Train The Trainer - ASEAN Master Trainer: Slide 1

Train the Trainer – ASEAN Master
trainer
MTA 1.1
Slide 1
Train the Trainer – ASEAN Master
Trainer
This Unit comprises four Elements :
1. Identify operational context
2. Identify the ASEAN Regional Qualifications Framework

and Skills Recognition System
3. Identify ASEAN toolbox resources
4. Implement training of an ASEAN Competency Standard
Slide 2
Assessment
Assessment for this unit may include:

 Oral questions
 Written questions
 Work projects
 Exercises
 Demonstration of practical skills
 Observation of skills
 Report from Third Party
Slide 3
Element 1 – Identify operational context
Performance Criteria for this Element are:

 Explain background to ASEAN Mutual Recognition
Arrangement on Tourism Professionals (MRA-TP)
 Describe elements of MRA-TP
 Define Competency Based Training and
Assessment
 Characterise the role of ASEAN trainers
Slide 4
Explain background of MRA-TP
Rationale for MRA-TP:
 To ensure growth sustainability and greater

contribution to the ASEAN economy, the ASEAN
tourism attractiveness needs to be
accompanied by excellent quality of
services provided by the tourism industry
within the region
 Need to facilitate movement of skilled labour

between ASEAN countries and mutual
recognition of qualifications.
Slide 5
Stakeholders:
 The Australian Government aid agency ‘AusAID’ (who
also provided funding)
 The ten ASEAN Member States
 The ASEAN Secretariat
Slide 6
Objectives:
 Facilitate mobility of Tourism Professionals
 Encourage exchange of information on best practices in

competency-based education and training for Tourism
Professionals
 Provide opportunities for cooperation and capacity building

across ASEAN Member States
Slide 7
Recognition and Eligibility of Foreign Tourism

Professionals :
 The MRA-TP will provide agreement on equivalence of
tourism certification procedures and qualifications across
ASEAN
 The eligibility to work in a country will be subject to

domestic laws and regulations of host country
 To be recognised individuals will need to possess a valid

tourism competency certificate in a specific tourism job title
as specified in the Common ASEAN Tourism Curriculum
Slide 8
William Angliss Institute has:
 Produced a Qualifications Framework
 Wrote Competency Standards
 Developed Packaging Rules
Slide 9
William Angliss Institute:

 Melbourne-based with offices Australia-wide
and in many overseas countries

 Has annual enrolment of around 25,000 students
 Is largest specialist single purpose provider of
tourism, hospitality and foods, education, training
and consulting services in the Southern Hemisphere
 Is Victorian Government designated Specialist Centre
for Tourism, Hospitality and Culinary Arts industries
Slide 10
Describe elements of MRA-TP
MRA-TP model consists of:

 The National Tourism Professional Board (NTPB)
 The Tourism Professionals Certification Board (TPCB)
 The Common ASEAN Tourism Curriculum (CATC)
 The ASEAN Tourism Professionals Registration System
(ATPRS)
 The ASEAN Tourism Qualifications Equivalency Matrix
(ATQEM)
 The ASEAN Tourism Professional Monitoring Committee
(ATPMC)
Slide 11
Common ASEAN Tourism Curriculum (CATC):
 Is the approved common curriculum for ASEAN Tourism

Professionals
 Concept is founded upon a number of initiatives,

including the Vientiane Action Plan (VAP), ASEAN
Tourism Agreement (ATA) and the Roadmap for
Integration of Tourism Sector (RITS)
 Is linked to the Regional Qualifications Framework and

Skills Recognition System (RQFSRS)
Slide 12
CATC:
 Founded on six Labour Divisions – Front Office,

Housekeeping, Food Production, Food & Beverage,
Travel Agencies, Tour Operations
 Supports and contributes to the development of a

harmonized tourism education and training
Slide 13
Regional Qualifications Framework and Skills Recognition

System:
 Is the overriding educational framework for the ASEAN

region
 Comprises 52 qualifications from Certificate II to Advanced

Diploma Level, spread across the six identified Labour
Divisions
 Based on 242 units
Slide 14
The nature and formulation of the RQFSRS means:
 Focus on user needs
 Flexibility in choice of units
 Movement is possible between qualifications
 Entry available at any level
 QA is assured across countries
Slide 15
ASEAN Common Competency Standards for Tourism

Professionals (ACCSTP):
 Are ‘blueprints’ which support implementation of

competency-based common ASEAN tourism programs
 Are minimum requirements
 Provide guidance on skills, knowledge, and attitudes

required for participants to perform tasks identified for the
six Labour Divisions at the defined standard for industry
Slide 16
The National Tourism Professional Board (NTPB):
 Refers to the Board for Tourism Professionals composed of

representatives from public and private sectors to be
determined by the respective ASEAN NTOs
 Has the function of quality control of the education and

training system – the Common ASEAN Tourism Curriculum
that delivers the qualifications recognized in the MRA
Slide 17
Responsibilities of NTPB:
 Create awareness and disseminate information about this the

MRA-TP
 Promote, update, maintain, and monitor the ACCSTP and the

CATC
 Facilitate the exchange of information concerning assessment

procedures, criteria, systems, manuals and publications
relating to this MRA-TP
(Continued)
Slide 18
 Report its work progress to the ASEAN NTOs
 Formulate and update necessary mechanisms to enable

implementation of this MRA
 Facilitate exchange of best practices
 Such other functions and responsibilities that may be

assigned to it by the ASEAN NTOs in the future
Slide 19
Tourism Professionals Certification Board:

 Will apply national competency standards, assess and certify
tourism professionals and also support the ASEAN Tourism
Professionals Registration System
 Every AMS will have a TPCB
 One of the primary functions of the TPCB is to manage the

day-to-day operation of the ATPRS
Slide 20
ASEAN Tourism Professionals Registration System:
 Is a web-based facility, designed to register and

disseminate details of certified ASEAN Tourism
Professionals (ATPs)
 Serves as a job-matching platform
Slide 21
ASEAN Tourism Professional Monitoring Committee

(ATPMC)
 Has oversight of the overall MRA-TP system
 Consists of ASEAN NTOs and appointed

representatives from National Tourism Professional
Boards (NTPB)
Slide 22
ATPMC’s responsibilities:
 Create awareness and disseminate information about the

MRA on Tourism Professionals within ASEAN
 Promote, update, maintain and monitor the ASEAN ACCSTP

and CATC
 Notify promptly the TPCB upon receipt of feedback from

NTPB, in case a foreign Tourism Professional is no longer
recognised by the host country
(Continued)
Slide 23
 Facilitate exchange of information concerning assessment
procedures, criteria, systems, manuals and publications
 Report its work progress to ASEAN NTOs
 Formulate and update mechanisms to enable

implementation of MRA-TP
 Other functions as assigned by ASEAN NTOs in the future
 Resolve differences among AMS concerning interpretation

or application of the MRA-TP and to settle them in an
amicable manner
Slide 24
Recognition of Prior Learning:
 Gives current industry professionals who do not have a formal

qualification, the opportunity to benchmark their extensive
skills and experience against the standards set out in each
unit of competency/subject
 Also called ‘Skills Recognition Audit’
 Similar to ‘Recognition of Current Competencies’
Slide 25
The Regional Secretariat for the Implementation of the

MRA-TP:
 Was established through an agreement signed by all

ASEAN Tourism Ministers on 30 December 2015
 Is stationed in Jakarta, Indonesia
Slide 26
Regional Secretariat MRA-TP functions:
 To enhance awareness and provide capacity building on

the implementation of the MRA TP including marketing and
promotion of the services offered by the Secretariat
 To develop, maintain and update the ATPRS including its

database management and resources for implementation
of the MRA
(Continued)
Slide 27
 To formulate, update and recommend the necessary

mechanism including certification and assessment to
enable the smooth implementation of the MRA-TP
 To ensure effective and efficient use of human,

financial and capital resources of the Secretariat
 To perform such other functions and responsibilities

that may be assigned to it by the Governing Council
Slide 28
Define CBT and CBA
‘Competency’:
 Refers to the ability to perform particular tasks and
duties to the standard of performance expected in the
workplace
 Includes separately or in combination:
• ‘Knowledge’
• ‘Skills’
• ‘Attitudes’
(Continued)
Slide 29
Define CBT and CBA
 Covers all aspects of work performance and includes:
• Performing tasks
• Managing tasks
• Responding to contingencies
• Dealing with workplace

responsibilities
• Working with others
Slide 30
Define CBT and CBA
CBT:
 Evolved from mid-1900s from America
 Now recognised as best vocational training method
 Emphasises ability to demonstrate
competency as opposed to completing
a training course/program
Slide 31
Define CBT and CBA
CBT:
 Requires ability to perform
 Is not time-based
 Measures outcomes against a Competency Standard
 Is industry-relevant
(Continued)
Slide 32
Define CBT and CBA
 Based on CATC for required skills
 Includes concept of RPL
 Incorporates learning strategies and materials via the

Toolboxes
 Uses RQFSRS as the system for recognition of skills

and knowledge
Slide 33
Define CBT and CBA
CBA:
 There must be CBA for there to be effective CBT
 CBA does not exist on its own
 Results are ‘Pass Competent’ or ‘Not Yet

Competent’ not ‘Pass/Fail’ or percentage
Slide 34
Define CBT and CBA
CBA:
 Is a process of gathering evidence to
make a judgement of competency based
against a prescribed standard
 Evidence/proof may be obtained from
variety of sources such as:
• Observations of work/actions
• Reports from supervisors/others regarding

performance
• Sighting examples of work done
Slide 35
Define CBT and CBA
To be ‘Competent’ candidate must demonstrate they

can:
 Perform at acceptable skill level
 Organise required tasks
 Respond/react appropriately when things go wrong
 Fill a workplace role as required
 Transfer skills/knowledge to new situations
Slide 36
Define CBT and CBA
Overview of CBT and CBA:
 Job analysis is basis of competency
 Focus of training is performance of competency
 Trainees have access to competency
statements, standards required and
assessment to be used
 Assessment is appropriate to
competency
 Results related to competency achieved
 Detailed records are maintained
Slide 37
Characterise role of ASEAN trainers
Trainer pre-requisites:
 Minimum years of industry experience
 A basic trade qualification
 A nominated vocational training certificate
Slide 38
 Train the Trainer – ASEAN National Trainer:
NTA 1.1 has also been developed (50 hours)
 Train the Trainer – ASEAN National Assessor:
NTA 2.1 has also been developed (35 hours)
Slide 39
Common roles/responsibilities of trainer:
 Being responsible to their employer
 Being responsible to their students
 Making delivery of quality training a constant

objective and predominant priority
 Organising instruction and demonstration
(Continued)
Slide 40
 Conducting instruction and demonstration
 Checking student/learner performance
 Reviewing personal training performance
 Finalising documentation
 Growing training expertise
 Liaising with Assessors
Slide 41
Roles and responsibilities of Master Trainers (MT):

 Individual score/rating will determine this to large extent
 Primary role of Master Trainer training is to give
participants the knowledge, skills and attitudes required
to successfully deliver training on how to use the
Toolboxes to other teachers and educators in their
respective countries and in the other ASEAN Member
States
Slide 42
To fulfill primary roles MTs are required to:

 Promote ASEAN toolboxes and
their use
 Assist with MT candidate selection
 Train MT candidates
 Monitor progress of program and participants
 Assist MT and MA candidates
 Give feedback or individuals and the project
Slide 43
MTs and MAs will be evaluated and rated on

completion of training based on their:
 Attitude
 Aptitude
 Vocational knowledge
 Vocational experience
 Ability to train
(Continued)
Slide 44
 Communication competence
 Knowledge of CBA/CBT
 Knowledge of CATC and MRA
 Knowledge of specialist or
common core toolboxes
 Personal characteristics
Slide 45
Scoring/rating is undertaken out of 30 and candidates

are classified into one of four Levels:
 Level 1: (25 – 30) Outstanding Master Trainer

and/or Assessor
 Level 2: (19 – 24) Competent Master Trainer

and/or Assessor
(Continued)
Slide 46
 Level 3: (15 – 19) Competent Trainer
and/or Assessor
 Level 4: (0 – 14) Not Yet Competent Trainer

and/or Assessor
Slide 47
Based on ratings, candidates will be classified as:
 Category A
B
 Category B A
 Category C C D
 Category D
Slide 48
Relationship between trainers and assessors needs to

be characterised by:
 Openness
 Fact-based communication
 Cooperation
 Collaboration
 Harmony
 Mutual learning
Slide 49
The relationship is important because:
 Learner is reliant on both Trainer and Assessor
 Assessor must know what learner

is being taught
 Assessor must only assess

what is taught
(Continued)
Slide 50
 Assessment needs to be based on delivery of training
 Trainer may need to contextualise

training and Assessor needs to be
aware of this
 May be need to share the same

equipment/resources
 Needs to be feedback between

the two on a variety of issues
Slide 51
Ways to create/maintain required relationship:
 Communicate regularly
 Set a meeting/communication
schedule
 Share information
 Have an ‘open door’ policy
 Acknowledge what the other person does
Slide 52
Summary – Element 1
When identifying operational context:
 Appreciate the background and rationale for MRA-TP
 Know the objectives and key elements of the MRA-TP
 Support and promote ATPRS and the Regional

Secretariat for the Implementation of the MRA-TP
(Continued)
Slide 53
 Explain and stress the principles attached to
and the value of Competency Based
Training and Assessment in the delivery of
vocational training
 Realise the role of the trainers
Slide 54
Element 2 – Identify the ASEAN Regional
Qualifications Framework and Skills Recognition
System
 Identify Qualifications available under the

ASEAN Regional Qualifications Framework
and Skills Recognition System
 Explain concept of Packaging Rules to

develop ASEAN qualifications
Slide 55
Identify the qualifications available
under the ASEAN RQFSRS
There are 52 qualifications across the six Labour Divisions
ranging from Certificate II to Advanced Diploma as follows:
 FB – 9 qualifications
 FP – 10 qualifications
 FO – 5 qualifications
 HK – 5 qualifications
 TO – 12 qualifications
 TA – 11 qualifications
Slide 56
Certificate II - Cert II - Cert 2:
 Certificate II represents a base operational qualification
encompassing a range of functions/activities requiring
fundamental operational knowledge and limited
practical skills in a defined context
Certificate II
Slide 57
Certificate III - Cert III - Cert 3:
 Certificate III represents a qualification of the skilled

operator who applies a broad range of competencies
within a more varied work context, possibly providing
technical advice and support to a team including having
team leader responsibilities
Certificate III
Slide 58
Certificate IV - Cert IV - Cert 4:
 Certificate IV represents a qualification based on more
sophisticated technical applications involving
competencies requiring increased theoretical
knowledge, applied in a non-routine environment and
which may involve team leadership and management
and increased responsibility for outcomes
Certificate IV
Slide 59
Diploma - Dip:
 The Diploma represents a qualification which assumes
a greater theoretical base and consists of specialised,
technical or managerial competencies used to plan,
carry out and evaluate work of self and/or team
Diploma
Slide 60
Advanced Diploma - Adv Dip:
 The Advanced Diploma represents a qualification
involving technical, creative, conceptual or managerial
applications built around competencies of either a
broad or specialised base and related to a broader
organisational focus
Advanced
Advanced
Diploma
Diploma
Slide 61
Explain concept of Packaging Rules to
Packaging Rules:
 Prescribe requirements for creating a qualification
 Define the mix or blend of:
• Core and Generic competencies required
• Functional competencies required
Slide 62
In relation to Packaging Rules:
 More units/competency standards required for

higher level qualifications
 Higher level qualifications give access to more

management-oriented competency standards
 Lower levels give students far less choice/options
 Students can enter the Qualifications Framework at

any level
(Continued)
Slide 63
 They allow students to switch between qualifications
 Students can select Functional competencies
 Selected units may differ in terms of ‘Hours’ but

qualifications/CBT is not time-based
 The one qualification may comprise different

units/competency standards
Slide 64
‘Clusters’:
 All competency standards are
positioned within three Competency
Standards menus
 If a Unit/competency standard has
more than one Unit Number it means it
is located in more than one Cluster
 Clusters form the basis of Packaging
Rules
Slide 65
Benefits of ASEAN Packaging Rules:
 Flexibility for students
 Flexibility for employers/industry
 A structured pathway
 Will deliver industry-based training endorsed by AMS
 Guidance about selection of units to reflect Job Titles
 Extra content can be added to any Competency
standard
Slide 66
When identifying the ASEAN Regional Qualifications

Framework and Skills Recognition System:
 Be aware of the Clusters which relate to various

Standards Menus within the Labour Divisions
 Recognise the 52 qualifications and various streams

provided for across the six Labour Divisions
 Know how to access and use the Packaging Rules

which govern the creation of qualifications.
Slide 67
Element 3 – Identify ASEAN toolbox
resources
 Name Labour Divisions to which ASEAN

toolboxes apply
 Identify unit titles of ASEAN toolboxes
 Describe the elements of an ASEAN toolbox
Slide 68
Name Labour Divisions to which
ASEAN toolboxes apply
The requirements for development of competency
standards were provided to William Angliss as
needing to address:
 Hotel Services – Restaurant Services
 Hotel Services – Front office and
Housekeeping
 Travel – Travel and Tour Services
Slide 69
Name Labour Divisions to which
ASEAN toolboxes apply
Curriculum Framework required to be structured
across six Labour Divisions:
 Food production (FP)
 Food and beverage service (FB)
 Front office (FO)
 Housekeeping (HK)
 Tour operation (TO)
 Travel agencies (TA
Slide 70
Identify Unit Titles of ASEAN toolboxes
Unit Titles:
 There are 242 across the 6 Labour Divisions
 Some are specific to only one Labour Division
 Some apply to more than one Labour Division
 Some apply to all Labour Divisions
Slide 71
Identify Unit Titles of ASEAN toolboxes
To access list of Unit Titles and all ASEAN resources:

 Go to www.ATPRS.org
 The ASEAN Mutual Recognition Arrangement on
Tourism Professionals (MRA-TP)
Slide 72
Describe the elements of an ASEAN
toolbox
Competency Standards:
 Form the essence/basis of all Units in the
Qualifications Framework
 Describes the skills and knowledge
required
 Underpins CBT and CBA
Slide 73
toolbox
Competency Standards can be used in a variety of ways:
 Job design and Job descriptions
 Performance appraisal
 Selection criteria
 Career path development
 Identification of training needs
 Development of training programs
 Certification
Slide 74
toolbox
Competency Standards:
 Have all been endorsed by
representatives from AMS
 Have been reviewed and revised,
as necessary
 Contain detail to assist with unit
selection
 Are all written following the same format
 Are all available at www.ATPRS.org
Slide 75
toolbox
Unit title:
 Name of the unit/competency standard
 Title indicates nature of the unit/content
 Begins with a verb
 Are not of a standard length
Slide 76
toolbox
Unit Number:
 Every unit has at least one number
 If a unit is located in more than one Labour Division it

will have more than one number
 Eg: D1.HBS.CL5.01 and

D2.TTG.CL3.02
Slide 77
toolbox
Each Unit Title has 4 parts – Part 1:
 D1 = all Units in Hotel Services classification
 D2 = all Units in Travel Services classification
(Continued)
Slide 78
toolbox
Part 2 – three letter code indicates the
nature/classification of the Cluster the Unit belongs
to:
 HRS = Hotel Services, Restaurant services Common
Core
 HCC = Hotel Services, Restaurant services
Commercial Cookery
 HCA = Hotel Services, Restaurant services
Commercial Catering
 HPA = Hotel Services, Restaurant services Patisserie
(Continued)
Slide 79
toolbox
 HBS = Hotel Services, Restaurant services Food
and Beverage Service
 HCS = Hotel Services, Restaurant
services Customer Service, Sales and
Marketing
 HGE = Hotel Services, Restaurant
services General Administration
 HFI = Hotel Services, Restaurant
services Financial Administration
 HRD = Hotel Services, Restaurant
services Human Resource Development
(Continued)
Slide 80
toolbox
Part 2:
 HML = Hotel Services, Restaurant services
Management and Leadership
 LAN = English Language Proficiency
 HOT = Hotel Services, Front Office
and Housekeeping, Common Core
 HFO = Hotel Services, Front
Office and Housekeeping, Hotel Front Office
 HHK = Hotel Services, Front Office and Housekeeping,
Housekeeping
(Continued)
Slide 81
toolbox
Part 2:
 HSS = Hotel Services, Front Office and Housekeeping, Security
Services
 HSM = Hotel Services, Front Office and Housekeeping, Customer
Service, Sales and Marketing
 HGA = Hotel Services, Front Office
and Housekeeping, General Administration
 HFA = Hotel Services, Front Office
and Housekeeping, Financial
Administration
 HHR = Hotel Services, Front Office and Housekeeping, Human
Resource Development
(Continued)
Slide 82
toolbox
Part 2:
 HRM = Hotel Services, Front Office and Housekeeping,
Resource Management
 TCC = Travel Services, Common Core
 TTA = Travel Services, Travel Agency
– Ticketing
 TTG = Travel Services, Tour Guide
Services
 TTO = Travel Services, Tour Operation
(Continued)
Slide 83
toolbox
Part 2:
 TCS = Travel Services, Customer Service, Sales and
Marketing
 TTO = Travel Services, Tour Operation
 TGA = Travel Services, General
Administration
 TFA = Travel Services, Financial
Administration
 TRD = Travel Services, Human Resource Development
 TRM = Travel Services, Resource Management
(Continued)
Slide 84
toolbox
Part 3:
 Cluster number the Unit/Competency Standard is

located in
Part 4:
 Final 2-digit number merely indicates the position of

the Unit/Competency Standard within the Cluster – it
has no other weighting or meaning
Slide 85
toolbox
Nominal Hours:
 Indicative time required to deliver the Unit
 Not mandatory
 Used as basis for planning and
funding
 Determined based on content, complexity and
experience of Trainers with similar units
Slide 86
toolbox
Unit Descriptor:
 A brief description/overview of the unit
 Often used by Providers in advertisements
and Student Handbooks to help
explain/describe the contents of
courses/qualifications
Slide 87
toolbox
Elements:
 All Competency Standards contain Elements
 No fixed/required number of Elements
 Three to five is usual
 They identify/describe key tasks/activities of the Unit
Slide 88
toolbox
Performance Criteria:
 All Elements comprise a number of
Performance Criteria – no set number
per Element (5 to 8 is common)
 They are sub-sets of Elements and
state action needed for competency in
the Element
 Parts written in italics have details
provided under ‘Unit Variables
Slide 89
toolbox
Unit Variables:
 Provides advice to interpret Unit allowing for differences
between enterprises and workplaces
 Relates to Unit as a whole and facilitates holistic
assessment
 Identifies the Labour Division/s to which the Unit applies
 Gives key points relating to italicised parts of
Performance Criteria which the Trainer should cover in
training
Slide 90
toolbox
Assessment Guide:
 Lists skills and knowledge which must be
assessed as part of the Unit
 Important for Trainer and Assessor
to liaise in relation to this
Slide 91
toolbox
Linkages to other Units:
 Indicates related competency standards
 These other units may contain useful/relevant

information for Trainer
 They are NOT pre-requisite Units
Slide 92
toolbox
Critical aspects of assessment:
 Indicates essential evidence required for determining

‘Competent’ decision
 Supports the Assessment Guide
 Must be addressed/taken into account

by Trainer when delivering training
Slide 93
toolbox
Context of Assessment:
 Provides framework and perspective for assessment
 Emphasis is on CBA
 Assessment may be ‘real-life’,
‘workplace-based’ or in a
mock/simulated environment
Slide 94
toolbox
Resource Implications:
 Gives generic overview/indication regarding the
resource necessary/required to deliver the training (and
by implication the assessment also)
 Resources listed here are supplemented by those listed
in Trainer Guide under ‘Recommended Training
Equipment’
Slide 95
toolbox
Assessment Methods:
 Lists options for assessment
 They are suggestions only
Slide 96
toolbox
Key Competencies for the Unit:
 These detail the type and level of ‘key competencies’

needed by successful candidates to perform the
requirements of the Competency Standard in a
workplace
 There are 7 key competencies
 Each key competency may be

graded from “-” (0 = not applicable at all) to 3
(most applicable)
Slide 97
toolbox
Role of Trainee Manual:
 Distributed to students – theirs to keep
 Available from www.ATPRS.org
 Provides training content as listed in

competency standard for the Unit –
endorsed by AMS
 Is the basis of training provision for students
 Can be supplemented by other material if required
Slide 98
toolbox
All TMs structured the same way as endorsed by AMS:

 Cover page
 Generic information
 Table of Contents
(Continued)
Slide 99
toolbox
 Introduction to Trainee Manual
 Unit Descriptor
(Continued)
Slide 100
toolbox
 Assessment Matrix
 Glossary of Terms
(Continued)
Slide 101
toolbox
 Notes/training content:
• Heart of the training for students
• Provides details of the content
• Presented in accord with competency

standard
• Summary presented at end of each
Element
• Trainers can add to it and/or contextualise
the material
• Trainers can refer to it when using PowerPoint
(Continued)
Slide 102
toolbox
 Work Projects
 ‘Presentation of Written Work’ advice to students
(Continued)
Slide 103
toolbox
 Recommended Reading
 Trainee Evaluation Sheet
 Trainee Self-Assessment Checklist
Slide 104
toolbox
PowerPoint (PPT) slide show/presentation:
 Provided for every Unit
 Are an option for training delivery – their use is not

compulsory and they can be used in a variety of ways
(Continued)
Slide 105
toolbox
PowerPoint slides consist of 2 parts:
 Student view
 Presented view
Slide 106
toolbox
PPTs – can be obtained from waeantourism.com and
all slide shows follows same format:
 Title slide
 List of Elements
 Assessment overview
 Performance Criteria for Element 1
(Continued)
Slide 107
toolbox
 Content
 Classroom Activities
Slide 108
toolbox
Trainer Guide (TG) – one for every Unit and available at
www.ATPRS.org:
 Same format for each TG
 Intended just for Trainer
(and/or Assessor) use
 A planning tool
Slide 109
toolbox
TG contents:
 Information on CBA and CBT
 Competency Standard for the Unit
 Copy of PPTs for the Unit
(Continued)
Slide 110
toolbox
 Recommended Training Equipment
 Instructions for using PPT – Presented View
 Appendix – ASEAN acronyms
(Continued)
Slide 111
toolbox
Assessor Manual (AM) provided for every Unit and
available at www.ATPRS.org:
 For use by Assessor
 May be released to Trainer
 A planning tool for Assessors
 Format the same in every AM
Slide 112
toolbox
AM contents:
 Information about CBA
 Copy of the Competency Standard
for the Unit
(Continued)
Slide 113
toolbox
 Oral Questions:
• Identified in Assessment matrix
• Not mandatory
• No model answers provided
• ‘Specifications for Oral Question

Assessment’ contained at start
of the AM
(Continued)
Slide 114
toolbox
 Written Questions:
• Not mandatory
• Can be changed or used as Oral

Questions
 Answers to Written Questions –
model/sample answers only
(Continued)
Slide 115
toolbox
 Observation Checklist
 Third Party Statement
(Continued)
Slide 116
toolbox
 Competency Recording Sheet:
• Provides documentation for recording

evidence gathered and the
‘Pass Competent’/’NYC’ decisions
• One required for every student for every

Competency Standard they undertake
• Available for learner/candidate to see –

they must sign it as proof their
assessment has been shown/explained to them
• ‘Instructions for Recording Competency’ included at start

of every AM
Slide 117
When identifying ASEAN toolbox resources:
 Know the six Labour Divisions to which the

Toolboxes apply and gain a general appreciation for
the nature of the units which apply to each
 Recognise the 242 competency standards provided

for under the Qualifications Framework
(Continued)
Slide 118
 Be able to access, describe and interpret
elements of all ASEAN toolbox competency
standards
 Be able to access and describe the contents of a

toolbox Trainee Manual
(Continued)
Slide 119
 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
Slide 120
Element 4 – Implement training of an
ASEAN Competency Standard
 Discuss the learning process
 Detail competency standard assessment requirements
 Plan and prepare for delivery of an ASEAN

Competency Standard
 Conduct training of an ASEAN Competency Standard
 Evaluate an ASEAN training delivery
Sli
de
Slide 121
12
1
Discuss the learning process
Learning is voluntary behaviour:
 People cannot be forced to learn
 Learners must want to learn
 Trainers have an obligation

to motivate learners
Slide 122
Learning as a process:
 Person has a need to learn
 Person seeks a solution to their need to learn
 Person learns
Slide 123
Learner characteristics and learning styles:

 All learners are unique
 People have different learning
styles/preferences
 Training delivery should suit/reflect
these different learning
styles/preferences
 There is a need to get to know individual
learners and their different learning
styles/preferences and adapt delivery
to suit
Slide 124
Common barriers to learning:

 The trainer:
• Proper attitude is critical
• Preparation is essential
• Training environment must be safe and appropriate
(Continued)
Slide 125
 The learner:
• Must have necessary language and
literacy skills
• Must be ready, willing and motivated to
learn
• Must attend when required
Slide 126
‘English’ language as potential barrier
to learning:
 Entire CATC is written in English
 English is foreign language to
most learners
 Currently no way to determine English
skills of learners and no entry level
English language
guidelines
 English language can be challenging for both trainers and learners
(Continued)
Slide 127
 Trainers may not have experience with modern delivery
methods
 Inherent language skills include:
• Learners not competent due to low levels
of English
• Trainers unable to deliver units
effectively
• Difficulties inherent in classes with mixed
language abilities
• Not meeting curriculum outcomes
Slide 128
Detail competency standard
assessment requirements
Principles of CBA:
 Fairness
 Reasonable adjustment
 Reliability
 Flexibility
 Validity
Slide 129
Fairness – assessment/s:
 Must be equitable to all
 Must be made clear to candidates
 Must be mutually developed
 Must be able to be challenged
Slide 130
Reasonable adjustment:
 Refers to action taken to allow assessment/s to

accommodate needs of those with ‘special needs’
 Adjustments must be appropriate to the individual
 Adjustments must not raise undue hardship
Slide 131
Reliability – means:
 Outcomes/results of assessment/s must be consistent
 Techniques must be consistent in the results they give
 Activities/assessments must be
regularly reviewed to ensure assessors
are making decisions in a consistent
manner
Slide 132
Flexibility:
 Must provide for recognition of skills and knowledge

regardless of how it was gained
 Must be accessible through a

variety of options
Slide 133
Validity:
 Must assess skills and knowledge
needed to demonstrate competency
 Must provide evidence from
multiple occasions
Slide 134
Types of assessment:
 Diagnostic
 Formative
 Summative
 Holistic
 RPL
Slide 135
RPL:
 Enables those with skills to gain formal

qualifications regardless of how those skills
were gained
 Successful RPL application gives ‘advanced

standing’ towards a recognised qualification
under the Qualifications Framework
Slide 136
Valid Sufficient
Evidenc
e Rules
Current Authentic
Slide 137
Valid – the evidence must:
 Assess only the Elements and Performance Criteria of
the competency
 Reflect only the skills knowledge
and context of the competency
 Reflect demonstration and
application of the standard
 Reflect the Qualification level being assessed
Slide 138
Sufficient – the evidence must:
 Be enough to demonstrate the
PC/NYC decision
 Be demonstrated over a period
of time – not just ‘once’
 Cover all aspects of the Competency
Slide 139
Authentic – evidence must:
 Be candidate’s own work and not someone else’s
 Be able to be verified as genuine
Slide 140
Current – evidence must:

 Reflect candidate ability at the time of
the assessment

 Demonstrate current skills/knowledge
used in the workplace

 Reflect skills/knowledge which comply
with current standards
Slide 141
‘Evidence’ may be seen as:
 Direct
 Indirect
 Supplementary
Slide 142
Assessment methods selected must:
 Enable required evidence to be obtained
 Combine to deliver sufficient evidence
 Relate to what the candidate will
be doing
 Be entered into the Assessment
matrix
 Dictate assessment tools/items to be used
Slide 143
‘Practical skills’ can be assessed using:
 Actual, on-the-job ‘real work’
 Simulated work, demonstrations, mock scenarios
Slide 144
‘Knowledge’ can be assessed using:

 Written format
 Oral format
Slide 145
Assessment Matrix - identifies:
 Competency Standard being assessed
 Name of student/candidate being assessed
 Various methods of assessment to be used
Slide 146
Detail competency standard assessment requirements
Method of Assessment
Element Oral Third party Case study Observation Written

questions reports Checklist test
1.1
1.2
1.3
1.4
1.5
Slide 147
The assessment strategy should address:
 Name and description of the qualification
 Details showing the packaging Rules for the qualification

have been accessed and complied with
 Details of all the competency standards that comprise the

qualification
(Continued)
Slide 148
 Evidence of having interpreted the assessment-related
requirements of all competency standards for the
specific situation/context
 Coverage of how RPL/RCC will be included in this

assessment
(Continued)
Slide 149
 List of assessment methods to be used
 Specification of assessment tools to be used on a unit-

by-unit basis
 Details of resources required for the assessments
Slide 150
Plan and prepare for the delivery of an
Planning and preparation are essential:

 It must precede all training – it must never be ignored,
forgotten or overlooked
 Success of most training is
determined before the Trainer
enters the training room
 “If you fail to plan, you plan to fail”
 Preparation generates confidence
Slide 151
Start with reviewing the Competency Standard – to:
 Find out what the Unit is about
 Get a ‘feel’ for the Unit
 Make sure all requirements are
covered
 See how the Unit fits with other
training
Slide 152
Plan and prepare for the delivery of
an ASEAN Competency Standard
Key review activities:
 Obtain soft and hard copy of
Competency Standard
 Read and re-read – take notes
 Identify nominal hours
 Determine the basic data
(unit name and number)
(Continued)
Slide 153
 Look at ‘Unit Variables’ detail/information

 Note assessment requirements
 Consider ‘Linkages to other units’
 Reflect on ‘Resources required’
 Factor in ‘Key Competencies’
Slide 154
After the review:
 Talk to the Training Provider and ask them relevant

questions
 Talk to previous Trainers
 Talk to the Assessor/s
 Talk to industry representatives
Slide 155
Resources which may need to be obtained, prepared or

acquired will include:
 Generic resources
 Competency-specific resources
Slide 156
Determining resources required:
 Read Competency Standard
 Visit training area and view facilities
 Ask previous Trainers for their
materials
 Visit industry and request their resources
 Check library
Slide 157
Important considerations regarding resources:
 Host country legislation must be obtained and complied
with
 Must be industry-relevant
 Must be sufficient
 Must be safe
 Must reflect current use/practice
Slide 158
Trainers are free to select whatever blend of training
methods/strategies they want – important
considerations are:
 Selected options should reflect known
learner styles/preferences
 Appropriate to nature of the Competency
Standard
 Must accommodate known delivery
parameters
(Continued)
Slide 159
 Must address assessment
requirements
 Should introduce diversity
 Must accommodate all learners
 Will need to support availability of
physical resources
 Will reflect Trainer style and
preferences
Slide 160
Different training delivery methods/strategies have

different applicability for:
 Skill
 Knowledge
 Attitude
Slide 161
Demonstration:
 Most popular method for hospitality training activities
 Very successful in situations where the trainees have to

learn a new skill that can be broken down into steps:
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
4) Check that the trainees understand any new information
5) Observe the trainees as they perform the skill
6) Check that the trainees’ performance meets the appropriate
standards
Slide 162
Brainstorming:
 A very effective method to generate ideas
about a topic or for problem solving
 You need a recorder
 All ideas are recorded so the participants
can see them
 There is no judgment of the ideas generated
 Engages all participants
Slide 163
Role play:
 Acting out a situation
 A great learning tool for training hospitality and tourism
employees, particularly for customer service situations
 Role plays can be structured and non-structured
 Observers can have checklists to provide
constructive feedback
 A debrief should be held to highlight the
learning points of the role play
Slide 164
Case Study:
 Based on real life situation, or
 Designed scenarios or problems that are
to be worked through by the trainee
 Questions need to be developed to guide
the user through the issue
 Good for problem solving, decision
making, developing analytical skills
 Case studies should include a debrief
Slide 165
Group discussion:
 A discussion between trainees around a set topic or
issue
 Learners discuss and record the group’s thoughts and
answers to questions asked
 Group may have a recorder and a spokesperson
 Good for increasing understanding
 Involves all trainees
Slide 166
Questioning:
 Trainer asks prepared questions
 Trainees ask trainer the question
 Written or oral
 Questions should be structured to probe learner
understanding
 Used for clarification, understanding and assessment
Slide 167
Techniques in effective questioning:
 Ask correct question/s
 Ask questions correctly:
• Put the question to the whole group
• Pause
• Nominate someone to answer
• Pause
• Respond warmly/encouragingly, or
• Redirect the question
(Continued)
Slide 168
 Use a mix of question types:
• Open and closed questions
• Target and probe questions
• Hypothetical and settler questions

 Avoid:
• Asking multi-questions
• Asking ‘leading’ questions
Slide 169
Finally:
 Check out the information on different
training methods as presented in
the Trainer Guide
 Trainer needs to be competent in
skills they demonstrate or use a
Guest Speaker or Subject Expert
Slide 170
Training parameters need to be determined as

imposed/required by:
 Training Provider
 Employer/s
 Students/learners
Slide 171
Training Provider parameters:

 Number of students
 Hours allocated
 Training location
 Budget
 Documentation to be completed
 Need to align training with nominated requirements
Slide 172
Parameters which may be imposed by employers:

 Training/content
 Trainees available
 Time/days of training
 Availability of resources
 Access to areas
Slide 173
Student-influenced parameters may include:
 Their existing/previous knowledge and skills
 Individual differences
 Special needs
 Availability
 Capacity to pay
Slide 174
Need to identify learner numbers because it:
 Will impact delivery techniques chosen
 Will affect resources required
 Will influence training venue used
 Helps mentally prepare the Trainer
Slide 175
Training Providers:
 May set maximum numbers for sessions – for example:
• Theory = 25
• Practical = 16 (depends on equipment & safety)

 May require a minimum number before the class will
run
Slide 176
Determining class numbers:

 Training Provider will advise
 Trainers may be required to recruit learners
Slide 177
‘Learner profile’ can impact selection of training
methods & other planning issues and embraces/refers
to:
 Age and gender of students
 Language skills
 Experience and ability
 Individual preferences for learning
 Special needs
Slide 178
Ways to determine learner profiles:
 Undertake pre-entry testing
 Meet and talk to students prior to starting training
 Talk to workplace supervisors
regarding skill levels of trainees
 Include mandatory questions
on enrolment forms
 Apply TNA
Slide 179
Where TNA is used:
 ‘Training gap’ forms the basis of
training to be delivered
 There may be no requirement for
other parts of the Competency
Standard to be delivered
 RPL may be sought
Slide 180
Standard practice when planning delivery of

vocational training using Competency Standards is to
develop/write:
 A learning/training plan
 A learning/training program
 Session plans
Slide 181
The Learning/training plan:
 Draws together relevant information from different
sources – Training Provider; Competency Standard;
Industry/employer; Students/learners
 Provides a checklist to ensure all detail
in relation to planning/preparation has
been covered
 Is a summary document
Slide 182
Learning/training program is:
 A series of individual training sessions
 A sequence of training events
Slide 183
Sections or headings of Learning/training program:
 Delivery schedule
 Content
 Delivery methods to be used
 Assessment linkages
 Resources available to be used
Slide 184
Session plans:
 May be known as ‘lesson plan’
 Detail each session in the
learning/training program
 One per lesson/session
 Are planning intended only
for use by the Trainer
 Can contain anything the Trainer
wants to include
 May be based on one of several templates
Slide 185
Planning of delivery of training must integrate principles

of adult learning which:
 Motivate learners
 Build on existing knowledge/skills
 Assist learners
 Refer/relate to previous
experience/s
 Help learners develop
(Continued)
Slide 186
 ‘Explain’ rather than ‘impose’
 Help transfer of learning
 Are work-relevant
 Are ‘active’ rather than ‘passive’
 Match known learner styles or preferences
 Reflect what happens in the workplace
(Continued)
Slide 187
 Are safe and legally compliant
 Feature ‘practice’ and ‘reinforcement’
 Allow for and provide feedback
 Reduce barriers to learning
 Relate directly to Competency Standards
 Relate directly to the assessment to be applied
Slide 188
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
Slide 189
Scheduling of training = time-tabling:

 Refers to dates and times … but note:
• CBT is not time-based
• ‘Nominal Hours’ may not be provided

 Gives start and finish times – and often a venue
(Continued)
Slide 190
 May be conducted:
• Any time
• Any day
 Influenced by:
• Availability of resources &
learners/their preferences
• Public holidays
• Levels of trade at workplaces
Slide 191
Basic options for readying resources for training
delivery:
 Preparing and producing them yourself
 Revising or up-dating existing
materials
 Using things again which have
previously been used and found
to be effective
Slide 192
Essential requirements for trainer-produced resources:
 Must reflect individual student need
 Must address individual workplace need
 Must be current, comprehensive and accurate
 Must respond to identified special needs
 Must reflect requirements of the Competency Standard
 Must be created ‘within budget’
 Should be able to be re-used
Slide 193
Preparing chalk or white boards:
 Obtain and clean boards
 Write up content before class
arrives – cover (if required) so
they cannot see until required
 Obtain chalk or markers – make sure markers are for
white boards: do not use ‘Permanent’ markers
 Obtain dusters or other cleaning materials
Slide 194
Preparing to use OHPs:
 Obtain and position – get a spare globe
 Test run the projector – focus it
 Make sure required sheets have been prepared
 Have a Plan B in case OHP cannot
be used
 Practice using the projector
Slide 195
Further points on use of OHP:
 Colour can be used (different coloured OHP pens)
 ‘Fold out’ disclosures can be a feature
 Decide on ‘permanent’ or ‘non-permanent’ pens
 Frames can be used to prevent ‘curling’
 It is possible to photocopy onto acetate sheets
(Continued)
Slide 196
 May be hand-written directly on to acetate sheets
 Can be computer-generated, printed and then
photocopied onto acetate sheets
 Do not over-crowd each acetate sheet – use more
sheets with less information on each sheet
Slide 197
Using ‘actual things’:
 Very effective
 The ‘real thing’ should be used
whenever possible
 Creates excitement and
interests
 Acts as a good motivator
 Make sure you know all about the item/sample
Slide 198
Preparing/using projects and exercises:

 Useful as reinforcement and drill
 Should progress from ‘simple’ to ‘complex’
 Make sure you (as the Trainer) have answers to the
questions/exercises
 Must be relevant
(Continued)
Slide 199
 Use relevant terms, phrases, references and
abbreviations to give realism
 Use actual workplace documents
if possible
 Determine in advance if they will
be done as ‘individual’ or ‘group’
work
 Are useful as a way of giving rest
of class something to do when you are doing something
else with a student
Slide 200
Preparing/using videos/DVDs:
 There are some very good commercially-prepared ones
 Learn how to use the equipment competently
 Position screen/monitor so all can see it
 Cue it up before class arrives
 Make sure you have previewed it
 Consider preparing a Question Sheet to guide the class
as/after they view it
Slide 201
Plan and prepare for the delivery of
an ASEAN Competency Standard
‘Demonstrations’:
 Make sure all necessary items for the
demo are present and ready to use
 Check equipment works as
required/expected and is safe to use
 Consider preparing written instructions
to distribute to class to
illustrate/supplement the demo
Slide 202
Using ‘handouts’ for the training:

 Useful to make certain trainees have ‘got the facts’
 Many H/Os are computer-generated
 Consider using ‘skeletal’ handouts
 Keep language simple, appropriate
and factor in literacy skills of students
 Up-date them regularly as required
Slide 203
Using ‘Guest Speakers’:
 Can be very effective … or a disaster
 Provide a ‘new face’ for trainees
 Trainees generally learn well from them
(Continued)
Slide 204
 Can be sourced from inside the Training
Provider, industry generally or a specific
workplace or a government agency
 They are a legitimate way of delivering training
 Lots of planning, organisation and liaison
required to make Guest Speakers work
effectively
 They should be introduced, allowed to
talk/demonstrate and a ‘Q&A’ session should
be included
Slide 205
Options for acquiring training resources:
 Buy them
 Ask suppliers to donate them – especially
suppliers/manufacturers who supply industry
 Request donation/loan from industry
 Share with others
 Seek government funding
Slide 206
Organising the physical environment for training:
 Book the venue
 Make sure it is clean and ready for use
 Position tables, chairs and equipment
 Adjust AC if needed and if possible
(Continued)
Slide 207
 Lights are working
 Video/DVDs have been cued
 Noise and distractions minimised
 Catering organised
 Required resources have been checked and ready to
use (as ordered for the session)
Slide 208
If delivering a session in a new venue or off-site:
 Find out what they have available there is terms of
resources and equipment
 Determine where the basics are – switches, lights,
emergency exits, projection equipment, screens and
monitors
 Get a ‘feel’ for the area or room
 Never assume what you want will be there –
even if you asked for it to be provided
Slide 209
Conduct training of an ASEAN
Competency Standard
When delivering training the plans must be followed to:
 Give you confidence in what you are doing
 Enable set-up of the training venue as required
 Give optimum benefit to students
 Ensure training is delivered on time and within budget
(Continued)
Slide 210
Competency Standard
 Make sure all required content is covered

 Make proper and efficient use of all resources
ordered for the training
 Arrangements made with other people in
relation to training can be honoured
Slide 211
Competency Standard
It is important to note:
 There will ALWAYS be times when following the plan is
not possible
 There will always be unexpected
and unplanned issues which will
impact on training delivery
 Action will need to be taken to
accommodate these situations
Slide 212
Competency Standard
Issues which can impact training

delivery:
 Late arrival (or non-arrival) of learners
 Equipment breakdown or power failure
 Learners having difficulty with the
content being presented
 Plans not working or otherwise not
being able to be implemented
Slide 213
Competency Standard
Responding to issues arising:
 Action must always be taken when a
situation is identified – it should never
be ignored
 Take whatever action can be taken
before the next session – never leave
things to the ‘Evaluation’ stage
 A combination of approaches is usually
needed – see next slide
Slide 214
Competency Standard
Action to address issues:

 Spend time with students out-of-class
 Schedule another training session
 Adjust subsequent plans:
• Change proposed delivery methods and strategies
• Revise content to be provided
Slide 215
Competency Standard
Use of TG in training delivery:

 Is very limited – it is more of a planning document
 Can be used to remind of CBT requirements and various
training options
 Provides copy of the Competency Standard for reference
purposes
 Gives instructions on using PPTs
Slide 216
Competency Standard
Use of TM in training delivery – Session 1:
 Distribute to class and advise it is theirs to keep
 Allow time for them to skim through it
 Explain basics of CBT and CBA
 Discuss contents and use of the TM as a training and

assessment resource
 Present and explain Glossary
 Highlight ‘Recommended Reading’ section
Slide 217
Competency Standard
On-going use of TM in training delivery:

 As sole reference
 To support PPTs
 For private study out-of-class
 Encourage completion and return of ‘Trainee Evaluation
Sheets’
Slide 218
Competency Standard
Background to use of PPTs:
 Provided for all Competency Standards
 Their use is not mandatory
 Can choose to use some or none
 Can add to or change the slides
Slide 219
Competency Standard
Prior to training if using PPT slides:
 Obtain copy of slide presentation
 Pre-read and preview the slides
 Liaise with Assessor regarding
assessment for the unit
(Continued)
Slide 220
Competency Standard
 Take whatever action is needed to enable selected
Classroom Activities to be used
 Obtain data projector, screen and pointer
 Practice using the data projector to gain competency
Slide 221
Competency Standard
Using the slide presentation in training:
 Arrive early and set up the presentation so it is ready to
use when needed
 Screen selected slides:
• In correct required order
• Including additional slides as required
• Verbally expanding on each one
Slide 222
Competency Standard
Classroom Activities vary between Units but can

include:
 Discussions and group work
 Guest Speakers and excursions
 Handouts and internet research
 Demonstrations and practical work
 Role plays
Slide 223
Competency Standard
Use of ‘facilitation skills’ in training:
 Create a positive and comfortable environment
 Develop workplace-like atmosphere
 Involve and include the learners
in decisions
 Explain plans for training and
assessment
(Continued)
Slide 224
Competency Standard
 Identify ‘boundaries’ for the class
 Express expectations for the group
 Motivate the class
 Integrate industry information and
context into the training
 Engage and work with the students
(Continued)
Slide 225
Competency Standard
 Develop rapport and a good working relationship

 Monitor participation and interactions
 Intervene and act when required to
address issues
 Control the class
Slide 226
Competency Standard
‘Learner support’:
 Strong link between this and

‘facilitation skills’
 Is targetted at an individual
student rather then a group of
learners
Slide 227
Competency Standard
Ways to provide ‘learner support’:
 Determine individual characteristics – get to know the

students as unique individuals
 Prepare individual learning plans
 Provide extra one-on-one training
 Give regular feedback
 Liaise with external stakeholders regarding individual student

progress and/or issues
Slide 228
Competency Standard
In-class monitoring activities must include:
 Checking timing and pacing of delivery
 Observing and monitoring the learning
environment
 Watching interpersonal relationships
 Actively and deliberately controlling
the learning process
(Continued)
Slide 229
Competency Standard
 Determining the learning level of individual learners

 Assessing suitability of the training resources and
methods being used
 Seeking feedback from the learners about the delivery,
their needs, content and issues arising
Slide 230
Evaluate an ASEAN training delivery
After training deliver has finished many other things will

need to be undertaken to finalise the process such as
filling in documentation which may need to be completed:
 By the Trainer
 In conjunction with the Assessor
 After each session
 When each Unit has finished
Slide 231
Completed documents may need to be:

 Filed for future reference
 Shared with others
 Forwarded to designated others
for processing
Slide 232
Documentation which may need to be completed after

training could include:
 Budget-related documents
 Attendance rolls
 Staffing documentation
(Continued)
Slide 233
 Workplace training reports – required

by employers to provide information
about their employees
 Trainer reports – required by
Training Providers to supply
nominated internal information
and statistics
Slide 234
The evaluation process after training

should also address the following:
 The training environment where training
was conducted
 Resources used
 Personal approach and orientation of the
Trainer
 Content delivered
Slide 235
Evaluation:
 Must address ‘process’ and ‘product’
 Will benefit from using a variety of
evidence sources
 Should use techniques to secure
feedback which are appropriate to
the focus and topic of the evaluation
 May feature use of a Trainee Feedback Form
Slide 236
Evaluation may also be undertaken using:

 An ‘Observation Checklist’
 Self-evaluation and Reflection sheets
Slide 237
Trainers may also consider:

 Using Trainee Evaluation Sheets
 Keeping a personal journal/diary
 Asking for feedback from other trainers or ‘trusted
friends’ who will be honest but be sensitive
(Continued)
Slide 238
 Recording classes for later playback and analysis
 Asking a trusted colleague to sit in on a session
 Analysing results of assessments
 Asking trainee co-workers for their opinion of learner
progress and competency
Slide 239
Outcomes/findings of evaluations may require:

 A report to be written
 A talk to be given
 ‘Information sessions; to be held
 Small group sessions to be conducted
Slide 240
When implementing training of an ASEAN Competency

Standard:
 Recap the learning process
 Be familiar with competency standard
 Review the Competency Standard
 Identify, prepare and/or acquire resources required
(Continued)
Slide 241
 Select a mix of suitable training strategies
relevant to the Competency Standard
 Preview the Toolbox resources
 Establish delivery parameters
 Determine learner numbers and profiles
(Continued)
Slide 242
 Prepare a learning/training plan
 Develop a learning/training program
 Create sessions plans for every training

session
 Integrate adult learning principles into

training delivery/practice
(Continued)
Slide 243
 Organise the training environment
 Conduct training as planned but

remain flexible
 Use Toolbox resources to support

delivery as preferred/planned
(Continued)
Slide 244
 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
Slide 245

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Train the Trainer – ASEAN Master

1. Identify operational context

2. Identify the ASEAN Regional Qualifications Framework

3. Identify ASEAN toolbox resources

4. Implement training of an ASEAN Competency Standard

Assessment for this unit may include:

Performance Criteria for this Element are:

Rationale for MRA-TP:

 To ensure growth sustainability and greater

 Need to facilitate movement of skilled labour

 Facilitate mobility of Tourism Professionals

 Encourage exchange of information on best practices in

 Provide opportunities for cooperation and capacity building

Recognition and Eligibility of Foreign Tourism

 The eligibility to work in a country will be subject to

 To be recognised individuals will need to possess a valid

William Angliss Institute has:

 Produced a Qualifications Framework

 Wrote Competency Standards

 Developed Packaging Rules

William Angliss Institute:

and in many overseas countries

MRA-TP model consists of:

Common ASEAN Tourism Curriculum (CATC):

 Is the approved common curriculum for ASEAN Tourism

 Concept is founded upon a number of initiatives,

 Is linked to the Regional Qualifications Framework and

 Founded on six Labour Divisions – Front Office,

 Supports and contributes to the development of a

Regional Qualifications Framework and Skills Recognition

 Is the overriding educational framework for the ASEAN

 Comprises 52 qualifications from Certificate II to Advanced

 Based on 242 units

The nature and formulation of the RQFSRS means:

 Focus on user needs

 Flexibility in choice of units

 Movement is possible between qualifications

 Entry available at any level

 QA is assured across countries

ASEAN Common Competency Standards for Tourism

 Are ‘blueprints’ which support implementation of

 Are minimum requirements

 Provide guidance on skills, knowledge, and attitudes

The National Tourism Professional Board (NTPB):

 Refers to the Board for Tourism Professionals composed of

 Has the function of quality control of the education and

 Create awareness and disseminate information about this the

 Promote, update, maintain, and monitor the ACCSTP and the

 Facilitate the exchange of information concerning assessment

 Report its work progress to the ASEAN NTOs

 Formulate and update necessary mechanisms to enable

 Facilitate exchange of best practices

 Such other functions and responsibilities that may be

Tourism Professionals Certification Board:

 Every AMS will have a TPCB

 One of the primary functions of the TPCB is to manage the

ASEAN Tourism Professionals Registration System:

 Is a web-based facility, designed to register and

 Serves as a job-matching platform

ASEAN Tourism Professional Monitoring Committee

 Has oversight of the overall MRA-TP system

 Consists of ASEAN NTOs and appointed

 Create awareness and disseminate information about the