TM Master Trainer - Final - 270814 PDF

Train the Trainer – ASEAN Master
Trainer
MTA 1
Trainee Manual
Train the Trainer –
ASEAN Master Trainer
MTA 1
Trainee Manual
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie
Project Manager Jim Irwin
Chief Writer: Alan Hickman
Subject Writer: Alan Hickman
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu, Kaly Quach
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar,
Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Training of ASEAN
Master Trainers and Master Assessors for Front Office, Food and Beverage Services and Food
Production Divisions”.
This publication is supported by the Australian Government’s aid program through the ASEAN-Australia
Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2014.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However, you
should conduct your own enquiries and seek professional advice before relying on any fact, statement or
matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not
responsible for any injury, loss or damage as a result of material included or omitted from this course.
Information in this module is current at the time of publication. Time of publication is indicated in the date
stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and
non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and
Media Library. Some images have been provided by and are the property of William Angliss Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: TM Master Trainer_final_270814

Table of contents
Introduction to trainee manual ............................................................................................... 1
Unit descriptor ....................................................................................................................... 3
Assessment matrix ................................................................................................................ 5
Glossary................................................................................................................................ 7
Element 1: Identify operational context ................................................................................ 9
Element 2: Identify ASEAN toolbox components ................................................................ 35
Element 3: Characterise role of ASEAN trainers .............................................................. 109
Element 4: Implement training of an ASEAN Competency Standard ................................ 121
Presentation of written work .............................................................................................. 187
Recommended reading ..................................................................................................... 189
Trainee evaluation sheet ................................................................................................... 195
Trainee self-assessment checklist..................................................................................... 197
© ASEAN 2014
Trainee Manual
Train the Trainer – ASEAN Master Trainer
© ASEAN 2014
Trainee Manual
Introduction to trainee manual

To the Trainee
Congratulations on joining this course. This Trainee Manual is one part of a ‘Toolbox’ which
is a resource provided to trainees, trainers and assessors to help you become competent in
various areas of your work.
The ‘Toolbox’ consists of three parts:
 A Trainee Manual for you to read and study at home or in class
 A Trainer Guide with Power Point slides to help your Trainer explain the content of the
training material and provide class activities to help with practice
 An Assessment Manual which provides your Assessor with oral and written questions
and other assessment tasks to establish whether or not you have achieved competency.
The first thing you may notice is that this training program and the information you find in the
Trainee Manual seems different to the textbooks you have used previously. This is because
the method of instruction and examination is different. The method used is called
Competency based training (CBT) and Competency based assessment (CBA). CBT and
CBA is the training and assessment system chosen by ASEAN (Association of South-East
Asian Nations) to train people to work in the tourism and hospitality industry throughout all
the ASEAN member states.
What is the CBT and CBA system and why has it been adopted by ASEAN?
CBT is a way of training that concentrates on what a worker can do or is required to do at
work. The aim is of the training is to enable trainees to perform tasks and duties at a
standard expected by employers. CBT seeks to develop the skills, knowledge and attitudes
(or recognise the ones the trainee already possesses) to achieve the required Competency
Standard. ASEAN has adopted the CBT/CBA training system as it is able to produce the
type of worker that industry is looking for and this therefore increases trainee chances of
obtaining employment.
CBA involves collecting evidence and making a judgement of the extent to which a worker
can perform his/her duties at the required Competency Standard. Where a trainee can
already demonstrate a degree of competency, either due to prior training or work
experience, a process of ‘Recognition of Prior Learning’ (RPL) is available to trainees to
recognise this. Please speak to your trainer about RPL if you think this applies to you.
What is a Competency Standard?
Competency Standards are descriptions of the skills and knowledge required to perform a
task or activity at the level of a required standard.
242 Competency Standards for the tourism and hospitality industries throughout the ASEAN
region have been developed to cover all the knowledge, skills and attitudes required to work
in the following occupational areas:
 Housekeeping
 Food Production
 Food and Beverage Service
 Front Office
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Trainee Manual 1
 Travel Agencies
 Tour Operations.
All of these Competency Standards are available for you to look at. In fact you will find a
summary of each one at the beginning of each Trainee Manual under the heading ‘Unit
Descriptor’. The Unit Descriptor describes the content of the Unit you will be studying in the
Trainee Manual and provides a table of contents which are divided up into ‘Elements’ and
‘Performance Criteria”. An Element is a description of one aspect of what has to be achieved
in the workplace. The ‘Performance Criteria’ below each Element details the level of
performance that needs to be demonstrated to be declared competent.
There are other components of the Competency Standard:
 Unit Title: statement about what is to be done in the workplace
 Unit Number: unique number identifying the particular competency
 Nominal hours: number of classroom or practical hours usually needed to complete the
competency. We call them ‘nominal’ hours because they can vary e.g. sometimes it will
take an individual less time to complete a Unit of competency because he/she has prior
knowledge or work experience in that area.
The final heading you will see before you start reading the Trainee Manual is the
‘Assessment Matrix’. Competency based assessment requires trainees to be assessed in at
least 2 – 3 different ways, one of which must be practical. This section outlines three ways
assessment can be carried out and includes work projects, written questions and oral
questions. The matrix is designed to show you which Performance Criteria will be assessed
and how they will be assessed. Your trainer and/or assessor may also use other assessment
methods including ‘Observation Checklist’ and ‘Third Party Statement’. An observation
checklist is a way of recording how you perform at work and a third party statement is a
statement by a supervisor or employer about the degree of competence they believe you
have achieved. This can be based on observing your workplace performance, inspecting
your work or gaining feedback from fellow workers.
Your trainer and/or assessor may use other methods to assess you such as:
 Journals
 Oral presentations
 Role plays
 Log books
 Group projects
 Practical demonstrations.
Remember your trainer is there to help you succeed and become competent. Please feel
free to ask him or her for more explanation of what you have just read and of what is
expected from you and best wishes for your future studies and future career in tourism and
hospitality.
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2 Trainee Manual
Unit descriptor
Unit descriptor
This Unit deals with the skills and knowledge required to Train the Trainer – ASEAN Master
Trainer in a range of settings within the hotel, travel and tour industries workplace context.
Unit Code:
MTA 1
Nominal Hours:
105
Element 1: Identify operational context

Performance Criteria
1.1 Explain background to the ASEAN-Australia Development Cooperation Program Phase
I
1.2 Describe elements of the ASEAN-Australia Development Cooperation Program Phase I
1.3 Define Competency Based Training and Competency Based Assessment
1.4 Review training/learning theory
Element 2: Identify ASEAN toolbox components

2.1 Name Labour Divisions to which ASEAN toolboxes apply
2.2 Identify the Unit Titles of ASEAN toolboxes developed
2.3 Identify Qualifications available under the ASEAN Regional Qualifications Framework
and Skills Recognition System
2.4 Explain concept of Packaging Rules to develop ASEAN qualifications
2.5 Describe the Elements of an ASEAN toolbox Competency Standard
2.6 Describe the components of an ASEAN toolbox Trainee Manual
2.7 Describe the components of an ASEAN toolbox PowerPoint slide show to support
training delivery
2.8 Describe the components of an ASEAN toolbox Trainer Guide
2.9 Describe the components of an ASEAN toolbox Assessor Manual
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Unit descriptor
Element 3: Characterise role of ASEAN trainers

3.1 Explain pre-requisites for eligibility to become an ASEAN toolbox trainer and Master
Trainer
3.2 Define roles and responsibilities of an ASEAN toolbox trainer and Master Trainer
3.3 Explain nature of relationship between ASEAN toolbox trainers and assessors
Element 4: Implement training of an ASEAN Competency Standard

4.1 Plan and prepare for delivery of an ASEAN Competency Standard
4.2 Conduct training of an ASEAN Competency Standard
4.3 Evaluate ASEAN training delivery
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Assessment matrix
Assessment matrix
Showing mapping of Performance Criteria against Work Projects, Written
Questions and Oral Questions
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.
Work Written Oral

Projects Questions Questions
1.1 Explain background to the ASEAN-Australia 1.1 1–4 1

Development Cooperation Program Phase I
1.2 Describe elements of the ASEAN-Australia 1.1 5–8 2
1.3 Define Competency Based Training and 1.1 9 – 13 3, 4
Competency Based Assessment
1.4 Review training/learning theory 1.1 14 – 18 5
2.1 Name Labour Divisions to which ASEAN

2.1 19 6
toolboxes apply
2.2 Identify the Unit Titles of ASEAN toolboxes
2.1 20 7, 8
developed
2.3 Identify Qualifications available under the
ASEAN Regional Qualifications Framework 2.1 6, 21 9
and Skills Recognition System
2.4 Explain concept of Packaging Rules to
2.1 22, 23 10, 11
develop ASEAN qualifications
2.5 Describe the Elements of an ASEAN toolbox
2.2 24 12
Competency Standard
2.6 Describe the components of an ASEAN
2.2 25, 26 13
toolbox Trainee Manual
toolbox PowerPoint slide show to support 2.2 27, 28 14
training delivery
2.2 29 15
toolbox Trainer Guide
2.2 30 16, 17
toolbox Assessor Manual
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Trainee Manual 5
Assessment matrix
Work Written Oral

Projects Questions Questions
3.1 Explain pre-requisites for eligibility to become 3.1 31, 32, 33 18, 19
an ASEAN toolbox trainer and Master Trainer
3.2 Define roles and responsibilities of an ASEAN 3.1 34, 35, 36 20, 21
toolbox trainer and Master Trainer
3.3 Explain nature of relationship between ASEAN 3.1 37, 38, 39 22
toolbox trainers and assessors
4.1 Plan and prepare for delivery of an ASEAN

4.1 40 – 50 23
Competency Standard
4.2 Conduct training of an ASEAN Competency
4.1 51 – 57 24
Standard
4.3 Evaluate ASEAN training delivery 4.1 58 – 61 25
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6 Trainee Manual
Glossary
Glossary
Term Explanation
AADCP ASEAN – Australia Development Cooperation Program
ACCSTP ASEAN Common Competency Standards for Tourism

Professionals
AEC ASEAN Economic Community
AM Assessor Manual
AMS ASEAN Member States
AQEM ASEAN Qualifications Equivalence Matrix
ASEAN Association of Southeast Asian Nations
ASEC ASEAN Secretariat
ATM ASEAN Tourism Ministers
ATPMC ASEAN Tourism Professionals Monitoring Committee
ATPRS ASEAN Tourism Professional Registration System
ATFTMD ASEAN Task Force on Tourism Manpower Development
PC Pass Competent (as opposed to NYC)
CATC Common ASEAN Tourism Curriculum
CBA Competency Based Assessment
CBT Competency Based Training
CLMV Cambodia, Laos, Myanmar, Vietnam
Co-requisite unit A unit which must be undertaken at the same time

another unit is being undertaken
DTP Desk-top publishing
ITAB Industry Training Advisory Board
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Trainee Manual 7
Glossary
Term Explanation
MA Master Assessor
MT Master Trainer
M-ATM Meeting of ASEAN Tourism Ministers
MRA Mutual Recognition Arrangement
NCVER National Centre for Vocational Education Research
NTO National Tourism Organisation
NTPB National Tourism Professional Board
NYC Not Yet Competent
OHP Overhead Projector
PPT PowerPoint presentation/slides
Pre-requisite unit Mandatory unit which must be completed before another

unit is undertaken
RCC Recognition of Current Competencies
RPL Recognition of Prior Learning
RQFSRS Regional Qualifications Framework and Skills

Recognition System
RTO Registered Training Organisation
TAFE Technical and Further Education
TG Trainer Guide
TM Trainee Manual
ToMT Training of ASEAN Master Trainers
ToMA Training of ASEAN Master Assessors
TPCB Tourism Professional Certification Board
VAP Vientiane Action Plan
WAI William Angliss Institute
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8 Trainee Manual
Identify operational context
Element 1:
1.1 Explain background to the ASEAN-Australia
Introduction
The program for training of Master Trainer and Master Assessor follows on from a series of
earlier related projects.
This section discusses the history and development of ASEAN vocational training in the
Hotel and Tourism industries by providing a context to the initiative and presenting some
basic information about William Angliss Institute.
Background
Rationale
There is increasing awareness globally of the key role played by tourism as a driver of
economic development and change and of its contribution to poverty alleviation while at the
same time supporting natural conservation and heritage.
The tourism sector was initially identified as one of the eleven priority sectors targeted for
ASEAN integration by 2015.
The ASEAN region, by providing a safe and secure environment for tourists through
consistent quality service, free movement of labour and enhanced connectivity between all
member states has the potential to contribute positively to increased global tourism demand.
Over the last ten years, along with this growing awareness, has come an equal
understanding of a number of impediments to tourism growth in the ASEAN region:
 No common tourism curriculum amongst the ASEAN Member States

 Varied standards of human resources capability across the region
 Absence of mutual recognition of vocational skills and qualifications across the ASEAN
Member States which impeded free movement of labour
 Need for ASEAN Member States to provide a safe and secure environment for
international tourists
 Identified demand from visitors for authentic and diverse products delivered with
consistent quality service.
Start of the initiative
This initiative was established in support of the Vientiane Action Plan (VAP) and the Mutual
Recognition Arrangement (MRA) which aims to strengthen Human Resource Development
activities through the development of a Common ASEAN Tourism Curriculum (CATC).
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Acting on this understanding ASEAN Tourism Ministers decided to launch a project to

establish a Common ASEAN Tourism Curriculum (CATC) [see next section] as a means of
harmonising tourism curriculum between the ASEAN member states and thus make it easier
for tourism professionals to move between countries where there was a high supply or
demand for their services.
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.
General overview of process
Tourism focus
The importance of the progress made by these initiatives can be seen from the fact that a
key Element of the ASEAN Tourism Strategic Plan (2011-2015) is to build on work already
done in the development of the Common ASEAN Tourism Curriculum (CATC).
Initial products developed
William Angliss Institute (WAI) initially:
 Produced a Qualifications Framework – see section 1.2, 2.1 and 2.3 for details
 Wrote Competency Standards – for Units within the Qualifications Framework (see
section 2.2 for a complete list of these Units)
 Developed Packaging Rules – to guide the way Qualifications are created to reflect the
needs of individual students, industry and/or training providers: see section 2.4 for
details.
The development process
The process of developing the Qualifications Framework and writing the Competency
Standards was characterised by:
 Reliance on Competency Based principles to underpin training delivery and assessment

 Research into options and models used by countries across the world including:
 Scotland
 Indonesia
 Canada
 England
 Singapore
 Philippines
 France
 New Zealand.
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 Search for a system which would be:

 Industry-based – the Units of competency and the content for each were based on
industry requirements.
This means qualifications must match industry needs making them relevant and
useful to both students and industry.
 Flexible – allowing students, industry and training providers the highest level of
flexibility in the selection of Units for each qualification at every level.
Stakeholders can individually determine on a case-by-case basis the mix of
competencies which will combine to form a qualification (in accordance with
mandatory packaging rules for each).
 Structured – it was vital there was a logical flow between qualifications.
This was necessary to facilitate student advancement through qualifications, enable
movement between streams if necessary and allow students to gain higher level
managerial qualifications while still retaining a practical and operational focus.
 Collaboration between WAI and AMS representatives at a series of in-country meetings
where:
 Reports were tabled and progress explained
 Samples of work were presented to over 1,000 representatives from government,
vocational education and training institutions and the tourism and hospitality industry
for their comments
 Feedback from representatives were used as the basis for reviews and refinement to
final products
 The revised materials were presented to and endorsed by all AMS.
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.
Angliss Consulting, the commercial arm of William Angliss institute has been a key partner
with the ASEAN Secretariat in the design and implementation of several related projects up
to date, including the development so far of 144 training ‘Toolboxes’ in the industry divisions
of housekeeping, front office, food and beverage services, food production and core and
English language competencies. The pilot project to train the first batch of 58 Master
Trainers and Master Assessors (Core/Housekeeping competencies) was led by a project
team from Angliss Consulting in November/December 2012.
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Subsequent action
In addition to curriculum, Toolbox and Master Trainer and Assessor training additional
related projects were undertaken by Angliss Consulting:
1. Gap Analysis of Implementation of MRA on Tourism Professionals (including development

of AQEM – ASEAN Qualifications Equivalence Matrix). This entailed an analysis of existing
hard and soft infrastructure in each AMS, identifying the gaps which exist, and making
recommendations to address those gaps.
2. Feasibility Study for the Establishment of a Regional Secretariat for ASEAN Tourism
Professionals. This involved conducting a feasibility study to assess the need for the
establishment of a Secretariat and to determine whether the use of a Secretariat is the best
option to support and respond to the challenges inherent in the implementation of the Mutual
Recognition Arrangement (MRA) on Tourism Professionals.
Information about William Angliss Institute

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 http://www.angliss.vic.edu.au/ for more information.
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1.2 Describe elements of the ASEAN-Australia

Introduction
A proper understanding of AADCP I requires appreciation of the elements of the overall
project.
This section presents and describes the key elements of the Program.
CATC
CATC stands for Common ASEAN Tourism Curriculum.
It is the common curriculum for ASEAN Tourism Professionals as mutually agreed by the
ASEAN Tourism Ministers following recommendation by the ASEAN National Tourism
Organisation.
The CATC Project, led by a Project Team from William Angliss Institute, was undertaken
between April 2006 and April 2008.
Key outputs from the project were
 The design and development of a 5-level RQFSRS (see below)

 Finalisation of details relating to the rationalisation of 242 Industry Competency
Standards and their subsequent endorsement by the ASEAN Task Force on Tourism
Manpower Development (ATFTMD).
The CATC is founded upon six labour divisions (see section 2.1).
CATC and RQFSRS (below) go hand-in-hand:
 CATC supporting and contributing to the development of a harmonised tourism

education and training framework within the ASEAN region
 RQFSRS supporting and contributing to the implementation of the MRA (see below)
which will ultimately facilitate skilled labour mobility, contributing to economic integration
of the region.
The benefit of CATC has been to promote uniformity and consistency of tourism training
programs across ASEAN, fostering cooperation in the tourism education and training
institutions, enhancing mutual understanding and regional stability.
RQFSRS
RQFSRS stands for Regional Qualifications Framework and Skills Recognition System and
it 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.
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Trainee Manual 13
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:

 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 to provide, ensure and maintain ‘quality assurance’ across all countries and
educational providers across the ASEAN region.
ACCSTP
ACCSTP stands for ASEAN Common Competency Standards for Tourism Professionals.
The ACCSTP 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.
Developing the 242 Competency Standards of the ACCSTP has enabled stakeholders in the
ASEAN member states to implement tourism training programs which contain the minimum
standards required for participants to undertake a job effectively in the industry.
More information is provided on Competency Standards in section 2.2 and 2.5.
MRA
MRA stands for Mutual Recognition Arrangement. The MRA is a critical element of the
Project as it underpins the aim of creating a system where there is genuine portability of
credentials between all ASEAN Member States.
The intention of this MRA (the MRA on Tourism Professionals) is to:
 Ensure a standard and high-quality level of training and assessment for all students who
undertake training within the CATC/RQFSRS regardless of which country the training
and assessment occurs in
 Ensure all Qualifications gained under the RQFSRS are recognised by all ASEAN
Member States regardless of the country which issues the Qualification
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 Promote ease of movement of tourism professionals between countries through

recognition of professional qualifications where there is a high supply or demand for their
services
 Exchange information on best practices in Competency-Based education and training for
Tourism Professionals and to provide opportunities for cooperation and capacity building
across ASEAN Member States
 Enhance conformity of Competency Based Training/education and skills recognition
 Improve the quality of tourism human resources and the quality of tourism services.
Recognition and eligibility
The intention of the MRA is the qualification of a Foreign Tourism Professional may be
recognised by other ASEAN Member States, and if such qualification is recognised, he/she
may be eligible to work in a host country provided that he/she possesses a valid tourism
competency certificate in a specific tourism job title as specified in the ACCSTP, issued by
the TPCB in an ASEAN Member State.
The eligibility to work in a host country will be subjected to prevailing domestic laws and
regulations of the host country
Job titles recognised by the Tourism Professional Certification Board (TPCB) in relation to
this MRA are:
Front Office
 Front Office Manager
 Front Office Supervisor
 Receptionist
 Telephone Operator
 Bell Boy.
House Keeping
 Executive Housekeeper
 Laundry Manager
 Floor Supervisor
 Laundry Attendant
 Room Attendant
 Public Area Cleaner.
Food Production
 Executive Chef
 Demi Chef
 Commis Chef
 Chef de Partie
 Commis Pastry
 Baker
 Butcher.
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Food and Beverage Service

 F&B Director
 F&B Outlet Manager
 Head Waiter
 Bartender
 Waiter.
Travel Agencies
 General Manger
 Assistant General Manager
 Senior Travel Consultant
 Travel Consultant.
Tour Operation
 Product Manager
 Sales and Marketing Manager
 Credit Manager
 Ticketing Manager
 Tour Manager.
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.
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Regional Secretariat
A follow-on activity from the MRA is the intention to establish a Regional Secretariat to
manage and monitor the facilitation of tourism professionals within the region.
The system to support the MRA will be comprehensive and involves a range of stakeholders
with a full-time professional staff dedicated for the work.
The Regional Secretariat will serve as the responsible institution to oversee the
comprehensive system and activities under the MRA at regional level, including the ASEAN
Tourism Professional Registration System (ATPRS), and also to support the work of the
ASEAN Tourism Professional Monitoring Committee (ATPMC).
1.3 Define Competency Based Training and

Introduction
All the Toolboxes are based on Competency Based Training and Competency Based
Assessment.
This section defines ‘competency’, CBT and CBA.
Competency
The following is contained in the Trainer Guide for all Toolboxes:
“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.
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.”
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Competency Based Training

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.
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 (see section
2.5 for more) 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.
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.

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.
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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.
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.
Principles of CBA
CBA operates under the following principles:
 Fairness – assessment:
 Must be equitable to all groups of learners
 Procedure and criteria must be made clear to all
learners before
 Must be mutually developed
 Must be able to be challenged.
 Reasonable Adjustment – this requires:
 Measures or actions taken to provide a student with a disability the same educational
opportunities as everyone else.
 Reasonable adjustments must be appropriate for the person and must not create
undue hardship.
 Reliability – meaning assessment:
 Must be consistent
 Techniques must be consistent in the results they give
 Must be regularly reviewed to ensure all assessors are making decisions in a
consistent manner.
 Flexibility - assessment:
 Must provide for the recognition of knowledge and skills regardless of how they have
been acquired
 Must be made accessible to learners through a variety of delivery modes.
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 Validity - assessment:
 Must assess the range of skills and knowledge needed to demonstrate competency
 Be based on evidence drawn from a number of occasions.
Evidence rules
Evidence/proof which is captured and used as the basis for
making the ‘Pass Competent’/’Not Yet Competent’ decision
must conform to the following rules – it must be:
 Valid – that is, 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.
 Sufficient – that is, 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.
 Authentic – that is, the evidence must:
 Be the trainee’s own work
 Be able to be verified as genuine.
 Current – that is, 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.
Overview 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.
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1.4 Review training/learning theory

Introduction
An understanding of training/learning theory needs to underpin Master Trainer and Master
Assessor training.
This section reviews the essential elements those who are to implement this training need to
be aware of apply in their practice.
General acknowledgement
It is acknowledged all participants in this course are professionals with extensive and
relevant industry skills and experience combined with suitable professional vocational
training certification.
The purpose of this section is not to teach or re-train participants but to remind them of the
key principles which need to be applied.
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.
The learning/training process

Learning/training can be seen as a process.
There are various ways to view and describe this process – for example, in a work context:
1. 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.
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2. Person seeks a solution to their need to learn

The solution may require a change in:
 Skill
 Knowledge
 Attitude.
3. 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 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.
Over time various formal theories have emerged to assist Trainers achieve effective
outcomes.
At this stage it is useful to visit http://www.youtube.com/watch?v=Ek-i8NIYi_g (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.
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Principles of learning and adult learning

Learning is basically about:
 Growth in knowledge
 Development of skills
 Change in attitudes, values and perceptions.
In any learning situation people will learn and react differently
Malcolm Knowles in his book ‘The adult learner: a neglected species’ identified the following
basic principles:
 Adults wish to be self directing in their learning
 Adults bring a vast wealth of experience to the
learning process – their learning must build on
this experience
 Adults undertake study to meet needs they have
identified
 Adult learning must be relevant to the identified
needs.
Based on Knowles’ findings, adult learning:
 Should be ‘active’ – adults learn by doing, being involved, being active
 Needs to be meaningful and relevant:
 The training must relate to the learner and what they need to do
 Training must be important for the person and/or their job or career
 Training must build on previous/existing knowledge.
 Should be holistic:
 The more senses employed in the learning process, the more effective the learning is
likely to be
 The senses which can be employed include sight, sound, taste, smell and touch.
 Is concerned with first and last impressions:
 Learners need to feel there is direction and purpose to their training
 Training sessions will need to be planned and in a logical sequence with clear
introductions and conclusions.
 Needs to be practised and reinforced:
 Within the training
 To develop the skill or knowledge.
 Must feature feedback:
 For the Trainer and the learner
 To advise the learner whether or not they are on the right track or not
 Which is constructive and supportive at all times.
 Has to be rewarded – the rewards received:
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 Need to match the reasons/motivation for learning

 Will vary between learners and vary over time.
In essence this means the effective Trainer designs learning experiences which help
learners:
 Become motivated to change
 Effectively handle course information and experiences
 Develop knowledge’ skills, values and/or creative ideas
 Transfer their learning to the application environment.
Training as a shared process
It is important to see the training process as a shared activity occurring between the Trainer
and learner.
Within this shared process:
 The Trainer:
 Analyses group and/or individual needs
 Finds the relevant information
 Organises and presents information
 Facilitates the learning process.
 The learner:
 States their own needs
 Relates the training objectives to their needs
 Engages in the training process
 Applies the learning.
Barriers to learning
All training/learning situations may be impacted by barriers to learning.
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
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– Lack of adequate planning and preparation by the Trainer is one of the biggest
barriers to student learning.
 The training environment:
 The training room 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 individual trainee:
 Must have the necessary language and literacy skills – see below – required
numeracy skills
 Must be ready, willing and motivated to learn
 Needs to attend when required.
English language as a barrier in the ASEAN context
In relation to the ASEAN Toolboxes there is a need to maintain awareness of all the points
listed below:
 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 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
 Not meeting desired outcomes of the
curriculum.
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Training as a system
It is possible and useful to view training as a process comprising the following sequential
steps or stages:
 Identify training needs – which can embrace skills, knowledge and attitude
 Determine entry level of learners – to identify what they already know including
implementation of RPL
 Specify learning outcomes and objectives on the basis of the above
 Determine content of the training and the sequence in which it will be delivered
 Select appropriate training strategies to deliver identified training
 Deliver training
 Assess learner achievement and progress
 Evaluate trainer performance and training delivery and resources.
Training Needs Analysis

Not all workplaces use TNA
Many workplaces deliver standard training to all
employees without considering whether there is an
identified need for it or not – they adopt the ‘one size fits
all’ approach and may for example:
 Provide the same basic training (such as Induction and
Orientation) to all new employees regardless of their
previous experience
 Give a set series of classes/training with mandatory content to all staff in a nominated
position.
Other workplaces will use TNA as the starting point in the training process to determine
(‘analyse’) the need for training to occur.
Application of the TNA
A TNA:
 Should be applied to every employee – because they will all have individual training
needs rather than one single set of generic needs
 Seeks to identify the performance difference between:
 What is required by the organisation, workplace, employer
 What the employee can actually do.
 Will reveal the ‘training gap’ for each employee – that is, the difference between
expected and current performance levels
 Should provide the basis for the training delivered to individual employees – based on
their actual identified need.
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The TNA process

The steps in conducting a TNA are:
 Research the benchmark – which may involve:
 Reviewing a copy of:
– The relevant job description
– Internal operating procedures, standards or criteria
– The appropriate CATC Competency standards statements for the position to be
analysed.
 Developing an observation form or questionnaire – to record and collect the
information identified as a result of the investigation of the source documents above.
 Observe and record the performance:
 Conducting an interview with staff
 Observe the person performing the activity
 Capture evidence of the results.
 Compare the performance:
 With the requirements of the job description, other internal documents, relevant
workplace standards and or national Competency Standard .
 Identify the ‘training gap’:
 Which is the difference between the actual performance and the required
performance
 This ‘gap’ describes the specific training needs for the individual.
Development of training plans

Professional delivery of vocational training should be undertaken in accordance with a
training plan.
The training plan is a summary document which contains detail and information such as:
 Client
 Program name
 Number of learners
 Purpose/Aim/Objective
 Qualification
 Competency standards
 Profile of the learner group
 Program duration
 Assessment
 Prerequisites
 Resources
 Venue information
 Pre-program information
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 Administration
 People to be informed
 Safety issues
 Specific support requirements of the learners
 Other organisational requirements.
Development of training programs

Training also requires development of a training program.
A training program is a detailed document showing:
 Delivery schedule – a series of training events may be planned, or there may just be a
single training session
 Content – to be covered in each session
 Delivery method to be used – for each session to deliver identified content
 Assessment linkage
 Resources available which are to be used – to support delivery.
It is vital the Trainer is competent in the Competency being developed.
Development of learning plans

Learning plans – or session plans – should be developed for each training session.
They are available in a variety of formats which are all variations on a theme.
Their role is to assist the Trainer deliver an effective training session.
Content of the learning plan is based on/taken from the detail contained in the training
program and will address:
 Identification of sections of the content on a task-by-task,
step-by-step and or topic-by-topic basis – laid out in
sequential order
 Sequencing of content – into a logical order which will
facilitate learning
 Time allocated for each topic – to ensure training session
finishes ‘on time’
 Information of any type, at the discretion of the trainer and according to individual need
and preferences of the Trainer to assist them in-class as they deliver the session.
This information might include:
 Facts, statistics and other content which has to be covered – commonly in ‘dot point’
form
 References to other sources and resources the Trainer wants to use
 Anecdotes to use
 Questions to ask.
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 Details of references – for students to use to follow along and obtain additional
information.
Role of assessment
Assessment used must be Competency Based Assessment and is applied in order to
generate evidence, information, proof or data to enable the ‘Pass Competent’/’Not Yet
Competent’ decision to be made.
Competency Based Assessment is a process of systematically collecting evidence and
making a judgement of a person performance against the prescribed Competency Standard.
Assessment must:
 Incorporate reference to and use of RPL where appropriate
 Embrace and reflect requirements listed in the Competency Standard in relation to:
 Critical aspects of assessment
 Context of assessment
 Be appropriate to the nature of the content/Competency Standard
 Ensure students/candidates are advised about all relevant assessment details and have
ready access to information regarding their assessment and how, when and where it will
be conducted and assessed
 Assess only what candidates have been told they will be assessed on
 Conform to what candidates have been told about their assessment – regarding, for
example, when and where it will occur, how long they have to complete it,
materials/resources which will be supplied, what they will be expected to do or
demonstrate
 Align with the principles of CBA – refer back to section 1.3 for details
 Comply with Evidence Rules – see section 1.3 for full information.
Content
‘Content’ refers to the information provided within the training to enable competency in
relation to the requirements of the Competency Standard.
Indicative content is provided in every Competency Standard under the ‘Unit Variables’
heading.
All Trainee Manuals prepared for ASEAN Toolboxes have addressed the required content
for each Competency Standard.
When delivering training:
 Trainers must deliver the content identified in the Competency Standard – this is a non-
negotiable, mandatory requirement
 Trainers may deliver additional ‘content’ to any Competency Standard but nothing can be
removed to compensate for adding extra content.
Extra content may be added to ‘contextualise’ training for:
 Individual employers – by adding (for example) workplace references, workplace
policies and procedures; workplace terminology
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 Certain countries regions or areas – as required (for example) by legislation or local

custom or preferences.
Training methods
Training methods refers to the delivery strategies Trainers use to conduct training.
Training methods should:
 Be suitable for and accommodate the content (nature, type and complexity) being
delivered
 Reflect the learning styles or preferences of the learners
 Vary throughout the training – to introduce variety and interest
 Always:
 Ensure and emphasise safety
 Support Competency Based principles
 Reflect the assessment which candidates will be required to undertake.
 Take into account the practicalities of the training environment – such as:
 Equipment and resources available
 Budget
 Available time.
Training resources
‘Training resources refers to the materials used to deliver training in accordance with the
delivery methods which have been selected.
More information is provided in section 4.1.
Toolbox resources
For every Unit the Toolbox provides the following resources to support the Trainer and
Assessor and to facilitate training and assessment:
 Trainee Manual
 Trainer Guide
 Assessor Manual
 PowerPoint presentation.
Reference to resources in the Toolboxes
Trainers can gain insight into resources required by referring to:
 ‘Recommended training equipment’ listed towards the rear of the Trainer Guide
 ‘Resource implications’ as specified in the Competency Standard.
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Training delivery
‘Training delivery’ refers to the actual conduct of the planned training to the identified
students.
Training delivery:
 Should align with the planning which has preceded it – with reference to training/learning
plans and programs, budgets, scheduling
 Should (nonetheless) be flexible enough to accommodate unforeseen issues
 Should accommodate/reflect the identified learning styles and preferences of students
 Must address identified need – as determined by the training provider (this may be as a
result of TNAs which have been conducted or may require the complete delivery of a
Competency Standard regardless of any prior experience held by students)
 May be provided:
 By one Trainer operating on their own – for the entire Unit or qualification
 By a range of ‘subject experts’
 In a team teaching context – where two Trainers work together in the same class or
with the same group at the same time
 Using Guest Speakers
 May occur:
 in a formal classroom situation
 In a simulated industry setting
 In a workplace
 In a blended scenario – where some training
occurs in a classroom and some takes place in a
workplace.
 Will often be customised by Training Providers to accommodate the needs of specific
organisations in the industry they serve – this customisation may require:
 Delivery outside of normal hours – to accommodate the demand on employees in the
workplace and their availability for training
 Training at the host employer’s workplace
 Training sessions which are longer or shorter than ‘normal’
 Inclusion of nominated content
 Training of students on certain equipment.
 Effective Trainers will need to apply a range of skills when delivering training – such as:
 Interpersonal skills – to establish and maintain a rapport with students and create a
positive and supportive learning environment
 Communication skills – to convey content, ask questions, receive and provide
feedback, read body language, provide advice
 Class management skills – to control students, resolve issues, manage time and use
of resources, negotiate solutions.
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
1.1 Prepare and present a 15 minute verbal presentation which identifies the context for
the Master Trainer program.
Presentation may be made ‘live’ to Assessor or recorded for playback.

Presentation must address all of the following:
 Explanation of the background to the ASEAN-Australia Development Cooperation
Program Phase I
 Identification and description of the elements of the ASEAN-Australia Development
Cooperation Program Phase I
 Definition and explanation of Competency Based Training and Competency Based
Assessment
 Overview of the key points of adult training/learning theory.
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Summary
When identifying operational context:

 Appreciate the background and rationale for the program
 Realise the scope and aims of the project
 Describe the products which have been developed to support the initiative
 Refer to the Common ASEAN Tourism Curriculum and Regional Qualifications Framework and
Skills Recognition System
 Emphasise the role, benefits and importance of the Mutual Recognition Arrangement and the
Regional Secretariat
 Acknowledge the role played by Recognition of Prior Learning
 Explain and stress the principles attached to and the value of Competency Based Training and
Assessment in the delivery of vocational training
 Locate the delivery of vocational training within acknowledged theory relating to the training of
adults.
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Identify ASEAN toolbox components
Element 2:
2.1 Name Labour Divisions to which ASEAN
toolboxes apply
Introduction
The Project to develop Toolboxes was tightly focussed on identified industry need deemed
important to all ASEAN Member States.
This very brief section names the Labour Divisions to which the ASEAN Toolboxes apply.
Labour Divisions
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.
The proposed Curriculum Framework was required to be structured across six Labour
Divisions:
 Food Production
 Front Office
 Housekeeping
 Tour Operation
 Travel Agencies.
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Indicative content of each Labour Division

The information below provides an overview of the content contained in each Labour
Division – it is intended to be indicative only and designed to provide a general
understanding of the context for each.
Food Production
This Labour Division addresses competencies relating to:
 Food hygiene and food safety
 Workplace health and safety
 First aid
 Product knowledge
 Food preparation
 Cooking
 Food presentation and service
 Food service operations and catering
 Cleaning
 Business and staff management
 English language.
Food and Beverage Service
 Safe food and beverage handling
 First aid
 Drinks preparation
 Service of food and beverages
 Customer relations
 Bar and dining facility operations
 Cleaning
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Front Office
 First aid
 Customer relations and service
 Communication skills
 Bookings and reservations management
 Night audit
Housekeeping
 First aid
 Room preparation, service and cleaning
 Valet
 Laundry
 Security
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Tour Operation
 First aid
 Bookings/reservations and information
management
 Tour guiding and conducting tours
 Driving and vehicle maintenance and repairs
 Camping and on-tour catering
 Security and risk management
 Sensitivity and respect for local cultures
Travel Agencies
 First aid
 Processing bookings/reservations
 Billing and settlement plans
 Information management
 Domestic and international ticketing
 Marketing and sales
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2.2 Identify the Unit Titles of ASEAN toolboxes

developed
Introduction
Each of the Units available under the Qualifications Framework has its own title.
This section presents the names of each of the 242 Units and introduces the concept of
‘Clusters’.
List of Units
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 [see 3.1]) 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 Services
 FO = Front Office
 HK = Housekeeping
 TA = Travel Agencies
 TO = Tour Operation.
The list (and all resources) can be accessed through waseantourism.com: click on
‘Approved Toolboxes’. Username = guest, Password = guest1.
UNIT NAME FP FB FO HK TA TO
1. Access and retrieve computer-based data X X X X X X
2. Apply standard safety procedures for handling X X

foodstuffs
3. Clean and maintain kitchen equipment and X X
utensils
4. Communicate on the telephone X X X X X X
5. Comply with workplace hygiene procedures X X X X X
6. Develop and update local knowledge X X X X X X
7. Implement occupational safety and health X X X X X X

procedures
8. Maintain hospitality industry knowledge X X X X
9. Manage and resolve conflict situations X X X X X X
10. Organise and prepare food products and services X X
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11. Perform clerical procedures X X X X X X
12. Perform basic First Aid procedures X X X X X X
13. Read and interpret basic instructions, directions X X X X

and/or diagrams
14. Receive and resolve customer complaints X X
15. Receive and store kitchen supplies and food stock X X
16. Work effectively with colleagues and customers X X X X X X
17. Work in a socially diverse environment X X X X X X
18. Apply basic techniques of commercial cookery X
19. Establish and maintain quality control in food X

production
20. Identify and prepare various meats X
21. Maintain strategies for safe food storage X
22. Organise food service operations X
23. Plan and manage menu-based catering X
24. Plan, prepare and display a buffet service X
25. Prepare a variety of sandwiches X
26. Prepare and cook poultry and game meats X
27. Prepare and cook seafood X
28. Prepare and store foods X
29. Prepare appetizers and salads X
30. Prepare hot, cold and frozen dessert dishes X
31. Prepare portion-controlled meat cuts X
32. Prepare soups X
33. Prepare stock and sauces X
34. Prepare vegetables, eggs and farinaceous dishes X
35. Present and display food products X
36. Select, prepare and serve special cuisines X
37. Select, prepare and serve various cheeses X
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38. Apply catering control principles and procedures X
39. Design a concept for a major event or function X
40. Design meals to meet specific dietary or cultural X

needs
41. Design meals to meet specific market X
requirements
42. Operate a fast food outlet X
43. Prepare tenders for catering contracts X
44. Select catering systems X
45. Manage and operate a coffee shop X
46. Prepare and display petits fours X
47. Prepare and display sugar work X
48. Prepare and model marzipan X
49. Prepare chocolate and produce chocolate X

products
50. Present desserts X
51. Prepare and present gateaux, torten and cakes X
52. Prepare and produce cakes and pastries X
53. Prepare and produce yeast goods X
54. Prepare bakery products for patisserie X
55. Clean and tidy beverage and food service areas X
56. Develop and maintain food & beverage product X

knowledge
57. Manage responsible service of alcohol X
58. Operate a bar facility X
59. Operate a cellar system X
60. Prepare and serve cocktails X
61. Prepare and serve non-alcoholic beverages X
62. Process liquor sales at a bar facility X
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63. Provide a link between kitchen and service area X
64. Provide advice to patrons on food and beverage X

services
65. Provide gueridon service X
66. Provide food and beverage services X
67. Provide room service X
68. Provide silver service X
69. Serve a range of wine products X
70. Take food orders and provide table service X
71. Develop a marketing strategy and coordinate X X X X X X

sales activities
72. Establish and maintain a business relationship X X X X X X
73. Maintain quality customer/guest service X X X X X X
74. Develop and implement a business plan X X X X X X
75. Develop new products and services X X
76. Produce documents, reports and worksheets on a X X X X X X

computer
77. Gather and present product information X X X X
78. Maintain a paper-based filing and retrieval system X X X X
79. Manage and implement small projects X X X X
80. Monitor and maintain a business computer system X X X X X X
81. Plan and establish systems and procedures X X X X X X
82. Plan, manage and conduct meetings X X X X X X
83. Prepare business documents X X X X X X
84. Use common business tools and technology X X X X X X
85. Work cooperatively in a general administration X X X X

environment
86. Develop and implement operational policies X X X X X X
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87. Audit financial procedures X X X X X X
88. Maintain financial standards and records X X X X
89. Manage financial performance within a budget X X X X X X
90. Manage payroll records X X X X
91. Monitor catering revenue and costs X X
92. Evaluate the effectiveness of an assessment X X X X

system
93. Manage an assessment system for training X X X X
outcomes
94. Monitor and evaluate the effectiveness of training X X X X
outcomes
95. Plan, conduct and evaluate a staff performance X X X X X X
assessment
96. Plan and implement a series of training events X X X X
97. Prepare and deliver training sessions X X X X X X
98. Develop and supervise operational approaches X X X X
99. Lead and manage people X X X X
100. Manage legal requirements for business X X X X X X

compliance
101. Manage physical assets and infrastructure X X X X X X
102. Manage special events X X X X
103. Manage stock purchases and inventory X X X X X X
104. Manage the effective use of human resources X X X X
105. Monitor staff performance X X X X X X
106. Provide professional support to business X X X X

colleagues
107. Recruit and select staff X X X X X X
108. Roster staff X X X X X X
109. Converse in English at a basic operational level X X X X
110. Respond to instructions given in English X X X X
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111. Start conversations and develop good relations X X X X
with guests
112. Communicate in English on a telephone X X X X
113. Use oral English to convey a complex exchange X X X X

of ideas
114. Deliver a short oral presentation in English X X X X
115. Read and write English at an advanced level X X X X X X
116. Read general information texts or media X X X X
117. Write a short message in English X X X X
118. Prepare a business letter in advanced English X X X X
119. Develop and update tourism industry knowledge X X X X
120. Promote products and services to customers X X X X X X
121. Operate a computerised reservation system X X
122. Provide accommodation reception services X
123. Maintain guests’ financial records X
124. Process a financial sale transaction X X X X X X
125. Conduct a night audit X
126. Provide Bell Boy/Porter services X
127. Operate a (PABX) switchboard X
128. Receive and place in-coming phone calls X
129. Facilitate out-going phone calls X
130. Provide information about in-house services X
131. Provide international (IDD) service information X
132. Provide housekeeping services to guests X
133. Clean public areas, facilities and equipment X
134. Clean and prepare rooms for in-coming guests X
135. Maintain and operate an industrial laundry X
136. Launder linen and guests’ clothes X
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137. Provide valet services to guests X
138. Clean and maintain industrial work area and X

equipment
139. Establish and maintain a safe and secure X X X X X
workplace
140. Maintain the security of premises and property X X
141. Operate basic security equipment X X
142. Maintain the safety of premises and personnel X X
143. Observe and monitor people X X
144. Provide for the safety of VIPs X X
145. Manage intoxicated persons X X X
146. Escort, carry and store valuable items X X
147. Provide a lost and found facility X X
148. Plan and conduct an evacuation of premises X X
149. Organise functions X X X X
150. Prepare and deliver a presentation X X X X X X
151. Follow safety and security procedures X X
152. Access and interpret product information X
153. Administer a billing and settlement plan X
154. Apply advance airfare rules and procedures X
155. Book and co-ordinate supplier services X
156. Construct and ticket a non-air travel plan X
157. Construct and ticket domestic airfares X
158. Construct and ticket promotional international X

airfares
159. Construct and ticket regular international airfares X
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160. Create promotional display stand X
161. Maintain product information inventory X
162. Operate an automated information system X X
163. Produce travel documentation on a computer X
164. Receive and process reservations X X
165. Source and package tourism products and X X

services
166. Source and provide destination information and X
advice
167. Work as a tour guide X
168. Allocate tour resources X
169. Conduct interpretive activities in the field X
170. Conduct pre-departure checks X
171. Co-ordinate and operate a day-tour (or short X

excursions)
172. Demonstrate/observe respect for indigenous X
cultures
173. Drive various types of service vehicles X
174. Establish and maintain safe touring conditions X
175. Lead tour groups in a responsible manner X
176. Maintain contacts with handling agents X
177. Manage and facilitate an extended tour X

experience
178. Plan, develop and evaluate interpretive activities X
179. Plan, trial and implement minimal impact X

operations
180. Prepare and present tour commentaries X
181. Provide arrival and departure assistance X
182. Research and share information on indigenous X

cultures
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183. Carry out vehicle maintenance or minor repairs X
184. Clean premises and equipment X
185. Demonstrate climbing skills at a basic level X
186. Develop and implement operational plans X
187. Develop interpretive content for eco-tourism X

activities
188. Drive large tour buses or coaches X
189. Manage and execute a detailed tour itinerary X
190. Manage operational risk X
191. Monitor tourism operations X
192. Maintain tourism vehicles in safe and clean X

operational condition
193. Operate and maintain a 4WD vehicle in safe X
working condition
194. Operate tours in remote areas X
195. Set up and operate a camp site X
196. Provide camp site catering X
197. Apply point of sale handling techniques X X
198. Assess and plan tourism opportunities for local X X

communities
199. Build and maintain a team approach to service X X
delivery
200. Construct and apply tourism product research X X
201. Co-ordinate production of brochures and X X

marketing materials
202. Create, implement and evaluate strategic product X X
initiatives
203. Develop and monitor culturally appropriate X X
tourism activity
204. Develop conference programs X X
205. Develop host community awareness programs X X
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206. Develop, implement and evaluate regional tourism X X
plans
207. Develop, implement and evaluate sponsorship X X
plans
208. Develop, manage and evaluate local marketing X X
strategies
209. Develop/monitor ecologically sustainable tourism X X
operations
210. Implement event management systems and X X
procedures
211. Plan and implement sales activities X X X X
212. Prepare and submit quotations X X
213. Promote tourism products and services X X
214. Create and update a tourism website X X
215. Develop and manage business strategies X X
216. Manage and monitor innovative tourism programs X X

and projects
217. Minimize theft X X
218. Receive and store stock X X X X X X
219. Source and present information X X
220. Interpret financial statements and reports X X
221. Maintain a secure financial accounting system X X
222. Manage contractual agreements/commitments X X
223. Manage and control operational costs X X
224. Prepare financial statements X X X X X X
225. Analyse competency requirements X X X X
226. Design and establish a training system X X
227. Develop assessment tools and procedures X X
228. Implement, monitor and evaluate a training and X X X X X X

development program
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229. Plan and promote training courses X X
230. Apply industry standards to team supervision X X
231. Lead and manage a development team X X
232. Manage workplace diversity X X X X X X
233. Manage and maintain workplace relations X X X X X V
234. Monitor workplace operations X X X X X X
235. Prepare and monitor budgets X X X X X X
236. Read and write English at a basic operational X X

level
237. Use English at a supervisory level X X
238. Read and write English at a supervisory level X X
239. Coach others in job skills X X X X X X
240. Design, prepare and present various types of X X X X

reports
241. Perform child protection duties relevant to the X X X X X X
tourism industry
242. Develop protective environments for children in X X X X X X
tourism destinations
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Clusters
Clusters form the basis of determining which Competency Standards can be used when
applying the Packaging Rules (see section 2.4) to create 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 Competency Standard has more than one Unit Number this means it has been
listed in more than one Cluster.
At the time of writing the following Clusters apply (see waseantourism.com under CATC
documentation, A1 Final Report):
Travel Services Competency Standards Menu
Cluster 1 Common Core Competencies
D2.TCC.CL1.01 Work effectively with customers and colleagues
D2.TCC.CL1.02 Work in a socially diverse environment
D2.TCC.CL1.03 Implement occupational safety and health procedures
D2.TCC.CL1.04 Follow safety and security procedures
D2.TCC.CL1.05 Communicate effectively on the telephone
D2.TCC.CL1.06 Manage and resolve conflict situations
D2.TCC.CL1.07 Develop and update tourism industry knowledge
D2.TCC.CL1.08 Promote products and services to customers
D2.TCC.CL1.09 Perform clerical procedures
D2.TCC.CL1.10 Access and retrieve computer-based data
D2.TCC.CL1.11 Speak English at a basic operational level
D2.TCC.CL1.12 Process financial transactions
D2.TCC.CL1.13 Use common business tools and technology
D2.TCC.CL1.14 Perform child protection duties relevant to the tourism industry
D2.TCC.CL1.15 Perform basic First Aid procedures
D2.TCC.CL1.16 Develop protective environments for children in tourism destinations
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Cluster 2 Travel Agency - Ticketing

D2.TTA.CL2.01 Access and interpret information
D2.TTA.CL2.02 Administer a billing and settlement
plan
D2.TTA.CL2.03 Apply advance airfare rules and
procedures
D2.TTA.CL2.04 Book and co-ordinate supplier
services
D2.TTA.CL2.05 Construct and ticket a non-air
travel plan
D2.TTA.CL2.06 Construct and ticket domestic airfares
D2.TTA.CL2.07 Construct and ticket promotional international airfares
D2.TTA.CL2.08 Construct and ticket regular international airfares
D2.TTA.CL2.09 Co-ordinate marketing and promotional activities
D2.TTA.CL2.10 Create promotional display stand
D2.TTA.CL2.11 Develop and update local knowledge
D2.TTA.CL2.12 Maintain product information inventory
D2.TTA.CL2.13 Operate a computerised reservation system
D2.TTA.CL2.14 Operate an automated information system
D2.TTA.CL2.15 Produce travel documentation on a computer
D2.TTA.CL2.16 Prepare quotations
D2.TTA.CL2.17 Receive and process a reservation
D2.TTA.CL2.18 Source and package tourism products and services
D2.TTA.CL2.19 Source and provide destination information and advice
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Cluster 3 Tour Guide Services

D2.TTG.CL3.01 Work as a tour guide
D2.TTG.CL3.02 Allocate tour resources
D2.TTG.CL3.03 Conduct interpretive activities in the field
D2.TTG.CL3.04 Conduct pre-departure checks
D2.TTG.CL3.05 Co-ordinate and operate a day-tour (or short excursions)
D2.TTG.CL3.06 Demonstrate/observe respect for indigenous cultures
D2.TTG.CL3.07 Develop and co-ordinate appropriate cultural tourism activity
D2.TTG.CL3.08 Develop and maintain local general knowledge
D2.TTG.CL3.09 Drive various types of service vehicles
D2.TTG.CL3.10 Establish and maintain a safe and secure workplace
D2.TTG.CL3.11 Establish and maintain safe touring conditions
D2.TTG.CL3.12 Lead tour groups in a responsible manner
D2.TTG.CL3.13 Maintain contacts with handling agents
D2.TTG.CL3.14 Manage and facilitate an extended tour experience
D2.TTG.CL3.15 Plan, develop and evaluate interpretive activities
D2.TTG.CL3.16 Plan, trial and implement minimal impact operations
D2.TTG.CL3.17 Prepare and present tour
commentaries
D2.TTG.CL3.18 Provide arrival and departure
assistance
D2.TTG.CL3.19 Research and share
information on indigenous
cultures
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Cluster 4 Tour Operations

D2.TTO.CL4.01 Allocate tour resources
D2.TTO.CL4.02 Carry out vehicle maintenance or minor repairs
D2.TTO.CL4.03 Clean premises and equipment
D2.TTO.CL4.04 Conduct pre-departure checks
D2.TTO.CL4.05 Demonstrate climbing skills at a basic level
D2.TTO.CL4.06 Develop and implement operational plans
D2.TTO.CL4.07 Develop interpretive content for
eco-tourism activities
D2.TTO.CL4.08 Drive large tour buses or
coaches
D2.TTO.CL4.09 Manage and execute a detailed
tour itinerary
D2.TTO.CL4.10 Comply with workplace hygiene
procedures
D2.TTO.CL4.11 Manage operational risk
D2.TTO.CL4.12 Monitor tourism operations
D2.TTO.CL4.13 Maintain tourism vehicles in safe and clean operational condition
D2.TTO.CL4.14 Operate and maintain a 4WD vehicle in safe working condition
D2.TTO.CL4.15 Operate tours in remote areas
D2.TTO.CL4.16 Set up and operate a camp site
D2.TTO.CL4.17 Plan and implement package sales activities
D2.TTO.CL4.18 Provide camp site catering
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Cluster 5 Customer Service, Sales and Marketing

D2.TCS.CL5.01 Apply point of sale handling
techniques
D2.TCS.CL5.02 Assess and plan tourism
opportunities for local
communities
D2.TCS.CL5.03 Build and maintain a team
approach to service delivery
D2.TCS.CL5.04 Develop and update tourism
industry knowledge
D2.TCS.CL5.05 Construct and apply tourism product research
D2.TCS.CL5.06 Co-ordinate marketing activities
D2.TCS.CL5.07 Co-ordinate production of brochures and marketing materials
D2.TCS.CL5.08 Create, implement and evaluate strategic product initiatives
D2.TCS.CL5.09 Develop and monitor culturally appropriate tourism activity
D2.TCS.CL5.10 Develop conference programs
D2.TCS.CL5.11 Develop host community awareness programs
D2.TCS.CL5.12 Develop, implement and evaluate regional tourism plans
D2.TCS.CL5.13 Develop, implement and evaluate sponsorship plans
D2.TCS.CL5.14 Develop, manage and evaluate local marketing strategies
D2.TCS.CL5.15 Develop/monitor ecologically sustainable tourism operations
D2.TCS.CL5.16 Establish and maintain a business relationship
D2.TCS.CL5.17 Implement/monitor event management systems and procedures
D2.TCS.CL5.18 Manage quality customer service
D2.TCS.CL5.19 Plan and implement sales activities
D2.TCS.CL5.20 Prepare and deliver presentations
D2.TCS.CL5.21 Prepare and submit quotations
D2.TCS.CL5.22 Promote tourism products and services
D2.TCS.CL5.23 Source and package tourism products and service
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Cluster 6 General Administration

D2.TGA.CL6.01 Create and update a tourism website
D2.TGA.CL6.02 Design computer documents, reports and worksheets
D2.TGA.CL6.03 Manage and monitor tourism programs and projects
D2.TGA.CL6.04 Manage, control and order stock
D2.TGA.CL6.05 Minimize theft
D2.TGA.CL6.06 Operate an automated information system
D2.TGA.CL6.07 Organise and coordinate meetings
D2.TGA.CL6.08 Plan and establish systems and procedures
D2.TGA.CL6.09 Prepare business documents
D2.TGA.CL6.10 Produce documents on a computer
D2.TGA.CL6.11 Receive and store stock
D2.TGA.CL6.12 Source and present information
D2.TGA.CL6.13 Develop and implement operational
policies
Cluster 7 Financial Administration
D2.TFA.CL7.01 Audit financial procedures
D2.TFA.CL7.02 Interpret financial statements and reports
D2.TFA.CL7.03 Maintain a secure financial accounting system
D2.TFA.CL7.04 Manage contractual agreements/commitments
D2.TFA.CL7.05 Manage and control operational costs
D2.TFA.CL7.06 Prepare financial statements
Cluster 8 Human Resource Development
D2.TRD.CL8.01 Analyse competency requirements
D2.TRD.CL8.02 Coach others in job skills
D2.TRD.CL8.03 Conduct an individual performance assessment
D2.TRD.CL8.04 Deliver training sessions
D2.TRD.CL8.05 Design and establish a training system
D2.TRD.CL8.06 Design training courses
D2.TRD.CL8.07 Develop assessment tools and procedures
D2.TRD.CL8.08 Establish a performance assessment system
D2.TRD.CL8.09 Implement a staff performance assessment plan
D2.TRD.CL8.10 Implement a training and development program
D2.TRD.CL8.11 Monitor and evaluate a training and development program
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D2.TRD.CL8.12 Plan and promote a training program

D2.TRD.CL8.13 Review performance assessment outcomes
D2.TRD.CL8.14 Review training outcomes
D2.TRD.CL8.15 Train selected small groups
Cluster 9 Resource Management
D2.TRM.CL9.01 Apply industry standards to team supervision
D2.TRM.CL9.02 Develop and implement a business plan
D2.TRM.CL9.03 Develop and manage business strategies
D2.TRM.CL9.04 Lead and manage a development team
D2.TRM.CL9.05 Lead and manage people
D2.TRM.CL9.06 Maintain legal knowledge required for business compliance
D2.TRM.CL9.07 Manage and purchase stocks
D2.TRM.CL9.08 Manage financial operations within a budget
D2.TRM.CL9.09 Manage innovative tourism projects and programs
D2.TRM.CL9.10 Manage physical assets and infrastructure
D2.TRM.CL9.11 Manage quality customer service
D2.TRM.CL9.12 Manage workplace diversity
D2.TRM.CL9.13 Manage and maintain effective
workplace relations
D2.TRM.CL9.14 Manage and maintain an
operational computer system
D2.TRM.CL9.15 Monitor staff performance
D2.TRM.CL9.16 Monitor work operations
D2.TRM.CL9.17 Prepare and monitor budgets
D2.TRM.CL9.18 Provide mentoring support to business colleagues
D2.TRM.CL9.19 Recruit and select staff
D2.TRM.CL9.20 Roster staff
Cluster 10 English Language Proficiency
D2.LAN.CL10.01 Read and write English at a basic operational level
D2.LAN.CL10.02 Use English at a supervisory level
D2.LAN.CL10.03 Read and write English at a supervisory level
D2.LAN.CL10.04 Read and write English at an advanced level
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Hotel Services (Restaurant Services) Competency Standards Menu

Cluster 1 Restaurant Services - Common Core
D1.HRS.CL1.01 Access and retrieve computer-based data
D1.HRS.CL1.02 Apply standard safety procedures
for handling foodstuffs
D1.HRS.CL1.03 Clean and maintain kitchen
equipment and utensils
D1.HRS.CL1.04 Communicate effectively on the
telephone
D1.HRS.CL1.05 Comply with workplace hygiene
procedures
D1.HRS.CL1.06 Develop and update local knowledge
D1.HRS.CL1.07 Implement occupational safety and health procedures
D1.HRS.CL1.08 Maintain hospitality industry knowledge
D1.HRS.CL1.09 Manage and resolve conflict situations
D1.HRS.CL1.10 Organise and prepare food products and services
D1.HRS.CL1.11 Perform clerical procedures
D1.HRS.CL1.12 Perform basic First Aid procedures
D1.HRS.CL1.13 Promote hospitality products and services
D1.HRS.CL1.14 Read and interpret basic instructions, directions and/or diagrams
D1.HRS.CL1.15 Receive and resolve customer complaints
D1.HRS.CL1.16 Receive and store kitchen supplies and food stock
D1.HRS.CL1.17 Speak English at a basic operational level
D1.HRS.CL1.18 Work effectively with colleagues and customers
D1.HRS.CL1.19 Work in a socially diverse environment
D1.HRS.CL1.20 Perform child protection duties relevant to the tourism industry
D1.HRS.CL1.21 Develop protective environments for children in tourism destinations
Cluster 2 Commercial Cookery
D1.HCC.CL2.01 Apply basic techniques of
commercial cookery
D1.HCC.CL2.02 Establish and maintain quality
control in food production
D1.HCC.CL2.03 Identify and prepare various meats
D1.HCC.CL2.04 Maintain strategies for safe storage
of prepared foods
D1.HCC.CL2.05 Organise food service operations
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D1.HCC.CL2.06 Plan and manage menu-based catering

D1.HCC.CL2.07 Plan, prepare and display a buffet service
D1.HCC.CL2.08 Prepare a variety of sandwiches
D1.HCC.CL2.09 Prepare and cook poultry and game meats
D1.HCC.CL2.10 Prepare and cook seafood
D1.HCC.CL2.11 Prepare and store food in a safe and hygienic manner
D1.HCC.CL2.12 Prepare appetizers and salads
D1.HCC.CL2.13 Prepare chocolate-based dishes and confectionery
D1.HCC.CL2.14 Prepare hot and cold dessert dishes
D1.HCC.CL2.15 Prepare portion-controlled meat cuts
D1.HCC.CL2.16 Prepare soups
D1.HCC.CL2.17 Prepare stock and sauces
D1.HCC.CL2.18 Prepare vegetables, eggs and farinaceous dishes
D1.HCC.CL2.19 Present and display food products
D1.HCC.CL2.20 Select, prepare and serve special cuisines
D1.HCC.CL2.21 Select, prepare and serve various cheeses
Cluster 3 Commercial Catering
D1.HCA.CL3.01 Apply catering control principles
and procedures
D1.HCA.CL3.02 Design a concept for a major
event or function
D1.HCA.CL3.03 Design meals to meet specific
dietary or cultural needs
D1.HCA.CL3.04 Design meals to meet specific
market requirements
D1.HCA.CL3.05 Operate a fast food outlet
D1.HCA.CL3.06 Prepare tenders for catering contracts
D1.HCA.CL3.07 Select catering systems
Cluster 4 Patisserie
D1.HPA.CL4.01 Manage and operate a coffee shop
D1.HPA.CL4.02 Prepare and display petits fours
D1.HPA.CL4.03 Prepare and display sugar work
D1.HPA.CL4.04 Prepare and model marzipan
D1.HPA.CL4.05 Prepare and present chocolate goods
D1.HPA.CL4.06 Prepare and present desserts
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D1.HPA.CL4.07 Prepare and present gateaux, torten and cakes

D1.HPA.CL4.08 Prepare and produce cakes and pastries
D1.HPA.CL4.09 Prepare and produce yeast goods
D1.HPA.CL4.10 Prepare and bakery products for patisserie
Cluster 5 Food And Beverage Service
D1.HBS.CL5.01 Clean and tidy bar and food service areas
D1.HBS.CL5.02 Develop and maintain food & beverage product knowledge
D1.HBS.CL5.03 Manage responsible service of alcohol
D1.HBS.CL5.04 Operate a bar facility
D1.HBS.CL5.05 Operate a cellar system
D1.HBS.CL5.06 Prepare and serve cocktails
D1.HBS.CL5.07 Prepare and serve non-alcoholic beverages
D1.HBS.CL5.08 Process liquor sales at a bar facility
D1.HBS.CL5.09 Provide a link between kitchen and service area
D1.HBS.CL5.10 Provide advice to patrons on food and beverage services
D1.HBS.CL5.11 Provide gueridon service
D1.HBS.CL5.12 Provide food and beverage
services
D1.HBS.CL5.13 Provide room service
D1.HBS.CL5.14 Provide silver service
D1.HBS.CL5.15 Serve a range of wine products
D1.HBS.CL5.16 Take food orders and provide courteous table service
D1.HBS.CL5.17 Manage intoxicated persons
Cluster 6 Customer Service, Sales and Marketing
D1.HCS.CL6.01 Develop a marketing strategy and coordinate sales activities
D1.HCS.CL6.02 Establish and maintain a business relationship
D1.HCS.CL6.03 Maintain quality customer service
D1.HCS.CL6.04 Organise functions at a hotel or restaurant
D1.HCS.CL6.05 Develop and implement a business plan or campaign
D1.HCS.CL6.06 Prepare and deliver a marketing presentation
D1.HCS.CL6.07 Develop new products and services
D1.HGE.CL7.01 Design, prepare and present various types of reports
D1.HGE.CL7.02 Gather and present product information
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D1.HGE.CL7.03 Maintain a paper-based filing and retrieval system

D1.HGE.CL7.04 Manage and implement small projects
D1.HGE.CL7.05 Monitor and maintain a business computer service
D1.HGE.CL7.06 Monitor, control and order new stock
D1.HGE.CL7.07 Plan and establish systems and procedures
D1.HGE.CL7.08 Plan, manage and conduct meetings
D1.HGE.CL7.09 Prepare business documents
D1.HGE.CL7.10 Produce various types of form documents on a computer
D1.HGE.CL7.11 Receive and securely store in-coming goods
D1.HGE.CL7.12 Use common business tools and technology
D1.HGE.CL7.13 Work cooperatively in a general administration environment
D1.HGE.CL7.14 Develop and implement operational policies
D1.HFI.CL8.01 Audit financial procedures
D1.HFI.CL8.02 Maintain financial standards and
records
D1.HFI.CL8.03 Manage financial performance
within a budget
D1.HFI.CL8.04 Manage payroll records
D1.HFI.CL8.05 Prepare and monitor operational
budgets
D1.HFI.CL8.06 Prepare routine financial statements
D1.HFI.CL8.07 Process a financial transaction for services rendered
D1.HFI.CL8.08 Process transactions for purchase of goods and services
D1.HFI.CL8.09 Monitor catering revenue and costs
D1.HRD.CL9.01 Coach others in job skills
D1.HRD.CL9.02 Conduct staff performance assessment processes
D1.HRD.CL9.03 Conduct a training needs analysis
D1.HRD.CL9.04 Conduct training for a small group
D1.HRD.CL9.05 Develop performance assessment procedures
D1.HRD.CL9.06 Evaluate staff performance assessment
D1.HRD.CL9.07 Evaluate the effectiveness of an assessment system
D1.HRD.CL9.08 Manage an assessment system for training outcomes
D1.HRD.CL9.09 Monitor and evaluate the effectiveness of training outcomes
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D1.HRD.CL9.10 Plan a staff performance review

D1.HRD.CL9.11 Plan and implement a series of training events
D1.HRD.CL9.12 Prepare and deliver training sessions
Cluster 10 Management and Leadership
D1.HML.CL10.01 Develop and supervise
operational approaches
D1.HML.CL10.02 Establish and maintain a safe
working environment
D1.HML.CL10.03 Lead and manage people
D1.HML.CL10.04 Manage and maintain a
computer system/network
D1.HML.CL10.05 Manage legal requirements for business compliance
D1.HML.CL10.06 Manage physical assets and infrastructure
D1.HML.CL10.07 Manage quality customer/guest services
D1.HML.CL10.08 Manage special events
D1.HML.CL10.09 Manage stock purchases and inventory
D1.HML.CL10.10 Manage the effective use of human resources
D1.HML.CL10.11 Monitor and manage workplace relations and diversity
D1.HML.CL10.12 Monitor routine workplace operations
D1.HML.CL10.13 Monitor staff performance
D1.HML.CL10.14 Provide professional support to business colleagues
D1.HML.CL10.15 Recruit and select staff
D1.HML.CL10.16 Roster staff
Cluster 10/11 English Language Proficiency
Speaking and Listening
D1.LAN.CL10.01 Converse in English at a
basic operational level
D1.LAN.CL10.02 Respond effectively to
instructions given in English
D1.LAN.CL10.03 Start conversations and
develop good relations with
guests
D1.LAN.CL10.04 Communicate effectively in English on a telephone
D1.LAN.CL10.05 Use oral English to convey a complex exchange of ideas
D1.LAN.CL10.06 Deliver a short oral presentation in English
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Reading
D1.LAN.CL10.08 Read and interpret basic instructions, directions and/or diagrams
D1.LAN.CL10.09 Read general information texts or media
Writing
D1.LAN.CL10.10 Write a short message in English
D1.LAN.CL10.11 Prepare a business letter in advanced English
Hotel Services (Front Office and Housekeeping) Competency Standards Menu
Cluster 1 Common Core Competencies
D1.HOT.CL1.01 Work effectively with customers
and colleagues
D1.HOT.CL1.02 Work in a socially diverse
environment
D1.HOT.CL1.03 Implement occupational health
and safety procedures
D1.HOT.CL1.04 Comply with workplace hygiene
procedures
D1.HOT.CL1.05 Perform clerical procedures
D1.HOT.CL1.06 Access and retrieve computer-based data
D1.LAN.CL1.01 Speak English at a basic operational level
D1.HOT.CL1.07 Communicate effectively on the telephone
D1.HOT.CL1.08 Maintain hospitality industry knowledge
D1.HOT.CL1.09 Develop and update tourism industry knowledge
D1.HOT.CL1.10 Promote products and services to customers
D1.HOT.CL1.11 Manage and resolve conflict situations
D1.HOT.CL1.12 Perform basic First Aid procedures
D1.HOT.CL1.13 Perform child protection duties relevant to the tourism industry
D1.HOT.CL1.14 Develop protective environments for children in tourism destinations
Cluster 2 Hotel Front Office
D1.HFO.CL2.01 Receive and process reservations
D1.HFO.CL2.02 Operate a computerised reservation
system
D1.HFO.CL2.03 Provide accommodation services
D1.HFO.CL2.04 Maintain guests’ financial records
D1.HFO.CL2.05 Process a financial sale transaction
D1.HFO.CL2.06 Conduct a night audit
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D1.HFO.CL2.07 Provide Bell Boy/Porter services

D1.HFO.CL2.08 Operate a (PABX) switchboard
D1.HFO.CL2.09 Receive and place in-coming phone calls
D1.HFO.CL2.10 Facilitate out-going phone calls
D1.HFO.CL2.11 Provide information about in-house services
D1.HFO.CL2.12 Provide international (IDD) service information
Cluster 3 Housekeeping
D1.HHK.CL3.01 Provide housekeeping services
to guests
D1.HHK.CL3.02 Clean public areas, facilities and
equipment
D1.HHK.CL3.03 Clean and prepare rooms for in-
coming guests
D1.HHK.CL3.04 Maintain and operate an
industrial laundry
D1.HHK.CL3.05 Launder linen and guests’ clothes
D1.HHK.CL3.06 Provide valet services to guests
D1.HHK.CL3.07 Clean and maintain industrial work area and equipment
Cluster 4 Security Services
D1.HSS.CL4.01 Establish and maintain a safe and secure
workplace
D1.HSS.CL4.02 Maintain the security of premises and property
D1.HSS.CL4.03 Operate basic security equipment
D1.HSS.CL4.04 Maintain the safety of premises and personnel
D1.HSS.CL4.05 Observe and monitor people
D1.HSS.CL4.06 Provide for the safety of VIPs
D1.HSS.CL4.07 Manage intoxicated persons
D1.HSS.CL4.08 Escort, carry and store valuable items
D1.HSS.CL4.09 Provide a lost and found facility
D1.HSS.CL4.10 Plan and conduct an evacuation of premises
Cluster 5 Customer Service, Sales And Marketing
D1.HSM.CL5.01 Organise functions
D1.HSM.CL5.02 Plan and implement sales activities or campaigns
D1.HSM.CL5.03 Coordinate a marketing strategy and activities
D1.HSM.CL5.04 Develop and update local knowledge
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D1.HSM.CL5.05 Prepare and deliver a presentation

D1.HSM.CL5.06 Establish and maintain a business relationship
D1.HSM.CL5.07 Develop and implement a business plan
D1.HGA.CL6.01 Plan and establish systems and procedures
D1.HGA.CL6.02 Work cooperatively in a general administration environment
D1.HGA.CL6.03 Maintain a paper-based filing and retrieval system
D1.HGA.CL6.04 Gather and present product information
D1.HGA.CL6.05 Plan, manage and conduct meetings
D1.HGA.CL6.06 Prepare business documents
D1.HGA.CL6.07 Produce various types of form documents on a computer
D1.HGA.CL6.08 Design, prepare and present various types of reports
D1.HGA.CL6.09 Monitor, control and order new stock
D1.HGA.CL6.10 Receive and securely store in-coming goods
D1.HGA.CL6.11 Manage and implement small projects
D1.HGA.CL6.12 Use common business tools and technology
D1.HGA.CL6.13 Develop and implement operational policies
D1.HFA.CL7.01 Process a financial transaction for services rendered
D1.HFA.CL7.02 Process transactions for purchase of goods or services
D1.HFA.CL7.03 Maintain financial standards and records
D1.HFA.CL7.04 Prepare routine financial statements
D1.HFA.CL7.05 Audit financial procedures
D1.HFA.CL7.06 Manage payroll records
D1.HFA.CL7.07 Prepare and monitor
operational budgets
D1.HFA.CL7.08 Manage financial performance
within a budget
D1.HHR.CL8.01 Develop performance assessment procedures
D1.HHR.CL8.02 Plan a staff performance review
D1.HHR.CL8.03 Conduct a staff performance assessment process
D1.HHR.CL8.04 Evaluate a staff performance assessment
D1.HHR.CL8.05 Conduct a training needs analysis
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D1.HHR.CL8.06 Coach others in job skills

D1.HHR.CL8.07 Prepare and deliver training sessions
D1.HHR.CL8.08 Conduct training for a small group
D1.HHR.CL8.09 Plan and implement a series of training events
D1.HHR.CL8.10 Manage an assessment system for training outcomes
D1.HHR.CL8.11 Monitor and evaluate the effectiveness of training outcomes
D1.HHR.CL8.12 Evaluate the effectiveness of an assessment system
Cluster 9 Resource Management
D1.HRM.CL9.01 Manage the effective use of
human resources
D1.HRM.CL9.02 Monitor and manage workplace
relations and diversity
D1.HRM.CL9.03 Monitor routine workplace
operations
D1.HRM.CL9.04 Monitor staff performance
D1.HRM.CL9.05 Provide professional support to business colleagues
D1.HRM.CL9.06 Manage quality customer/guest services
D1.HRM.CL9.07 Manage special events
D1.HRM.CL9.08 Develop and supervise operational approaches
D1.HRM.CL9.09 Roster staff
D1.HRM.CL9.10 Recruit and select staff
D1.HRM.CL9.11 Manage physical assets and infrastructure
D1.HRM.CL9.12 Manage stock purchases and inventory
D1.HRM.CL9.13 Manage and maintain a computer system/network
D1.HRM.CL9.14 Manage legal requirements for business compliance
Cluster 10 English Language Proficiency
D1.LAN.CL10.01 Converse in English at a basic operational level
D1.LAN.CL10.02 Respond effectively to instructions given in English
D1.LAN.CL10.03 Start conversations and develop good relations with guests
D1.LAN.CL10.04 Communicate effectively in English on a telephone
D1.LAN.CL10.05 Use oral English to convey a complex exchange of ideas
D1.LAN.CL10.06 Deliver a short oral presentation in English
Reading
D1.LAN.CL10.08 Read and interpret basic instructions, directions and/or diagrams
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D1.LAN.CL10.09 Read general information texts or media

Writing
D1.LAN.CL10.10 Write a short message in English
D1.LAN.CL10.11 Prepare a business letter in advanced English.
2.3 Identify Qualifications available under the

ASEAN Regional Qualifications Framework and
Skills Recognition System
Introduction
There are 52 qualifications available under the ASEAN Regional Qualifications Framework
and Skills Recognition System across the six Labour Divisions.
This section identifies all Qualifications provided under the Qualifications Framework across
all Labour Divisions from Certificate II to Advanced Diploma levels and gives and brief
explanation of the context for each certification level.
Overview of qualifications
The following table provides an overview of the qualifications currently provided for under the
Framework matched against Labour Divisions – please note these qualifications were
correct at the time of writing but are subject to change as the Project is implemented:
Cert Cert Cert Diploma Advanced Sub-Total

II III IV Diploma
Food and Beverage 2 2 3 1 1 9

Service
Food Production 2 3 3 1 1 10
Front Office 1 1 1 1 1 5
Housekeeping 1 1 1 1 1 5
Tour Operation 2 3 4 2 1 12
Travel Agencies 3 3 3 1 1 11
Total 52
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Brief description of qualifications at each level

The following is an overview of the level at which each of the six qualifications in the
Framework is pitched.
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
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
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
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
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.
Qualification names
This presents the approved and endorsed titles for each of the qualifications which have
been provided for:
Food and beverage service qualifications:
 Advanced Diploma of Food and Beverage Service (Management)
 Diploma of Food and Beverage Service (Supervision and Administration)
 Certificate IV in Food and Beverage Service
(Waiting)
(Supervision)
(Beverages)
 Certificate III in Food and Beverage Service
(Waiting)
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 Certificate III in Food and Beverage Service (Beverages)

 Certificate II in Food and Beverage Service (Waiting)
 Certificate II in Food and Beverage Service (Beverages)
Food production qualifications:
 Advanced Diploma of Food Production (Management)
 Diploma of Food Production (Supervision and Administration)
 Certificate IV in Food Production (Cookery)
 Certificate IV in Food Production (Operations)
 Certificate IV in Food Production (Patisserie)
 Certificate III in Food Production (Cookery)
 Certificate III in Food Production (Operations)
 Certificate III in Food Production (Patisserie)
 Certificate II in Food Production (Cookery)
 Certificate II in Food Production (Patisserie)
Front office qualifications:
 Advanced Diploma of Front Office (Management)
 Diploma of Front Office (Supervision and Administration)
 Certificate IV in Front Office (Guest Services Supervision)
 Certificate III in Front Office
 Certificate II in Front Office
Housekeeping qualifications:
 Advanced Diploma of Housekeeping (Management)
 Diploma of Housekeeping (Supervision and Administration)
 Certificate IV in Housekeeping (Guest Services Supervision)
 Certificate III in Housekeeping
 Certificate II in Housekeeping
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Tour operations qualifications:

 Advanced Diploma of Tour Operation (Management)
 Diploma of Tour Operation (Operations)
 Diploma of Tour Operation (Supervision and
Administration)
 Certificate IV in Tour Operation (Guiding)
 Certificate IV in Tour Operation (Eco Tours)
 Certificate IV in Tour Operation (Sales and Finance)
 Certificate IV in Tour Operation (Reservations and
Ticketing)
 Certificate III in Tour Operation (Guiding)
 Certificate III in Tour Operation (Sales and Finance)
 Certificate III in Tour Operation (Reservations and Ticketing)
 Certificate II in Tour Operation (Guiding)
 Certificate II in Tour Operation (Reservations and Ticketing)
Travel agencies qualifications:
 Advanced Diploma of Travel Agencies (Management)
 Diploma of Travel Agencies (Supervision and Administration)
 Certificate IV in Travel Agencies (Operations)
 Certificate IV in Travel Agencies (Sales and Service)
 Certificate IV in Travel Agencies (Reservations and Ticketing)
 Certificate III in Travel Agencies (Operations)
 Certificate III in Travel Agencies (Sales and Service)
 Certificate III in Travel Agencies (Reservations and Ticketing)
 Certificate II in Travel Agencies (Operations)
 Certificate II in Travel Agencies (Sales and
Service)
 Certificate II in Travel Agencies (Reservations and
Ticketing)
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2.4 Explain concept of Packaging Rules to develop

ASEAN qualifications
Introduction
Each of the Qualifications identified under the Qualifications Framework can be created
using a variety of Units to suit individual need.
This section explains the use and benefits of the Packaging Rules and provides an indicative
selection of Packaging Rules for a range of qualifications under the Qualifications
Framework.
Use of Packaging Rules

General background
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.
Operational imperatives
In general terms Packaging Rules operate on the basis of the following:
 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
 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.
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 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.
Benefits of the Packaging Rules

The Packaging Rules provide:
 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.
Packaging Rules
A selection of Packaging Rules is provided below to illustrate what they look like, what they
contain and how they ‘grow’ as the qualification level increases.
The full suite of Packaging Rules can be found at waseantourism.com under CATC
documentation, A1 Final Report.
Note: the Packaging Rules provided below were correct at the time of writing but are always
subject to change by Authorities.
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Packaging Rules – Food and Beverage Service

Certificate II in Food and Beverage Service (Waiting) - Incorporating Certificate I
Core and Generic Competencies
D1.HRS.CL1.04 Communicate effectively on the telephone

D1.HRS.CL1.05 Comply with workplace hygiene procedures
D1.HBS.CL5.12 Provide food and beverage services
Functional Competencies
In addition to the above Core and Generic Competencies, ten (10) competencies from the
Hotel Services (Restaurant Services) Competency Standards Menu with at least four (8) from
the following Clusters:
 Common Core Competencies
 Financial Administration
And
At least two (2) competencies from the Cluster:
 English Language Proficiency
In all cases selection of Functional Competencies must reflect the intended Job Title, local
industry requirements and the Certificate level.
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Certificate IV in Food and Beverage Service (Waiting)

D1.HBS.CL5.02 Develop and maintain food and beverage product knowledge
In addition to the above Core and Generic Competencies eighteen (18) competencies from
the Hotel Services (Restaurant Services) Competency Standards Menu with at least twelve
(12) from the following Clusters:
And
At least three (3) competencies from one or more of the following Clusters:
 Customer Service, Sales and Marketing
 Human Resource Development
 Management and Leadership
And
At least three (3) competencies from the Cluster:
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Certificate IV in Food and Beverage Service (Supervision)

In addition to the above Core and Generic Competencies eighteen (18) competencies from
the Hotel Services (Restaurant Services) Competency Standards Menu with at least eleven
(11) from the following Clusters:
And
At least four (4) competencies from one or more of the following Clusters:
 General Administration
And
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Diploma of Food and Beverage Service (Supervision & Administration)

In addition to the above Core and Generic Competencies twenty-four (24) competencies from the
Hotel Services (Restaurant Services) Competency Standards Menu with at least eight (8) from
And
At least twelve (12) competencies from one or more of the following Clusters:
And
At least four (4) competencies from the Cluster:
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Advanced Diploma of Food and Beverage Service (Management)

In addition to the above Core and Generic Competencies twenty-nine (29) competencies from the
Hotel Services (Restaurant Services) Competency Standards Menu with at least eleven (11) from
And
At least thirteen (13) competencies from one or more of the following Clusters:
And
At least five (5) competencies from the Cluster:
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Packaging Rules – Food Production

Certificate III in Food Production (Cookery)
D1.HRS.CL1.02 Apply standard safety procedures for handling foodstuffs

D1.HRS.CL1.03 Clean and maintain kitchen equipment and utensils
D1.HRS.CL1.10 Organise and prepare food products and meals
D1.HCC.CL2.01 Apply basic techniques of commercial cookery
In addition to the above Core and Generic Competencies twelve (12) competencies from the
Hotel Services (Restaurant Services) Competency Standards Menu with at least ten (10) from
 Commercial Cookery
And
At least one (1) competency from the Cluster:
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Diploma of Food Production (Supervision and Administration)

D1.HRS.CL1.02 Apply standard safety procedures for handling foodstuffs
D1.HRS.CL1.03 Clean and maintain kitchen equipment and utensils
D1.HRS.CL1.10 Organise and prepare food products and meals
D1.HCC.CL2.01 Apply basic techniques of commercial cookery
D1.HCC.CL2.19 Present and display food products
In addition to the above Core and Generic Competencies twenty-three (23) competencies from
the Hotel Services (Restaurant Services) Competency Standards Menu with eleven (11) from the
following Clusters:
 Commercial Cookery
 Commercial Catering
 Patisserie
And
At least ten (10) competencies from one or more of the following Clusters:
And
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Packaging Rules – Front Office
Certificate II in Front Office - Incorporating Certificate I
D1.HOT.CL1.01 Work effectively with customers and colleagues

D1.HOT.CL1.02 Work in a socially diverse environment
D1.HOT.CL1.03 Implement occupational safety and health procedures
D1.HSS.CL4.01 Establish and maintain a safe and secure workplace
In addition to the above Core and Generic Competencies ten (10) competencies from the
Hotel Services (Front Office and Housekeeping) Competency Standards Menu with at least
eight (8) from the following Clusters:
 Hotel Front Office
 Security Services
And
At least one (2) competencies from one or more of the following Clusters:
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Advanced Diploma of Front Office (Management)

D1.HOT.CL1.09 Develop and update local knowledge
In addition to the above Core and Generic Competencies twenty-eight (28) competencies from
the Hotel Services (Front Office and Housekeeping) Competency Standards Menu with at least
seven (7) from the Cluster:
 Hotel Front Office
And
At least fifteen (15) competencies from one or more of the following Clusters:
 Resource Management
And
At least five (5) competencies from the Cluster:
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Packaging Rules – Housekeeping

Certificate III in Housekeeping

In addition to the above Core and Generic Competencies fourteen (14) competencies from
the Hotel Services (Front Office and Housekeeping) Competency Standards Menu with at
least eight (8) from the following Clusters:
 Housekeeping
And
At least three (3) competencies from one or more of the following Clusters:
And
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Diploma of Housekeeping (Supervision and Administration)

In addition to the above Core and Generic Competencies twenty-four (24) competencies from
the Hotel Services (Front Office and Housekeeping) Competency Standards Menu with at least
twelve (12) from the following Clusters:
 Housekeeping
And
At least seven (7) competencies from one or more of the following Clusters:
 Customer Service, sales and Marketing
And
At least four (4) competencies from the Cluster:
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Packaging Rules – Tour Operation

Certificate III in Tour Operation (Guiding)

In addition to the above Core and Generic Competencies fourteen (14) competencies from the
Travel Services Competency Standards Menu with at least ten (10) from the Cluster:
 Tour Guide Services
And
At least two (2) competencies from one or more of the following Clusters:
 Tour Operations
 Travel Agency – Ticketing
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Certificate IV in Tour Operation (Guiding)

In addition to the above Core and Generic Competencies eighteen (18) competencies from the
Travel Services Competency Standards Menu
with at least fourteen (14) from the Cluster:
And
At least two (2) competencies from one or more of the following Clusters:
 Tour Operations
And
At least one (1) competency from the Cluster:
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Packaging Rules – Travel Agencies

Certificate III in Travel Agencies (Reservations and Ticketing)

In addition to the above Core and Generic Competencies fourteen (14) competencies from the
Travel Services Competency Standards Menu with at least nine (9) from the Cluster:
And
At least four (4) competencies from one or more of the following Clusters:
 Tour Operations
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Advanced Diploma of Travel Agencies (Management)

D2.TCC.CL1.03 Implement occupational safety and health procedures
D2.TCC.CL1.06 Manage and resolve conflict situations
D2.TCC.CL1.12 Process financial transactions
D2.TCC.CL1.16 Develop protective environments for children in tourism destinations
In addition to the above Core and Generic Competencies twenty-eight (28) competencies from
the Travel Services Competency Standards Menu
with at least seven (7) from the Cluster:
And
At least thirteen (13) competencies from one or more of the following Clusters:
 Travel Agency - Ticketing
 Tour Operations
And
At least three (3) competencies from the following Cluster:
 Resource Management – two (2) of which must be:
o D2.TRM.CL9.05 Lead and manage people
o D2.TRM.CL9.16 Monitor work operations
And
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2.5 Describe the Elements of an ASEAN toolbox

Competency Standard
Introduction
Each of the 242 Units under the Qualifications Framework is underpinned by a Competency
Standard.
This section discusses ‘competency’, gives information about Competency Standards and
examines the structure and standard components of them.
Competency
Competency is a combination of the skill, knowledge and attitude required to perform a task
or job to the standard expected in the workplace.
If a person can do a job to the required standard they are deemed to be ‘competent’.
What is a Competency Standard?

A Competency Standard is a description of the skills and knowledge required to perform a
task 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.
Uses of competency based standards

Competency based standards can be used for:
 Job design
 Job descriptions
 Performance appraisal
 Selection criteria
 Career path development
 Identification of training needs
 Development of training programs
 Certification
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 The above activities in combination aim to increase customer satisfaction through better
employee performance.
About the Competency Standards which have been created
The ASEAN 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 the document repository at waseantourism.com.
Elements of Competency Standards
All Competency Standards comprise:
 Unit Title
 Unit Number
 Nominal Hours
 Unit Descriptor
 Elements
 Performance Criteria
 Unit Variables
 Assessment Guide
 Linkages to other Units
 Critical Aspects of Assessment
 Context of Assessment
 Resource Implications
 Assessment Methods
 Key Competencies for the Unit.
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Unit Title
The Unit Title is the name of the 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.
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 (see section 2.4)
Each Unit Title comprises four parts:
1. D1 refers to all the Units in the Hotel Services classifications
D2 refers to all the Units in the Travel Services classifications

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
 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
 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
 HSS = Hotel Services, Front Office and Housekeeping, Security Services
 HSM = Hotel Services, Front Office and Housekeeping, Customer Service, Sales and
Marketing
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 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
 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 Operations
 TCS = Travel Services, Customer Service, Sales and
Marketing
 TTO = Travel Services, Tour Operations
 TGA = Travel Services, General Administration
 TFA = Travel Services, Financial Administration
 TRD = Travel Services, Human Resource Development
 TRM = Travel Services, Resource Management
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.
4. The final two-digit number indicates the position of the Unit within the Cluster.
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.
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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.
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.
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 below) of the Competency Standard.
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.
Assessment Guide
This aspect of the Competency Standard lists the skills and knowledge which must be
assessed as part of this Unit.
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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.
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.
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).
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.
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.
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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.
2.6 Describe the components of an ASEAN toolbox

Trainee Manual
Introduction
Each Unit under the Qualifications Framework is provided with a comprehensive Trainee
Manual.
This section provides an overview of the role of this Manual and identifies and discusses the
structure, contents and use of this student
reference.
Role of the Trainee Manual

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 the waseantourism.com website
 Provides training content as stated in the approved Competency Standard
 Forms the basis of the PowerPoint presentation provided in the Toolbox
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 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.
Content of the Trainee Manual

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.
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Introduction to Trainee Manual

This section is provided for trainees and is common to all Trainee Manuals.
It:
 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
The information in this section is 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.
This detail is provided in the Trainee Manual 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.
Specifications include:
 Unit Descriptor
 Unit Code
 Nominal Hours
 Elements
 Performance Criteria.
Providing this information in the Trainee Manual:
 Lets the student know what to expect
 Keeps the Trainer accountable for delivering
the required training.
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.
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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.
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.
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.
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The information provided is the same in every Trainee manual and covers:
 Introduction – highlighting need for preparation and professionalism
 Style – giving important advice on the focus of activities relating to work to be submitted
 Presenting Written Work – giving generic advice in relation to:
 Types of written which may be required
 Format
 Use of a Cover Sheet
 Need to retain a copy of all written work submitted
 Need to use inclusive language.
Recommended Reading
This section lists additional reading and references relating to the Unit.
Students (and/or Trainers) may elect to 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
Every Trainee Manual contains this document and it is the same across all Units.
The Trainee Evaluation Sheet should be:
 Completed by the 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 should be encouraged to be honest in their responses.
 Removed from the Trainee Manual and handed to the Trainer – or the Trainer may elect
to photocopy these 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.
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PowerPoint slide show to support training
delivery
Introduction
A PowerPoint slide show has been provided for every ASEAN Unit under the Qualifications
Framework.
This section identifies the role of the PowerPoint presentation, and differentiates between
and discusses the Student view and Presenter view components of the slides.
Role of PowerPoint presentation

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 to 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 (see next section)
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.
Format of PowerPoint slides

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
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 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 – see below.
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 – see Trainer Guide (next section) or the PowerPoint presentation itself.
Contents of the PowerPoint presentation

The PowerPoint presentation may be obtained from waseantourism.com.
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
This:
 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.
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.
Content
Most of the slides in every PowerPoint presentation contain ‘content’:
 The content is based on the information presented in the Trainee Manual
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 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.
See more information on these in section 4.2.

Trainer Guide
Introduction
The Trainer Guide provides vital information for all Trainers to help them effectively deliver
ASEAN toolbox units.
This section considers the role of the Trainer Guide and presents the standard inclusions in
this very important document.
Role of the Trainer Guide

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 waseantourism.com.
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Inclusions in the Trainer Guide

Every Trainer Guide uses the same format:
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 for ease of reference and to assist with planning
and preparation by the Trainer.
Recommended Training Equipment
This is a 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.
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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.

Assessor Manual
Introduction
The Assessor Manual underpins the implementation of competency based assessment for
units from the ASEAN Qualifications Framework.
This section identifies, describes and discusses the contents of this vital toolbox element.
Role of the Assessor Manual

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 waseantourism.com.
Inclusions in the Assessor Manual

Every Assessor Manual uses the same format:
This is an overview of CBA for Assessors giving information in relation to:
 Suggested assessment methods
 Alternative assessment methods
 Selection of assessment methods
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 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.
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.
The 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.
Space is provided for assessors to:
 Enter student name
 Enter assessor name
 Enter location where assessment was done
 Record answers provided by trainee – in short-hand form
 Record the Pass Competent/Not Yet Competent decision for each question.
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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.
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.
The allocation of Written Questions to Performance Criteria is
shown in the Assessment Matrix at the 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
 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
This section 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.
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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.
In relation to this document:
 Name of student and Assessor must be entered
 Location/venue where observation occurred must be entered
 Dates on which observations occurred must be entered – multiple observations are
required to ensure consistency of competency
 The Elements and Performance Criteria for the Competency Standard are reproduced
on the form to facilitate and focus the observation
 Space is provided to assist in recording evidence
 Space is provided to enable feedback
 Space is provided for both Assessor and student to sign the document:
 The Assessor signs to authenticate the observations
 The student signs to acknowledge they have received the feedback as a result of the
observations.
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.
Space exists on the Third Party Statement to:
 Enter student name and name of authorised/approved Third Party
 Contact number for the Third Party – to facilitate contact by the Assessor if there is a
query or of follow-up information is required
 Indicate the relationship between the candidate the Third party competing the Statement
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 Room for them to indicate their opinion (‘Yes’, ‘No’, ‘Not Sure’) regarding the competency
of the candidate for the Elements and Performance Criteria – in many cases
Performance Criteria have been combined in this document to make it easier and quicker
for workplace Third Party personnel to compete the form
 Space for the Third Party to provide more detailed/written feedback regarding candidate
performance – if the Third Party wishes to do so
 Space for the Third Party to sign to authenticate the document/their contributions.
A section titled ‘Specifications for Third Party Statement’ is contained at the start every
Assessor Manual.
Competency Recording Sheet
The final document in the assessor manual is the Competency Recording Sheet.
One Competency Recording Sheet needs 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.
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Work Projects
2.1 Deliver a 10 to15 minute presentation (live or recorded) which:
 Identifies the Labour Divisions to which the CATC applies and gives an overview of
the nature of the competencies provided for under each Labour Division
 Explains how a new Trainer can identify/access the names of all the competency
standards under the CATC giving an several example of titles of competency
standards which exist
 Provides an overview of the qualifications which exist under the Framework
explaining the structure of the Framework as well as names of each qualification
level
 Describes the role of Packaging Rules using knowledge of these Packaging Rules
to describe the requirements for creating a qualification under the Framework.
2.2. Select one competency standard under the ASEAN Qualifications Framework/CATC
and for that unit/toolbox:
 Interpret the Competency Standard

 Describe the contents of the Trainee Manual
 Explain the PowerPoint presentation provided
 Detail the contents of the Trainer Guide
 Identify the contents of the Assessor Manual.
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Summary
Identify ASEAN Toolbox components
When identifying ASEAN Toolbox components:

 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
 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
 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
 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.
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Characterise role of ASEAN trainers
Element 3:
3.1 Explain pre-requisites for eligibility to become
an ASEAN toolbox trainer and Master Trainer
Introduction
In order to maintain the integrity and rigour of the training there are non-negotiable
requirements which apply to the becoming a Trainer and a Master Trainer for ASEAN
Toolboxes.
This section discusses there pre-requisite requirements.
To become a Toolbox Trainer

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.
National Trainer and National Assessor training

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 and Train the
Trainer – ASEAN National Assessor: NTA 2) duplicate Element 3 and Element 4 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.
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Elements and Performance Criteria for National Trainer

Element 1: Describe essentials of vocational training delivery using ASEAN
Toolboxes
1.1 Identify and describe elements underpinning the Toolbox project
1.2 Define Competency Based Training and Competency Based Assessment
1.3 Characterise role of ASEAN trainers and assessors
1.4 Detail structure of vocational training using ASEAN Toolboxes
1.5 Describe components of an ASEAN Toolbox.
Competency Standard
Standard
2.3 Evaluate ASEAN training delivery.
To become a Master Trainer

Eligibility
The following have been determined as a guide for selecting candidates for Master Trainer
and Master Assessor (Note: absence of certain elements [for example National Master
Assessor Licence] does not necessarily exclude a potential candidate).
Personal attributes
 Responsible, respectable and credible reputation
 Flexible and adaptable with a positive attitude
 Hardworking with an ability to work under pressure
 Encouraging, motivating, engaging and approachable
 Confident and motivated with a sense of humour
 Firm, fair and honest
 Passionate about the project and willing to share knowledge with others.
Training qualifications
 Certified ‘Train the Trainer’ qualification with currency (recent relevant teaching
experience)
 National Master Assessor licence (for Master Assessors) – it is noted this qualification
may not be available in some AMS.
Training experience
 Experience in Competency Based Training (and Competency-Based Assessment for
Assessors)
 Training skills and experience
 Vocational knowledge and experience.
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Academic and vocational qualifications

 Minimum relevant vocational qualifications
 Preferred qualification: Bachelor degree in Tourism or Hospitality.
Industry experience
 Minimum five years industry experience in tourism and/or hospitality with currency
(recent relevant industry working experience)
 Supervisory or managerial experience.
Knowledge and Skills
 English proficiency (speaking, listening, reading and writing) plus at least one other
language
 Knowledge of ASEAN and ASEAN tourism
 Knowledge and understanding of CBT and CBA (Trainers and Assessors)
 Computer literate
 Leadership, administrative and financial skills.
Other desirable qualities
 Availability to complete course and committed to long
term involvement in training program
 Member of approved industry training association or NTO
 In good health
 Citizenship in country of residence
 Understanding of wider context and goals of ASEAN
tourism
 Able to form good relationship with stakeholders.
Application procedure
A formal and standard procedure will apply to all applications.
The process will be based on:
 Completion of an application or Expression of Interest form
 Vetting and short-listing of applications
 Interview with NTO
 Rating of applicants by a Selection Review Panel using a standard scoring sheet based
on Key Selection Criteria and the interview
 Nomination and notification of successful applicants
 Completion of letter from selected applicants to announce confirmation of their
participation – this letter to be supported with (a) endorsement from employer and (b) a
statement guaranteeing commitment to the training of housekeeping toolboxes program
for a minimum of 2 years.
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3.2 Define roles and responsibilities of an ASEAN

toolbox trainer and Master Trainer
Introduction
In order to fully appreciate the position of a Trainer and Master Trainer it is necessary to
understand their roles and responsibilities.
This section details the function and duties/tasks of Trainers and Master Trainers.
Roles and responsibilities of Trainer

The 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 – 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
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 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 next section.
Roles and responsibilities of Master Trainer

Context and primary role
The score and 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.
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 (immediately above)
 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.
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Evaluation and rating of Master Trainers and Master Assessors

On completion of Master Trainer and Master Assessor training participants will be rated into
one of four Levels (as described below) based essentially on their:
 Attitude
 Aptitude
 Vocational knowledge
 Vocational experience
 Ability to train
 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 system
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
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.
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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.
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.
Grading tool
The following (subject to change/development as deemed appropriate) will be used to guide
rating of participants:
Degree of competency
Competency Scoring system
1= low 5= high
Can conduct training in English 12345
Demonstrates ASEAN competency based training and/or

12345
assessment knowledge
Demonstrates application of an ASEAN Toolbox in the

design of a competency based learning and/or assessment 12345
program
Demonstrates the ability to conduct training independently 12345
Has sufficient ability to support experienced trainers 12345
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Degree of competency
Competency Scoring system
1= low 5= high
Demonstrates knowledge of and has the ability to

implement the ASEAN competencies of the CATC in at
12345
least one specialist area (e.g. English, housekeeping or in
the common core)
TOTAL (out of 30)
3.3 Explain nature of relationship between ASEAN

toolbox trainers and assessors
Introduction
It is necessary for there to be a certain relationship between ASEAN Toolbox Trainers and
Assessors.
This section examines the nature of this relation identifying key characteristics of the
relationship, explaining why such a relationship is so important and how it may be achieved.
Nature of the relationship

There must be an active working relationship between ASEAN Toolbox Trainers and
Assessors.
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 below) is rich with opportunities for both Trainer
and Assessor to learn from what the other can contribute to the association.
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Importance of the relationship

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
 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 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 ‘C’ 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.
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Ways to achieve the required relationship

ASEAN Toolbox Trainers and Assessors can create and maintain the necessary relationship
by:
 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 email, 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 emails
 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.
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Work Projects
3.1 Prepare a written paper which:
 Explains your home-country requirements to become an ASEASN toolbox trainer

 Describes pre-requisites for eligibility to become an ASEAN Master Trainer
 Describes the roles and responsibilities of an ASEAN toolbox trainer and Master
Trainer
 Explains the nature of the relationship between ASEAN toolbox trainers and
assessors highlighting why such a relationship is necessary.
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Summary
When characterising role of ASEAN trainers:

 Determine eligibility requirements to become a toolbox trainer
 Understand the eligibility requirements for becoming a Master Trainer
 Know the application procedure and selection criteria to become a Master Trainer
 Be aware of the role of National Trainer and Assessor training
 Define and describe the roles and responsibilities of toolbox trainers and Master Trainers
 Be aware of and be able to interpret the rating scheme for evaluating Master Trainers
 Explain the nature of the relationship necessary between trainers and assessors when using the
ASEAN toolboxes to deliver and assess vocational training.
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Implement training of an ASEAN Competency Standard
Element 4:
Implement training of an ASEAN
Competency Standard
Competency Standard
Introduction
Implementation of training of ASEAN Competency Standards is a three-stage process which
involves:
 Planning and preparing the training – covered in this section
 Conducting the training – covered in section 4.2
 Evaluating training delivery – covered in section 4.3
This section emphasises the importance of proper preparation identifying and discussing
and describing actions which need to be addressed.
The importance of this step

The first requirement when seeking to implement training of an ASEAN Competency
Standard is to undertake necessary planning preparation activities.
Proper ‘planning and preparation’ is the basis of all successful and effective training.
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 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 whatever
happened (or did not happen) in their last or
previous session
 Accommodate legitimate feedbackand
evaluation results into future training
 Maintain currency of training content
 Ensure all required content is covered
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 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.
Review of Competency Standard

An important starting point prior to any vocational training delivery is to review the
Competency Standard for the Unit to be delivered.
Rationale
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.
Keys to the review process
Essential activities include:
 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
 http://waseantourism.com/
 The training provider.
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 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 and issues which need to be followed up
– References or contacts which immediately come to mind as being useful and
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 or Competency Standard
 Record the Unit Number.
These will be needed for completion of various related training and/or assessment
records as well as (possibly) for internal reporting requirements.
 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 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.
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 Think about the information presented in relation to Key Competencies:

 To get an idea of the level of complexity of the Unit
 To see how these key competencies might be used in a work situation.
Follow-up
When the above has taken place 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: see below
 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, and 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 Assessors 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.
 Meet with 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.
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Identification of resources required

Classification of resources for ASEAN Toolbox training
In terms of planning and preparation for delivery of ASEAN Toolboxes it is worth considering
resources as being classified as:
Generic resources
‘Generic resources’ are those which exist in a normal classroom situation/standard training
environment.
They 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.
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.
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Determining the resources required for Toolbox delivery

The Competency Standard will have given a very general overview of resources required
under the heading ‘Resource implications’.
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 and
equipment available
 Request copies of handouts and other paperwork used by previous 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 relating to resources for ASEAN Toolboxes
It is important 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 Providers 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 to use their equipment and 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.
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Identification of training methods and strategies

Trainers have the right and freedom to choose whatever training methods and strategies
they want when delivering training under ASEAN Toolboxes.
Important issues
Important considerations when selecting training methods and 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
 Should address and reflect the known assessment
requirements for the Unit – as discussed with the Assessors
 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.
Examples of options for ASEAN Toolbox training delivery
Different methods have different applicability for training of:
 Skill
 Knowledge
 Attitude.
Options for training delivery methods together with considerations which may influence their
use for training delivery include:
Demonstration
 This is a very 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:
1) Give a short spoken overview of the whole skill
2) Demonstrate the whole skill silently and at normal speed
3) Demonstrate again, slowly, and describe each step
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4) Check that the trainees understand any new information

5) Observe the trainees as they perform the skill
6) 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.
Brainstorming
 A very effective method to generate ideas about a topic or for problem solving
 Requires someone to function as a recorder
 All ideas are recorded so the participants can see
them
 There is no judgment of the ideas generated
 Engages all participants.
Role plays
 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 and interaction
 A debrief should be held to highlight the learning points of the role play.
Case study
 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 debriefing session to discuss findings.
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Group discussion
 This is a 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 to ensure the activity involves all trainees and is not
dominated by some or excludes others.
Questioning
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 and structured to probe understanding of identified issues and content
 Used for clarification, understanding and assessment.
Techniques in effective questioning:
 Ask the correct question
 Ask the question correctly:
 Put the question to the whole group
 Pause
 Nominate someone to answer
 Pause
 Respond warmly and encouragingly, or
 Redirect the question.
 Use a mix of question types:
 ‘Open’ questions:
– Assess understanding
– Allow trainees to give opinions
– 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 and seek more information on the topic
 ‘Hypothetical’ questions – to:
– Deal with ‘made-up’ situations
– Assist in case study work.
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 ‘Settler’ questions – to:

– Settle learners at the start of a session
– 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.
Information in the Trainer Guide
It is useful to be aware the Trainer Guide for all ASEAN Units contains brief explanation of
the following delivery methods:
 Lecture and tutorial
 Demonstration
 Group discussions
 Role play
 Simulation games
 Individual and group exercises
 Case study
 Field visit
 Group presentation
 Practice sessions
 Games
 Research.
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.
Establishment of delivery parameters

Overview
There are always delivery parameters applicable to the delivery of
vocational training. These need to be identified as part of the planning
process so they can be accommodated by the preparations which are put
in place.
Commonly advice and direction about these parameters will come from:
 The Training Provider , and or
 The employer to on whose behalf the training is being delivered, and or
 The students who are being trained – to a far lesser extent.
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Examples of training parameters

Training Provider
The 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 are 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.
Employer
The employers may impose training parameters in respect of topics such as (but not
restricted to):
 Training – and need for contextualisation and customisation of training content and or
workplace-related standards, criteria, protocols, documentation, terminology, equipment
used
 Number of trainees available
 Time days and 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
assessment)
 Access to workplace areas for use in training delivery (and assessment).
Learners
Students may influence training parameters with reference to their:
 Previous levels of skills, knowledge and experience
 Preferences for learning
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 Individual differences and special needs training requirements

 Availability to attend training (and assessment)
 Capacity to pay.
Determination of learner numbers and profiles

Learner numbers
Need to identify expected numbers
Trainers must identify expected learner numbers as part of the planning process before
training delivery commences.
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
 It helps mentally prepare the Trainer for the amount of learners they will be dealing with.
Relevant issues
Remember:
 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.
Ways to identify numbers
The following generally applies:
 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.
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Learner profiles
‘Learner profile’ refers to the overall 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 identify learner profiles
The following options exist:
 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 and interview individual learners as part of SOP and talk to them, asking
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 and issues
 Apply TNA – see immediately below.
Impact of TNAs
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. In these cases:
 The training gap forms the basis of the training to be delivered
 There is no need or 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.
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Preparation of relevant plans

Standard practice when planning for the delivery of vocational training requires the
preparation of relevant plans.
For each Competency Standard to be delivered there can
be a need to prepare:
 A learning/training plan
 A learning/training program
 Session plans.
Learning/training plan
The learning/training plan:
 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, such as:
Name of Client Program name Number of learners Purpose/aim/objectives
Qualification Competency Standards Learner profiles Program duration
Assessment Pre-requisites Resources Venue information
Administration People to be informed Safety Support required
Sample Learning/training plan

The document below is presented as an example/model of a learning/training plan.
It is indicative only and can be amended as required to suit individual Training Provider or
Trainer need.
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RTO William Angliss Institute
Client Angliss Hotel

Program name Front Office Traineeship
Number of learners 6
Purpose/focus To develop skills in Front Office operations, creating Reservations, check guests in and create accurate accounts and check
guests out.
To handle customer requests and guest services.
Qualification To contribute to completion of Certificate 2 in Hospitality SIT20207
Competency standards SITTTSL007B - Receive and process reservations
SITHACS001B - Provide accommodation reception services
Profile of learner group Staff who have been employed for 12 or more months in entry level positions in either the Housekeeping, Concierge or
Room Service who have entered the Angliss Hotel Traineeship program to be eligible for promotion to the Front Desk.
Program duration (total) 8 weeks, including 2 sessions of workplace observation
Assessment Simulated role plays to establish competency
Observation in the workplace.
Research Portfolios
Case studies
Completion of work book activities
Prerequisites Ability to read and write in English
Computer literacy and keyboard skills.
Completed Angliss Hotel “Guest Services- a can do attitude” training
Resources Notes and workbook
Computer with connection to a Printer
Access to Opera PMS and Micros Cashiering system.
Access to Ving Card System
Venue information Session to be run in the level 2 training room to the rear of the Reservations area. Staff to enter via little Lonsdale street.
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Pre-program information or Read Angliss Hotel Customer guidance policy.

pre-work Make an appointment with Bill Reynolds in IT to get your Login and IT Etiquette training.
Administration Session to be 3 hours duration with a 10 minute break after 80 min.
Sessions will run twice a week on Tuesdays and Thursdays from 10 – 1pm
Staff to be rostered off for these times
IT to allocate 6 training logons to Opera.
Attendance monitored by HR.
People to be informed Shift supervisors in the relevant departments.
Departmental Heads
Front Office Manager
Human Relations Department.
Safety Incident or hazard As per Hotel Policy
issues reporting
Emergency As covered in staff induction

procedures
OSH info for Ergonomics of chair and desk, check lighting and temperature suitable for computer use.
participants
Specific support IT to supply access to self-paced touch typing program.

requirements of learners
Other organisational Catering to be supplied:
requirements Hot beverages , tea and coffee and biscuits
Access to the training room so trainees can practice use of Opera
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Learning/training program
A Learning/training program is:
 A series of individual training sessions
 A sequence of training events.
The document 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 till 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.
Sample Learning/training program
The document below is presented as an example/model of a learning/training program.
It is indicative/representative only and can be amended as required to suit individual/Training
Provider/Trainer need.
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Delivery Schedule
Delivery Content Delivery Method Assessment Linkage Resources
Schedule Note; text book page
numbers on the bottom
of text book pages
Session 1 Introduction to all units: Theory: Complete Front office Front Office Reception
position and duties work notes for 2011 available
 SITTTSL007A – Receive and Process  Whiteboard
sheet from MyWai Hospitality
Reservations
 Power point Portal under lecture notes
 SITHACS001A – Providing Accommodation
Reception Services  Worksheet activity Text book page
71 – 72
 Issue Text Book  DVD
 Class discussion and work sheet completed

 Summary of Front Office Department jobs,
duties & interactions
 Front Office Terminology and abbreviations
Session 2 Introduction to Reservations theory: Practical: Role play Week 8 & 10 Text book page 21 – 30
and page 45 – 48
 The roles of the Reservation section manage  Working with a partner to
and maintain reservations & associated take telephone Front Office Reception
office procedures reservation and message notes for 2011 available
from MyWai Hospitality
 Room yield statistics and sales targets Theory: Portal under lecture notes
 Introduction to Opera PMS system and  Whiteboard
Angliss Hotel  Audio Visual
 Login procedure  Work Sheet target
 Selling rooms and Target markets intro markets
Session 3  Introduction to Opera PMS system and Practical: Role Play Week 8 & 10 Text Book page 30 – 44
Angliss Hotel [rates, market segment and  Manual Reservation Week 8 case study and page 48 – 53
product knowledge] Reception notes available
 Electronic Reservation
 Reservations & office procedures. Record from Hospitality Portal
Theory: under lecture notes page
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Delivery Schedule
of text book pages
reservation details manually  Whiteboard 61 – 64
 O.H.P
 Written conventions [hotel jargon & etiquette,
 Power point
grammar &spelling]
 Work Sheet
 Receive & process reservation requests,
procedure and handling reservation
problems. Allotments and Group
Reservations.
 Angliss Hotel features & rates summary
sheet for use in practical assessment
Session 4  Electronic Reservations, guest profile, Practical: Role Play Week 8 & 9 Text Book page 55 – 62
and page 64 – 65
special requests, availability & guest history.  Telephone reservations. Case Study
How to enter a
 Confirming details  Data input to Opera reservation into Opera
 Role play: Taking a reservation.  Confirmation letter notes available from
MyWai Hospitality Portal
 Entering reservation into Opera [credit card Theory: under lecture notes
payment]
 Whiteboard Power point
 Work Sheet
Session.5  Product knowledge and marketing Hotel Practical: Role Play Week 8 & 9 Text Book page 58 – 61
and page 63 – 64
features. Oral confirmation of details  Data input to Opera Case Study
 Guaranteed vs. non Guaranteed, financial  Information to other
status of the Reservation departments
 Definitions; room rates, rack rate, costing  Guest Requests
room rates
 DVD
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Delivery Schedule
of text book pages
Session 6  Manage reservation problems Practical: Role Play Week 8 & 9 Text Book
 Company Charge MOP  Office machines

Vouchers
 Practical enter company charge, linking a
company profile  Data input to Opera
 Use of ‘Trace’ and Routing’ in information  Information to other
transfer to other Departments departments
 Cancellations, alterations & update Theory:
reservations
 Whiteboard
 Reservations & office procedure Theory and
 Power point
practical role-play. Opera exercises
 Update/amend/Cancel Reservation
Session 7  Advise other departments Practical: Role Play Week 8 & 9 Page 68 – 72
 Communicate reservation detail  Data input to Opera

Text Book
Theory:
 Reports Check out Revision
 Whiteboard questions page 30, 61, 67
 Preparation for assessment
 Power point & 73
 Reservations practical role-play. Opera
exercises
 Reservations, practical role-play.
 Opera exercises Revision for assessment
 Written Assessment Revision
 Preparation for assessment
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Delivery Schedule
of text book pages
Session 8  Case study competition date Student, one on one with Assessment
teacher Students each attend a
 Practical Assessment
specified time
 Student to take a manual reservation over Same day debrief
the phone and then input the information
accurately into Opera and print a
confirmation letter. Demonstrate message
file /storage
Session 9  Observation in the workplace
 Trainee to take a minimum 4 reservations
including transcribing email reservations
Session 10  Reception/ Cashier theory Reception Theory: Role Play Text Book page 155 –
White board Work place observation 173
 Roles of reception staff
How to check in notes on
Power point
 Pre-guest arrival activities Hospitality portal on
mywai
 Preparation for registration; guest vouchers,
arrival & Departure lists, Room Status
Session 11  Registration steps: confirmation of details, Practical: Role Play Text Book page 155 –
173
DOD & MOP, policies and procedures,  Role Play Work place observation
Rooming Guest, key & room location Activity sheet 1 How to check in notes on
 Guest registration Hospitality portal
 Practical Credit card Check in
 Account creation
 Financial process, pre authorization
Theory:
 Role plays with pre set scenarios
 White board
 Registration Card storage, Credit Card Guest
 Power point
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Delivery Schedule
of text book pages
 Quiz
Session 12  Reservation problems. Monitoring Arrival Practical: Role Play Text Book page 169 –
173
Offering other services, marketing  Role Play Work place observation
hotel/resort services and in house Activity sheet 2 How to post notes on
businesses  Guest Account & check Hospitality Portal
out
 Reception problems ; overbooking, room not
available etc Theory:
 Walk-ins, refusing accommodation

 Whiteboard.
 Power point
 Reception Services to In House Guests, eg  Audio Visual/youtube

lost and found, wake up calls etc.  Demonstration
 Cashiering and posting
 Deposits, guest pre payment, guest account
maintenance and In house services
 Student Role plays situations in class
 Practical Opera exercises check in cash only
guest
 Generate guest accounts, update guest
account & profile
 Other methods of payment:
 Company Charge, vouchers , Cheques and
foreign currency
 Correcting posting errors, split screens and
‘mistake ‘window
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Delivery Schedule
of text book pages
Session 13  Company charge check-in Practical: Role Play Text Book page 168 –199
 Practical. Company Charge Check in  Role Play Work place observation

Activity sheet 3
 Use of routing  Check In & Out
Theory:
 Guest departure; finalize account and check
out procedure, feedback, luggage and  Whiteboard
departure transport
 Power point
 Late charges, items in dispute
 Demonstration
 Reception/ Cashier. Role-play for guest
check in and check out Opera exercises
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Delivery Schedule
of text book pages
Session 14  Demonstration of Practical procedure Text Book page 200 –
204
 Front Office reports
 Express check out.
 Reception/ Cashier. Role-play for guest
check in and checkout. Opera exercises.
Session 15  Revision Practical: Role Play Revision checkout
questions in text book
 Practical activities  Student one on one with Workplace observation
page 161, 174, 190, 200
the teacher
 Student to Check guest in, generate a guest & 206
account, check guest out and process
documents
 Corrections ,split screens and ‘mistake’
window
Session 16  Case study questions cover terminology Practical: Role Play
 Practical. Assessment  Student one on one with

the teacher
 SITHACS001A – Providing Accommodation
Services Student to check guest in, retrieving
the correct Opera screen, completing the
Registration Card and rooming the guest
professionally, Accurately post items to a
guest account, demonstrate ability to
correctly generate a guest account, add late
charges and check guest out , process MOP
and documents
Session 17  Workplace observation
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Learning /Training Plan Self Review

What are the preferred learning Hands on practical
styles of your learner?
What type of learning activities have Simulated roles play with the Opera system to give trainees a range of experiences of different types of guest.
you chosen for your learner? Explain These will enable the trainees to build confidence before having to use the system with Hotel Guests.
why you chose to use these
activities.
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How did you involve the learner in Pre-interview to establish prior skills so activities are established to meet individual needs taking into account the
the selection and development of selection the trainees.
these activities?
What provisions have you made for Practice sessions with role play scenarios and mentored shifts at the front desk.
the learner to practice their skills or
apply their knowledge?
What feedback model are you going Both verbal and a written feedback form.
use to provide constructive feedback
to the learner?
How will you find out whether your Through observation and supervisors report
learners’ needs are being met?
At what key points in the learning Session 7and 15 as they prepare for assessment
relationship are you going to check
whether your learners’ needs are
being met?
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Session plan
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.
Sample session plans
The document below is presented examples/models of session plans for two different
sessions taken from the Learning/training program above.
They are indicative/representative only and can be amended as required to suit individual/
Trainer need.
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Session Plan – Session 3
LESSON PLAN Hotel Reception Services

Unit: Receive and Process Reservations SITTTSL007A Receive reservation request
Session 3 Trainee to demonstrate the importance of Practical: Text Book page 31 – 44
Market Segment
 Manual Reservation and page 48 – 53
Introduction to Opera PMS system and Class handout
Angliss Hotel [rates, market segment and  Electronic Reservation
product knowledge] Reservations & office Theory:
procedures.
 Whiteboard
Record reservation details manually
 Power point
 Work Sheet
Objective: to take manual reservation identifying the appropriate Market Segment and demonstrating product Knowledge.
Input reservation into Opera.
Time Topic Class Activity Resources
5 Revise Market Segment Why do people stay in Accommodation Venues? Slide 45 –48 Text Book
Definition Market segment: A category of guests with similar traits, needs and wants. page 29 – 30
Angliss market segments add characteristics of groups 29 – 30 table 2.3
Rate Summary sheet
15 Room Rate Summary Sheet Market
(Students to complete and use in Segment
Practical Testing)
RACK RATE Fully
Full rate no discounts given Independent Traveller
Usually offered during high season [F.I.T]
i.e. Grand Prix
Corporate CORP P. 29 Business Travellers
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Best Available Rate
Convention Rate CONV P.30 Business Tourism
Government rate GOVT P. 30 Government Employees
Indulgent Spa Package PKG P.29 Leisure
Event Package PKG P.29 Leisure
Weekend Package PKG P.29 Leisure
Corporate A NEGO Negotiated Business Travellers
Travel Agency
Corporate A NEGO Negotiated Business Travellers
Micros Fidelio
Corporate B NEGO Negotiated Business Travellers
ABC Equipment Hire
Corporate C NEGO Negotiated Business Travellers
QANTAS Airlines Pty Ltd
5 Roll
10 How reservations are Reservation process or managing Reservations involves the important First Contact. Page 31
received
 Telephone
 In person at the front
desk
 Mail
 Email
 Fax
 Same chain referrals
 CRS p.31
 GDS p. 32
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CRS definition p.31
GDS Global Distribution system page32
e.g. Opera Micros Fidelio web site
www.hotelinteractive.com
www.accor.com/gb/index.asp
Checking availability You need to find out from the potential Guest slide 50: Text Book
Required dates/length of stay page 32 – 33
Number of rooms
Number of guests
Ask questions and match the Guest needs to Room type(s) required
Sample conversation page.33 – 32:
 Detailed Availability
 Room Status
 Room Rack.
Manual Booking System page 33
Computerized System page 33
Slide 51 – 53
Alternatives if not available Refer to page 35 Reasons booking not made Text Book
Customer, Price too high. Desired features not available. Minimum stay requirements not page34 – 35
suitable. Doesn’t want to be added to waitlist.
Venue
No rooms at all available. No waitlist or waitlist full. Allotment is full.
Already overbooked for requested date.
Recap Overbooking from week 2
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Product knowledge Product Features page36 slide 54
Location of room
Location in venue of services
Where is Smoking permitted?
Disability access
Features for disabled
Sleeping Spaces; how many does the room sleep?
Bedding Materials
Facilities for functions and events
Angliss room Features added to rate sheet slide 56
Pop quiz on Angliss hotel features slide 57
Room Rates Slide
Angliss rates Room Rate:
The rate charged by a venue for one night’s accommodation. Page 37 – 39
Venues offer different rates to diverse Market Segments
Rack rate slide 59:
 How are rack rates determined? Class discussion page 37 slide 60
Based on the cost structure of the venue:
 Cost to build and maintain venue
 Operating costs
 Staffing requirements
 Services and products offered
 Star rating
 Room Rate Variances page 38 – 42
 Room rate/ price may be influenced by:
 * Star rating and level of service
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 * Location of Hotel and Room
 * Room types
 * Market segment
 * Room availability Peak /Off Peak
 * Packages are offered to increase sales during low occupancy periods
 * Length of stay
 * Number of rooms booked
 * Meal plans
 Room and breakfast
 Half board
 Full board
 Page 41 Corporate contracts
 Slide 63 – 64
What the rate includes page 43 room only
10 Class activity slides 63-64
Add Angliss rates to Rate Summary Sheet Week 1 handout mywai hospitality portal
Recording the reservation Page 44 Etiquette of recording details
Practical Industry Jargon
Phonetic Alphabet page 45
Use of 24 hour clock
Hand out reservation sheet example refer to p.49 – 50
Bookings can be guaranteed:
With a credit/charge card
With a company charge back
By sending a deposit
A non-guaranteed reservation is held until 6.00pm or an otherwise agreed time, on the day of
arrival. Cut off or Release Time
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After this time, the room can be sold to another guest
A deposit will hold the room for a % of time
Ask preferred MOP & advise the guest the venue’s policy relating to their preferred payment
method:
Cash/ cheque (advanced deposits required)
Credit/charge card
Company charge, charge back facility. See example on page 64
Voucher (issued by travel agent, gift voucher)
Confirming Reservation details, page.52 –53
DVD to watch technique of taking reservations
Available on MyWAI under My Tools, Videos.
Practical
Manual reservation
Recap Prep for next week read page167 – 175
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Session Plan – Session 11

Unit: SITHACS001A Provide Accommodation Reception Services
Week 11 Reception/ Cashier theory p160 –p.167 Practical: Role Play assessment Text Book page
week 16 – 17 160 – 167
Guest Registration, purpose of registration,  Guest registration
confirmation of details, protocols, group registrations, Supervised Written Opera ‘How to Notes’
DOD & MOP, Rooming Guest, key & room location.  Account creation assessment
Recording Guest charges. Theory:
Reception reports, documents, vouchers etc.  White board
Manual and electronic role plays with pre set
scenarios. Registration, Post room charge, checkout,  Power point
close cashier.  Teacher demonstration
Cash Guest
Objective: Welcome guest, describe the purpose of registration and the Process of registration. Learn how to check a guest into Opera, post accommodation
and check out and close cashier
Materials required Handouts/printing: Reservations for MOP Credit Card in Opera, Hand out from Portal Basic check in/out and posting notes ‘show and
tell ‘box examples
Time Topic Class Activity Resources
10 Quiz How much do you remember? Quiz PowerPoint
10 Review reports; Arrival, Departure, House status, specials &
group arrival
How are they used for check-in?
Attendance sheet How to change password for Opera
Prep for registration Pre-register guests Page 160
Print register cards, file storage PowerPoint
Purpose of registration Page 162
Registration Steps [1] Greet the guest page161
Names and pronunciation Google ‘pronounce names’ PowerPoint
Protocols and honorific’s page163 – 164
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Registration Steps [2] Confirm details and register guest: Page 164 – 165
Locate the registration card Power point
Hand the registration card to the guest and ask them to check
the details. Note the disclaimer and Sign
Register the guest in the PMS [room allocation]
Confirm departure date
Registration Steps [3] Confirm MOP today credit card. [also mention Cash policy &
charge back]
You tube – ‘hotel check in’
Registration Steps [4] Additional services
Registration Steps [5] Room the Guest
Luggage – porter
Location- lift
Demo Key and holder
Practical How to check in Cash guest
Power point how to + demonstration by Teacher in Opera on
Data projector
Recap Prep for next week read p.167 – 175
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Integration of learning principles

Trainer 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 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 complaint
 Feature practice and reinforcement
 Allow for and provide feedback
 Give reward for competency/success
 Reduce or eliminate barriers to learning
 Relate directly to:
 The Competency Standard/s being studied
 The assessment which will be applied.
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.
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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 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.
Resources and training materials – preparation, development and

acquisition
Preparation and development
Basic options
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.
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Essential standards
It is vital to ensure in all of the above 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.
Advice by item
Resources which may need to be prepared will reflect the planning which has gone into the
training/session plan and could raise a demand to prepare:
 Chalk boards or white boards – in readiness for class/session use. 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.
 Overhead projectors and acetate/overhead sheets –
which may require:
 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.
Also note:
 Use of OHPs 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
 Trainers may hand draw their own OH sheets, or computer-generate them and then
photocopy them onto an acetate sheet
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 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.
 Actual examples/samples:
 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.
 Projects and exercises – 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
 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.
 Videos/DVDs – 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
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 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.
 Demonstration – 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.
 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 very 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.
 Guest speakers – 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.
 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
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 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
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.
Organisation of training environment

The physical environment and equipment needs to be prepared prior to training delivery to
create an environment conducive to learning. The following may need to be addressed:
 Book the training venue – if this is required to ensure availability as required: in many
cases either the Training Provider or the 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 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.
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If delivering training in a new venue/unfamiliar site 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.

Standard
Introduction
Conducting training of an ASEAN Competency Standard should follow thorough planning
and preparation as described in section 4.1
This section emphases the need to follow the plans which were prepared for the training,
looks at the use of resources provided as part of the Toolboxes, discusses application of
effective facilitation skills, and considers learner support and
monitoring of delivery.
Following plans
Reasons to follow the plans
The plans which were prepared for the training must be
followed for the reasons given below – 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 belied 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.
 All necessary content will be covered – this may address:
 Requirements as listed in the Competency Standard
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 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.
Need to remain flexible
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.
Examples of issues
Actual delivery can be affected by:
 Late or non-arrival of students
 Equipment breakdown or power failure
 Learners having difficulty with the content being
presented
 Plans not working as intended or expected – for
example:
 Learners not respondingto or liking a particular
delivery method
 An activity running over time
 A Guest Speaker failing to arrive, or not covering the content they were asked to
 Materials, ingredients, consumables which were ordered for the class not being
delivered for the session
 Negative interpersonal relationships between learners causing disruptions to the
training.
Examples of action in response
Trainers must never ignore factors which impact on their delivery of this session.
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They must always take whatever action is needed before the next session to effectively
address and resolve the situation. Solving these matters cannot be left to the Stage
3/Evaluation phase.
Depending on the issues the following may provide a suitable response – often a
combination of responses is required:
 Spend extra time out-of-class with students – to catch up on missed content and help
with understanding of certain topics or provide more one-on-one training or give an
opportunity for additional supervised practice
 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
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.
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Use of Trainer guide

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 Trainee Manual

Trainee Manuals need to be provided to all
learners as part of their training – all trainees are
entitled to a hard copy of their own TM for them to
keep and use as their own.
Copies can be obtained from:
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
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 Spend a few minutes (with new/first-time learners only) explaining CBT and CBA – as
described 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 and preparing for assessments
 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.
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
and 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.
Use of PowerPoint presentations and Classroom Activities

Background to use of the PPTs
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
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 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.
General use of the slides
Prior to training sessions
If using the PPT slides Trainers should:
 Obtain the PPT slide presentation – which can be obtained from:
 Pre-read and 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 and methods which will be
used for the Unit so they can be explained as part of the introductory slides
 Take action to prepare for the 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 sections 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.
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.
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 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.
Use of Classroom Activities listed in PPTs
Trainer can choose to:
 Use the Activities as presented – adapting and or interpreting them as best suits
particular needs
 Ignore Activities as they see fit – it some cases the Activities provided for may not be
able to be accommodated due to availability of resources, personnel or time
 Add extra Activities – to reflect additional content which has been added, or to provide
extra practice or learning opportunities for students
 Replace or substitute Activities – with a different Activity which is more appropriate for
the student cohort, local requirements or industry need
 Change or modify Activities – again to better suit the needs of the situation or class
 Re-locate position of Activities – and use suggested Activities in a different position when
presenting the training.
Classroom Activities commonly include but are not restricted to:
 Discussions
 Guest Speakers
 Handouts
 Demonstrations
 Practical Work
 Role plays
 Group work
 Internet Research
 Excursions.
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Use of training methods/strategies

The following may be of use in relation to actual delivery of in-class training:
Using chalk boards and white boards
In relation to chalk boards or white boards:
 They should be used in such a way the detail of sessions is committed to handouts to
ensure learners leave the session with what has been determined as being necessary –
not all students may have sufficient reading skills to capture what is written on the boards
 WRITE BIG when writing on the boards – so
learners can see and read
 Do not write and talk at the same time – as voice
will be harder to hear due to facing the board
 Tell students what you want them to do – for
example:
 Just look at and consider what is written
 Copy what has been written
 No need to write it down as handouts will be
given.
 Practice using the boards to develop competency and expertise.
Using overhead projectors
Tips and advice for using an overhead projector for training include:
 Do not talk when trainees are asked to copy the overhead – they cannot listen to the
Trainer and digest what they are saying while writing information at the same time
 Switch off the OHP when talking – this focuses attention back on the Trainer rather than
on what is still showing on the screen
 Use a pointer to indicate parts or areas of the slide being projected.
Using actual examples/samples
 Consider getting trainees to ‘play’ with ‘it’ – for example they may be asked/given time to:
 Take it to bits
 Re-assemble
 Clean it
 Complete it/fill it in
 Use it.
Using videos/DVDs
 Consider screening it twice in the one session – people always get something more the
second time they see it
 Never just show it and then not discuss it – there must be some sort of follow-up,
discussion, re-capping, highlighting certain points, getting trainees to comment
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 Never use them unless they are 100% on the mark for the training and are current and in
good condition.
Using demonstration
In addition to what has already been provided and/or to reinforce it:
 When doing a demo, the accepted sequence/method is:
 I do it normal, I do it slow, you do it with me – then off you go!
Using handouts
 Perhaps consider having trainees read sections of the handouts (or Trainee Manual) out
– but this can be fraught with problems though if trainees are easily embarrassed about
their reading skills
 Beware many will just want to go/leave as soon as they get the handout – they may feel
they have what they need and will not learn anything else, or there will not be anything
else to learn over and above the handout
 Up-date handouts as the need dictates and/or on a regular basis.
Using Guest speakers
 NEVER walk out and leave the guest speaker on their own – it is rude, plus it means the
Trainer will not know what was covered or what was said
Remember the Trainer will often learn a lot from guest speakers too
 Be prepared to ask questions of the guest speaker – sometimes trainees are reluctant to
ask them so it is up to the Trainer to do so: this often means asking questions to which
the answers are already known and asking them more as a prompt to the speaker than
anything else
 Send all guest speakers a “Thank You” letter after the session, perhaps even a small gift
– especially if you want them back.
Application of effective facilitation skills

‘Facilitation skills’ are the skills required by a Trainer to create and maintain a positive
learning environment which will encourage and optimise learning.
In relation to conducting training the following (may)
need to be considered:
 Creating a positive and comfortable learning
environment – which is conducive to learning
 Developing an workplace-like atmosphere,
conditions and 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
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 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
 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 or environment.
 Controlling the delivery of the session – so that:
 Identified content is covered
 Training finishes on time
 Learners feel safe, respected, challenged and engaged.
Learner support
There is a strong link between ‘facilitation skills; (above) 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.
Examples of activities which can provide learner
support therefore could be:
 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
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 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.
Monitoring of delivery
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 learning of individuals – through:
 Observation
 Questioning
 Testing.
 Assessing suitability of:
 Training resources used
 Teaching methods employed.
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 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.
4.3 Evaluate ASEAN training delivery

Introduction
Professional delivery of vocational training does not end when delivery of the session has
finished.
This section indicates the need for completion of relevant documentation, underscores the
need for and importance of undertaking evaluation of the training highlighting the areas
which need to be addressed and provides examples of how evaluation may be approached.
Completion of required training records

Context
Documentation 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 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
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.
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 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.
 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 a Training Provider there can be a need for a
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.
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Context of evaluation
In relation to evaluation of training delivery the following are important:
 Evaluation is not assessment – assessment refers to CBA, while evaluation (in this
context) refers to an analysis and review of the training and related practices of the
Trainer.
Evaluation means reflecting on what has happened with a view to Continuous
Improvement.
 All Trainers should evaluate their training – without exception: even very experienced
Trainers and Master Trainers.
Evaluation is an integral part of all training.
 Payment for delivering training always includes a component
for not only ‘planning and preparation’ but also for
evaluation.
 Evaluation can occur after each session – or at the end of a
program, or both.
 Evaluation needs to be based on objective feedback to the
best extent possible – this feedback should come from:
 Current students/trainees
 Past students/trainees
 All stakeholders.
Feedback can be:
 Verbal – comments made by and complaints/compliments received from students
 Written – such as the Trainee Evaluation Sheet at the back of each TM: see also
below
 Visual – through observing actions, body language and reactions of students to
training practice.
 Trainers must be pro-active in seeking feedback about all aspects of their performance –
they must:
 ‘Ask for it’
 Actively seek it out.
 The results/findings of evaluations are one of the main ways Trainers can continue to
refine and improve their training practice
Outcomes/findings must serve as the basis for future action – for example:
 Negative findings must be addressed and rectified
 Positive outcomes need to be repeated and extended into other areas.
 There will be times when evaluations result in findings which are not particularly flattering
or ‘nice to hear’ and in these cases it is vital to:
 Ensure legitimate criticism is listened to and acted on
 Never victimise anyone who has contributed legitimate negative comments
 Strive never to repeat actions which gave rise to that feedback.
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 Evaluation (and the feedback underpinning it) should be planned so a pre-determined

focus can be identified – there is no way all aspects of any training can be realistically
evaluated given the time constraints which usually apply, so one or two aspects should
be chosen and used as the focus for evaluation
 Look for trends in evaluation results, rather than seeking to act on the results of a one-off
result – unless, of course, it is felt responding is absolutely necessary due to some
especially catastrophic event.
Evaluation of training environment used

Trainers should consider the questions set out below:
 Was there an appropriate level of assistance in terms of:
 Administration support?
If not, perhaps Trainer needs to do more, or perhaps administrative help may be a
legitimate request.
 Provision of information/data on which to develop training, training plans and
programs, relevant content?
If not, action needs to be taken to ensure future sessions are underpinned by
sufficient detail so there may be a need to:
– Ask more questions of employers about their trainees
– Add more/different questions to enrolment forms for applicants to respond to
– Interview future students.
 Funding, staffing and physical resources?
If not this might indicate a need to:
– Seek more funding
– Apply for grants
– Ask for industry donations
– Share resources with others.
 Were the physical facilities:
 Appropriate to the type of training being delivered?
If not, there may be a need to:
– Acquire more resources and/or up-date the
resources
– Change training venue to a more suitable one.
 Large enough?
If not, it may be possible to:
– Train students in smaller groups
– Re-locate to a larger place.
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 Conducive to learning?
If not, it may be possible to:
– Make the location quieter
– Adjust lighting and/or heating/air conditioning
– Restrict access by others to the training area.
 Reflective of industry/workplace needs?
If not, there may be a need to:
– Change plant, equipment and utensils to better reflect what is used in the
workplace
– Alter practices and procedures taught to reflect workplace need
– Move to more relevant training location
– Re-locate to workplace/on-the-job training.
 Able to support the training required strategies and/or preferred student learning
preferences?
If not it may be possible to:
– Change training methods
– Obtain necessary infrastructure.
Evaluation of resources used

In this context ‘resources’ refers to materials used by the Trainer to facilitate the learning
process such as:
 Trainee Manuals
 PowerPoints
 Handouts – used/developed by the Trainer
 Guest Speakers – chosen/used by the Trainer
 Activities (such as role plays, case studies and exercises) developed and used by the
Trainer – as part of demonstrations, practice/drill.
Attention needs to focus on:
 Ensuring currency of resources and information
 Making sure information/data contained is
accurate
 Verifying relevance of content to
industry/workplace need
 Ensuring content is comprehensive
 Checking there are no spelling or grammatical errors
 Making sure content of resources remains legal (that is, information has not been
rendered illegal as a result of new/changed legislation)
 Verifying users/stakeholders deem the resources suitable and appropriate.
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Any problems or discrepancies in resources need to be addressed – which may mean:

 Up-dating notes/resources in terms of relevant issues which might include procedures,
references, data, statistics and similar
 Correcting mistakes and omissions
 Revising content on basis of:
 Legitimate feedback received
 Changed legislation
 New/different industry or workplace practice.
 Changing the type of resources to better represent
requirements of training delivery/strategy and/or
learner preferences
 Obtaining new or additional resources.
Evaluation of personal approach and orientation

This focuses on the Trainer and their performance.
Examination must look at:
 Training methods, in-class strategies and styles:
 How effective were they?
 Did trainees like them or detest them?
 Were they conducive to learning?
 With the benefit of hindsight, were they really appropriate?
 Did sessions try to cover too much? Or not enough?
 Personal subject knowledge and skill levels of the Trainer:
 Are they sufficient/appropriate?
 Do they reflect current practice/competency?
 Does the Trainer need training?
 Should a Guest Speaker/Trainer/Lecturer be used?
 Personal enthusiasm and interest levels of Trainer:
 Do they remain passionate?
 Is motivation required?
 What is causing the lack of zeal?
 Relationship and rapport of Trainer with learners:
 How did they relate to individual trainees?
 Were they fair?
 Were they approachable?
 Did they respect and value trainees?
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 General professionalism of the Trainer – in terms of:

 Did they set up and prepare properly for each session?
 Was sufficient time allocated to preparation and planning for training?
 Did they use professional language when interacting with learners?
 Was their support for employers and their objectives?
 Was their personal presentation and appearance appropriate and professional?
Evaluation of content
Things change and training needs to keep pace.
The intention is to ensure content/competencies remain in-line with industry requirements.
Is training content still acceptable to the situation, the trainees, their managers, and the
industry – is it in-line with Best Practice and does it align with current legislation?
To evaluate content the following can be useful:
 Undertake regular analysis of content – at least every three years is considered a
standard
 Use of a representative cross-section of industry personnel and businesses as the
reference point for determining relevancy, currency, legitimacy and other applicable
factors
 Liaise with industry (individual employers, employer
groups, peak industry bodies, government agencies)
on an on-going basis to stay in touch with
current/changing practice – for example through
bodies such as:
 ‘Industry Reference Groups’
 ‘Industry Advisory Boards’.
 Conduct practical comparisons (say, every three years) between ASEAN Competency
Standards and:
 Vocational curriculum documentation from other countries which use CBT
 Actual ASEAN workplace protocols (policies, practices and procedures; equipment,
systems and technology used).
Methods of evaluation
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).
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.
In addition to what has been identified above the following provide valid and valuable
sources of relevant feedback for the purposes of evaluating training delivery.
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Trainee Feedback form

The following form can be used (or adapted) to capture feedback from trainees. It may be
applied:
 At the end of every session
 On completion of selected classes
 Following completion of a training program.
Feedback Form
Session: Date:
Please tell us how you rate your training experience ranking in order 1 (below expectations) to 6
(exceeded expectations). Please feel free to add comments or suggestions. Thank you for your
feedback.
Area Comments or suggestions
Relevance of the training to the company
1 2 3 4 5 6
Relevance of the training to your position
1 2 3 4 5 6
Relevance of the training to your career
1 2 3 4 5 6
Quality of the material presented
1 2 3 4 5 6
Trainer demonstrated good knowledge
1 2 3 4 5 6
Trainer developed good rapport with you
1 2 3 4 5 6
Were training objectives achieved?
1 2 3 4 5 6
Will the learning be of benefit to you In what ways?
1 2 3 4 5 6
Overall satisfaction with the training
1 2 3 4 5 6
Most useful part of the training:
Least useful part of the training:
Most useful part of the training:
Least useful part of the training:
Other comments or suggestions:
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Observation Checklist
This can be used by a ‘trusted friend’, colleague or another Trainer to provide feedback on
listed aspects of the training.
Observer Checklist
Trainer: Date:
Observer: Session:
Preparation and set-up Y N Comments
Was a session plan prepared that was clear with a learning  

outcome, sequence and timing of activities, method of
delivery, resources and handouts?
Was a task breakdown prepared showing a clear, step-by-  
step description of the procedure?
Did the trainer set-up the environment, equipment and  
other resources so that safety was ensured and the learner
could easily see what the trainer was doing throughout the
session?
Structure
Introduction – Did the trainer:
Clarify the purpose of training and the learning outcome/s  
Check the foundation knowledge and needs of the learner  

using an appropriate choice of questions or other strategies
Give an session overview  
Provide ‘housekeeping’ information appropriate to the  

session
Body – Did the trainer:
Demonstrate a skill professionally (silently, at normal  
speed)
Demonstrate step-by-step, clearly explaining each step,  
without going back
Let the learner practice the skill, giving guidance only as  
necessary
Let the learner practice at least once independently  
Summarise key learning points and discuss readiness for  
assessment
Assess learners’ achievement of learning outcome  
Conclusion: Did the trainer:
Revisit the learning outcome?  
Give encouraging feedback?  
Clarify the future: ‘what happens next’?  
© ASEAN 2014
Trainee Manual 181
Delivery
Throughout the training session did the trainer manage the learning environment by:
Speaking clearly using plain English, no slang or  
unnecessary jargon?
Use questions effectively and appropriately?  
Listen actively and respond appropriately?  
Give clear, specific feedback?  
Support the learner throughout the session, identifying and  
responding to needs where appropriate?
Monitor learning throughout the session and modify the  
plan where appropriate to ensure effective learning?
Monitor OH&S issues to ensure safety throughout the  
session?
In general
Did the trainer manage time well to cover planned  

activities?
Was the training approach appropriate for the learner?  
Did the trainer use resources and props effectively?  
Feedback to trainer
Trainer signature: Date:
Observer signature: Date:
© ASEAN 2014
182 Trainee Manual
Self-Evaluation and Reflection

The following (or some alternative with a different focus set) can be used to assist Trainers
evaluate and reflect on their own training delivery:
Self evaluation and reflection
Name:
ASEAN Competency
Explain how you felt

about your performance
in the trainer/facilitation
role.
What benefits have you

gained from the role/s?
What aspects of the

session did you feel went
well?
What aspects of your

delivery do you feel need
attention?
Explain the ways in

which you could improve
the session for next time.
What have you learned

from your experience?
© ASEAN 2014
Trainee Manual 183
In addition Trainers could consider:

 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’
 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?
Communication of outcomes and findings

In some/many cases Trainers will keep the results/findings of evaluations to themselves as
they often have utility only to the Trainer who performed the evaluation.
In other cases lessons will be learned which can and should be shared with others.
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.
© ASEAN 2014
184 Trainee Manual
Work Projects
4.1 Select/nominate an ASEAN Competency Standard and for this Unit:
 Prepare a Learning/Training Plan

 Prepare a Learning/Training Program
 Prepare a Learning /Training Plan Self-Review
 Prepare two Session Plans
 Deliver a 45 – 60 minute training session demonstrating training plan methodology
and providing examples of incorporation of the ASEAN Toolbox Resource into
training delivery
 Supply an evaluation of the training session by providing completed feedback
forms from participants, a completed observer checklist and a completed self-
evaluation and reflection sheet.
© ASEAN 2014
Trainee Manual 185
Summary
When implementing training of an ASEAN Competency Standard:

 Review the Competency Standard
 Identify, prepare and/or acquire resources required
 Select a mix of suitable training strategies relevant to the Competency Standard
 Preview the Toolbox resources
 Establish delivery parameters
 Determine learner numbers and profiles
 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
 Organise the training environment
 Conduct training as planned but remain flexible
 Use Toolbox resources to support delivery as preferred/planned
 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.
© ASEAN 2014
186 Trainee Manual
Presentation of written work

1. Introduction
It is important for students to present carefully prepared written work. Written presentation
in industry must be professional in appearance and accurate in content. If students
develop good writing skills whilst studying, they are able to easily transfer those skills to
the workplace.
2. Style
Students should write in a style that is simple and concise. Short
sentences and paragraphs are easier to read and understand. It helps to
write a plan and at least one draft of the written work so that the final
product will be well organised. The points presented will then follow a
logical sequence and be relevant. Students should frequently refer to the
question asked, to keep ‘on track’. Teachers recognise and are critical of
work that does not answer the question, or is ‘padded’ with irrelevant
material. In summary, remember to:
 Plan ahead
 Be clear and concise
 Answer the question
 Proofread the final draft.
3. Presenting Written Work

Types of written work
Students may be asked to write:
 Short and long reports
 Essays
 Records of interviews
 Questionnaires
 Business letters
 Resumes.
Format
All written work should be presented on A4 paper, single-sided with a left-hand margin. If
work is word-processed, one-and-a-half or double spacing should be used. Handwritten
work must be legible and should also be well spaced to allow for ease of reading. New
paragraphs should not be indented but should be separated by a space. Pages must be
numbered. If headings are also to be numbered, students should use a logical and
sequential system of numbering.
© ASEAN 2014
Trainee Manual 187
Cover Sheet
All written work should be submitted with a cover sheet stapled to the front that contains:
 The student’s name and student number
 The name of the class/Unit
 The due date of the work
 The title of the work
 The teacher’s name
 A signed declaration that the work does not involve plagiarism.
Keeping a Copy
Students must keep a copy of the written work in case it is lost. This rarely happens but it
can be disastrous if a copy has not been kept.
Inclusive language
This means language that includes every section of the population. For instance, if a
student were to write ‘A nurse is responsible for the patients in her care at all times’ it
would be implying that all nurses are female and would be excluding male nurses.
Examples of appropriate language are shown on the right:
Mankind Humankind
Barman/maid Bar attendant
Host/hostess Host
Waiter/waitress Waiter or waiting staff
© ASEAN 2014
188 Trainee Manual
Recommended reading
Recommended reading
NCVER PUBLICATIONS
The following are available from the National Centre for Vocational Education Research at
NCVER, All publications, 2014,
http://www.ncver.edu.au/wps/portal/vetdataportal/pubs/menu/search/!ut/p/a1/04_Sj9CPykssy
0xPLMnMz0vMAfGjzOI9DY2cPTxMDLwszB3NDDzNTQ1DDQIMDAxCTYEKIoEKAjzczYyc
QAo8fA0MPP2Cg9x8XYONDQzMiNNvgAM4GhDSH64fBVaCywVm5lAFuMzwNSVgAsgPY
AV4HFmQGxphkOmZDgCzBoES/dl5/d5/L2dBISEvZ0FBIS9nQSEh/?hitstart=682&term=all
th
viewed 27 of May, 2014
See also www.ncver.edu.au/.
(1) Competency Based Training
Structures in tertiary education and training: a kaleidoscope or merely fragments?

Research readings 24 Jun 2013
In this eclectic collection of papers, 13 essayists and four high-profile discussants consider
the complexity of the tertiary education system and its underlying structures.
VET and the diffusion and implementation of innovation in the mining, solar energy
and computer games sectors 30 Aug 2011
This report examines the linkages between innovation and skills development in vocational
education and training (VET) across three industry sectors: mining, solar energy and
computer gaming.
Using a case study approach, the research finds that each of the industry sectors differs in
their relationship between innovation and the education and training system. However, the
formal VET system is seen as being very important in teaching the underlying skills and
knowledge of a vocation.
In contrast, informal on-the-job learning imparts the actual skills for innovation, but based on
what was learnt formally. The VET system is seen as being slow in responding to new skills
needs; however, whether this represents a bad thing is debatable.
Responding to changing skill demands: training packages and accredited courses 2

Dec 2010
This report looks at whether vocational education and training (VET) is equipped to meet the
changing needs of the modern workplace.
Some ideas from England: A practitioner's perspective 9 Jul 2009
This paper was presented by Robin Shreeve at the NCVER Research on Toast seminar in
March 2009.
It briefly compares the vocational education and training (VET) sector in Australia with its
equivalent in England, which is known as the skills or further education sector.
The paper then outlines two key aspects of the English VET sector which might be of use to
Australia: using course completion rates as a key performance measure at all levels of the
© ASEAN 2014
Trainee Manual 189
Recommended reading
VET sector; and using vocational 'foundation degrees' as a way for students to articulate
between the VET and higher education sectors
Competence and competency-based training: What the literature says 12 Jun 2009
This literature review provides a historical account of the development of competency-based

training in Australia and summarises the issues arising from the range of reviews conducted
on Elements of the national training system.
The review was commissioned by the National Quality Council and originally published on its
website.
Employer engagement with the vocational education and training system in

Australia 9 Apr 2009
This paper is a review of literature on employer engagement with vocational education and
training (VET).
The main conclusion is that the major form of engagement is through the competency-based
training system, which is manifested through training packages. Another way employers are
encouraged to engage with VET is through competition amongst training providers. This
provides employers with greater responsiveness and choice.
Getting the knowledge-skills mix right in high-level vocational education and training
qualifications 12 Feb 2009
This paper aims to contribute to the discussion on the quality and accessibility of
underpinning knowledge in competency-based training. It uses the Vocational Graduate
Certificate and the Vocational Graduate Diploma in Education Design in a Queensland TAFE
institute to examine how the 'traditional' knowledge and theory associated with higher-level
qualifications can be accommodated within the framework of competency-based training and
assessment.
The paper raises some interesting, and provocative, questions about the status and value of
these qualifications by comparison with their university counterparts.
Creating place: Design education as vocational education and training 16 Sep 2008
Design is an increasingly important component of our world-at-work. This project reveals the
views of design educators working within vocational education and training (VET).
Research participants called for a review of design education teaching methods in the VET
context, with a particular focus on promoting innovation and creativity in diploma level
programs.
Accelerated apprenticeships: Apprentice, employer and teaching staff perceptions 8

May 2008
This research examined recent pilots of accelerated apprenticeships in the automotive

industry in Queensland.
Interviews with apprentices, employers and teachers showed that the traditional model is still
well regarded. It is not failing, but does require evolutionary change.
© ASEAN 2014
190 Trainee Manual
Recommended reading
Effective models of employment-based training 8 May 2008
Australia needs highly skilled workers to sustain a healthy economy. Current employment-
based training models have limitations in meeting the demands for highly skilled labour
supply.
The research explored current and emerging models of employment-based training to
propose more effective models at higher VET qualifications that can maintain a balance
between institution and work-based learning.
(2) Competency Based Assessment
Lessons and challenges: Vocational education in schools - Research overview 21 Dec

2005
A stocktake of issues and activities in vocational education and training in schools through
the perspectives of the published literature and policy documentation between 1997 and
2003 is the subject of this report.
It identifies progress made and concludes that vocational programs in schools are meeting
expectations and have achieved a legitimate place in the school curriculum, but that several
implementation issues remain
Assessing and certifying generic skills: What is happening in vocational education

and training? 5 Sep 2003
Assessing generic skills in a selection of training packages is the focus of this report. Based
on case studies, the authors also examine how these skills are understood by trainers and
learners. The report contains a comprehensive literature review of assessment of generic
skills.
The development of quality online assessment in vocational education and training:

Volume 1 13 May 2003
The use and potential of online assessment is investigated in this report. It identifies: *the
principles of quality assessment *assessment practices that can be supported with online
technologies *methods and tools that work *factors that influence choice and design on
online assessment methods.
The report is published in two volumes. Volume 1 is the main report and volume 2 contains
the appendices and is available in PDF format only.
Graded assessment in vocational education and training: An analysis of national

practice, drivers and areas for policy development 14 Jan 2003
Graded assessment in Australian vocational education and training has developed a range
of practices.
This study examines the current practice for graded assessment and identifies policy issues
that need to be addressed. Areas studied include validity, reliability and consistency,
associated costs, and cross-sectoral concerns.
© ASEAN 2014
Trainee Manual 191
Recommended reading
Improving the validity of competency-based assessment 15 Aug 2001
This study considers the status of validity in the context of the assessment of VET in
Australia.
The project has involved reviewing the literature, reporting the outcomes of case studies,
presenting the key findings and developing a diagnostic tool to guide assessors.
The changing role of staff development for teachers and trainers in vocational
education and training 5 Jul 2001
This report analyses the changing parameters of staff development that are emerging from
the changing environment of VET in Australia.
It illuminates the changed structure of the VET workforce and the differentiation of the roles
of practitioners across different types of registered training organisations and it identifies the
implications of such changes for the future design of staff development.
Not just falling over the line? A snapshot of competency-based assessment 11 Jun
1999
This report explores whether competency-based assessment is meeting the needs of its
users. The researchers found that a number of issues were raised by those consulted in the
project.
These included grading (the need to bridge the gap between competence and excellence),
the quality of Competency Standards and their treatment of underpinning knowledge, who
are appropriate assessors, and what resources are needed to support assessment. The
report puts forward strategies to improve competency-based assessment. These strategies
are directed at policy-makers, ITABs and registered training organisations.
Assessing in VET: Issues of reliability and validity - Review of research 11 Jun 1999
This review of research reviews both the Australian discussion papers on reliability and
validity of competency-based assessment as well as international empirical research in this
field.
The review discusses two types of competency-based assessment - paper-based objective
testing techniques and performance assessments as well as the implications for validity and
reliability of each type of assessment. The review includes guidelines for establishing
procedures to enhance reliability and validity.
The 'grade' debate: Should we grade competency-based assessment? 11 Jun 1996
Deals with the pros and cons of 'grading', that is, assessing and reporting levels of
performance in competency-based VET
Existing policies and practices are examined in the light of current practices. A must for all
those involved in competence-based assessment.
Key aspects of competency-based assessment 11 Jun 1995
A collection of papers for a wide audience within the VET sector who are tackling the issue
of assessment and RPL in the workplace.
Includes: research in competency-based assessment (CBA); assessment of knowledge,
attitudes and values; peer; self- assessment; and needs of special workers
© ASEAN 2014
192 Trainee Manual
Recommended reading
OTHER RESOURCES
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/resources/competency_based.h
tm - Containing lists and links of useful publications and websites
http://www.dhs.vic.gov.au/funded-agency-channel/management-toolkit/workforce/education-
and-training/types/competency-based-training-and-assessment - What is Competency
Based Training? What is a Unit of competency? What is Competency Based Assessment?
http://www.training.qld.gov.au/resources/employers/pdf/competency-based-guide.pdf -
Competency Based Training and assessment: A guide for employers, apprentices and
trainees
http://www.education.vic.gov.au/training/employers/apprentices/pages/competencyfaq.aspx -
Competency Based Completion: FAQs
http://www.avetra.org.au/abstracts_and_papers_2000/rb_full.pdf - Abstracts and papers on
CBT and CBA
Rothwell, W.J., & Graber, J.M., 2010, Competency-Based Training Basics, ASTD Press,
Alexandria, VA
© ASEAN 2014
Trainee Manual 193
Recommended reading
© ASEAN 2014
194 Trainee Manual
Trainee evaluation sheet

The following statements are about the competency you have just completed.
Don’t Do Not Does Not

Please tick the appropriate box Agree
Know Agree Apply
There was too much in this competency to cover

without rushing.
Most of the competency seemed relevant to me.
The competency was at the right level for me.
I got enough help from my trainer.
The amount of activities was sufficient.
The competency allowed me to use my own

initiative.
My training was well-organised.
My trainer had time to answer my questions.
I understood how I was going to be assessed.
I was given enough time to practice.
My trainer feedback was useful.
Enough equipment was available and it worked well.
The activities were too hard for me.
© ASEAN 2014
Trainee Manual 195
The best things about this Unit were:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
The worst things about this Unit were:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
The things you should change in this Unit are:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© ASEAN 2014
196 Trainee Manual
Trainee self-assessment checklist

As an indicator to your Trainer/Assessor of your readiness for assessment in this Unit
please complete the following and hand to your Trainer/Assessor.
Yes No*
Explain background to the ASEAN-Australia Development Cooperation

1.1  
Program Phase I
Describe Elements of the ASEAN-Australia Development Cooperation
1.2  
Program Phase I
Define Competency Based Training and Competency Based
1.3  
Assessment
1.4 Review training/learning theory  

2.1 Name Labour Divisions to which ASEAN toolboxes apply  

2.2 Identify the Unit Titles of ASEAN toolboxes developed  
Identify Qualifications available under the ASEAN Regional
2.3  
Qualifications Framework and Skills Recognition System
2.4 Explain concept of Packaging Rules to develop ASEAN qualifications  

2.5 Describe the Elements of an ASEAN toolbox Competency Standard  
2.6 Describe the components of an ASEAN toolbox Trainee Manual  
Describe the components of an ASEAN toolbox PowerPoint slide show
2.7  
to support training delivery
2.8 Describe the components of an ASEAN toolbox Trainer Guide  

2.9 Describe the components of an ASEAN toolbox Assessor Manual  
Explain pre-requisites for eligibility to become an ASEAN toolbox trainer

3.1  
and Master Trainer
Define roles and responsibilities of an ASEAN toolbox trainer and
3.2  
Master Trainer
Explain nature of relationship between ASEAN toolbox trainers and
3.3  
assessors
© ASEAN 2014
Trainee Manual 197
Yes No*
4.1 Plan and prepare for delivery of an ASEAN Competency Standard  

4.2 Conduct training of an ASEAN Competency Standard  
4.3 Evaluate ASEAN training delivery  
Statement by Trainee:
I believe I am ready to be assessed on the following as indicated above:
Signed: _____________________________ Date: ____________
Note:
For all boxes where a No* is ticked, please provide details of the extra steps or work you
need to do to become ready for assessment.
© ASEAN 2014
198 Trainee Manual

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Introduction to trainee manual

Element 1: Identify operational context

Element 2: Identify ASEAN toolbox components

Element 3: Characterise role of ASEAN trainers

Element 4: Implement training of an ASEAN Competency Standard

Work Written Oral

Element 1: Identify operational context

1.1 Explain background to the ASEAN-Australia 1.1 1–4 1

Element 2: Identify ASEAN toolbox components

2.1 Name Labour Divisions to which ASEAN

Work Written Oral

Element 3: Characterise role of ASEAN trainers

Element 4: Implement training of an ASEAN Competency Standard

4.1 Plan and prepare for delivery of an ASEAN

AADCP ASEAN – Australia Development Cooperation Program

ACCSTP ASEAN Common Competency Standards for Tourism

AEC ASEAN Economic Community

AMS ASEAN Member States

AQEM ASEAN Qualifications Equivalence Matrix

ASEAN Association of Southeast Asian Nations

ASEC ASEAN Secretariat

ATM ASEAN Tourism Ministers

ATPMC ASEAN Tourism Professionals Monitoring Committee

ATPRS ASEAN Tourism Professional Registration System

ATFTMD ASEAN Task Force on Tourism Manpower Development

PC Pass Competent (as opposed to NYC)

CATC Common ASEAN Tourism Curriculum

CBA Competency Based Assessment

CBT Competency Based Training

CLMV Cambodia, Laos, Myanmar, Vietnam

Co-requisite unit A unit which must be undertaken at the same time

ITAB Industry Training Advisory Board

M-ATM Meeting of ASEAN Tourism Ministers

MRA Mutual Recognition Arrangement

NCVER National Centre for Vocational Education Research

NTO National Tourism Organisation

NTPB National Tourism Professional Board

NYC Not Yet Competent

OHP Overhead Projector

PPT PowerPoint presentation/slides

Pre-requisite unit Mandatory unit which must be completed before another

RPL Recognition of Prior Learning

RQFSRS Regional Qualifications Framework and Skills

TAFE Technical and Further Education

ToMT Training of ASEAN Master Trainers

ToMA Training of ASEAN Master Assessors

TPCB Tourism Professional Certification Board

VAP Vientiane Action Plan

WAI William Angliss Institute

 No common tourism curriculum amongst the ASEAN Member States

Acting on this understanding ASEAN Tourism Ministers decided to launch a project to

The major stakeholders in the Program are:

Initial products developed

William Angliss Institute (WAI) initially:

 Reliance on Competency Based principles to underpin training delivery and assessment

 Search for a system which would be:

1. Gap Analysis of Implementation of MRA on Tourism Professionals (including development

Information about William Angliss Institute

Founded in 1940 William Angliss Institute is the only Government

It is a Victorian State Government TAFE (Technical and Further

Visit http://www.angliss.vic.edu.au/ for more information.