify operational context
Performance Criteria for this Element are: Explain background to ASEAN Mutual Recognition Arrangement on Tourism Professionals (MRA-TP) Describe elements of MRA-TP Define Competency Based Training and Assessment Characterise the role of ASEAN trainers Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – General Discussion Trainer leads a general class discussion by asking questions such as: What is your vocational training experience and background? What do you know about MRA-TP? What do you think a Master Trainer is? How would you define/describe Competency Based Training? What is Competency Based Assessment? What do you think is the role of ASEAN trainers?

Explain background of MRA-TP
Rationale for MRA-TP: To ensure growth sustainability and greater contribution to the ASEAN economy, the ASEAN tourism attractiveness needs to be accompanied by excellent quality of services provided by the tourism industry within the region Need to facilitate movement of skilled labour between ASEAN countries and mutual recognition of qualifications. Trainer gives rationale for MRA-TP explaining: A Handbook has been prepared (and is accessible through to assist with explaining the MRA-TP system and processes. It was produced by Vietnam National Administration of Tourism on behalf of The Association of Southeast Asian Nations (ASEAN). This Handbook provides (p.3) a ‘Rationale for MRA for Tourism Professionals’ stating: “To ensure growth sustainability and greater contribution to the ASEAN economy, the ASEAN tourism attractiveness needs to be accompanied by excellent quality of services provided by the tourism industry within the region. Having high-skilled tourism workers to deliver high-quality services should become normal practice in order to guarantee satisfaction of tourists visiting the region. One of the ways to achieve this goal is through mutual recognition of qualifications of tourism professionals across Member States. The purpose of this mutual recognition mechanism is to facilitate mobility of tourism professionals within ASEAN based on competence-based tourism qualifications/certificates, and at the same time, improve the quality of services delivered by tourism professionals. There are 32 job titles covered under this MRA, ranging from housekeeping, front office, food and beverages services, and food production for hotel division, to travel agencies and tour operator for travel division.”

Stakeholders: The Australian Government aid agency ‘AusAID’ (who also provided funding) The ten ASEAN Member States The ASEAN Secretariat Trainer identified stakeholders stating the major stakeholders in the Program are: The Australian Government aid agency ‘AusAID’ who funded the project through the ASEAN-Australia Development Cooperation Program (AADCP1) The ten ASEAN Member States – Brunei Darussalam, Cambodia, Indonesia, Laos PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Viet Nam The ASEAN Secretariat based in Jakarta, Indonesia. Funding The funding for the current and previous ASEAN Tourism Projects has been provided by the Australian government agency, AusAID, to the ASEAN Secretariat via the ASEAN-Australia Development Cooperation Program.

Objectives: Facilitate mobility of Tourism Professionals Encourage exchange of information on best practices in competency-based education and training for Tourism Professionals Provide opportunities for cooperation and capacity building across ASEAN Member States Trainer presents Objectives: The Handbook (p. 5) under the heading ‘Purpose of MRA on Tourism Professionals’ presents the following: “The ASEAN MRA on Tourism Professionals (MRA-TP) seeks to increase the international mobility of tourism labour across the ASEAN region in line with ASEAN policy. Each ASEAN nation has its own standards, certification and regulations for recognising the competency of workers in the tourism sector. Therefore, there is a need for an MRA to facilitate agreement on what constitutes equivalent competency to work in tourism by a worker, for example from Indonesia, who is seeking a position in Malaysia. The MRA – TP is therefore designed to: a) Address the imbalance between supply and demand for tourism jobs across the ASEAN region; and b) Establish a mechanism for the free movement of skilled and certified tourism labour across the ASEAN region. The objectives of MRA – TP are threefold, to: a) Facilitate mobility of Tourism Professionals; b) Encourage exchange of information on best practices in competency-based education and training for Tourism Professionals; and, c) Provide opportunities for cooperation and capacity building across ASEAN Member States.”

Recognition and Eligibility of Foreign Tourism Professionals : The MRA-TP will provide agreement on equivalence of tourism certification procedures and qualifications across ASEAN The eligibility to work in a country will be subject to domestic laws and regulations of host country To be recognised individuals will need to possess a valid tourism competency certificate in a specific tourism job title as specified in the Common ASEAN Tourism Curriculum Trainer discusses Recognition and Eligibility of Foreign Tourism Professionals stating: “The ASEAN MRA on Tourism Professionals will provide a mechanism for agreement on the equivalence of tourism certification procedures and qualifications across ASEAN. When ASEAN nations mutually recognise each other’s qualifications this will encourage a free and open market for tourism labour across the region and boost the competitiveness of the tourism sector in each ASEAN nation, while at the same time attracting needed talent to meet local skills shortages. The eligibility to work in a host country will of course be subjected to prevailing domestic laws and regulations of the host country. In order for a foreign Tourism Professional to be recognised by other ASEAN Member States and to be eligible to work in a host country, they will need to possess a valid tourism competency certificate in a specific tourism job title as specified in the Common ASEAN Tourism Curriculum (CATC), issued by the Tourism Professional Certification Board (TPCB) in an ASEAN Member State. It is important to recognise that while the MRA on Tourism Professionals will be active, the application and implementation by the various tourism educational and training providers in each country will be voluntary. This is especially true in terms of quality of instruction, evaluation and standards of curriculum development.

William Angliss Institute has: Produced a Qualifications Framework Wrote Competency Standards Developed Packaging Rules Trainer notes William Angliss Institute (WAI) has been closely involved in this project and: Produced a Qualifications Framework – see later slides Wrote Competency Standards – for Units within the Qualifications Framework Developed Packaging Rules – to guide the way Qualifications are created to reflect the needs of individual students, industry and/or training providers.

William Angliss Institute: Melbourne-based with offices Australia-wide and in many overseas countries Has annual enrolment of around 25,000 students Is largest specialist single purpose provider of tourism, hospitality and foods, education, training and consulting services in the Southern Hemisphere Is Victorian Government designated Specialist Centre for Tourism, Hospitality and Culinary Arts industries Trainer gives information about WAI: The main campus of William Angliss Institute is located in Melbourne, Victoria (Australia) with training also delivered directly to industry partners through interstate offices, independent and joint venture campus arrangements in Singapore, Sri Lanka, Malaysia, Thailand and China, and international consultancy projects around the world Founded in 1940 William Angliss Institute is the only Government Registered Training organisation in Australia focussing solely on tourism, hospitality and food industries WAI has over 100,000 graduates now working in more than 30 countries in the global tourism industry WAI is the largest specialist single purpose provider of tourism, hospitality and foods, education, training and consulting services in the Southern Hemisphere with an annual enrolment of approximately 25,000 students It is a Victorian State Government TAFE (Technical and Further Education) Institute, designated by the Victorian government as the Specialist Centre for Tourism, Hospitality and Culinary Arts industries in Victoria, Australia with annual revenue exceeding AUD$60 million Visit for more information.

Describe elements of MRA-TP
MRA-TP model consists of: The National Tourism Professional Board (NTPB) The Tourism Professionals Certification Board (TPCB) The Common ASEAN Tourism Curriculum (CATC) The ASEAN Tourism Professionals Registration System (ATPRS) The ASEAN Tourism Qualifications Equivalency Matrix (ATQEM) The ASEAN Tourism Professional Monitoring Committee (ATPMC) Trainer identifies the Key MRA Components observing the MRA-TP model consists of six mechanisms or components: a) The National Tourism Professional Board (NTPB), b) The Tourism Professionals Certification Board (TPCB), c) The Common ASEAN Tourism Curriculum (CATC), d) The ASEAN Tourism Professionals Registration System (ATPRS), e) The ASEAN Tourism Qualifications Equivalency Matrix (ATQEM), and f) The ASEAN Tourism Professional Monitoring Committee (ATPMC)

Common ASEAN Tourism Curriculum (CATC): Is the approved common curriculum for ASEAN Tourism Professionals Concept is founded upon a number of initiatives, including the Vientiane Action Plan (VAP), ASEAN Tourism Agreement (ATA) and the Roadmap for Integration of Tourism Sector (RITS) Is linked to the Regional Qualifications Framework and Skills Recognition System (RQFSRS) Trainer introduces CATC observing: The Common ASEAN Tourism Curriculum (CATC) is the approved common curriculum for ASEAN Tourism Professionals as mutually agreed upon by the ASEAN Tourism Ministers upon recommendation by the ASEAN NTOs. The concept is founded upon a number of initiatives, including the Vientiane Action Plan (VAP), ASEAN Tourism Agreement (ATA) and the Roadmap for Integration of Tourism Sector (RITS). The CATC is linked to the Regional Qualifications Framework and Skills Recognition System (RQFSRS). Design principles The curriculum was designed to be industry based, well-structured and flexible, in order to meet varying local requirements of the Member States. It is based on the agreed Competencies adopted by all Countries in ASEAN, and using the agreed ACCSTP Units of Competence aims at making qualifications relevant and useful to both students and the tourism industry.

CATC: Founded on six Labour Divisions – Front Office, Housekeeping, Food Production, Food & Beverage, Travel Agencies, Tour Operations Supports and contributes to the development of a harmonized tourism education and training Trainer continues talking about CATC advising: The CATC is founded upon six labour divisions: Front Office, Housekeeping, Food Production, Food & Beverage Service, Travel Agencies and Tour Operations. CATC & RQFSRS go hand in hand. CATC supports and contributes to the development of a harmonized tourism education and training framework within the ASEAN region, while the RQFSRS supports and contributes to the implementation of the MRA - TP which ultimately will facilitate skilled labour mobility, contributing to economic integration of the region:

Regional Qualifications Framework and Skills Recognition System: Is the overriding educational framework for the ASEAN region Comprises 52 qualifications from Certificate II to Advanced Diploma Level, spread across the six identified Labour Divisions Based on 242 units Trainer discusses RQFSRS stating: The Regional Qualifications Framework and Skills Recognition System (RQFSRS) is the overriding educational framework for the ASEAN region. The RQFSRS comprises 52 qualifications from Certificate II to Advanced Diploma Level, spread across the six identified Labour Divisions. Qualifications can be selected be users (according to mandatory Packaging Rules) to suit individual need from the 242 Units for which Competency Standards were developed and Toolboxes produced. RQFSRS provides a common yardstick (a standardised teaching and assessment framework) for ASEAN member states in terms of accreditation of tourism qualifications and skills recognition across the region, assisting with the implementation of the MRA and promoting labour mobility.

The nature and formulation of the RQFSRS means: Focus on user needs Flexibility in choice of units Movement is possible between qualifications Entry available at any level QA is assured across countries Trainer continues to discuss RQFSRS stating the nature and formulation of the RQFSRS means: There is an opportunity and emphasis on qualifications meeting user (industry, students, Training Provider) needs Flexibility is provided for students to select Units to meet career goals and for employers to nominate Units which respond to workplace need Students can move between qualifications, streams and Labour Divisions as their study progresses and/or as their need alters Students can enter the Framework at any level – they do not have to ‘start at the bottom’ and work their way up. It will provide, ensure and maintain ‘quality assurance’ across all countries and educational providers across the ASEAN region.

ASEAN Common Competency Standards for Tourism Professionals (ACCSTP): Are ‘blueprints’ which support implementation of competency-based common ASEAN tourism programs Are minimum requirements Provide guidance on skills, knowledge, and attitudes required for participants to perform tasks identified for the six Labour Divisions at the defined standard for industry Trainer discusses ASEAN Common Competency Standards for Tourism Professionals (ACCSTP) presenting they are: ‘Blueprints’ which support the implementation of competency-based common ASEAN tourism programs Minimum requirements of competency standards in hotel and travel services which aim to upgrade tourism services. Together they provide Trainers and Assessors with the necessary guidance on the skills, knowledge, and attitudes required for the participants to perform the tasks identified for the six Labour Divisions at the defined standard for industry.

The National Tourism Professional Board (NTPB): Refers to the Board for Tourism Professionals composed of representatives from public and private sectors to be determined by the respective ASEAN NTOs Has the function of quality control of the education and training system – the Common ASEAN Tourism Curriculum that delivers the qualifications recognized in the MRA Trainer introduces NTPB referencing: The National Tourism Professional Board (NTPB) refers to the Board for Tourism Professionals composed of representatives from the public and private sectors (including academia and other relevant tourism stakeholders) to be determined by the respective ASEAN NTOs. As stated above the NTPB has the function of quality control of the education and training system – the Common ASEAN Tourism Curriculum that delivers the qualifications recognized in the MRA.

Responsibilities of NTPB: Create awareness and disseminate information about this the MRA-TP Promote, update, maintain, and monitor the ACCSTP and the CATC Facilitate the exchange of information concerning assessment procedures, criteria, systems, manuals and publications relating to this MRA-TP (Continued) Trainer notes the NTPB of each ASEAN Member State shall have the following responsibilities: Create awareness and disseminate information about this the MRA-TP Promote, update, maintain, and monitor the ACCSTP and the CATC Facilitate the exchange of information concerning assessment procedures, criteria, systems, manuals and publications relating to this MRA-TP

Report its work progress to the ASEAN NTOs Formulate and update necessary mechanisms to enable implementation of this MRA Facilitate exchange of best practices Such other functions and responsibilities that may be assigned to it by the ASEAN NTOs in the future Trainer continues looking at responsibilities of NTPBs: Report its work progress to the ASEAN NTOs, including actions taken on cases referred to it by the TPCB and/or ATPMC Formulate and update necessary mechanisms to enable implementation of this MRA Facilitate the exchange of best practices and prevailing developments in tourism sector with the view to harmonizing and updating regional and/or international tourism competencies and curricula Such other functions and responsibilities that may be assigned to it by the ASEAN NTOs in the future.

Tourism Professionals Certification Board: Will apply national competency standards, assess and certify tourism professionals and also support the ASEAN Tourism Professionals Registration System Every AMS will have a TPCB One of the primary functions of the TPCB is to manage the day-to-day operation of the ATPRS Trainer mentions the Tourism Professionals Certification Board will apply national competency standards, assess and certify tourism professionals and also support the ASEAN Tourism Professionals Registration System. Trainer presents details regarding the TPCB: Each Member State will establish a Tourism Professional Certification Board (TPCB). Most will already have an established national qualifications accreditation agency that would take on the role as TPCB. The TPCB would function in support of the ATPRS by providing in-country qualification endorsements on existing professional qualifications by applying the template established by the CATC Regional Qualifications Framework. In some countries, a TPCB or equivalent already exists and this development presents a further indicator of the country’s readiness to proceed. For example, the Government of Viet Nam with assistance from the EU established a working TPCB named the Vietnam Tourism Certification Board which functions in support of the VietNam National Authority on Tourism. Responsibilities of the TPCB Each Member Country will require the services of a Tourism Professionals Certification Board. The TPCB will apply national competency standards and assess and certify tourism professionals with an accredited qualification in order that they can be registered on the ATPRS. One of the primary functions of the TPCB is to manage the day-to-day operation of the ATPRS. The TPCB is rooted firmly at the Member County level.

ASEAN Tourism Professionals Registration System: Is a web-based facility, designed to register and disseminate details of certified ASEAN Tourism Professionals (ATPs) Serves as a job-matching platform Trainer discusses ASEAN Tourism Professionals Registration System noting: The ASEAN Tourism Professional Registration System (ATPRS) is a web-based facility, designed to register and disseminate details of certified ASEAN Tourism Professionals (ATPs). A key function of the ATPRS is to serve as a job-matching platform between industry and ATPs across ASEAN. Job seekers (foreign tourism professionals) can register on the system and seek job opportunities in other member countries. Job opportunities can also be listed with the specific requirements of the job so a match can be made. The job seeker will need to ensure verification of his/her certificates by the national TPCB to ensure they match the requirements of the Common ASEAN Tourism Curriculum (CATC). Once the certificates are validated, and if the job seeker matches the requirements of the job, then an interview will take place and subject to job offer, a work permit will be provided by the host country. Classroom Activity – Internet Research Trainer supervises student access to and navigation of

ASEAN Tourism Professional Monitoring Committee (ATPMC) Has oversight of the overall MRA-TP system Consists of ASEAN NTOs and appointed representatives from National Tourism Professional Boards (NTPB) Trainer highlights the ASEAN Tourism Professional Monitoring Committee (ATPMC) indicating it: Has oversight of the overall MRA-TP system Consists of ASEAN NTOs and appointed representatives from National Tourism Professional Boards (NTPB).

ATPMC’s responsibilities: Create awareness and disseminate information about the MRA on Tourism Professionals within ASEAN Promote, update, maintain and monitor the ASEAN ACCSTP and CATC Notify promptly the TPCB upon receipt of feedback from NTPB, in case a foreign Tourism Professional is no longer recognised by the host country (Continued) Trainer says the ATPMC’s responsibilities in relation to the MRA-TP are: a) Create awareness and disseminate information about the MRA on Tourism Professionals within ASEAN b) Promote, update, maintain and monitor the ASEAN Common Competency Standards for Tourism Professionals (ACCSTP) and the Common ASEAN Tourism Curriculum (CATC) c)Notify promptly the concerned Tourism Professional Certification Board (TPCB) upon receipt of feedback from National Tourism Professional Board (NTPB), in case a foreign Tourism Professional is no longer recognised by the host country

Facilitate exchange of information concerning assessment procedures, criteria, systems, manuals and publications Report its work progress to ASEAN NTOs Formulate and update mechanisms to enable implementation of MRA-TP Other functions as assigned by ASEAN NTOs in the future Resolve differences among AMS concerning interpretation or application of the MRA-TP and to settle them in an amicable manner Trainer continues talking about ATPMC’s responsibilities: d) Facilitate the exchange of information concerning assessment procedures, criteria, systems, manuals and publications relating to this Arrangement e) Report its work progress to the ASEAN NTOs f) Formulate and update necessary mechanisms to enable the implementation of the MRA on Tourism Professionals g) Such other functions and responsibilities that may be assigned to it by the ASEAN NTOs in the future h) Resolve any differences among ASEAN Member States concerning the interpretation or application of the MRA on Tourism Professionals and to settle them in an amicable manner.

Recognition of Prior Learning: Gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in each unit of competency/subject Also called ‘Skills Recognition Audit’ Similar to ‘Recognition of Current Competencies’ Trainer discusses Recognition of Prior Learning: Recognition of Prior Learning is the process that gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in each unit of competency/subject. Also known as a Skills Recognition Audit (SRA), this process is a learning and assessment pathway which encompasses: Recognition of Current Competencies (RCC) Skills auditing Gap analysis and training Credit transfer. Recognition of Prior Learning (RPL) is a similar process to RCC that recognizes previous study or learning which can be mapped against competency standards.

The Regional Secretariat for the Implementation of the MRA-TP: Was established through an agreement signed by all ASEAN Tourism Ministers on 30 December 2015 Is stationed in Jakarta, Indonesia Trainer talks about the Regional Secretariat for the Implementation of the MRA-TP observing: It was established through an agreement signed by all ASEAN Tourism Ministers on 30 December 2015. It is stationed in Jakarta, Indonesia

Regional Secretariat MRA-TP functions: To enhance awareness and provide capacity building on the implementation of the MRA TP including marketing and promotion of the services offered by the Secretariat To develop, maintain and update the ATPRS including its database management and resources for implementation of the MRA (Continued) The Regional Secretariat for the Implementation of the MRA-TP has the following functions: (1) To enhance awareness and provide capacity building on the implementation of the MRA TP including marketing and promotion of the services offered by the Secretariat; (2) To develop, maintain and update the ATPRS including its database management and resources for implementation of the MRA;

To formulate, update and recommend the necessary mechanism including certification and assessment to enable the smooth implementation of the MRA-TP To ensure effective and efficient use of human, financial and capital resources of the Secretariat To perform such other functions and responsibilities that may be assigned to it by the Governing Council Trainer continues presenting functions of Regional Secretariat for the Implementation of the MRA-TP : (3) To formulate, update and recommend the necessary mechanism including certification and assessment to enable the smooth implementation of the MRA-TP; (4) To ensure effective and efficient use of human, financial and capital resources of the Secretariat; and (5) To perform such other functions and responsibilities that may be assigned to it by the Governing Council.

Define CBT and CBA ‘Competency’:
Refers to the ability to perform particular tasks and duties to the standard of performance expected in the workplace Includes separately or in combination: ‘Knowledge’ ‘Skills’ ‘Attitudes’ (Continued) Trainer discusses Competency: Competency refers to the ability to perform particular tasks and duties to the standard of performance expected in the workplace Competency requires the application of specified knowledge, skills and attitudes relevant to effective participation, consistently over time and in the workplace environment The essential skills and knowledge are either identified separately or combined Knowledge identifies what a person needs to know to perform the work in an informed and effective manner Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome Attitude describes the founding reasons behind the need for certain knowledge or why skills are performed in a specified manner.

Define CBT and CBA Covers all aspects of work performance and includes: Performing tasks Managing tasks Responding to contingencies Dealing with workplace responsibilities Working with others Trainer continues discussing Competency: Competency covers all aspects of workplace performance and involves: Performing individual tasks Managing a range of different tasks Responding to contingencies or breakdowns Dealing with the responsibilities of the workplace Working with others.

Define CBT and CBA CBT: Evolved from mid-1900s from America
Now recognised as best vocational training method Emphasises ability to demonstrate competency as opposed to completing a training course/program Trainer discusses CBT: CBT evolved over decades from the mid-1900’s originating in America and spreading globally and developing into a system/method that is now recognised as the optimal training method for vocational training The approach focuses on what candidate/student can do in the workplace rather than on what they know This dramatically shifts the focus of learning from completing a program/course to being able to demonstrate competency.

Define CBT and CBA CBT: Requires ability to perform Is not time-based
Measures outcomes against a Competency Standard Is industry-relevant (Continued) Trainer continues discussing CBT: In relation to CBT: It is an approach to vocational (work) education and training that places emphasis on what a person can do or is required to do in the workplace It is not time based Participants’ achievements are measured against Competency Standards rather than against the achievement of other learners For a person to be assessed competent they need to demonstrate the ability to perform tasks and duties to the standard expected in employment CBT focuses on the development of skills, knowledge and attitudes required to achieve the competency standard. It is industry relevant.

Define CBT and CBA Based on CATC for required skills
Includes concept of RPL Incorporates learning strategies and materials via the Toolboxes Uses RQFSRS as the system for recognition of skills and knowledge Trainer continues discussing CBT: CBT can be seen as comprising Competency Standard Common ASEAN Tourism Curriculum = the skills required to do a job Assessment including RPL = process to judge if people have the required skills and knowledge Learning strategies and learning material (Toolbox) = How people acquire the skills and knowledge (Competency Toolbox) Qualification Framework/Regional Qualifications Framework & Skills Recognition = system for the recognition of skills and knowledge.

Define CBT and CBA CBA: There must be CBA for there to be effective CBT CBA does not exist on its own Results are ‘Pass Competent’ or ‘Not Yet Competent’ not ‘Pass/Fail’ or percentage Trainer discusses CBA: For Competency Based Training to be complete and effective there must be Competency Based Assessment CBT does not exist effectively on its own The results of CBA are either ‘Pass Competent’ or ‘Not yet Competent’: the concept of Pass or Fail and/or percentages (such as 75% pass, or 82 out of 100) does not exist within CBA. Slide 34

Define CBT and CBA CBA: Is a process of gathering evidence to make a judgement of competency based against a prescribed standard Evidence/proof may be obtained from variety of sources such as: Observations of work/actions Reports from supervisors/others regarding performance Sighting examples of work done Trainer continues discussing CBA: In relation to CBA: It is a process of systematically collecting evidence and making a judgement of a person performance against the prescribed competency standard It seeks evidence/proof of trainee competency, in relation to the endorsed Industry Competency Standards against which they are being assessed. This evidence may be obtained by: Observing their work – in the workplace or in a simulated setting Obtaining reports of their competence from supervisors, co-workers and customers Sighting samples of work they have done.

Define CBT and CBA To be ‘Competent’ candidate must demonstrate they can: Perform at acceptable skill level Organise required tasks Respond/react appropriately when things go wrong Fill a workplace role as required Transfer skills/knowledge to new situations Trainer states to be assessed as Competent a candidate must demonstrate they are able to: Perform at an acceptable level of skill Organise the required tasks Respond and react appropriately when things go wrong Fulfil a role in the scheme of things at work Transfer skills and knowledge to new situations.

Define CBT and CBA Overview of CBT and CBA:
Job analysis is basis of competency Focus of training is performance of competency Trainees have access to competency statements, standards required and assessment to be used Assessment is appropriate to competency Results related to competency achieved Detailed records are maintained Trainer provides over view of CBT and CBA: Occupational/job analysis forms the basis of a competency The focus of training is on the performance of the competency Trainees have access to the competency statements and the level of achievement/assessment required Assessment methods are appropriate The results are reported as competencies achieved Detailed records are maintained.

Characterise role of ASEAN trainers
Trainer pre-requisites: Minimum years of industry experience A basic trade qualification A nominated vocational training certificate Trainer discusses Trainer pre-requisites: All ASEAN Member States strive to ensure their vocational Trainers provide the best in professional training. To do this they set non-negotiable standards/criteria which every Trainer must comply with in order to be deemed eligible to deliver accredited industry training. These standards/criteria while they may differ slightly between individual countries are similar across ASEAN Member States and relate to: A minimum number of years experience in a relevant industry – which may be required at a given position level, or above A base industry-specific/trade or vocational qualification A nominated and accredited vocational training certification issued by a recognised provider.

Train the Trainer – ASEAN National Trainer: NTA 1.1 has also been developed (50 hours) Train the Trainer – ASEAN National Assessor: NTA 2.1 has also been developed (35 hours) Trainer advises about National Trainer (and National Assessor) courses which have been developed: To supplement and facilitate the professional delivery of ASEAN Toolbox training and assessment, National Trainer and National Assessor courses have been developed. These two courses (Train the Trainer – ASEAN National Trainer: NTA 1.1 and Train the Trainer – ASEAN National Assessor: NTA 2.1) replicate certain parts of the Master Trainer and Master Assessor competency standards. Train the Trainer – ASEAN National Trainer course is 50 hours Train the Trainer – ASEAN National Assessor course is 35 hours.

Common roles/responsibilities of trainer: Being responsible to their employer Being responsible to their students Making delivery of quality training a constant objective and predominant priority Organising instruction and demonstration (Continued) Trainer states common roles and responsibilities of a Trainer include: Being responsible to their employer/the Training Provider they work for – in terms of: Complying with all relevant legal obligations Aligning with workplace requirements applicable to Trainers Promoting vocational training to employers, students and prospective students. Being responsible to their students – in terms of: Applying themselves to their work Diligently, Honestly, Fairly. Making delivery of quality training a constant objective and predominant priority Organising instruction and demonstration – planning and preparing for classes/training by: Gathering information about learner characteristics and learning needs Confirming a safe learning environment Gathering and checking instruction and demonstration objectives and seeking assistance if required Accessing, obtaining, preparing and/or and reviewing relevant learning resources and learning materials for suitability and relevance, and seeking assistance to interpret the contextual application Organising access to necessary equipment or physical resources required for instruction and demonstration Preparing for every session – without exception Notifying learners of details regarding the implementation of the learning program and/or delivery plan.

Conducting instruction and demonstration Checking student/learner performance Reviewing personal training performance Finalising documentation Growing training expertise Liaising with Assessors Trainer continues identifying common roles and responsibilities of a Trainer: Conducting instruction and demonstration – delivering training, including: Following the learning program and/or delivery plan to cover all learning objectives Briefing learners on any health, safety and welfare procedures and requirements prior to and during training Using appropriate delivery techniques to structure, pace and enhance learning Applying coaching techniques to assist learning Using communication skills to provide information, instruct learners and demonstrate relevant work skills Providing opportunities for practice during instruction and through work activities. Checking student/learner performance – observing progress through: Using measures to ensure learners are acquiring and can use new technical/generic skills and knowledge Monitoring learner progress and outcomes in consultation with learner Reviewing relationship between the trainer/coach and the learner and adjust to suit learner needs. Reviewing personal training performance and finalising documentation – in terms of: Reflecting upon personal performance in providing instruction and demonstration, Documenting strategies for improvement Maintaining, storing and securing learner records according to organisational and legal requirements. Growing training expertise through further training and by engaging with new and varied training experiences Liaising with Assessors – see following slides.

Roles and responsibilities of Master Trainers (MT): Individual score/rating will determine this to large extent Primary role of Master Trainer training is to give participants the knowledge, skills and attitudes required to successfully deliver training on how to use the Toolboxes to other teachers and educators in their respective countries and in the other ASEAN Member States Trainer notes: The score/rating participants receive on completion of Master Trainer and Master Assessor training will determine to a large extent their roles and responsibilities The primary role of the Master Trainer training is to give participants the knowledge, skills and attitudes required to successfully deliver training on how to use the Toolboxes to other teachers and educators in their respective countries and in the other ASEAN Member States.

To fulfill primary roles MTs are required to: Promote ASEAN toolboxes and their use Assist with MT candidate selection Train MT candidates Monitor progress of program and participants Assist MT and MA candidates Give feedback or individuals and the project Trainer observes in order to fulfil their primary role Master Trainers are required to: Promote the ASEAN Toolboxes project and their use Assist with selection of candidates for undertaking the program Train Master Trainer candidates in the use/delivery of ASEAN Toolboxes and to become Master Trainers in their own right – applying all the issues identified under roles and responsibilities of trainers (on earlier slides) Monitor the progress of the Program and the participants Provide assistance to other Trainers and Master Trainers on an ongoing basis Give feedback to relevant personnel and bodies regarding progress, implementation, problems and opportunities and potential for extending and improving the project.

MTs and MAs will be evaluated and rated on completion of training based on their: Attitude Aptitude Vocational knowledge Vocational experience Ability to train (Continued) Trainer discusses evaluation and rating of Master Trainers and Master Assessors stating: On completion of Master Trainer and Master Assessor training participants will be rated into one of four Levels (see later slides) based essentially on their: Attitude Aptitude Vocational knowledge Vocational experience Ability to train.

Communication competence Knowledge of CBA/CBT Knowledge of CATC and MRA Knowledge of specialist or common core toolboxes Personal characteristics Trainer continues discussing evaluation and rating of Master Trainers and Master Assessors indicating criteria for classification: Communicative competence (including English language ability) Knowledge of CBT/CBA Knowledge of CATC, MRA Knowledge of specialist or common core toolboxes Personal characteristics.

Scoring/rating is undertaken out of 30 and candidates are classified into one of four Levels: Level 1: (25 – 30) Outstanding Master Trainer and/or Assessor Level 2: (19 – 24) Competent Master Trainer and/or Assessor (Continued) Trainer presents and explains classifications under the scoring/rating system advising participants will be scored out of a maximum score of 30 points, as follows: Level 1: (25 – 30) Outstanding Master Trainer and/or Assessor This Master Trainer or Master Assessor has demonstrated: In-depth understanding of the background to vocational training in the ASEAN context, the MRA and the toolbox project In-depth understanding of the structure, purpose and application of CBT/CBA In-depth understanding of the ASEAN context and the MRA A high level of English language (listening, speaking, reading, writing) Ability to train trainers and/or assessors nationally Ability to train trainers and/or assessors in other AMS. Level 2: (19 – 24) Competent Master Trainer and/or Assessor All of the above in Level 1 but at a reduced level of ability and experience Able to train Trainers and/or Assessors at a national level but may not yet be at a suitable level of ability to train Trainers and/or Assessors at a multi-national level.

Level 3: (15 – 19) Competent Trainer and/or Assessor Level 4: (0 – 14) Not Yet Competent Trainer and/or Assessor Trainer continues explaining scoring/rating system: Level 3: (15 – 19) Competent Trainer and/or Assessor The candidate has many of the skills and abilities mentioned in (1) and (2) but needs further development in: English, and/or CBT, and/or CBA, and/or Developing a training program, and/or Developing an assessment schedule. Suitable to train vocational trainees but not yet other Trainers and/or Assessors. Level 4: (0 – 14) Not Yet Competent Trainer and/or Assessor: Unsuitable to perform the role of Master Trainer and/or Assessor either due to certain character faults or lack of knowledge, ability, aptitude, attitude or communicative ability (in English and/or native language) or requires more intensive study and vocational experience in order to be able to train other trainees or other Trainers/Assessors.

Based on ratings, candidates will be classified as: Category A Category B Category C Category D A B D C Trainer discusses interpretation of Ratings: Based on the scoring system above Master Trainers or Assessors will be graded into four levels on completion of this Unit: Category (a) = Outstanding Master Trainer or Assessor: Master Trainers or Assessors who have the ability to train Trainers or Assessors nationally and in other AMS Category (b) = Competent Master Trainer or Assessor: are competent to train Master Trainers or Assessors nationally but not yet multi-nationally Category (c) = Competent Trainer or Assessor: they have many of the skills and abilities of national Master Trainers/Assessors but need more development in English, CBT/CBA understanding or in developing training or assessment programs Category (d) = Not Yet Competent Trainer or Assessor: they are unsuitable to perform the role of Master Trainer and/or Assessor either due to some personal characteristics or lack of knowledge, ability, aptitude, attitude or communicative ability in English and/or mother language. Classroom Activity – Handout Trainer distributes and discusses Grading tool (as provided in Trainee Manual).

Relationship between trainers and assessors needs to be characterised by: Openness Fact-based communication Cooperation Collaboration Harmony Mutual learning Trainer notes there must be an active working relationship between ASEAN Toolbox Trainers and Assessors and the relationship needs to be characterised by: Openness – both must communicate honestly Fact-based communication – there needs to be total truth in all exchanges between both parties Cooperation – both individuals need to work together and be willing to ‘do whatever it takes’ for the benefit of the learner Collaboration – there will be times when Trainers and Assessors need to alter their plans, or the individual practices and procedures to accommodate the needs of the other or the identified/emerging needs of the student Harmony – there should be no tension, mistrust or negative feelings between the two individuals Mutual learning – the relationship (see following sides) is rich with opportunities for both Trainer and Assessor to learn from what the other can contribute to the association.

The relationship is important because: Learner is reliant on both Trainer and Assessor Assessor must know what learner is being taught Assessor must only assess what is taught (Continued) Trainer explains the relationship ASEAN Toolbox Trainers and Assessors is important because: The student/learner is reliant on both the Trainer and the Assessor for their outcomes The Assessor must understand/know what the learner is being taught – so there should always be a pre-training meeting between the two to: Discuss the Competency Standard Share ideas regarding training delivery and assessment Get an idea of what the other person is thinking in relation to their intended practices (that is, their intended ways of delivering training, and their intended ways of conducting assessment) including rationale for same Share the training plan and program. The Assessor must only assess what the learner has been taught in accordance with the requirements of the nominated Competency Standard.

Assessment needs to be based on delivery of training Trainer may need to contextualise training and Assessor needs to be aware of this May be need to share the same equipment/resources Needs to be feedback between the two on a variety of issues Trainer continues identifying importance of relationship between Trainers and Assessors: The Assessor will always need to plan their assessments based on the delivery schedule established by the Trainer – training needs to precede assessment and there needs to be discussion regarding the timing of assessments Sometimes the focus of vocational training requires the Trainer to contextualise the content of delivery to reflect/match identified employer, industry or workplace need and the Assessor needs to adjust their assessment to accommodate this There will often be situations where the Trainer and the Assessor need to use the same equipment, resources and/or space so they need to organise or negotiate a mutually satisfactory outcome to this which does not disadvantage the learner/candidate There needs to be feedback between the Trainer and the Assessor – for example: The Assessor can advise the Trainer of areas (topics, Elements, Performance Criteria) where students have not performed well and this information can cause the Trainer to revise their approach to this content in the future The Assessor needs to communicate the outcomes of assessments with the Trainer – so the Trainer can: Update their training records Determine follow-up action required to convert ‘NYC’ outcomes to ‘PC’ results. The Trainer may be told by learners about ‘good’ and ‘bad’ aspects of, or thoughts about, their assessment experiences which can be shared with the Assessor so future assessments take these comments into account The Trainer needs to inform the Assessor when topics have been covered and when assessment can take place.

Ways to create/maintain required relationship: Communicate regularly Set a meeting/communication schedule Share information Have an ‘open door’ policy Acknowledge what the other person does Trainer identifies ways the required relationship can be established and maintained: Communicating regularly – this is the real key to the relationship: it is the Golden Rule for an effective partnership. Trainers and Assessors must be in contact on a regular basis Sometimes contact every week is sufficient; sometimes it is required on a daily basis; sometimes it is necessary several times per day Most problems in the relationship have their roots in failing to do this Communication may be via , phone or in-person/face-to-face Face-to-face contact is always the most effective and mutually beneficial. Setting a meeting schedule – this means planning times, dates and venues for meetings in advance When these times/dates have been set they must be a priority for both parties to honour Not attending scheduled meetings immediately de-values the relationship and damages the bond which needs to be fostered. Sharing information – a full and open sharing of information (with attention paid to being sensitive and supportive when the need to be so arises) is another critical factor in a positive relationship. This approach not only builds trust but helps give a reason for and purpose to the meetings, exchanges and the overall relationship. Having an open door policy in relation to working cooperatively with the other person – this means: Being prepared to take unscheduled telephone calls Being ready to respond promptly to unexpected s Being prepared to attend unplanned meetings to discuss and/or resolve issues arising. Acknowledging what the other person does – by verbally and sincerely thanking and complimenting them on their work as opposed to ignoring their effort and taking for granted all the good things they do.

Summary – Element 1 When identifying operational context:
Appreciate the background and rationale for MRA-TP Know the objectives and key elements of the MRA-TP Support and promote ATPRS and the Regional Secretariat for the Implementation of the MRA-TP (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 1 Explain and stress the principles attached to and the value of Competency Based Training and Assessment in the delivery of vocational training Realise the role of the trainers Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Element 2 – Identify the ASEAN Regional Qualifications Framework and Skills Recognition System
Performance Criteria for this Element are: Identify Qualifications available under the ASEAN Regional Qualifications Framework and Skills Recognition System Explain concept of Packaging Rules to develop ASEAN qualifications Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – General Discussion Trainer leads a general class discussion by asking questions such as: What Qualifications do you know/thin this initiative provides? What is the difference between the different levels of qualifications that exist? What is meant by ‘Packaging Rules’? Why is it important to know what the Packaging Rules are for a qualification?

Identify the qualifications available under the ASEAN RQFSRS
There are 52 qualifications across the six Labour Divisions ranging from Certificate II to Advanced Diploma as follows: FB – 9 qualifications FP – 10 qualifications FO – 5 qualifications HK – 5 qualifications TO – 12 qualifications TA – 11 qualifications Trainer advises there are 52 qualifications available under the ASEAN Regional Qualifications Framework and Skills Recognition System across the six Labour Divisions, as follows: Food and Beverage Service: 2 x Cert II; 2 x Cert III; 3 x Cert IV; 1 x Diploma; 1 x Advanced Diploma Food Production: 2 x Cert II; 3 x Cert III; 3 x Cert IV; 1 x Diploma; 1 x Advanced Diploma Front office: 1 x Cert II; 1 x Cert III; 1 x Cert IV; 1 x Diploma; 1 x Advanced Diploma Housekeeping: 1 x Cert II; 1 x Cert III; 1 x Cert IV; 1 x Diploma; 1 x Advanced Diploma Tour Operation: 2 x Cert II; 3 x Cert III; 4 x Cert IV; 2 x Diploma; 1 x Advanced Diploma Travel Agencies: 3 x Cert II; 3 x Cert III; 3 x Cert IV; 1 x Diploma; 1 x Advanced Diploma. Classroom Activity – Internet Research Trainer provides opportunity for learners to access and determine the titles/names of all the 52 ASEAN qualifications.

Certificate II - Cert II - Cert 2: Certificate II represents a base operational qualification encompassing a range of functions/activities requiring fundamental operational knowledge and limited practical skills in a defined context Certificate II Trainer presents description of qualification levels: Certificate II Certificate II represents a base operational qualification encompassing a range of functions/activities requiring fundamental operational knowledge and limited practical skills in a defined context.

Certificate III - Cert III - Cert 3: Certificate III represents a qualification of the skilled operator who applies a broad range of competencies within a more varied work context, possibly providing technical advice and support to a team including having team leader responsibilities Certificate III Trainer presents description of qualification levels: Certificate III Certificate III represents a qualification of the skilled operator who applies a broad range of competencies within a more varied work context, possibly providing technical advice and support to a team including having team leader responsibilities.

Certificate IV - Cert IV - Cert 4: Certificate IV represents a qualification based on more sophisticated technical applications involving competencies requiring increased theoretical knowledge, applied in a non-routine environment and which may involve team leadership and management and increased responsibility for outcomes Certificate IV Trainer presents description of qualification levels: Certificate IV Certificate IV represents a qualification based on more sophisticated technical applications involving competencies requiring increased theoretical knowledge, applied in a non-routine environment and which may involve team leadership and management and increased responsibility for outcomes.

Diploma - Dip: The Diploma represents a qualification which assumes a greater theoretical base and consists of specialised, technical or managerial competencies used to plan, carry out and evaluate work of self and/or team Diploma Trainer presents description of qualification levels: Diploma The Diploma represents a qualification which assumes a greater theoretical base and consists of specialised, technical or managerial competencies used to plan, carry out and evaluate work of self and/or team.

Advanced Diploma - Adv Dip: The Advanced Diploma represents a qualification involving technical, creative, conceptual or managerial applications built around competencies of either a broad or specialised base and related to a broader organisational focus Advanced Diploma Trainer presents description of qualification levels: Advanced Diploma The Advanced Diploma represents a qualification involving technical, creative, conceptual or managerial applications built around competencies of either a broad or specialised base and related to a broader organisational focus.

Explain concept of Packaging Rules to develop ASEAN qualifications
Prescribe requirements for creating a qualification Define the mix or blend of: Core and Generic competencies required Functional competencies required Trainer introduces Packaging Rules explaining: Packaging Rules prescribe requirements for creating a qualification. They are compulsory requirements – they MUST be adhered to: they are not optional They identify for each qualification: The combination of mandatory Core and Generic competencies – by Unit name The Functional competencies from which Units may be chosen – by Cluster and number of Units from each Cluster. In all cases the Functional competencies selected must reflect intended Job Title, local industry requirements and Certificate level.

In relation to Packaging Rules: More units/competency standards required for higher level qualifications Higher level qualifications give access to more management-oriented competency standards Lower levels give students far less choice/options Students can enter the Qualifications Framework at any level (Continued) Trainer describes operational imperatives relating to Packaging Rules: Higher level qualifications require students to complete more Units Higher level qualifications give access to more ‘management’-oriented Units Lower level qualifications give less choice of Clusters and focus on ‘operational’ competencies Students can enter the Qualifications at any level from Certificate II to Advanced Diploma – there is no need/requirement for students to start at Certificate II and work up through each level.

They allow students to switch between qualifications Students can select Functional competencies Selected units may differ in terms of ‘Hours’ but qualifications/CBT is not time-based The one qualification may comprise different units/competency standards Trainer continues describing operational imperatives relating to Packaging Rules: Students can switch study from one qualification to another – with ease: Given commonality of many Units/competencies To respond to changing workplace/career needs These changes can be made within the same Labour Division or movement can be to a different Labour Division. Students are free to select the Functional competencies they want to comprise their qualification – providing: They are within the nominated Clusters Training providers are willing and able to deliver them. In-keeping with CBT principles qualifications are not time-based – a legitimate qualification of the same type may be of different ‘lengths’ depending on: Individual students and/or their needs or preferences for studying Delivery methods and timetables of training providers. It is possible each qualification of the same type will consist of different Units/competencies – to reflect: Individual need/preferences and proposed work career path Industry/employer need Local need/demand.

‘Clusters’: All competency standards are positioned within three Competency Standards menus If a Unit/competency standard has more than one Unit Number it means it is located in more than one Cluster Clusters form the basis of Packaging Rules Trainer introduces concept of ‘Clusters’ stating: These form the basis of determining which Units/Competency Standards can be used when applying the Packaging Rules (see later slides) to create/develop a qualification which meets the needs of the individual student and aligns with the requirements of the Qualifications Framework Each of the 242 Units has been allocated into one or more Clusters within three Competency Standards Menus. Where a Unit/Competency Standard has more than one Unit Number this means it has been listed in more than one Cluster. Classroom Activity – Internet Research Trainer provides supervised opportunity for learners to access, navigate and gain understanding of Clusters as presented on

Benefits of ASEAN Packaging Rules: Flexibility for students Flexibility for employers/industry A structured pathway Will deliver industry-based training endorsed by AMS Guidance about selection of units to reflect Job Titles Extra content can be added to any Competency standard Trainer presents benefits of Packaging Rules as they apply to ASEAN qualifications: Flexibility for students to select the Units or qualification they want – as opposed to them being ‘forced’ to undertake training they do not see as being relevant or beneficial to their career Flexibility for employers – to select Units needed by their staff to support/enable the most effective and efficient operation of their business A structure to and distinct pathway for qualifications – enabling students to build to higher (management) qualifications if required For the delivery of industry-based training – as the training is based on Competency Standards endorsed by ASEAN Member States Guidance (which is not compulsory) about the Functional Units/competencies suitable for different levels of qualifications across a range of Job Titles – to assist in creating relevant qualifications for job positions Additional ‘content’ can be added to any Competency Standard but nothing can be removed – this allows providers to ‘contextualise’ training for individual employers, regions or areas. Classroom Activity – Internet research Trainer provides supervised viewing of so learners can view an assortment of Packaging Rules.

Summary – Element 2 When identifying the ASEAN Regional Qualifications Framework and Skills Recognition System: Be aware of the Clusters which relate to various Standards Menus within the Labour Divisions Recognise the 52 qualifications and various streams provided for across the six Labour Divisions Know how to access and use the Packaging Rules which govern the creation of qualifications. Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Element 3 – Identify ASEAN toolbox resources
Performance Criteria for this Element are: Name Labour Divisions to which ASEAN toolboxes apply Identify unit titles of ASEAN toolboxes Describe the elements of an ASEAN toolbox Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – General Discussion Trainer leads a general class discussion by asking questions such as: What are the Labour Divisions? Why were they decided on? What are some examples of unit titles kin each Labour Division? Do you think some units might occur/be available under more than one Labour Division? Why? What do you think are the elements of an ASEAN toolbox?

Name Labour Divisions to which ASEAN toolboxes apply
The requirements for development of competency standards were provided to William Angliss as needing to address: Hotel Services – Restaurant Services Hotel Services – Front office and Housekeeping Travel – Travel and Tour Services Trainer advises project development and consultation was based on a suite of Competency Standards that were provided to the project as the building blocks for the final product. Competency Standards were provided for: Hotel Services – Restaurant Services Hotel Services – Front Office and Housekeeping Travel – Travel and Tour Services.

Name Labour Divisions to which ASEAN toolboxes apply
Curriculum Framework required to be structured across six Labour Divisions: Food production (FP) Food and beverage service (FB) Front office (FO) Housekeeping (HK) Tour operation (TO) Travel agencies (TA Trainer states the proposed Curriculum Framework was required to be structured across six Labour Divisions: Food Production Food and Beverage Service Front Office Housekeeping Tour Operation Travel Agencies.

Identify Unit Titles of ASEAN toolboxes
There are 242 across the 6 Labour Divisions Some are specific to only one Labour Division Some apply to more than one Labour Division Some apply to all Labour Divisions Trainer discusses Unit Titles stating: A total of 242 Toolboxes (plus one for Master Trainer and one for Master Assessor, and one for National Trainer and one for National Assessor) have been developed The list below shows: Names of each Unit The Labour Divisions to which each Unit applies: FP = Food Production FB = Food and Beverage Service FO = Front Office HK = Housekeeping TA = Travel Agencies TO = Tour Operation.

Identify Unit Titles of ASEAN toolboxes
To access list of Unit Titles and all ASEAN resources: Go to The ASEAN Mutual Recognition Arrangement on Tourism Professionals (MRA-TP) Trainer notes the list of Unit Titles (and all resources) can be accessed through Classroom Activity – Internet Research Trainer provides supervised opportunity for learners to access, navigate and gain understanding of the website.

Describe the elements of an ASEAN toolbox
Competency Standards: Form the essence/basis of all Units in the Qualifications Framework Describes the skills and knowledge required Underpins CBT and CBA Trainer explains: Each of the 242 Units under the Qualifications Framework is underpinned by a Competency Standard A Competency Standard is a description of the skills and knowledge required to perform a task/activity to defined standards They can be used within different contexts: By an individual enterprise By an industry By government. Endorsed Competency Standards form the basis which underpins all Competency Based Training and Assessment – that is, all activities undertaken by the Trainer and Assessor must refer back to and relate directly to the relevant Competency Standard Competency Based Training and Assessment are processes that focus on the transfer and validation of the competency standard.

Competency Standards can be used in a variety of ways: Job design and Job descriptions Performance appraisal Selection criteria Career path development Identification of training needs Development of training programs Certification Trainer advises the Competency Standards may be used for: Job design Job descriptions Performance appraisal Selection criteria Career path development Identification of training needs Development of training programs Certification.

Competency Standards: Have all been endorsed by representatives from AMS Have been reviewed and revised, as necessary Contain detail to assist with unit selection Are all written following the same format Are all available at Trainer gives more information about competency standards: Are written in a format which has been endorsed by representatives from all ASEAN Member States Have been reviewed by, revised as necessary, and endorsed by all ASEAN Member States Provide the basis for the delivery and assessment of all Units under the Qualifications Framework Contain information and detail to help users (students, employers training providers) select Units under Packaging Rules to create a qualification Are all presented using the same structure Can be located at Classroom Activity – Handout/s Trainer distributes at least one sample competency standard which will be used as the basis for exploring and learning about the structure and composition of ASEAN toolbox competency standards.

Unit title: Name of the unit/competency standard Title indicates nature of the unit/content Begins with a verb Are not of a standard length Trainer discusses and explains elements of Competency Standards: Unit Title The Unit Title is the name of the Unit/competency It is written in such a way it indicates the general content of the competency The titles for all Units begin with a verb to reflect the nature of competency based training It is a statement about what is to be done in workplace There is no standard length for Unit titles – they may be short or long: length of the title bears no relationship to complexity of the Unit or Nominal Hours for the Unit. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Unit Number: Every unit has at least one number If a unit is located in more than one Labour Division it will have more than one number Eg: D1.HBS.CL5.01 and D2.TTG.CL3.02 Trainer discusses and explains elements of Competency Standards: Unit Number Every Unit has an identifying number Where a Unit is allocated to more than one Labour Division it will have more than one Unit Number which will change to reflect its location in the various Clusters. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Each Unit Title has 4 parts – Part 1: D1 = all Units in Hotel Services classification D2 = all Units in Travel Services classification (Continued) Trainer advises each Unit Title comprises four parts: Part 1 D1 refers to all the Units in the Hotel Services classifications D2 refers to all the Units in the Travel Services classifications. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Part 2 – three letter code indicates the nature/classification of the Cluster the Unit belongs to: HRS = Hotel Services, Restaurant services Common Core HCC = Hotel Services, Restaurant services Commercial Cookery HCA = Hotel Services, Restaurant services Commercial Catering HPA = Hotel Services, Restaurant services Patisserie (Continued) Trainer continues presenting information about Unit Titles : Part 2 The three letter code indicates the type/nature/classification of the Cluster to which the Unit belongs: HRS = Hotel Services, Restaurant services Common Core HCC = Hotel Services, Restaurant services Commercial Cookery HCA = Hotel Services, Restaurant services Commercial Catering HPA = Hotel Services, Restaurant services Patisserie. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

HBS = Hotel Services, Restaurant services Food and Beverage Service HCS = Hotel Services, Restaurant services Customer Service, Sales and Marketing HGE = Hotel Services, Restaurant services General Administration HFI = Hotel Services, Restaurant services Financial Administration HRD = Hotel Services, Restaurant services Human Resource Development (Continued) Trainer continues presenting information about Unit Titles : Part 2 HBS = Hotel Services, Restaurant services Food and Beverage Service HCS = Hotel Services, Restaurant services Customer Service, Sales and Marketing HGE = Hotel Services, Restaurant services General Administration HFI = Hotel Services, Restaurant services Financial Administration HRD = Hotel Services, Restaurant services Human Resource Development. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Part 2: HML = Hotel Services, Restaurant services Management and Leadership LAN = English Language Proficiency HOT = Hotel Services, Front Office and Housekeeping, Common Core HFO = Hotel Services, Front Office and Housekeeping, Hotel Front Office HHK = Hotel Services, Front Office and Housekeeping, Housekeeping (Continued) Trainer continues presenting information about Unit Titles : Part 2 HML = Hotel Services, Restaurant services Management and Leadership LAN = English Language Proficiency HOT = Hotel Services, Front Office and Housekeeping, Common Core HFO = Hotel Services, Front Office and Housekeeping, Hotel Front Office HHK = Hotel Services, Front Office and Housekeeping, Housekeeping. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Part 2: HSS = Hotel Services, Front Office and Housekeeping, Security Services HSM = Hotel Services, Front Office and Housekeeping, Customer Service, Sales and Marketing HGA = Hotel Services, Front Office and Housekeeping, General Administration HFA = Hotel Services, Front Office and Housekeeping, Financial Administration HHR = Hotel Services, Front Office and Housekeeping, Human Resource Development (Continued) Trainer continues presenting information about Unit Titles : Part 2 HSS = Hotel Services, Front Office and Housekeeping, Security Services HSM = Hotel Services, Front Office and Housekeeping, Customer Service, Sales and Marketing HGA = Hotel Services, Front Office and Housekeeping, General Administration HFA = Hotel Services, Front Office and Housekeeping, Financial Administration HHR = Hotel Services, Front Office and Housekeeping, Human Resource Development. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Part 2: HRM = Hotel Services, Front Office and Housekeeping, Resource Management TCC = Travel Services, Common Core TTA = Travel Services, Travel Agency – Ticketing TTG = Travel Services, Tour Guide Services TTO = Travel Services, Tour Operation (Continued) Trainer continues presenting information about Unit Titles : Part 2 HRM = Hotel Services, Front Office and Housekeeping, Resource Management TCC = Travel Services, Common Core TTA = Travel Services, Travel Agency – Ticketing TTG = Travel Services, Tour Guide Services TTO = Travel Services, Tour Operation Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Part 2: TCS = Travel Services, Customer Service, Sales and Marketing TTO = Travel Services, Tour Operation TGA = Travel Services, General Administration TFA = Travel Services, Financial Administration TRD = Travel Services, Human Resource Development TRM = Travel Services, Resource Management (Continued) Trainer continues presenting information about Unit Titles : Part 2 TCS = Travel Services, Customer Service, Sales and Marketing TTO = Travel Services, Tour Operation TGA = Travel Services, General Administration TFA = Travel Services, Financial Administration TRD = Travel Services, Human Resource Development TRM = Travel Services, Resource Management. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Part 3: Cluster number the Unit/Competency Standard is located in Part 4: Final 2-digit number merely indicates the position of the Unit/Competency Standard within the Cluster – it has no other weighting or meaning Trainer continues presenting information about Unit Titles : Part 3 The CL number refers to the Cluster Number the Unit is listed under. Every Cluster has a number under each individual Competency Standards Menu. Part 4 The final two-digit number indicates the position of the Unit within the Cluster. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Nominal Hours: Indicative time required to deliver the Unit Not mandatory Used as basis for planning and funding Determined based on content, complexity and experience of Trainers with similar units Trainer discusses and explains elements of Competency Standards: Nominal Hours This figure represents indicative time required to deliver and assess the Unit. It is not mandatory: CBT is not time-based. A Unit may be delivered in less time than shown as the Nominal Hours, or in more time Primary uses of the Nominal Hours figure are: As the basis for allocating funding – which may be based, for example, on the number of face-to-face or ‘contact’ hours per Unit To assist with rostering of staff To enable scheduling/time-tabling of classes. The time for each Unit was calculated based on: Amount of content Complexity of the Unit Time allocated to similar Units under other vocational training Frameworks Advice of experienced trainers and assessors who have delivered and assessed similar Units. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Unit Descriptor: A brief description/overview of the unit Often used by Providers in advertisements and Student Handbooks to help explain/describe the contents of courses/qualifications Trainer discusses and explains elements of Competency Standards: Unit Descriptor This section provides a brief description Unit giving insight into context and content. This section of the Competency Standard is often used by training providers to describe Units they offer in: Media advertisements they create to promote their courses Internal Student Handbooks or other internal course promotional materials/brochures. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

All Competency Standards contain Elements No fixed/required number of Elements Three to five is usual They identify/describe key tasks/activities of the Unit Trainer discusses and explains elements of Competency Standards: Elements All Competency Standards comprise a number of Elements There is no fixed, set or ‘required’ number of Elements per Unit There is always more than one and three to five is a common range They identify and describe: The key tasks or activities which make up the Competency The major building blocks of the Competency A sequential approach to the required tasks. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Performance Criteria: All Elements comprise a number of Performance Criteria – no set number per Element (5 to 8 is common) They are sub-sets of Elements and state action needed for competency in the Element Parts written in italics have details provided under ‘Unit Variables Trainer discusses and explains elements of Competency Standards: Performance Criteria All Elements comprise a number of Performance Criteria There is no fixed, set or ‘required’ number of Performance Criteria per Element There is always more than one and five to eight is a common range They are sub-sets of an Element and prescribe action needed for competency in the Element Parts of the Performance Criteria may be written in italics meaning this part is addressed under the Unit Variables section (see following slides) of the Competency Standard. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Unit Variables: Provides advice to interpret Unit allowing for differences between enterprises and workplaces Relates to Unit as a whole and facilitates holistic assessment Identifies the Labour Division/s to which the Unit applies Gives key points relating to italicised parts of Performance Criteria which the Trainer should cover in training Trainer discusses and explains elements of Competency Standards: Unit Variables This section of the Competency Standard: Provides advice to interpret the scope and context of the Unit of competence, allowing for differences between enterprises and workplaces Relates to the Unit as a whole and facilitates holistic assessment Identifies the Labour Division/s to which the Unit applies Gives detail of and presents key points relating to italicised parts of Performance Criteria which the Trainer should cover when training delivery takes place. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Assessment Guide: Lists skills and knowledge which must be assessed as part of the Unit Important for Trainer and Assessor to liaise in relation to this Trainer discusses and explains elements of Competency Standards: Assessment Guide This aspect of the Competency Standard lists the skills and knowledge which must be assessed as part of this Unit. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Linkages to other Units: Indicates related competency standards These other units may contain useful/relevant information for Trainer They are NOT pre-requisite Units Trainer discusses and explains elements of Competency Standards: Linkages to other Units This is a reference section for Trainers and shows them Titles of Units which are related to the Competency Standard Trainers can refer to these Competency Standards (and the resources developed to support them) when preparing their training in order to gain extra information relating to the Unit being delivered The Units listed in this section are not pre-requisites or co-requisites for the Unit in question. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Critical aspects of assessment: Indicates essential evidence required for determining ‘Competent’ decision Supports the Assessment Guide Must be addressed/taken into account by Trainer when delivering training Trainer discusses and explains elements of Competency Standards: Critical aspects of assessment Shows the evidence which is deemed essential (that is, should be captured as part of the assessment process) in order for the Assessor to determine whether or not the candidate is ‘Pass Competent’ or ‘Not Yet Competent’ It supports the Assessment Guide and gives it more context It is useful to the Trainer also as it indicates and specifies additional inclusions the training must address. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Context of Assessment: Provides framework and perspective for assessment Emphasis is on CBA Assessment may be ‘real-life’, ‘workplace-based’ or in a mock/simulated environment Trainer discusses and explains elements of Competency Standards: Context of assessment This segment of the Competency Standard provides a framework and perspective regarding how, when and where assessment may be undertaken The emphasis is on Competency Based Assessment with candidates needing to demonstrate competency in a real-life situation or under relevant simulated/mock conditions (such as in a classroom, or via a role play). Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Resource Implications: Gives generic overview/indication regarding the resource necessary/required to deliver the training (and by implication the assessment also) Resources listed here are supplemented by those listed in Trainer Guide under ‘Recommended Training Equipment’ Trainer discusses and explains elements of Competency Standards: Resource Implications Listed in this subdivision of the Competency Standard is advice regarding physical and other resources which will be required and must be available/used to effectively deliver and assess the Unit This list is supplemented in every Trainer Guide for every Unit by the ‘Recommended Training Equipment’ which provides a list of required/recommended resources in more detail. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Assessment Methods: Lists options for assessment They are suggestions only Trainer discusses and explains elements of Competency Standards: Assessment Methods This area of the Competency Standard presents a range of options for the Assessor which may be used to capture evidence and determine the ‘Pass Competent’ or ‘Not Yet Competent’ decision The Assessment Methods presented are suggestions – they are not mandatory requirements Assessors can elect use whatever assessment techniques/tools they wish as appropriate to the individual candidate, workplace or Unit. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Key Competencies for the Unit: These detail the type and level of ‘key competencies’ needed by successful candidates to perform the requirements of the Competency Standard in a workplace There are 7 key competencies Each key competency may be graded from “-” (0 = not applicable at all) to 3 (most applicable) Trainer discusses and explains elements of Competency Standards: Key Competencies for the Unit Every Competency Standard presents a set of seven agreed Key Competencies which detail the type and level of ‘key competencies’ needed by successful candidates to perform the requirements of the Competency Standard in a workplace. They can be used to judge the level of complexity and difficulty of a Unit. The seven Key Competencies are: Collecting, organising and analysing information Communicating ideas and information Planning and organising activities Working with others and in teams Using mathematical ideas and techniques Solving problems Using technology. Each of the above seven Key Competencies is ranked at either Level 1, 2 or 3 with: Level 1 = competence to undertake tasks effectively Level 2 = competence to manage tasks Level 3 = competence to use concepts for evaluating. In some cases, with some Competency Standards in some of the Key Competency areas no Level is shown indicating the Key Competency is deemed as not applying. Classroom Activity – Reference to Handout/s Trainer uses previous Competency Standard/s to reference, discuss and explain the elements of a competency standard as stated on the slide.

Role of Trainee Manual: Distributed to students – theirs to keep Available from Provides training content as listed in competency standard for the Unit – endorsed by AMS Is the basis of training provision for students Can be supplemented by other material if required Trainer discusses role of TM stating: The Trainee Manual: Is distributed in hard copy form to each Trainee – it represents their primary source of notes/information for the Unit Becomes the property of the Trainee – it is theirs to keep Can be sourced from Provides training content as stated in the approved Competency Standard Forms the basis of the PowerPoint presentation provided in the Toolbox Has been endorsed by ASEAN industry-based representatives May be supplemented by: Additional information the Trainer wishes to include Extra information individual workplaces want to include – such as internal policies , procedures and practices The specific details of local/host country information such as: Legislation Codes – of Practice or Conduct Currency Geographic details and place names. Classroom Activity – Handout/s Trainer distributes sample copy of a TM for learners to refer to as part of this topic while components are being explained/discussed.

All TMs structured the same way as endorsed by AMS: Cover page Generic information Table of Contents (Continued) Trainer continues discussing TM: Every Trainee manual is structured in the same way according to a format which was reviewed and approved by the ASEAN Member States. Cover Page This shows name of the Unit (Unit Title) and Unit Code. Generic Information This gives standard information relating to: Project Base – details of William Angliss Institute Acknowledgements regarding the individual Manual showing names of: Project Director Project Manager Chief Writer Subject Writer Editor DTP/Production Copyright information Disclaimer. Table of Contents This is a sequential list showing the contents of the Manual identifying: General classification of information/topics and Elements Page numbers. Classroom Activity – Reference to Handout/s Trainer uses previous Trainee Manual/s to reference, discuss and explain components as stated on the slide.

Introduction to Trainee Manual Unit Descriptor (Continued) Trainer continues discussing TM: Introduction to Trainee Manual Identifies Elements of the Toolbox Provides an overview of CBT and CBA explaining why it is used Describes ‘Competency Standard’ Gives an overview of the Qualifications Framework Indicates possible assessment methods Encourages students to seek help from their Trainer. Unit Descriptor Taken directly from the Competency Standard for the Unit and provides for the trainee basic details about the training they can expect to be delivered to them Provided because students will not normally have access to the Competency Standard yet they are entitled to know whether or not the training they are being provided with aligns with the agreed criteria and standards The classification of information provided is constant across all Competency Standards with the detail changing to represent the individual content of different Competency Standards Providing this information in the Trainee Manual: Lets the student know what to expect Keeps the Trainer accountable for delivering the required training. Classroom Activity – Reference to Handout/s Trainer uses previous Trainee Manual/s to reference, discuss and explain components as stated on the slide.

Assessment Matrix Glossary of Terms (Continued) Trainer continues discussing TM: Assessment Matrix The following statement is provided under this heading in all Trainee Manuals: “The Assessment Matrix indicates three of the most common assessment activities your Assessor may use to assess your understanding of the content of this manual and your performance - Work Projects, Written Questions and Oral Questions. It also indicates where you can find the subject content related to these assessment activities in the Trainee Manual (i.e. under which Element or Performance Criteria). As explained in the Introduction, however, the assessors are free to choose which assessment activities are most suitable to best capture evidence of competency as they deem appropriate for individual students.” Students can use this Matrix to help them reference relevant content in preparing for assessment Assessors can use the Matrix to reference content which can be used as suitable evidence. Glossary of terms Next follows a list of acronyms, words and/or phrases relevant to the topic of the Manual with a corresponding definition/interpretation. Classroom Activity – Reference to Handout/s Trainer uses previous Trainee Manual/s to reference, discuss and explain components as stated on the slide.

Notes/training content: Heart of the training for students Provides details of the content Presented in accord with competency standard Summary presented at end of each Element Trainers can add to it and/or contextualise the material Trainers can refer to it when using PowerPoint (Continued) Trainer continues discussing TM: Notes/training content This is the heart of the Trainee Manual. It contains: Sequential presentation of every Element and Performance Criteria listed in the Competency Standard for the Unit Coverage of Unit Variables as identified in the Competency Standard Information which has been reviewed, revised as necessary, and endorsed by industry professionals from the ASEAN Member States References to websites which provide additional information A Summary of content at the end of each Element. Trainers should feel free to: Add supplementary information as they see fit/deem necessary Contextualise the content to reflect host country, local, organisational or other needs Use the PowerPoint presentation provided as part of the Toolbox to deliver the Unit leaving students to use the Trainee Manual as a reference source. Classroom Activity – Reference to Handout/s Trainer uses previous Trainee Manual/s to reference, discuss and explain components as stated on the slide.

Work Projects ‘Presentation of Written Work’ advice to students (Continued) Trainer continues discussing TM: Work Projects At the end of each Element there are Work Projects. These: Are suggested/optional assessment items for the Element – they are not mandatory and Trainers/Assessors can elect: Not to use them To use only some of them To re-word or change them in any way deemed appropriate To use them as non-assessable exercises or in-class activities – rather than as formal assessment activities to capture evidence on which the Pass Competent/Not Yet Competent decision will be made. The allocation of Work Projects to Performance criteria is shown in the Assessment Matrix at the start of the Trainee Manual. Presentation of Written Work This section presents suggestions for students regarding how they might address preparation and submission of written work required for assessment purposes. Classroom Activity – Reference to Handout/s Trainer uses previous Trainee Manual/s to reference, discuss and explain components as stated on the slide.

Recommended Reading Trainee Evaluation Sheet Trainee Self-Assessment Checklist Trainer continues discussing TM: Recommended Reading Students and/or Trainers may use these to obtain additional information or follow-up on topics of interest. The list: Can provide guidance to Training Providers in relation to establishing a Library/Learning Resource Centre Is not a list of books the student or Training Provider must buy Aims to provide materials which are relatively current – the general aim when the list was produced was to include references which were no longer than 10 years old but in several cases older references have been included where they are recognised as ‘industry standards’ or there were no other references available. Trainee Evaluation Sheet The Trainee Evaluation Sheet should be: Completed by Trainee when they have competed the Unit – students are not under a legal obligation to complete and submit these Sheets but they should be encouraged to do so, and be honest in their responses. Removed from Manual and handed to Trainer or Trainer may elect to photocopy Sheets and hand them out to students to save them having to damage their Trainee Manual. These sheets: Provide important feedback to Trainers Should be used as a critical Element of the Trainer’s evaluation of their delivery. Trainee Self-Assessment Checklist This is a list which may be used by students to indicate to their Trainer and/or Assessor their readiness to be assessed There is no compulsion for students or Trainers or Assessors to use this Checklist – it is optional and to be used at the discretion of all parties and/or if required. Classroom Activity – Reference to Handout/s Trainer uses previous Trainee Manual/s to reference, discuss and explain components as stated on the slide.

PowerPoint (PPT) slide show/presentation: Provided for every Unit Are an option for training delivery – their use is not compulsory and they can be used in a variety of ways (Continued) Trainer introduces PowerPoint slide presentation advising: A PowerPoint slide show has been provided for every ASEAN Unit under the Qualifications Framework. The PowerPoint presentation has been provided to give Trainers a delivery option. They may elect to: Use the PowerPoint presentation in conjunction with the Trainee Manual – to present the content of the Unit, meaning the Trainer can: Show the slides Have trainees following along with their Trainee Manuals Use only the PowerPoint presentation in the classroom – and leaving the Trainee Manual as a reference which students can use out-of-class for further information and for study purposes Not use the PowerPoint presentation at all – there is no compulsion regarding use of this resource Some Training Providers may not have the technology to use PowerPoint slides or Trainers may feel they lack the ability to properly use the data projector Information about using PowerPoints is contained in the Trainer Guide under the heading ‘Instructions for Trainers for using PowerPoint – Presenter View’ Use only some of the slides – as they deem appropriate to their personal delivery plan/needs.

PowerPoint slides consist of 2 parts: Student view Presented view Trainer continues discussing PPT presentations: The PowerPoint slides comprise two components: ‘Student view’ – this is the part of the slide visible to those watching the presentation. It is the information which is projected onto the screen. Students may use this view: To take notes during the class Stimulate discussion Focus their attention Provide the basis for interactions (asking questions, making contributions, sharing anecdotes) during the session. ’Presenter’s view’ – this is the lower part of the slide which only the presenter (the Trainer) can see when they project the slide onto the screen. The Presenter’s view is not visible to students. Trainers may use this view: Preview information to be displayed Assist with provision of additional information to supplement the detail provided on the slides Conduct a series of Classroom Activities. It is vital Trainers preview all slides before they present/use them as part of their ‘planning and preparation’ so they gain a full appreciation of content, sequencing and the Classroom Activities. Classroom Activity – PPT presentation Trainer uses PPT presentation to illustrate information on slide.

PPTs – can be obtained from waeantourism.com and all slide shows follows same format: Title slide List of Elements Assessment overview Performance Criteria for Element 1 (Continued) Trainer continues discussing PPT presentations: The PowerPoint presentation may be obtained from The PowerPoint presentation comprises a standard format across all Units as follows: Title slide This shows the Unit Title and Unit Code for the Competency being presented. List of Elements Identifies the number of Elements in the Unit Presents each Element in full – as written in the Competency Standard Provides the context for the content to be delivered. Assessment This is one slide providing an overview of assessment items which may be used for the Unit This provides an opportunity for the Trainer/Assessor to explain the individual nature of the assessment for each Unit. Performance Criteria At the start of each Element, the Performance Criteria (as listed in the Competency Standard) are provided This helps give students an understanding of the content which is to be covered and reassures them the requirements of the endorsed v are going to be addressed. Classroom Activity – PPT presentation Trainer uses PPT presentation to illustrate information on slide.

Content Classroom Activities Trainer continues discussing PPT presentations: Content Most of the slides in every PowerPoint presentation contain ‘content’: The content is taken from/based on the information presented in the Trainee Manual The sequence of the information in the slides follows the sequence of content in the Trainee Manual Trainers can add extra slides if they want to include additional content A Summary is provided at the end of each Element There is no set number of slides per presentation – the number of slides provided varies with the content, nature and complexity of the Competency Standard and the approach taken by the Subject Writer to preparing the slides. Classroom Activities PowerPoint slides contain ‘Classroom Activities’ These are suggestions for activities which the Trainer may use to enhance and optimise learning They are not compulsory More information on these in later slides. Classroom Activity – PPT presentation Trainer uses PPT presentation to illustrate information on slide.

Trainer Guide (TG) – one for every Unit and available at Same format for each TG Intended just for Trainer (and/or Assessor) use A planning tool Trainer discusses TGs stating: Every Unit has a Trainer Guide The Trainer Guide: Is intended for use only by the Trainer – and not intended for release to students Gives relevant information about the Unit to Trainers in one convenient location Should be used when planning and preparing training delivery May be released to Assessors – to support the positive relationship which should exist between Trainers and Assessors Should be given to Trainers by the Training Provider when they are allocated a Unit to deliver Is available at Classroom Activity – Handout Trainer distributes sample TG for reference purposes.

TG contents: Information on CBA and CBT Competency Standard for the Unit Copy of PPTs for the Unit (Continued) Trainer continues discussing TGs : Competency Based Training and Assessment This is an overview of CBT and CBA for Trainers to: Refresh them regarding the requirements of competency based delivery and assessment Explain components of Competency Standards Identify training delivery and assessment options. Competency Standard The endorsed Competency Standard for the Unit is provided in full so Trainers have ready access to the source document which must be used as the basis for training delivery. Because every Trainer should be provided with the Trainer Guide by their Training Provider for every Unit they deliver there is no excuse for Trainers not knowing what they should deliver. Notes and PowerPoint Slides The PowerPoint slides referred to in the previous section, and provided as part of every Toolbox, are re-presented in the Trainer Guide for ease of reference and to assist with planning and preparation by the Trainer. Classroom Activity – Handout Trainer references TG which was distributed to illustrate points on slide.

Recommended Training Equipment Instructions for using PPT – Presented View Appendix – ASEAN acronyms (Continued) Trainer continues discussing TGs : Recommended Training Equipment List of resources identified as being necessary to support training delivery and subsequent assessment. Trainers should: Note the list is representative and will not contain all the possible resources Trainers may require or decide to use – while the lists are comprehensive they are not necessarily all inclusive Obtain as many of the listed resources as possible to support their planned training delivery – some items may: Need to be purchased in order for effective training and assessment to take place Can be obtained from the Internet Be borrowed or obtained from industry organisations, suppliers, government agencies or partners Be shared between Training Providers and/or trainers and Assessors. Pay attention to ensure: All items are safe to use Resources reflect items actually used by industry Documents and legislation is current and relevant Sufficient resources to cater for expected student demand/use are obtained. Instructions for Trainers for using PowerPoint – Presenter View This section provides basic information about the use of the PowerPoint slides provided as part of every Toolbox. It is important Trainers practice to gain competency with data projectors before they use PowerPoints in their classroom delivery. Appendix – ASEAN acronyms This presents a list of commonly used ASEAN acronyms and their definitions. The list is provided because some documents or text contain these acronyms and sometimes there is no explanation of what they mean. Classroom Activity – Handout Trainer references TG which was distributed to illustrate points on slide.

Assessor Manual (AM) provided for every Unit and available at For use by Assessor May be released to Trainer A planning tool for Assessors Format the same in every AM Trainer introduces Assessor Manual stating: The Assessor Manual underpins the implementation of competency based assessment for units from the ASEAN Qualifications Framework Every Unit has an Assessor Manual The Assessor Manual: Is intended for use only by the Assessor – and not intended for release to students Should be used by Assessors when planning and preparing assessment May be released to Trainers – to support the positive relationship which should exist between Assessors and Trainers Should be given to Assessors by the Training Provider when they are allocated a Unit to assess Is available at Format the same for every AM. Classroom Activity – Handout Trainer distributes a sample AM for learners to use as reference for this topics.

AM contents: Information about CBA Copy of the Competency Standard for the Unit (Continued) Trainer identifies contents of AM: Competency Based Assessment This is an overview of CBA for Assessors giving information in relation to: Suggested assessment methods Alternative assessment methods Selection of assessment methods Assessing competency Regional Qualifications Framework and Skills Recognition System Recognition of Prior Learning Code of Practice for Assessors Instructions and Checklists for Assessors Instructions for recording competency Instructions for different assessment methods. Competency Standard The endorsed Competency Standard for the Unit is provided in full so Assessors have ready access to the source document which must be used as the basis for assessment with reference to: Content covered by the Unit Assessment Guide Critical Aspects of Assessment. Classroom Activity – Handout Trainer references AM which was distributed to illustrate points on slide.

Oral Questions: Identified in Assessment matrix Not mandatory No model answers provided ‘Specifications for Oral Question Assessment’ contained at start of the AM (Continued) Trainer continues identifying content of AM: Oral Questions These are questions which Assessors may use as part of their evidence gathering to determine the Pass Competent or Not Yet Competent decision. There is at least one Oral Question for every Performance Criteria. Allocation of Oral Questions to Performance Criteria is shown in the Assessment Matrix at the start of the Trainee Manual Oral Questions are not mandatory – Assessors may choose to: Use all of them – as presented, in their entirety Use none of them Use some of them – to capture additional evidence where required on certain Performance Criteria Develop their own series of Oral Questions Use them as non-assessable exercises or in-class activities – rather than as formal assessment activities to capture evidence on which the Pass Competent/Not Yet Competent decision will be made Convert Oral Questions to Written Questions. Model answers are not provided for Oral Questions as most answers will depend on the experience of the candidates and the examples they provide in response to the questions asked A section titled ‘Specifications for Oral Question Assessment’ is contained at the start every Assessor Manual. Classroom Activity – Handout Trainer references AM which was distributed to illustrate points on slide.

Written Questions: Not mandatory Can be changed or used as Oral Questions Answers to Written Questions – model/sample answers only (Continued) Trainer continues identifying content of AM: Written Questions This is a set of questions designed to be distributed to students for them to answer in writing and submit for marking Assessors may use these as part of their evidence gathering to determine the Pass Competent or Not Yet Competent decision There is at least one Written Question for every Performance Criteria Allocation of Written Questions to Performance Criteria is shown in Assessment Matrix at start of the Trainee Manual Written Questions are not mandatory – Assessors may choose to: Use all of them – as presented, in their entirety Use none of them Use some of them – to capture additional evidence where required on certain Performance Criteria Develop their own series of Written Questions Use them as the basis for a non-assessable exercise or in-class activity – rather than as formal assessment to capture evidence on which the Pass Competent/Not Yet Competent decision will be made Convert Written Questions to Oral Questions. A section titled ‘Specifications for Written Question Assessment’ is contained at the start every Assessor Manual. Answers to Written Questions Provides model answers for the Written Questions provided in the Assessor Manual Assessors: May use these to assist them mark the responses to Written Questions provided by students Must use common sense when using/referring to them – the answers provided are indicative only and discretion must be used to determine the acceptability of an answer which has been provided. Classroom Activity – Handout Trainer references AM which was distributed to illustrate points on slide.

Observation Checklist Third Party Statement (Continued) Trainer continues identifying content of AM: Observation Checklist The Observation Checklist is provided for Assessors (only) to record observations of actual candidate performance of the required competencies for the Unit as described by the Competency Standard The document is used to capture evidence of practical competency which is used to help make the Pass Competent/Not Yet Competent decision A section titled ‘Specifications for Observation Checklist’ is contained at the start every Assessor Manual. Third Party Statement This form is provided for distribution to a designated and appropriate person in a workplace who will use the document to provide evidence which can be used by an Assessor as part of the evidence they use to make the Pass Competent/Not Yet Competent decision An ‘appropriate person’ could be a supervisor, manager, business owner or other suitable senior/experienced person in the workplace The ‘appropriate person’ must: Agree to provide the required information Have the requirements of completing the Third Party Statement explained to them Be supported by the Assessor in their efforts and with any questions or difficulties they may have. A section titled ‘Specifications for Third Party Statement’ is contained at the start every Assessor Manual. Classroom Activity – Handout Trainer references AM which was distributed to illustrate points on slide.

Competency Recording Sheet: Provides documentation for recording evidence gathered and the ‘Pass Competent’/’NYC’ decisions One required for every student for every Competency Standard they undertake Available for learner/candidate to see – they must sign it as proof their assessment has been shown/explained to them ‘Instructions for Recording Competency’ included at start of every AM Trainer continues identifying content of AM: Competency Recording Sheet The final document in the assessor manual is the Competency Recording Sheet. One Competency Recording Sheet to be prepared by the Assessor for every candidate for every Unit. This document: Is provided in the same format for all Competencies Provides a central location for the evidence captured during assessments to be recorded Is the main reference point for making the final Pass Competent/Not yet Competent decision Contains room to enter: Student and Assessor name Dates assessment commenced and was completed Follow-up action required by student in the event they initially failed to achieve competency Observations made by the Assessor about the candidate and/or the assessment process – if deemed necessary/appropriate Indication of the types of assessment used to capture evidence on a Performance Criteria-by- Performance Criteria basis Signatures (with dates) of: Assessor – to authenticate the document Candidate – to verify their assessment has been given to and explained to them. A section titled ‘Instructions for Recording Competency’ is contained at the start every Assessor Manual. Classroom Activity – Handout Trainer references AM which was distributed to illustrate points on slide.

Summary – Element 3 When identifying ASEAN toolbox resources:
Know the six Labour Divisions to which the Toolboxes apply and gain a general appreciation for the nature of the units which apply to each Recognise the 242 competency standards provided for under the Qualifications Framework (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 3 Be able to access, describe and interpret elements of all ASEAN toolbox competency standards Be able to access and describe the contents of a toolbox Trainee Manual (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 3 Be able to access and describe the components of the PowerPoint slide presentation which supports ASEAN toolboxes and their delivery Be able to access and describe generic inclusions in an ASEAN toolbox Trainer Guide Be able to access and describe the components of an ASEAN toolbox Assessor Manual Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Element 4 – Implement training of an ASEAN Competency Standard
Performance Criteria for this Element are: Discuss the learning process Detail competency standard assessment requirements Plan and prepare for delivery of an ASEAN Competency Standard Conduct training of an ASEAN Competency Standard Evaluate an ASEAN training delivery Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – General Discussion Trainer leads a general class discussion by asking questions such as: What is meant by the learning process? What do you think are keys in this process? What do you think are competency standard assessment requirements? Why do you think it is important for trainers to know what these are? What is involved in planning and preparation? What units have you delivered? Who have you delivered training to? When and where was the training delivered? Slide 121

Discuss the learning process
Learning is voluntary behaviour: People cannot be forced to learn Learners must want to learn Trainers have an obligation to motivate learners Trainer discusses learning as voluntary behaviour: Trainers must bear in mind learning is really voluntary behaviour People cannot be ‘forced’ to learn For Trainers this means: Learners will learn more effectively (quicker, deeper, better) if they want to learn – this means they have a need to learn Trainers must motivate learners to learn if they do not voluntarily want to learn – Trainers must give learners a reason to learn to stimulate this voluntary behaviour.

Learning as a process: Person has a need to learn Person seeks a solution to their need to learn Person learns Trainer presents learning/training as a process: There are various ways to view and describe this process – for example, in a work context: Person has a need to learn. The individual has a need (motivation) to seek change. They could be motivated by: Money; Status; Knowledge; Survival; Promotion; Job enrichment. Person seeks a solution to their need to learn. The solution may require a change in: Skill; Knowledge; Attitude. Person learns. They may: Engage in self-directed learning Learn by reading, watching, doing and/or talking to others Seek intervention from: A work colleague A friend outside the workplace A workplace Trainer A teacher in formal training institution.

Learner characteristics and learning styles: All learners are unique People have different learning styles/preferences Training delivery should suit/reflect these different learning styles/preferences There is a need to get to know individual learners and their different learning styles/preferences and adapt delivery to suit Trainer discusses learner characteristics and learning styles: All Trainers must be aware of the fact all learners are individuals and therefore unique Inherent in this orientation is realisation people can have different learning styles/preferences Training delivery to adults in a vocational setting is certainly not a case of ‘one size fits all’ Training/learning theory stresses the need to: Get to know the learner/s and their learning styles and preferences Select and apply a range of different delivery strategies which match the identified individual needs of the learner/s. Classroom Activity – Internet research and discussion visit (Kolb’s Learning Style Inventory & How To Use It Effectively: 8 mins 29 secs) to: Identify ‘Kolb’s Experiential Learning Model’ and what it is based on Learn about the four learning styles he identified in his ‘inventory’: Accommodating; Assimilating; Converging; Diverging. Assist with completion of the Kolb Learning Style Profile.

Common barriers to learning: The trainer: Proper attitude is critical Preparation is essential Training environment must be safe and appropriate (Continued) Trainer introduces barriers to learning noting all training/learning situations may be impacted by barriers to learning and common barriers which need to be taken into account include: The Trainer: Trainer attitude is critical – they must be: Positive; Approachable; Supportive; Open; Honest; Unbiased and unprejudiced. Trainers must be properly prepared: Preparation for training is like an iceberg – people only see the third above the waterline, the other two thirds are below the water line; Lack of adequate planning and preparation by the Trainer is one of the biggest barriers to student learning. The training environment: The training room/are must be appropriate for what is being delivered; The place must be appropriately equipped; Lighting must be adequate for safety; Temperature must be comfortable Distractions must be eliminated or minimised; Layout of the training room must be suitable for the type of training to be conducted.

The learner: Must have necessary language and literacy skills Must be ready, willing and motivated to learn Must attend when required Trainer continues discussing barriers to learning: The individual trainee: They must have the necessary language and literacy skills – see following slides – required numeracy skills They must be ready, willing and motivated to learn They need to attend when required.

‘English’ language as potential barrier to learning: Entire CATC is written in English English is foreign language to most learners Currently no way to determine English skills of learners and no entry level English language guidelines English language can be challenging for both trainers and learners (Continued) Trainer highlights potential for English language to be a barrier to learning stating: The entire CATC is delivered in English English is a foreign language for most participants Currently there is no mechanism to determine English language levels of students or Trainers Currently there are no entry level guidelines for English language to be able to undertake delivery or participation in training English language content may be challenging for many trainees English language content and delivery in English may be challenging for some Trainers.

Trainers may not have experience with modern delivery methods Inherent language skills include: Learners not competent due to low levels of English Trainers unable to deliver units effectively Difficulties inherent in classes with mixed language abilities Not meeting curriculum outcomes Trainer continues discussing problems associated with English language: Trainers may not be experienced in modern teaching methodology Inherent risks raised by an English language barrier may include: Learners are not competent in skills areas due to low level English language proficiency Trainers are unable to deliver units effectively Learners with mixed English language abilities in classes can be extremely challenging for Trainers and potentially frustrating or a ‘paralysing’ experience for Not meeting desired outcomes of the curriculum.

Detail competency standard assessment requirements
Principles of CBA: Fairness Reasonable adjustment Reliability Flexibility Validity Trainer identifies principles of CBA stating it operates under the following principles: Fairness Reasonable Adjustment Reliability Flexibility. Validity.

Fairness – assessment/s: Must be equitable to all Must be made clear to candidates Must be mutually developed Must be able to be challenged Trainer discusses first Principle of CBA: Fairness Assessments applied must be equitable to all groups of learners Assessment procedure and criteria must be made clear to all learners before assessments are undertaken Assessments must be mutually developed Assessment must be able to be challenged.

Reasonable adjustment: Refers to action taken to allow assessment/s to accommodate needs of those with ‘special needs’ Adjustments must be appropriate to the individual Adjustments must not raise undue hardship Trainer discusses second Principle of CBA: Reasonable Adjustment Refers to measures or actions taken to provide a student with a disability the same educational opportunities as everyone else. To be reasonable, adjustments must be appropriate for that person, must not create undue hardship.

Reliability – means: Outcomes/results of assessment/s must be consistent Techniques must be consistent in the results they give Activities/assessments must be regularly reviewed to ensure assessors are making decisions in a consistent manner Trainer discusses third Principle of CBA: Reliability Means the results/outcomes (evidence) must be consistent Techniques must be consistent in the results they give Activities/assessments must be regularly reviewed to ensure all assessors are making decisions in a consistent manner.

Flexibility: Must provide for recognition of skills and knowledge regardless of how it was gained Must be accessible through a variety of options Trainer discusses fourth Principle of CBA: Flexibility Must provide for the recognition of knowledge and skills regardless of how they have been acquired – refer RPL Must be made accessible to learners through a variety of modes/options.

Validity: Must assess skills and knowledge needed to demonstrate competency Must provide evidence from multiple occasions Trainer discusses fifth Principle of CBA: Validity Must assess the range of skills and knowledge needed to demonstrate competency Must provide evidence drawn from a number of occasions.

Types of assessment: Diagnostic Formative Summative Holistic RPL Trainer indicates under the CATC training system assessment is quite different from the formal examinations and tests most people remember from their school days explaining evidence is gathered to demonstrate competence in the skills and knowledge required by the units of competency and identifying there are five types of assessment to consider: Diagnostic – undertaken before learning takes place to evaluate/determine (‘diagnose’) level of learner and to help identify their training needs. Includes actions such as TNAs and trade tests Formative – ongoing assessment throughout the period of practice/learning Summative – assessment of performance which occurs at the end of the period of practice/learning Holistic – an assessment approach that covers, in an integrated way, multiple elements and/or units from the Competency Standards Recognition of prior/current learning/competency. Classroom Activity – Discussion Trainer asks class: For definition of each type of assessment listed on slide Examples of when and how and why they might be applied in a vocational training and assessment context.

RPL: Enables those with skills to gain formal qualifications regardless of how those skills were gained Successful RPL application gives ‘advanced standing’ towards a recognised qualification under the Qualifications Framework Trainer discusses RPL: RPL stands for Recognition of Prior Learning RPL is the process that gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their skills and experience against the standards set out in each Competency Standard This process is a learning and assessment pathway which encompasses: Recognition of Current Competencies (RCC) Skills auditing Gap analysis and training Credit transfer. RPL acknowledges skills and knowledge can be acquired in a variety of ways other than via formal training and gives applicants for RPL a chance to have their skills and knowledge formally accepted and acknowledged regardless of how they were obtained Successful application for RPL will give a person ‘advanced standing’ towards Qualifications they are seeking to attain.

Evidence Rules Valid Sufficient Current Authentic Trainer reminds class of the Rules of Evidence for CBA as stated on slide mentioning: These will be expanded on in following slides All of these must be observed/complied with.

Valid – the evidence must: Assess only the Elements and Performance Criteria of the competency Reflect only the skills knowledge and context of the competency Reflect demonstration and application of the standard Reflect the Qualification level being assessed Trainer discusses first Rule of Evidence: Valid The evidence must: Assess only the Elements and Performance Criteria of the competency Reflect only the skills knowledge and context of the competency Reflect demonstration and application of the standard Reflect the Qualification level being assessed. Classroom Activity – Discussion/Q&A session Trainer asks class: How they can ensure the evidence they obtain as a result of assessments conforms with the requirements of the Rule of Evidence identified on the slide What they should do if they suspect or know the evidence fails to meet the required standard of the Rule.

Sufficient – the evidence must: Be enough to demonstrate the PC/NYC decision Be demonstrated over a period of time – not just ‘once’ Cover all aspects of the Competency Trainer discusses second Rule of Evidence: Sufficient The evidence must: Be enough to enable the ‘Pass Competent’/’Not Yet Competent’ decision to be made Be demonstrated over a period of time Cover all aspects of the competency. Classroom Activity – Discussion/Q&A session Trainer asks class: How they can ensure the evidence they obtain as a result of assessments conforms with the requirements of the Rule of Evidence identified on the slide What they should do if they suspect or know the evidence fails to meet the required standard of the Rule.

Authentic – evidence must: Be candidate’s own work and not someone else’s Be able to be verified as genuine Trainer discusses third Rule of Evidence: Authentic The evidence must: Be the trainee’s own work Be able to be verified as genuine. Classroom Activity – Discussion/Q&A session Trainer asks class: How they can ensure the evidence they obtain as a result of assessments conforms with the requirements of the Rule of Evidence identified on the slide What they should do if they suspect or know the evidence fails to meet the required standard of the Rule.

Current – evidence must: Reflect candidate ability at the time of the assessment Demonstrate current skills/knowledge used in the workplace Reflect skills/knowledge which comply with current standards Trainer discusses fourth Rule of Evidence: Current The evidence must: Reflect candidate ability at this point in time Demonstrate current skills and knowledge used in the workplace Reflect skills and knowledge which comply with current standards. Classroom Activity – Discussion/Q&A session Trainer asks class: How they can ensure the evidence they obtain as a result of assessments conforms with the requirements of the Rule of Evidence identified on the slide What they should do if they suspect or know the evidence fails to meet the required standard of the Rule.

‘Evidence’ may be seen as: Direct Indirect Supplementary Trainer discusses ‘evidence noting it may be seen as being: Direct evidence – this is evidence/proof gained through first-hand observation by the Assessor Indirect evidence – this is evidence/proof obtained through other assessment activities such as role plays, projects, assignments simulations, and third party reports Supplementary evidence – this is evidence/proof gathered (such as through third party questions both oral and written) where additional information is required to make the ‘Pass Competent’/’Not Yet Competent’ decision. Classroom Activity – Discussion Trainer asks class to identify/give examples of each type of evidence listed on the slide.

Assessment methods selected must: Enable required evidence to be obtained Combine to deliver sufficient evidence Relate to what the candidate will be doing Be entered into the Assessment matrix Dictate assessment tools/items to be used Trainer talks about assessment methods stating there are a variety of assessment methods to choose from and the assessment methods selected: Must enable the required evidence to be generated and captured to support or enable the ‘Pass Competent’/’Not Yet Competent’ decision to be made Must combine to collect sufficient evidence the candidate can perform the action/s required to the required standard Refers to what the candidate will be doing to demonstrate competency Will be entered into the Assessment Matrix against the relevant content Will dictate the assessment tool/instrument to be used in the assessment process.

‘Practical skills’ can be assessed using: Actual, on-the-job ‘real work’ Simulated work, demonstrations, mock scenarios Trainer tells class ‘Practical skills’ can assessed through the following: Real work – observation, using: Checklists Projects Project teams On-the-job practical tasks. Simulated work/demonstrations – observation, using: Assignments Role Plays. Classroom Activity – Q&A session Trainer asks class to: Give examples of the above options Indicate when, why and how they might be applied Tell of experiences they have had using these options for assessment.

‘Knowledge’ can be assessed using: Written format Oral format Trainer tells class ‘Knowledge’ can assessed using: Written format – such as: Multiple choice questions Short answer questions Assignments Projects Essays True/False questions. Oral format – such as: Oral questions Role plays Interviews Presentations by the learner Discussion groups On- and off-the-job questions. Classroom Activity – Q&A session Trainer asks class to: Give examples of the above options Indicate when, why and how they might be applied Tell of experiences they have had using these options for assessment.

Assessment Matrix - identifies: Competency Standard being assessed Name of student/candidate being assessed Various methods of assessment to be used Trainer introduces Assessment Matrix stating it identifies: The Competency Standard being assessed – presenting it by Element and Performance Criteria The name of the student being assessed The various methods of assessment which will be used to capture the evidence which has been identified as being necessary to support the ‘Pass Competent/Not Yet Competent’ decision.

Method of Assessment Element Oral questions Third party reports Case study Observation Checklist Written test 1.1 1.2 1.3 1.4 1.5 Trainer provides example of Assessment Matrix and discusses its use.

The assessment strategy should address: Name and description of the qualification Details showing the packaging Rules for the qualification have been accessed and complied with Details of all the competency standards that comprise the qualification (Continued) Trainer introduces and explains assessment strategy stating it describes how the students will be assessed for a qualification. Assessment strategy is used by the assessor to guide their assessment of the student, and is a unique document developed on a one-off basis for every student who is to be assessed. The assessment strategy should address the following: Name and description of the qualification – so there is certainty about what is being assessed Details showing the packaging Rules for the qualification have been accessed and complied with – to guarantee the qualification that is issued will be valid/legitimate and will have conformed with the requirements of the system Details of all the competency standards that comprise the qualification – so there is certainty about the mix/blend of units the individual student has elected to study

Evidence of having interpreted the assessment-related requirements of all competency standards for the specific situation/context Coverage of how RPL/RCC will be included in this assessment (Continued) Trainer continues presenting information about role of assessment strategy: Evidence of having interpreted the assessment-related requirements of all competency standards for the specific situation/context – so the assessment is unique to the individual and their context/situation and reflects personal need/s Coverage of how RPL/RCC will be included in this assessment – if/where applicable

List of assessment methods to be used Specification of assessment tools to be used on a unit- by-unit basis Details of resources required for the assessments Trainer continues presenting information about role of assessment strategy: List of assessment methods to be used – to give a single point of reference to see if (for example) there is variety/diversity in the types of assessment used, and to help with overall planning Specification of assessment tools to be used on a unit-by-unit basis – to assist in general planning and preparation Details of resources required for the assessments – to help ensure budget and other constraints are complied with.

Plan and prepare for the delivery of an ASEAN Competency Standard
Planning and preparation are essential: It must precede all training – it must never be ignored, forgotten or overlooked Success of most training is determined before the Trainer enters the training room “If you fail to plan, you plan to fail” Preparation generates confidence Trainer states proper ‘planning and preparation’ is the basis of all successful and effective training noting keys and important points to remember are: It must precede all training – without exception It must never be overlooked or ignored The success or failure of any training session is determined before the Trainer even enters the training room/environment ‘Proper Preparation Prevents Poor Performance’ – ‘If you fail to plan, you plan to fail’ Planning and preparation allows Trainers to: Factor into their next session/s whatever happened (or did not happen) in their last session/previous sessions Accommodate legitimate feedback/evaluation results into future training Maintain currency of training content Ensure all required content is covered. Sufficient and professional planning and preparation for training gives the Trainer full knowledge about and immense confidence in relation to: What they are going to deliver What they are going to do What they are going to say How they are going to do things How long things will take What resources and materials they will need How training will be assessed.

Start with reviewing the Competency Standard – to: Find out what the Unit is about Get a ‘feel’ for the Unit Make sure all requirements are covered See how the Unit fits with other training Trainer highlights an important starting point prior to any vocational training delivery is to review the Competency Standard for the Unit to be delivered stating there is a need to do this in order to: Find out what the Unit is about – learn the details and content contained in the Competency Standard. This provides the ‘feel’ for the Unit and creates initial understanding of what is required. Ensure all aspects of the Competency Standard are covered by the training provided See how this Unit might fit with other Units in a qualification which: May need to be delivered Have already been delivered.

Key review activities: Obtain soft and hard copy of Competency Standard Read and re-read – take notes Identify nominal hours Determine the basic data (unit name and number) (Continued) Trainer indicates keys to the review process of the Competency Standard: Obtain a: Soft copy of the Competency Standard – which can be obtained from: Hard copy – it is always good to have a paper-based copy to refer to Copies can be obtained from: The Trainer Guide The Assessor Manual The training provider. Read the document: Allocate sufficient time to do this free from interruptions Take notes of things which come to mind as the document is read: Questions/issues which need to be followed up/clarified References or contacts which immediately come to mind as being useful/relevant Content which is new, unknown or anticipated to be somewhat difficult to research and/or deliver. Re-read it – something more will always be gained from a second and third reading Identify the nominal hours – and compare this with the hours which have been allocated for delivery. Take the time to: Note the correct name of the Unit/Competency Standard Record the Unit Number/s These will be needed for completion of various related training and/or assessment records as well as (possibly) for internal reporting requirements.

Look at ‘Unit Variables’ detail/information Note assessment requirements Consider ‘Linkages to other units’ Reflect on ‘Resources required’ Factor in ‘Key Competencies’ Trainer continues discussing review of Competency Standard: Spend some time looking at the detail provided under Unit Variables – to: Gain appreciation for how they align with Performance Criteria and Elements Identify what is provided for and what is not – Trainers will need to develop their all own ‘content’ where there is no entry for Performance Criteria under the heading of Unit Variables. Note the requirements and suggestions listed for assessment – under: Assessment Guide Critical Aspects of Assessment Context of Assessment Assessment Methods. It is vital Trainers note these as Trainers must ensure they are covered because this is what Assessors will be assessing and/or using to conduct assessment. This is central to the symbiotic nature of the relationship between Trainers and Assessors. Consider the Linkages to Other Units section – as this: May contain relevant/useful information to help provide background and context Could contain content/material which is of use in the Unit being prepared Might indicate the name of a Trainer who could provide assistance. Reflect on the ‘Resources required’: To get a feel for where the training may need to take place To start to understand what resources may be needed. Think about the information presented in relation to Key Competencies: To get an idea of the level/complexity of the Unit To see how these key competencies might be used in a work situation.

After the review: Talk to the Training Provider and ask them relevant questions Talk to previous Trainers Talk to the Assessor/s Talk to industry representatives Trainer indicates when Competency Standard has been reviewed it can be useful to: Talk to the Training Provider: About what their expectations and requirements are To show interest in the Work and professionalism in the approach. Ask the Training Provider to: Answer questions identified when reading the Competency Standard Clarify issues Identify where the Unit will be delivered Identify delivery parameters – such as hours, budget, numbers and other relevant factors Provide names and contact details of other/previous Trainers Identify the Assessor/s Identify resources and materials available to support/enable delivery. Meet with: Previous Trainers – to talk to them, learn from their experience, obtain tips and advice, obtain resources and materials which can be used. These Trainers may be from the Training Provider where the training is to be delivered or from a personal network of training associates The Assessor/s for the Unit – to: Initiate the necessary relationship Exchange contact details Learn about their approaches to assessment for the Unit Share and exchange ideas about training and assessment. Industry representatives – where Competency Standard is being delivered into a workplace setting in order to: Meet relevant personnel who will be involved in any way in the training (by providing on-the-job support, organising Guest Speakers and excursions, providing resources) Create a suitable and positive rapport with them Learn about their needs and their constraints Obtain examples of workplace-specific protocols and documents they want used in the training.

Resources which may need to be obtained, prepared or acquired will include: Generic resources Competency-specific resources Trainer indicates resource requirements for Units need to be: Generic resources ‘Generic resources’ are those which exist in a normal classroom situation/standard training environment. See Class Activity – below. Competency-specific resources These are resources specific to the Competency Standard being delivered. Examples include: Notes and handouts for individual Competency Standards Raw materials – food and drinks, blank forms/documents Sample products, items, equipment and utensils Relevant facilities – for example: A fully-equipped commercial kitchen for Food Production A fully-equipped and stocked bar and dining areas for Food and Beverage Service A fully-functional office for many of the Travel Agencies Units Vehicles for the driving Competency Standards. In some cases these so-called competency-specific resources may be common to other Units – for example, many Food Production Competency Standards will require a kitchen and many Travel Agencies Units will require a fully-functional office. Classroom Activity – Question and Answer Trainer asks class to identify examples of generic resources – answers can include: Furniture, fixture and fittings Desks and chairs White boards and chalk boards Data projectors and overhead projectors and screens Computers and printers with relevant software/programs Photocopiers Consumables – paper, ink, pens, whiteboard markers, overhead pens.

Determining resources required: Read Competency Standard Visit training area and view facilities Ask previous Trainers for their materials Visit industry and request their resources Check library Trainer discusses determination of resources required stating the Competency Standard will have given a very general overview of resources required under the heading ‘Resource implications’ and in addition Trainers are advised to: Read the ‘Recommended training equipment’ section of the Trainer Guide Visit the identified training room/location (and store rooms) and view the facilities/equipment available Request copies of handouts and other paperwork used by previous/other Trainers Visit industry to view the resources they use when undertaking the work which is the focus of the competency Standard Check the library at the Training Provider – to see what learning resources are available Read the Competency Standard again – with a focus of trying to determine the resources required.

Important considerations regarding resources: Host country legislation must be obtained and complied with Must be industry-relevant Must be sufficient Must be safe Must reflect current use/practice Trainer notes important considerations relating to resources for ASEAN Toolboxes are to ensure: Host country legislation is obtained – where the Competency Standard/Toolbox refers to legislation there is a need to obtain the legislation applicable to the country where the Unit is being delivered Industry relevance – all forms, documentation, examples and samples must represent what is being used in local industry/organisations This highlights the need for Training Pro9viders and/or Trainers to develop strong and positive relationships with industry so businesses will support training delivery by providing these items when requested. ‘Sufficient’ resources are available – there will nearly always be some need for learners to share certain resources and this requirement needs to be factored into the session plans which are developed but there will also always some basic minimum number of items which are essential and without which the training cannot take place If sufficient resources cannot be provided it may be possible to negotiate visits to industry locations/venues to use their equipment/resources. All resources are safe to use – this is the single most critical element relating to physical resources used for training Resources are current – they need to reflect the items used in the industry the learners are going to work in Where an absence or shortage of necessary resources has been identified this must be raised at the earliest opportunity with the Training Provider – to seek their help and advice about addressing the situation.

Trainers are free to select whatever blend of training methods/strategies they want – important considerations are: Selected options should reflect known learner styles/preferences Appropriate to nature of the Competency Standard Must accommodate known delivery parameters (Continued) Trainer observes Trainers have the right and freedom to choose whatever training methods and strategies they want when delivering training under ASEAN Toolboxes highlighting important considerations when selecting training methods/strategies are that the options chosen: Should reflect any known learning preferences of the learners – this is ideally the case but often not possible Need to be appropriate to the content of the individual Competency Standard Must enable delivery to occur within the known parameters of the Unit – especially in relation to budget and time.

Must address assessment requirements Should introduce diversity Must accommodate all learners Will need to support availability of physical resources Will reflect Trainer style and preferences Trainer continues discussing important considerations regarding selection of training methods/strategies: Should address and reflect the known assessment requirements for the Unit – as discussed with the Assessor/s Should introduce diversity into the training and help motivate students – to help avoid learner boredom Must be able to be accommodate all the learners – and not just some/a selected few Have to reflect the availability of supporting physical resources Will often be selected to best fit with individual Trainer: Personality Preference for teaching methods.

Different training delivery methods/strategies have different applicability for: Skill Knowledge Attitude Trainer advises different training delivery methods have different applicability for training of: Skill Knowledge Attitude.

Demonstration: Most popular method for hospitality training activities Very successful in situations where the trainees have to learn a new skill that can be broken down into steps: Give a short spoken overview of the whole skill Demonstrate the whole skill silently and at normal speed Demonstrate again, slowly, and describe each step Check that the trainees understand any new information Observe the trainees as they perform the skill Check that the trainees’ performance meets the appropriate standards Trainer discusses Demonstration as a delivery method: This is the most popular method for hospitality and tourism orientated training activities. It is very successful in situations where the trainees have to learn a new skill that can be broken down into steps. Standard advice to implement this training option is: Give a short spoken overview of the whole skill Demonstrate the whole skill silently and at normal speed Demonstrate again, slowly, and describe each step Check that the trainees understand any new information Observe the trainees as they perform the skill Check the trainees’ performance meets the appropriate standards. Note Before beginning the demonstration ensure everything has been properly prepared for the demonstration Ensure competence in the skill being demonstrated It is important to get it right first time the skill is demonstrated to: Optimise learning Enhance learner confidence in the Trainer Build Trainer credibility. Classroom Activity – Demonstration Trainer requires learners to prepare and deliver a 10-minute session using the demonstration method of delivery.

Brainstorming: A very effective method to generate ideas about a topic or for problem solving You need a recorder All ideas are recorded so the participants can see them There is no judgment of the ideas generated Engages all participants Trainer discusses Brainstorming as a training method: A very effective method to generate ideas about a topic or for problem solving You need a recorder All ideas are recorded so the participants can see them There is no judgment of the ideas generated Engages all participants. Classroom Activity – Brainstorm session Trainer divides class into country-based groups and asks one participant to lead a session on the topic ‘What are the must see tourism attractions of their country?’

Role play: Acting out a situation A great learning tool for training hospitality and tourism employees, particularly for customer service situations Role plays can be structured and non-structured Observers can have checklists to provide constructive feedback A debrief should be held to highlight the learning points of the role play Trainer discusses Role Plays highlighting the following points about them: Involves acting out a situation Is a great learning tool for training hospitality and tourism employees, particularly for customer service situations Role plays can be structured and non-structured Observers are often provided (by the Trainer) with checklists to help provide constructive feedback on the exchange/interaction A debrief should be held to highlight the learning points of the role play. Classroom Activity – Role play Trainer asks learners to develop and trial a role play for a toolbox they are familiar with.

Case Study: Based on real life situation, or Designed scenarios or problems that are to be worked through by the trainee Questions need to be developed to guide the user through the issue Good for problem solving, decision making, developing analytical skills Case studies should include a debrief Trainer discusses Case Study as a training method/option: Usually need to be developed by Trainers as part of the preparation phase to address individual need and context of student group Should be based on real-life situations or designed scenarios or problems which are to be worked through by the trainee Questions need to be developed to guide the user through the issue Good for problem solving, decision making, developing analytical skills Case studies should include a debrief to discuss findings. Classroom Activity – Case Study Trainer asks learners to form into small groups and formulate a Case Study for a Toolbox of their choice identifying what the Case Study is designed to achieve.

Group discussion: A discussion between trainees around a set topic or issue Learners discuss and record the group’s thoughts and answers to questions asked Group may have a recorder and a spokesperson Good for increasing understanding Involves all trainees Trainer looks at group discussion as a training method: This is a talk/conversation between trainees around a set topic or issue Learners discuss and record the group’s thoughts and answers to questions asked Group may have a recorder and a spokesperson Good for increasing understanding of content and concepts Trainer needs to take care/action to ensure the activity involves all trainees and is not dominated by some or excludes others. Classroom Activity – Group Discussion Trainer conducts a group discussion on the advantages and disadvantages of group discussion as a training method.

Questioning: Trainer asks prepared questions Trainees ask trainer the question Written or oral Questions should be structured to probe learner understanding Used for clarification, understanding and assessment Trainer discusses questioning as a training method stating questions may be: Asked by the Trainer – a good Trainer asks more questions than their learners Asked by learners – of the Trainer and of each other Oral or written Planned/structured to probe understanding of identified issues/content Used for clarification, understanding and assessment.

Techniques in effective questioning: Ask correct question/s Ask questions correctly: Put the question to the whole group Pause Nominate someone to answer Respond warmly/encouragingly, or Redirect the question (Continued) Trainer discuses techniques in effective questioning: Ask the correct question Ask the question correctly: Put the question to the whole group Pause Nominate someone to answer Respond warmly/encouragingly, or Redirect the question.

Use a mix of question types: Open and closed questions Target and probe questions Hypothetical and settler questions Avoid: Asking multi-questions Asking ‘leading’ questions Trainer continues discussing techniques in effective questioning: Use a mix of question types: ‘Open’ questions: Assess understanding Allow trainees to give opinion/feelings Start with “how,” what,” “why”. ‘Closed’ questions: Require only one word or very short answers Used to check direct knowledge. ‘Target’ questions – to elicit information about past experiences ‘Probe’ questions – to probe for/seek more information on the topic ‘Hypothetical’ questions – to: Deal with ‘made-up’ situations Assist in case study work. ‘Settler’ questions – to: Settle learners at the start of a session/class Set trainees at ease. Avoid: Asking ‘multi’ questions – ask one question at a time Asking ‘leading’ questions – do not indicate the answer required/do not give the answer in the question.

Finally: Check out the information on different training methods as presented in the Trainer Guide Trainer needs to be competent in skills they demonstrate or use a Guest Speaker or Subject Expert Trainer concludes information on different training methods stating: It is useful to be aware the Trainer Guide for all ASEAN Units contains brief explanation of the following delivery methods: It is an essential pre-requisite where demonstration is used as a training method: The Trainer is competent with the skill, or The Trainer can use a Guest Speaker, Guest Trainer or other ‘Subject Expert’ to demonstrate the skill. Classroom Activity – Handout and Discussion Trainer distributes and discusses information on training options as presented in TG.

Training parameters need to be determined as imposed/required by: Training Provider Employer/s Students/learners Trainer highlights need to identify parameters which might be provided for training as determined/imposed by: The Training Provider , and/or The employer to whom/on whose behalf the training is being delivered, and/or The learners/students who are being trained – to a far lesser extent.

Training Provider parameters: Number of students Hours allocated Training location Budget Documentation to be completed Need to align training with nominated requirements Trainer notes Training Provider will set limitations and/or requirements regarding the training delivery in terms of issues such as: Number of students to be trained in the class – a different number is usually set for theory classes and for practical classes Number of hours allocated for delivery of the training – including assessment: this is necessary for time-tabling, staff rosters (for Trainers and Assessors) and for payroll purposes Location where the classes/training is to be provided Budget – for: Purchasing the resources to support delivery Staffing. Documentation to be used and/or completed as part of: Planning and preparation Training delivery Assessment Reporting Reviews and evaluations. Need for Trainers and learners to align with: Legislated requirements ASEAN training protocols – CBT/CBA and CATC/RQFSRS requirements Internal codes of practice.

Parameters which may be imposed by employers: Training/content Trainees available Time/days of training Availability of resources Access to areas Trainer notes the employer/s may impose training parameters in respect of topics such as (but not restricted to): Training – and need for contextualisation/customisation of training content and/or workplace-related standards/criteria, protocols, documentation, terminology, equipment used Number of trainees available Time and days/dates trainees can be released from work to attend training and assessment) Availability of resources, materials and equipment for use as part of training delivery (and/or assessment) Access to workplace areas for use in training delivery (and assessment).

Student-influenced parameters may include: Their existing/previous knowledge and skills Individual differences Special needs Availability Capacity to pay Trainer states students may influence training parameters with reference to their: Previous levels of skills, knowledge and experience Preferences for learning Individual differences and special needs training requirements Availability to attend training (and assessment) Capacity to pay.

Need to identify learner numbers because it: Will impact delivery techniques chosen Will affect resources required Will influence training venue used Helps mentally prepare the Trainer Trainer stresses trainers must identify expected learner numbers as part of the planning process before training delivery commences explaining this must be done because: It will impact the delivery techniques used It will affect the quantity of resources required It will influence the venue used for training delivery – more students will require more room/space It helps mentally prepare the Trainer for the amount of learners they will be dealing with.

Training Providers: May set maximum numbers for sessions – for example: Theory = 25 Practical = 16 (depends on equipment & safety) May require a minimum number before the class will run Trainer indicates relevant issues relating to student numbers: Training Providers will usually set maximum numbers for both Theory and Practical classes Training Providers will often set a minimum number of students required for a session – without this minimum number they will not be prepared to authorise delivery (usually because it is not viable to do so) Numbers in Practical classes are usually lower than number for Theory classes – indicative numbers: Practical sessions – maximum of 16 but this will be determined to a large extent by equipment available and relevant safety factors Theory – 25 per session.

Determining class numbers: Training Provider will advise Trainers may be required to recruit learners Trainer explains the following generally applies to determining numbers for a class: Training Provider will advise Trainers of numbers who have enrolled Trainer may be required to recruit learners – which may involve: Placement of advertising in the media Undertaking promotional talks at schools and other venues Meeting with employers/business to encourage them to send employees to training or to engage with workplace-based training.

‘Learner profile’ can impact selection of training methods & other planning issues and embraces/refers to: Age and gender of students Language skills Experience and ability Individual preferences for learning Special needs Trainer explains ‘Learner profile’ refers to the overall picture/composition of individual learners which will impact training delivery – it embraces: Age and gender of student Language skills of the person Experience and ability of the trainee Individual preferences for learning Special needs.

Ways to determine learner profiles: Undertake pre-entry testing Meet and talk to students prior to starting training Talk to workplace supervisors regarding skill levels of trainees Include mandatory questions on enrolment forms Apply TNA Trainer indicates ways to identify learner profiles: Undertake pre-entry testing – related specifically to the ASEAN Competency Standards to be undertaken by the individual. The pre-entry testing (assessment or evaluation) can address: Theory Practical. Meet with/interview individual learners as part of SOP and talk to them/ask relevant questions to elicit information which will create the required profile Talk to workplace supervisors where learners are employed to obtain input from them Include questions on enrolment forms for applicants to present details of their personal requirements/issues Apply TNA – see following.

Where TNA is used: ‘Training gap’ forms the basis of training to be delivered There may be no requirement for other parts of the Competency Standard to be delivered RPL may be sought Trainer highlights in some cases, such as certain workplace situations, there will be a need to refine training delivery to address and reflect the specific needs of individual workers as identified through a Training Needs Analysis explaining in these cases: The training gap forms the basis of the training to be delivered There is no need/requirement to deliver other parts of the Competency Standard or training program RPL may be sought by/granted to participants for certain Elements or Performance criteria or Competency Standards. This Unit takes the approach Trainers will be required to deliver all the content of a Competency Standard as presented under the Qualifications Framework/RQFSRS. This is commonly the case where Trainers are employed to deliver vocational training through a private provider to those wishing to enter/learn about the industry.

Standard practice when planning delivery of vocational training using Competency Standards is to develop/write: A learning/training plan A learning/training program Session plans Trainer explains standard practice when planning for the delivery of vocational training requires the preparation of relevant plans noting for each Competency Standard to be delivered there can be a need to prepare: A learning/training plan A learning/training program Session plans.

The Learning/training plan: Draws together relevant information from different sources – Training Provider; Competency Standard; Industry/employer; Students/learners Provides a checklist to ensure all detail in relation to planning/preparation has been covered Is a summary document Trainer discusses the learning/training plan observing it: Draws together relevant information from different sources (Training Provider, Competency Standard/s, Industry employer/s, students/learners) into the one document for ease of reference Provides a checklist to ensure all necessary information about proposed training delivery for a Unit has been determined, has been obtained and can be used by the Trainer for further planning and preparation Is a summary document providing an overview of important details relating to the delivery of the training – see Classroom Activity (below). Classroom Activity – Handout Trainer distributes and discusses sample learning/training plan.

Learning/training program is: A series of individual training sessions A sequence of training events Trainer introduces Learning/training program stating it is: A series of individual training sessions A sequence of training events.

Sections or headings of Learning/training program: Delivery schedule Content Delivery methods to be used Assessment linkages Resources available to be used Trainer explains the Learning/training program will contain headings/sections as follows to help direct the thinking of the Trainer as they plan and prepare for delivery: Delivery schedule – identifying number of training sessions/events Content – giving overview of what will be covered in each session Delivery method/s to be used – attention should be paid to: Varying strategies used to introduce interest and diversity into training Ensuring they are relevant to and support learning of the content Making sure resources exist to underpin/allow the selected delivery method to be used Assessment linkages – indicating activities to be used: may/will require liaison with Assessor Resources available/to be used – listing resources, training materials and references which can/will be used as part of the delivery. Classroom Activity – Handout Trainer distributes and discusses sample learning/training program.

Session plans: May be known as ‘lesson plan’ Detail each session in the learning/training program One per lesson/session Are planning intended only for use by the Trainer Can contain anything the Trainer wants to include May be based on one of several templates Trainer indicates key points about a session plan: May be known as a ‘lesson plan’ A detailed description of each delivery session as identified in the training program showing Each session shown in the learning/training program should have a session plan prepared for it Is a planning document developed by the Trainer, for the Trainer – the learners do not see them : the Trainer should develop whatever they want which suits their personal needs and teaching style best There are templates which can be used to develop these plans but the layout and content of these plans is at the discretion of the Trainer Trainers should feel free to put whatever they want in these plans as they are only for their personal use/reference. Classroom Activity – Handout Trainer distributes and discusses sample session plan/s.

Planning of delivery of training must integrate principles of adult learning which: Motivate learners Build on existing knowledge/skills Assist learners Refer/relate to previous experience/s Help learners develop (Continued) Trainer stresses trainers must focus their planning and preparation for vocational ASEAN Toolbox training on designing learning experiences integrate the principles of adult learning which: Help learners become motivated to change Build on existing knowledge and skills Help learners effectively handle course information and experiences Refer/relate to the previous experience/s of the learner Help learners develop knowledge, skills, values and/or creative ideas.

‘Explain’ rather than ‘impose’ Help transfer of learning Are work-relevant Are ‘active’ rather than ‘passive’ Match known learner styles or preferences Reflect what happens in the workplace (Continued) Trainer continues addressing need for adult learning principles to be integrated into delivery so they: ‘Explain’ rather than ‘impose’ Help learners transfer their learning to the application environment Are relevant to their known/expected work Are active rather than passive Match the identified learning styles/preferences of learners Reflect workplace operations, standards, practices, materials and parameters.

Are safe and legally compliant Feature ‘practice’ and ‘reinforcement’ Allow for and provide feedback Reduce barriers to learning Relate directly to Competency Standards Relate directly to the assessment to be applied Trainer continues addressing need for adult learning principles to be integrated into delivery so they: Are safe and legally complaint Feature practice and reinforcement Allow for and provide feedback Give reward for competency/success Reduce barriers to learning Relate directly to: The Competency Standard/s being studied The assessment which will be applied.

How individuals learn: They start by ‘thinking’ to themselves about a topic, issue or problem They progress to ‘exploration’ which involves talking, discussing and active listening This then moves to ‘crystallisation’ which involves reading, writing and watching The next stage is ‘action’ characterised by doing and practice Trainer mentions it is useful to bear in mind the following applies to how individuals learn: They start by ‘thinking’ to themselves about a topic, issue or problem They progress to ‘exploration’ which involves talking, discussing and active listening This then moves to ‘crystallisation’ which involves reading, writing and watching The next stage is ‘action’ characterised by doing and practice.

Scheduling of training = time-tabling: Refers to dates and times … but note: CBT is not time-based ‘Nominal Hours’ may not be provided Gives start and finish times – and often a venue (Continued) Trainer discusses scheduling of training: ‘Scheduling of training’ refers to time-tabling the delivery of training It is different to but will obviously reflect the ‘Delivery Schedule’ in the Learning/Training Program document Scheduling of training of ASEAN Toolbox training: Refers to the dates and times of delivery of content as identified in the planning documents (Learning/Training Plan and Training Program) – the duration of the scheduling must ensure the required content of the training can be delivered within the scheduled time. Remember, however: CBT is not time-based Training Providers may not allow the time indicated as Nominal Hours in the Competency Standard/s. Gives starting and finishing times of sessions/classes – also (usually gives a venue for the training as ability to deliver training is often dependent on having access to certain resources/rooms, equipment).

May be conducted: Any time Any day Influenced by: Availability of resources & learners/their preferences Public holidays Levels of trade at workplaces Trainer continues discussing scheduling of training: May be conducted any time on any day – late at night, early in the morning, on weekends, public holidays, weekdays Will wholly or in part be determined (or influenced) by: Availability of resources, training spaces/rooms/venues When learners can attend Learner preferences for attending – preferences of whoever is paying for the training to be provided/delivered Public holidays, staff holidays, religious occasions and festivals Levels of trade – where learners are also employees: employers are reluctant to release staff for training during busy times.

Basic options for readying resources for training delivery: Preparing and producing them yourself Revising or up-dating existing materials Using things again which have previously been used and found to be effective Trainer advises basic options for readying resources and materials to support ASEAN Toolbox training may necessitate: Generating them from scratch Revising existing materials Using again items which have been previously used.

Essential requirements for trainer-produced resources: Must reflect individual student need Must address individual workplace need Must be current, comprehensive and accurate Must respond to identified special needs Must reflect requirements of the Competency Standard Must be created ‘within budget’ Should be able to be re-used Trainer explains it is vital to ensure in all situations the resources/materials: Reflect individual student need – learning style/preference and/or requirement for extra content Address identified individual client/workplace need – to provide organisation-specific information Are current, comprehensive and accurate Respond to special needs of different student groups Cover the specifics of the Competency Standard/s being delivered Can be created within the allowable budget Wherever possible, can be re-used in other sessions and/or by other Trainers.

Preparing chalk or white boards: Obtain and clean boards Write up content before class arrives – cover (if required) so they cannot see until required Obtain chalk or markers – make sure markers are for white boards: do not use ‘Permanent’ markers Obtain dusters or other cleaning materials Trainer gives advice regarding preparation of chalk boards or white boards in readiness for class/session use indicating this may require: Obtaining and positioning boards Cleaning them Writing up (and covering) material Obtaining chalk and/or markers Obtaining dusters and/or cleaning materials. Classroom Activity – Demonstration Trainer demonstrates activities as identified/as appropriate from slide above.

Preparing to use OHPs: Obtain and position – get a spare globe Test run the projector – focus it Make sure required sheets have been prepared Have a Plan B in case OHP cannot be used Practice using the projector Trainer discusses preparation for use of overhead projectors and acetate/overhead sheets: Obtaining and positioning projector and screen Obtaining spare globe and testing projector Focussing projector to suit acetate sheets and position of projector Preparing acetate sheets Developing a stand-by plan in case OHP does not work Practising with the OHP. Classroom Activity – Demonstration Trainer demonstrates activities as identified/as appropriate from slide above.

Further points on use of OHP: Colour can be used (different coloured OHP pens) ‘Fold out’ disclosures can be a feature Decide on ‘permanent’ or ‘non-permanent’ pens Frames can be used to prevent ‘curling’ It is possible to photocopy onto acetate sheets (Continued) Trainer gives more advice re use of OHPs: Use of UHPs allows use of colour Acetate sheets featuring ‘fold out’ disclosures can be produced to enhance display Choose from permanent or non-permanent marker pens Frames can be bought or made to protect acetate sheets – these are a good idea if the plan is to use one/several sheets regularly as the frames stop them curling up It is possible to photocopy onto acetate sheets and then project these images – be sure to use the correct type of OHP/acetate sheet or there may be damage to the photocopier. Classroom Activity – Demonstration Trainer demonstrates activities as identified/as appropriate from slide above.

May be hand-written directly on to acetate sheets Can be computer-generated, printed and then photocopied onto acetate sheets Do not over-crowd each acetate sheet – use more sheets with less information on each sheet Trainer continued giving advice on use of OHPs: Trainers may hand draw their own OH sheets, or computer-generate them and then photocopy them onto an acetate sheet They are very handy as Trainers can prepare acetate sheets at home/in advance and then screen them in class Ensure print is large enough for learners to read Do not try to fit too much on the one OH/acetate sheet – this is probably the most common fault with overheads, especially where people photocopy a page of text from a book/manual onto an overhead sheet. Classroom Activity – Demonstration Trainer demonstrates activities as identified/as appropriate from slide above.

Using ‘actual things’: Very effective The ‘real thing’ should be used whenever possible Creates excitement and interests Acts as a good motivator Make sure you know all about the item/sample Trainer discusses use of actual examples/samples as training resources/materials: These are very effective as training tools – try to use ‘the real thing’ whenever possible Make sure everything is known about it (whatever ‘it’ happens to be) – names of parts, how things work and fit together, what buttons are used for, what is written in all sections of a form/document If ‘it’ is a document there is a need to find out what all the parts, headings and abbreviations mean, who fills in what, what goes where, where the document comes from and where it goes to next in the sequence of things Try to get supporting ‘exploded diagrams’ of equipment, plant and machinery where appropriate – manufacturers and suppliers may be able to help here. Classroom Activity – Demonstration Trainer demonstrates activities as identified/as appropriate from slide above.

Preparing/using projects and exercises: Useful as reinforcement and drill Should progress from ‘simple’ to ‘complex’ Make sure you (as the Trainer) have answers to the questions/exercises Must be relevant (Continued) Trainer discusses use of projects and exercises identifying keys are: Can be used as in-class reinforcement and drill Develop them to progress from simple exercises to complex ones Make sure all questions/exercises have already been worked through and the Trainer has sample answer/s together with details of the working out for each Must be relevant and not just a time-filler. Classroom Activity – Demonstration Trainer demonstrates activities as identified/as appropriate from slide above.

Use relevant terms, phrases, references and abbreviations to give realism Use actual workplace documents if possible Determine in advance if they will be done as ‘individual’ or ‘group’ work Are useful as a way of giving rest of class something to do when you are doing something else with a student Trainer continues discussing use of projects and exercises identifying keys are: Use known company terms, rates, names, abbreviations, policies, SOPs wherever possible to give projects, practices and exercises relevance and realism Use actual workplace documents, price lists, schedules, itineraries, menus, tickets, forms, reports and similar as the basis for what is produced Consider whether group or individual work on these is best – both have a place, but beware the trainee who is prepared to let the others do the work while he takes the credit Exercises are useful to fill in otherwise idle time when Trainer is spending time with one trainee and others have nothing to do – having some sort of bank of exercises constantly available for trainees to work on is a good thing to have and obviously a consideration when planning/preparing for sessions. Classroom Activity – Demonstration Trainer demonstrates activities as identified/as appropriate from slide above.

Preparing/using videos/DVDs: There are some very good commercially-prepared ones Learn how to use the equipment competently Position screen/monitor so all can see it Cue it up before class arrives Make sure you have previewed it Consider preparing a Question Sheet to guide the class as/after they view it Trainer discusses use/preparation of videos/DVDs noting considerations are: Consider commercially produced ones (there are some really good ones but there are some really bad ones) or make them in-house Know how to use the VCR/DVD player in the training room – and check to see it is actually working Position monitor/screen so everyone can see and have volume pre-set to what is required Cue video/DVD before class arrives to either the real start of the film or the particular part of the DVD to be shown – it is OK to only show part of a video/DVD and not all of it Ensure video/DVD has been pre-viewed so it can be properly introduced and to check it genuinely is relevant and applicable Consider preparing and distributing a question sheet to guide viewers through it/focus their attention on what is being screened. Classroom Activity – Demonstration Trainer demonstrates activities as identified/as appropriate from slide above.

‘Demonstrations’: Make sure all necessary items for the demo are present and ready to use Check equipment works as required/expected and is safe to use Consider preparing written instructions to distribute to class to illustrate/supplement the demo Trainer re-visits use of demonstrations stating in addition to what has already been provided and/or to reinforce it: Make sure all the necessary items are available for the proposed demonstration – ingredients, bits of equipment, tools, safety items Check the equipment works and is safe Consider providing a written set of instructions to supplement the demonstration. Classroom Activity – Demonstration Trainer demonstrates activities as identified/as appropriate from slide above.

Using ‘handouts’ for the training: Useful to make certain trainees have ‘got the facts’ Many H/Os are computer-generated Consider using ‘skeletal’ handouts Keep language simple, appropriate and factor in literacy skills of students Up-date them regularly as required Trainer discusses preparing to use Handouts: Are useful when Trainers need to be sure trainees go away with certain information The Trainee Manual are mass versions of handouts Computers have made this a popular medium – as they facilitate initial production and allow easy updating and ease of printing Consider using ‘skeletal’ handouts – where learners fill in the missing parts/names Keep the language appropriate to the knowledge level and language capability of the learner Be on guard for literacy problems that may impede things Up-date handouts as the need dictates and/or on a regular basis. Classroom Activity – Demonstration Trainer demonstrates activities as identified/as appropriate from slide above.

Using ‘Guest Speakers’: Can be very effective … or a disaster Provide a ‘new face’ for trainees Trainees generally learn well from them (Continued) Trainer talks about Guest Speakers identifying points to note are: These can be extremely useful – they provide a new and knowledgeable face for the trainees to listen to, and a new and different ‘learning resource’ Trainees are likely to learn more from Guest Speakers than from Trainers as learners may ascribe more credibility to the Guest Speaker Be aware they can be an absolute disaster – there are some very, very knowledgeable, experienced and competent people who simply go to pieces when asked to be a guest speaker: they can sometimes: Wander all over the place in terms of what they say/present Get flustered and lose focus Lack credibility by virtue of their lack of presentation skills Simply ‘freeze’ in front of an audience/class.

Can be sourced from inside the Training Provider, industry generally or a specific workplace or a government agency They are a legitimate way of delivering training Lots of planning, organisation and liaison required to make Guest Speakers work effectively They should be introduced, allowed to talk/demonstrate and a ‘Q&A’ session should be included Trainer continues talking about using Guest Speakers: They can be in-house or from anywhere outside – as a Trainer never be afraid of using a Guest Speaker because they are a valuable and legitimate training technique Many Trainers will not use them because they feel they are handing over their authority to someone else, or that by getting someone else to do the training, they themselves are failing to do their job Guest speakers do not just ‘happen’ – Trainers have to arrange them and: Notify date, time and where to attend Discuss with them how long they are expected to talk/demonstrate Discuss what is to be covered by their attendance/participation – never just leave it to chance, or up to them to decide what to do, say or cover Set the format of the session – for example: Introduce them They talk/demo for 45 minutes Then there is a 30 minute Q & A session.

Options for acquiring training resources: Buy them Ask suppliers to donate them – especially suppliers/manufacturers who supply industry Request donation/loan from industry Share with others Seek government funding Trainer explains the following options exist for acquiring training resources; Purchase them – from professional suppliers of training support materials Ask suppliers to donate Request donation or loan of them from industry Conduct excursions/field trips to workplaces and use what is available at those locations Share them – with other Training Providers Seek government funding for their acquisition.

Organising the physical environment for training: Book the venue Make sure it is clean and ready for use Position tables, chairs and equipment Adjust AC if needed and if possible (Continued) Trainer emphasises the physical environment and equipment needs to be prepared prior to training delivery to create an environment conducive to learning and the following may need to be addressed: Book the training room/venue – if this is required to ensure availability as required: in many cases either the Training Provider or the employer/workplace will stipulate the training environment to be used and there is (in reality) no choice of what to use Ensure it is ready for use – and is clean, attractive and inviting The Trainer may need to spot-clean and tidy after a previous session. Tables and chairs have been organised and arranged to suit the needs of the session – to reflect the training/session plan Air conditioning has been adjusted, where possible – to optimise comfort.

Lights are working Video/DVDs have been cued Noise and distractions minimised Catering organised Required resources have been checked and ready to use (as ordered for the session) Trainer continues presenting issues relating to preparing the training environment: Lights are operational – and location of switches are known Globes in overhead projectors are working – and there is a spare. Video-tapes/DVD are cued – and extension cords are available for items if needed and the screen is placed where everyone can see it As much as possible has been done to eliminate/minimise interruption and distractions from outside sources – so learner attention remains focussed on the training Catering, where/if required, has been arranged – tea, coffee, water: meals or refreshments may be required in some cases/for lengthy training sessions Checks have been made to ensure other required equipment and other resources are present – and in working order. A test run/operational check may be required.

If delivering a session in a new venue or off-site: Find out what they have available there is terms of resources and equipment Determine where the basics are – switches, lights, emergency exits, projection equipment, screens and monitors Get a ‘feel’ for the area or room Never assume what you want will be there – even if you asked for it to be provided Trainer notes if delivering training in a new venue/unfamiliar site Trainers should try to visit the site beforehand to: Determine what equipment and facilities are there and what will need to be provided Ascertain physical location of things Get a feel for the area – to help visualisation of the actual delivery. Never assume even the basics will be there, or be operational, in a different/someone else’s environment.

Conduct training of an ASEAN Competency Standard
When delivering training the plans must be followed to: Give you confidence in what you are doing Enable set-up of the training venue as required Give optimum benefit to students Ensure training is delivered on time and within budget (Continued) Trainer discusses treasons to follow plans for training highlighting plans which were prepared for the training must be followed for the reasons given below because doing so means: The Trainer will have confidence in the presentation and delivery – because they have planned and prepared and know what they will be doing, what they are going to say and where and when things are going to take place The trainer can arrive at the training venue early and set up the area in advance for the training – and this will: Instil even more confidence in the Trainer Prove to the learners their training is important and effort has been put into it Demonstrate to the learners the Trainer is ready and prepared Allow the session to start on time. The learners will benefit because the Trainer is more self-assured, confident and aware of what is happening – learners will sense the belief the Trainer has in themselves and in the people they are training and this positive energy is contagious The Unit will be delivered: On time – by the planned/required completion date/within the allocated hours Within budget – the preparation undertaken will have ensured all resources, materials and consumables fit within the allocation of funds for the Unit.

Make sure all required content is covered Make proper and efficient use of all resources ordered for the training Arrangements made with other people in relation to training can be honoured Trainer continues exploring need to follow planning when delivering training: All necessary content will be covered – this may address: Requirements as listed in the Competency Standard Customisation for local (country-specific, regional or geographic) conditions/requirements Obligation to include certain/nominated information, protocols, documentation or terminology to make the training reflect workplace-specific needs, wants and preference. Sufficient and required resources will have been ordered and/or will be available to support the training – this can relate to: Infrastructure to enable chosen delivery methods to be used – if the session plan was to use a DVD then it stands to reason the DVD, the player and a screen will have been available Training materials – for example: If the plans identified there would be 20 learners then sufficient handouts would have been prepared for this number If plans identified practical work for 15, then the plans would have identified and arranged for materials and consumables to cater for this amount. Any arrangements made with other people (such as other Trainers and/or Assessors, Guest Speakers, people at venues where Excursions have been organised) can be honoured – because the plans will have indicated what is required/what is going to happen.

It is important to note: There will ALWAYS be times when following the plan is not possible There will always be unexpected and unplanned issues which will impact on training delivery Action will need to be taken to accommodate these situations Trainer highlights: Even though the intention for Trainers is to deliver the training as planned there will ALWAYS be situation where this is not possible A range of unpredictable issues can impact planned activities and cause a revision of plans and/or other action to address/redress what has taken place.

Issues which can impact training delivery: Late arrival (or non-arrival) of learners Equipment breakdown or power failure Learners having difficulty with the content being presented Plans not working or otherwise not being able to be implemented Trainer gives examples of issues which can impact training delivery: Late or non-arrival of students Equipment breakdown or power failure Learners having difficulty with the content being presented Plans not working as intended/expected – for example: Learners not responding/liking to a particular delivery method An activity/exercise running over time A Guest Speaker failing to arrive or cover the content they were asked to cover Materials, ingredients, consumables which were ordered for the class not arriving/being delivered for the session Negative interpersonal relationships between learners causing disruptions/delays to the training.

Responding to issues arising: Action must always be taken when a situation is identified – it should never be ignored Take whatever action can be taken before the next session – never leave things to the ‘Evaluation’ stage A combination of approaches is usually needed – see next slide Trainer discusses action to take in response to issues arising: Trainers must never ignore factors which impact on their delivery of this class/session They must always take whatever action is needed before the next session to effectively address/resolve the situation. Solving these matters cannot be left to the Stage 3/Evaluation phase.

Action to address issues: Spend time with students out-of-class Schedule another training session Adjust subsequent plans: Change proposed delivery methods and strategies Revise content to be provided Trainer identifies action which could be taken to address issues arising when delivering training: Spend extra time out-of-class with students – to catch up on missed content and/or help with understanding of certain topics and/or provide more one-on-one training and/or give an opportunity for additional supervised practice/drill Schedule another training session – this can require cooperation and goodwill from all involved (and time provided free-of-charge by the Trainer) but is often a very effective way of bringing plans back on track Generally speaking Training Providers are loathe to pay for extra time for Trainers to deliver make-up, remedial or catch-up classes. Employers are likewise commonly reluctant to release employees for additional hours during their paid working time. Adjust subsequent plans – which may (for example) entail: Altering original delivery technique to a more time-effective method – such as: Replacing demonstration and practice with lecture Not using a Guest Speaker – (which traditionally occupies a deal of time) and delivering the content they would have covered using handouts or ‘chalk and talk’ Getting rid of the excursion – and using that time to catch up on what needs to be done/covered Limiting non-essential delivery methods – which may allow reducing time allocated for discussions, in-class research or group work. Eliminating or reducing non-essential content listed in the session plans as being planned for delivery – content can often be classified as: ‘Must know’ content – which MUST be delivered regardless of any factors or constraints ‘Should know’ content – which it is important for learners to be aware of ‘Nice to know’ content – which can be presented if time allows: it is this area of content which may be able to be removed from the plans.

Use of TG in training delivery: Is very limited – it is more of a planning document Can be used to remind of CBT requirements and various training options Provides copy of the Competency Standard for reference purposes Gives instructions on using PPTs Trainer discusses use of TG in delivery of training stating: The Trainer Guide can be used by the Trainer in the delivery of the training in a limited manner. It is of more use in the planning and preparation stage. It can be used in training delivery to: Remind Trainers in relation to critical Competency Based information – such as details regarding: Relevant definitions – competency, CBA, CBT Active learning. Provide alternatives for training methods – if Trainer believes the planned strategies: Cannot be applied – due to issues arising/unexpected issues Are not working – sch that learners appear to not be engaging with the planned learning strategy listed in the session plan Need to be changed to adjust the pace of delivery to keep the session running in accordance with the plan for the class Give a reference point – in relation to requirements of the Competency Standard to help keep the class ‘on topic’. Assist in relation to use of the PowerPoint slides provided as part of all Toolbox resources by: Giving a hard copy presentation of all slides in terms of: Public view – as seen by learners on the screen Presenter view – the section of the slides only visible to the Trainer when using the slide show. Providing instructions in how to use/operate the PowerPoints.

Use of TM in training delivery – Session 1: Distribute to class and advise it is theirs to keep Allow time for them to skim through it Explain basics of CBT and CBA Discuss contents and use of the TM as a training and assessment resource Present and explain Glossary Highlight ‘Recommended Reading’ section Trainer discusses use of TM in delivery of training. The first session The Manual could be distributed to learners as part of the first session – when distributed the Trainer should: Give learners several minutes to look through it and get a general feeling for the contents and layout Tell learners the TM belongs to them and is theirs to keep Spend a few minutes (with new/first-time learners only) explaining CBT and CBA – as described/presented under ‘Introduction to the Trainee Manual’ Provide an overview of the contents of the Unit as presented under ‘Unit Descriptor. In the TM Explain how learners can use the Assessment Matrix to help them reference content when studying/preparing for assessment/s Take time to explain the terms, phrases and acronyms as presented in the Glossary Highlight the ‘Recommended Reading’ section which learners can elect to use if they want extra information from various sources. Classroom Activity – Demonstration and Practical Trainer demonstrates how to distribute and explain/discuss use of the TM and provides opportunity for learners to do the same.

On-going use of TM in training delivery: As sole reference To support PPTs For private study out-of-class Encourage completion and return of ‘Trainee Evaluation Sheets’ Trainer continues discussing use of TM in delivery of training. On-going use of the TM The Trainee Manual can be used by the Trainer when conducting training in the following ways: As a sole reference when conducting the training – that is the Trainer may choose not to use the PowerPoints which are provided and deliver training using the TM as the central source and reference point – this approach may be suitable where facilities for using PPTs do not exist and/or in circumstances where the Trainer has decided ‘chalk and talk’ delivery is appropriate To support the use of the Toolbox PPTs – this approach can be used where: The Trainer uses the PPTs as the primary method of delivery of content, screening the slides as provided The Trainer makes in-class reference to pages of the TM which learners can refer to in- or out-of-class to gain additional information. It can be reserved for private/individual study for learners and not used at all during classes – while Trainer delivers the training using the PPTs To explain assessment requirements in relation to the Work Projects listed in the TM – ensuring the information provided to the learners has been discussed with and agreed to/approved by the Assessor. When training delivery for the Unit has been completed the Trainer should encourage learners to complete and return the ‘Trainee evaluation sheets’ which are situated at the rear of each TM – Trainer may choose to photocopy these pages and distribute them as handouts rather than have students tear them out of their own TMs.

Background to use of PPTs: Provided for all Competency Standards Their use is not mandatory Can choose to use some or none Can add to or change the slides Trainer discusses background to use of the PPTs in training delivery: PowerPoint slides have been developed to support delivery of all Units The use of PPTs is optional and not mandatory but it is compulsory to delivery all the content listed in the Competency Standard – this means individual Trainers can decide to: Use none of the slides – and use an alternative delivery methods such as lecture, demonstrations, and/or primary focus on and use of the TM as the training reference Use all of the slides as they are presented – without change. Modify slides on the basis of: Personal knowledge and/or teaching style Need for local and/or workplace-specific content. Use some of the slides – but not others.

Prior to training if using PPT slides: Obtain copy of slide presentation Pre-read and preview the slides Liaise with Assessor regarding assessment for the unit (Continued) Trainer discusses general use of the PPT slides: Prior to training sessions If using the PPT slides Trainers should: Obtain the PPT slide presentation – which can be obtained from: The training provider. Pre-read/screen the slides – so they are familiar with their content and decide which slides will be used, create any new slides which are required and insert them into the presentation Liaise with the Assessor – to determine the assessment items/methods which will be used for the Unit so they can be explained as part of the introductory slides.

Take whatever action is needed to enable selected Classroom Activities to be used Obtain data projector, screen and pointer Practice using the data projector to gain competency Trainer continues talking about prep for using PPTs in training: Take action to prepare for the Activities/Classroom Activities which are provided – so they can be used during sessions (if required). Preparation in this regard may involve: Developing exercises, role plays and specific activities as explained in the Presenter’s view Organising Guest Speakers Arranging Excursions. Obtain data projector and screen – to enable showing of slides A pointer is also useful to indicate various words/areas on slides. Practice using the data projector – to gain competency in: Changing slides Moving between slides Moving back and forwards Focussing the slides Reading the Presenter’s view.

Using the slide presentation in training: Arrive early and set up the presentation so it is ready to use when needed Screen selected slides: In correct required order Including additional slides as required Verbally expanding on each one Trainer continues talking about using PPTs in training: During training sessions When using the slides during training Trainers should: Arrive in advance of the learners – and: Set up the data projector and screen Test run the data projector Focus the image. Screen the selected slides in the order determined in the planning stage – standard practice would be to: Show the slides as provided in the Toolbox starting at Slide 1 and moving though each consecutive slide until the end of the session is reached Screen new slides which have been created to supplement those provided in the Toolbox (where applicable) Verbally explain the points shown on the slides – which can be done by: Referring to personal industry experience Using the material provided in the Presenter’s view of the slides Referring learners to nominated pages of the TM Taking the points on the slides as the basis for class discussion. Classroom Activity – Demonstration and Practical Trainer demonstrates use of ASEAN toolbox PPTs to accompany training delivery and provides opportunity for students to do the same.

Classroom Activities vary between Units but can include: Discussions and group work Guest Speakers and excursions Handouts and internet research Demonstrations and practical work Role plays Trainer identifies examples of Classroom Activities provided for in PPT presentations: Discussions Guest Speakers Handouts Demonstrations Practical Work Role plays Group work Internet Research Excursions. Classroom Activity – Examples Trainer uses actual examples of Classroom Activities from a selection of toolboxes to illustrate the examples listed on the slide.

Use of ‘facilitation skills’ in training: Create a positive and comfortable environment Develop workplace-like atmosphere Involve and include the learners in decisions Explain plans for training and assessment (Continued) Trainer explains ‘facilitation skills’ are the skills required by a Trainer to create and maintain a positive learning environment which will encourage and optimise learning highlighting in relation to conducting training the following (may) need to be addressed/considered: Creating a positive and comfortable learning environment – which is conducive to learning Developing an organisational/workplace-like atmosphere, conditions and/or environment for the learning – to add reality, perspective and context Involving and including the learners in decisions made about the conduct of the class – where practicable to do so in order the learners feel important, relevant and central to the process Explaining the training and assessment plans – so learners know at the outset what is planned for them and what they are being expected to do.

Identify ‘boundaries’ for the class Express expectations for the group Motivate the class Integrate industry information and context into the training Engage and work with the students (Continued) Trainer continues explaining use of ‘facilitation skills’ in training: Setting and advising boundaries for the group – in terms of what is acceptable and what is unacceptable in relation to participation, language, behaviour, commitment, submission of work Expressing expectations for the group – in terms of their attendance, engagement, outcomes/results Providing relevant motivation to learning – at the outset of training programs and individual sessions Integrating known workplace demands, protocols, requirements, terms, SOPs, methods and/or equipment, plant, materials, ingredients and/or utensils into training delivery/content Engaging with and working with learners – before, during and after training sessions.

Develop rapport and a good working relationship Monitor participation and interactions Intervene and act when required to address issues Control the class Trainer continues explaining use of ‘facilitation skills’ in training: Developing rapport and good working relationships – with the group Monitoring group participation and interaction – with: Each other Training content Training methods and activities. Intervening as required when sub-optimal conditions/circumstances are identified – which may require: Altering planned delivery, activities, timing or other factors Talking to, warning, or separating learners who are creating disruption for others or who are causing a problem for training delivery Modifying the training conditions/environment. Controlling the class/delivery of the session – so: Identified content is covered Training finishes on time Learners feel safe, respected, challenged and engaged.

‘Learner support’: Strong link between this and ‘facilitation skills’ Is targetted at an individual student rather then a group of learners Trainer introduces concept of ‘learner support’ stating: There is a strong link between ‘facilitation skills’ and ‘learner support’ described here – in many cases there is a blurring of boundaries which may distinguish these concepts. Learner support differs from facilitation as it is targeted at an individual learner (or group/sub-set of learners) rather than something undertaken to support the entire group of learners, as a whole.

Ways to provide ‘learner support’: Determine individual characteristics – get to know the students as unique individuals Prepare individual learning plans Provide extra one-on-one training Give regular feedback Liaise with external stakeholders regarding individual student progress and/or issues Trainer gives examples of providing learner support during training: Determining individual leaner characteristics, styles and preferences – and responding to them/including them as part of training delivery Preparing individual learning plans for certain learners – who have been identified as having special needs or a particular need for extra attention Providing one-on-one additional training for individuals – in situations (for example) where: Students have missed a session Learners appear to be struggling with content Trainees have requested extra help. Supplying regular/ongoing verbal and non-verbal feedback to individuals in- and out-of-class – on their progress, success and effort/s Liaising with external stakeholders (such as employers, Training Provider, Assessors) on behalf of learners – to negotiate whatever needs to be addressed to optimise the learning of individuals.

In-class monitoring activities must include: Checking timing and pacing of delivery Observing and monitoring the learning environment Watching interpersonal relationships Actively and deliberately controlling the learning process (Continued) Trainer explains monitoring of actual training delivery must include a combination of all of the following on a regular and ongoing basis: Checking timing/pacing of delivery against session plan – in order to: Finish session on time Cover content identified for the session. Observing the learning environment – to: Maintain safety Keep it conducive to learning. Watching interpersonal relationships between learners – so action can be taken as appropriate/required to: Defuse problems Facilitate positive connections. Controlling the process – by: Managing access to resources Administering/supervising activities and practice Directing and limiting actions.

Determining the learning level of individual learners Assessing suitability of the training resources and methods being used Seeking feedback from the learners about the delivery, their needs, content and issues arising Trainer continues discussing monitoring of delivery of the training in-class: Determining learning of individuals – through: Observation Questioning Testing. Assessing suitability of: Training resources used Teaching methods employed. Seeking feedback from learners – on: Their individual requirements – current and future Issues arising Their thoughts on the relevancy, effectiveness and appropriateness of the training Readiness for assessment.

Evaluate an ASEAN training delivery
After training deliver has finished many other things will need to be undertaken to finalise the process such as filling in documentation which may need to be completed: By the Trainer In conjunction with the Assessor After each session When each Unit has finished Trainer highlights professional delivery of vocational training does not end when delivery of the session has finished explaining many things need to occur to finalise the process including completing identified documentation which may need to be completed: By the Trainer – on their own In conjunction with the Assessor After each session At the end of each training program, Unit or course.

Completed documents may need to be: Filed for future reference Shared with others Forwarded to designated others for processing Trainer advises in relation to documentation completed records may need to be: Filed for future reference Shared with others – Trainers, Assessors, administrators, nominated others Forwarded to a designated person or department – for their use or processing.

Documentation which may need to be completed after training could include: Budget-related documents Attendance rolls Staffing documentation (Continued) Trainer states on finalisation of training there can be a need to complete the following: Budget-related documents – identifying: Materials, resources, consumables used in a class/program Expenditure on other items to support delivery of a class/program – this may include: Equipment hire or purchase Excursion/filed trip expenses. Attendance rolls – to record names of students on a Unit-by-Unit basis and their attendance at each session. Rolls should also be ‘marked’ to indicate: Late arrival of students Students who departed before class finished/was dismissed. Staffing documentation – for specific classes/programs or other nominated groups or classifications of students identifying: Hours worked – start and finish times Days/dates worked Overtime. Classroom Activity – Handouts Trainer distributes and discusses documentation as identified on the slide.

Workplace training reports – required by employers to provide information about their employees Trainer reports – required by Training Providers to supply nominated internal information and statistics Trainer continues discussing documentation which may need to be completed after training: Workplace training reports – where training occurs in a workplace there can be a need for the Trainer (and/or Assessor) to complete a standard report which details issues such as: Material/content covered – to date Progress of individual students/trainees Problems encountered with students/trainees – in terms of issues including: Attendance; Behaviour; Motivation; Performance; Attitude. Availability of equipment and supporting materials/resources Assistance received from employees/the organisation in relation to facilitating training delivery Identification of: Future training-related needs – including need for TNAs to be conducted, need for cross-skilling/multi-skilling, need for refresher training and/or top-up training, need for purchase of significant resources Topics for future training Problems/issues arising. Trainer reports – where Trainers work for Training Provider there can be need for regular report to be completed which: Addresses resource requirements and condition/state of existing resources Suggests changes to improve training delivery Identifies additional training opportunities Provides statistical data on: Number of students trained; Number of hours delivered; Titles of Units delivered; Start and completion rates; Ratio of ‘Pass Competent’ to ‘NYC’ achieved. Classroom Activity – Handouts Trainer distributes and discusses documentation as identified on the slide.

The evaluation process after training should also address the following: The training environment where training was conducted Resources used Personal approach and orientation of the Trainer Content delivered Trainer notes evaluation must also address: The training environment in which the training was actually conducted The resources/training materials used to provide/support training delivery The personal approach and orientation/attitude of the Trainer towards trainees, and their training practice – their planning/preparation and actual training delivery when in-class The content of the training which was delivered. Classroom Activity – Discussion Trainer asks group to identify topics/issues which could be addressed and questions which could be asked to obtain evidence on which to make evaluations of training delivery in respect of the topics listed on the slide. (Sample topics and questions are presented in the TM)

Evaluation: Must address ‘process’ and ‘product’ Will benefit from using a variety of evidence sources Should use techniques to secure feedback which are appropriate to the focus and topic of the evaluation May feature use of a Trainee Feedback Form Trainer presents and discusses ways of undertaking evaluations stating the total evaluation process will embrace both the 'process' of the training itself (the nuts and bolts of the actual training process) as well as the 'product' of the training (the results of the training) and indicating: The sources of information which will form the basis for the evaluation, and the techniques used to capture it, will vary depending on the aim of the evaluation. Trainee Feedback Forms may be used: At the end of every session On completion of selected classes Following completion of a training program. Classroom Activity – Handout Trainer distributes and discusses documentation identified on the slide.

Evaluation may also be undertaken using: An ‘Observation Checklist’ Self-evaluation and Reflection sheets Trainer continues discussing ways of undertaking evaluations identifying and explaining use of: Observation Checklist This can be used by a ‘trusted friend’, colleague or another Trainer to provide feedback on listed aspects of the training. Self-evaluation and Reflection sheet/s: They can be used to assist Trainers evaluate and reflect on their own training delivery. Classroom Activity – Handout Trainer distributes and discusses documentation identified on the slide.

Trainers may also consider: Using Trainee Evaluation Sheets Keeping a personal journal/diary Asking for feedback from other trainers or ‘trusted friends’ who will be honest but be sensitive (Continued) Trainer continues discussing ways of undertaking evaluations: Using the Trainee Evaluation Sheets provided at the end of every Trainee Manual Undertaking self-evaluation by keeping a journal/diary of individual training practice – and reflecting on what is recorded Asking for personal feedback from other Trainers, from trainees or from another ‘trusted friend’. Classroom Activity – Handout Trainer distributes and discusses documentation identified on the slide.

Recording classes for later playback and analysis Asking a trusted colleague to sit in on a session Analysing results of assessments Asking trainee co-workers for their opinion of learner progress and competency Trainer continues discussing ways of undertaking evaluations: Video/audio-taping in-class performance for later analysis Getting other Trainers to sit in on sessions and verbally give their opinion – without using a formal/structured feedback sheet or checklist Analysing the results of assessments with the Assessor – to identify whether or not there is a consistent problem with trainee competency in one area which may indicate a deficiency/issue with training provision on that topic Asking trainee co-workers for feedback – are trainees any better in the workplace now/after their training? Are they in need of more/different training?

Outcomes/findings of evaluations may require: A report to be written A talk to be given ‘Information sessions; to be held Small group sessions to be conducted Trainer notes where outcomes and findings need to be communicated the traditional ways of doing this are: Writing/publishing a report – and disseminating among peers Talking about the evaluation – at staff and management meetings Holding ‘information sessions’ for groups of Trainers – in which: The methodology of the evaluation are described Outcomes/findings are explained Lessons learned as they will/might apply to practice are shared. Conducting small group or one-on-one sessions – with interested parties who have a special interest in the findings or who have expressed interest in learning more and/or applying what has been learned.

Summary – Element 4 When implementing training of an ASEAN Competency Standard: Recap the learning process Be familiar with competency standard assessment requirements Review the Competency Standard Identify, prepare and/or acquire resources required (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 4 Select a mix of suitable training strategies relevant to the Competency Standard Preview the Toolbox resources Establish delivery parameters Determine learner numbers and profiles (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 4 Prepare a learning/training plan
Develop a learning/training program Create sessions plans for every training session Integrate adult learning principles into training delivery/practice (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 4 Organise the training environment
Conduct training as planned but remain flexible Use Toolbox resources to support delivery as preferred/planned (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 4 Apply effective facilitation skills
Provide learner support Monitor actual training delivery Complete necessary training documentation and records Evaluate all aspects of training provision and delivery Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required. Trainer thanks trainees for their attention and encourages them to apply course content as required in their workplace activities.

Train the Trainer – ASEAN Master trainer

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Train the Trainer – ASEAN Master trainer

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