Train the Trainer ASEAN National Trainer. NTA 1 Trainee Manual

Transcription

1 Train the Trainer ASEAN National Trainer NTA 1

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3 Train the Trainer ASEAN National Trainer NTA 1

4 Project Base William Angliss Institute of TAFE 555 La Trobe Street Melbourne 3000 Victoria Telephone: (03) Facsimile: (03) Acknowledgements Project Director: Project Manager Chief Writer: Subject Writer: Editor: DTP/Production: Wayne Crosbie Jim Irwin Alan Hickman Alan Hickman Jim Irwin Daniel Chee, Mai Vu, Cindy Curran The Association of Southeast Asian Nations (ASEAN) was established on 8 August 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: 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) 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: File name: TM_Train_the_trainer_ASEAN_national_trainer_draft_190115

5 Table of contents Introduction to trainee manual... 1 Unit descriptor... 3 Assessment matrix... 5 Glossary... 7 Element 1: Describe essentials of vocational training delivery using ASEAN Toolboxes... 9 Element 2: Implement training of an ASEAN Competency Standard Presentation of written work Recommended reading Trainee evaluation sheet Trainee self-assessment checklist

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7 Introduction to trainee manual Introduction to trainee manual To the Trainee Congratulations on joining this course. This 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 elements: A 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 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 1

8 Introduction to trainee manual 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 under the heading Unit Descriptor. The unit descriptor describes the content of the unit you will be studying in the 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 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. 2

9 Unit descriptor Unit descriptor This unit deals with the skills and knowledge required to Train the Trainer ASEAN National Trainer in a range of settings within the travel industries workplace context. Unit Code: NTA 1 Nominal Hours: 50 Element 1: Describe essentials of vocational training delivery using ASEAN Toolboxes Performance Criteria 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 Element 2: Implement training of an ASEAN Competency Standard Performance Criteria 2.1 Plan and prepare for delivery of an ASEAN Competency Standard 2.2 Conduct training of an ASEAN Competency Standard 2.3 Evaluate ASEAN training delivery 3

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11 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 (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 Projects Written Questions Oral Questions 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 , , Describe components of an ASEAN Toolbox Element 2: Implement training of an ASEAN Competency Standard 2.1 Plan and prepare for delivery of an ASEAN Competency Standard 2.2 Conduct training of an ASEAN Competency Standard Evaluate ASEAN training delivery , 50,

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13 Glossary Glossary Term AADCP ACCSTP AM AMS AQEM ASEAN ASEC ATPMC ATPRS ATFTMD C CATC CBA CBT Co-requisite unit DTP ITAB MRA NCVER NYC Explanation ASEAN Australia Development Cooperation Program ASEAN Common Competency Standards for Tourism Professionals Assessor Manual ASEAN Member States ASEAN Qualifications Equivalence Matrix Association of Southeast Asian Nations ASEAN Secretariat ASEAN Tourism Professionals Monitoring Committee ASEAN Tourism Professional Registration System ASEAN Task Force on Tourism Manpower Development Competent (as opposed to NYC) Common ASEAN Tourism Curriculum Competency Based Assessment Competency Based Training A unit which must be undertaken at the same time another unit is being undertaken Desk-top publishing Industry Training Advisory Board Mutual Recognition Arrangement National Centre for Vocational Education Research Not Yet Competent 7

14 Glossary Term OHP PPT Pre-requisite unit RCC RPL RQFSRS RTO TAFE TG TM TPCB VAP WAI Explanation Overhead Projector PowerPoint presentation/slides Mandatory unit which must be completed before another unit is undertaken Recognition of Current Competencies Recognition of Prior Learning Regional Qualifications Framework and Skills Recognition System Registered Training Organisation Technical and Further Education Trainer Guide Tourism Professional Certification Board Vientiane Action Plan William Angliss Institute 8

15 Describe essentials of vocational training delivery using ASEAN Toolboxes Element 1: Describe essentials of vocational training delivery using ASEAN Toolboxes 1.1 Identify and describe elements underpinning the Toolbox project Introduction The program for training of National Trainers and National Assessors flows from the program for training of Master Trainers and Master Assessors and a series of earlier related projects. This section discusses the history and development of ASEAN vocational training for this initiative by providing context and presenting and defining a range of component elements comprising the Toolbox project. 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 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. 9

16 Describe essentials of vocational training delivery using ASEAN Toolboxes 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). Acting on this understanding ASEAN Tourism Ministers decided to launch a project to establish a Common ASEAN Tourism Curriculum (CATC) [see below] 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 ( ) is to build on work already done in the development of the Common ASEAN Tourism Curriculum (CATC see below). Initial products developed William Angliss Institute (WAI) initially: Produced a Qualifications Framework Wrote Competency Standards for Units within the Qualifications Framework. Developed Packaging Rules to guide the way Qualifications are created to reflect the needs of: Individual students Industry Training providers. 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 multiple countries across the world 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. 10

17 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. Subsequent action In addition to curriculum, Toolboxes, Master and National 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. 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 Key outputs from the project were The design and development of a 5-level RQFSRS (see below) 11

18 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. 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. 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. 12

19 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. 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 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: 13

20 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 Food and Beverage Service F&B Director F&B Outlet Manager Head Waiter Bartender Waiter Travel Agencies General Manager Assistant General Manager Senior Travel Consultant Travel Consultant Tour Operation Product Manager Sales and Marketing Manager Credit Manager Ticketing Manager Tour Manager. 14

21 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. 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). 15

22 Describe essentials of vocational training delivery using ASEAN Toolboxes 1.2 Define Competency Based Training and Competency Based Assessment 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. 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. 16

23 Describe essentials of vocational training delivery using ASEAN Toolboxes Benefits of Competency Based Training In relation to CBT: It is an approach to vocational (work) education and training that places emphasis on what a person can do or is required to do in the workplace. It is not time based Participants achievements are measured against Competency Standards rather than against the achievement of other learners For a person to be assessed competent they need to demonstrate the ability to perform tasks and duties to the standard expected in employment CBT focuses on the development of skills, knowledge and attitudes required to achieve the competency standard It is industry relevant. 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. Competency Based Assessment 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 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. 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. 17

24 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 Validity - assessment: Must assess the range of skills and knowledge needed to demonstrate competency Be based on evidence drawn from a number of occasions. 18

25 Describe essentials of vocational training delivery using ASEAN Toolboxes Evidence rules Evidence/proof which is captured and used as the basis for making the 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: Enough to enable the Competent / Not Yet Competent decision to be made 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. 19

26 Describe essentials of vocational training delivery using ASEAN Toolboxes 1.3 Characterise role of ASEAN trainers and assessors Introduction In order to fully appreciate the position of a Trainer and Assessors it is necessary to understand their roles and responsibilities. This section details the function and duties/tasks of ASEAN Trainers and Assessors. Roles and responsibilities of Trainers 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 20

27 Describe essentials of vocational training delivery using ASEAN Toolboxes Conducting instruction and demonstration delivering training, including: Following the learning program and/or delivery plan to cover all learning objectives Briefing learners on any health, safety and welfare procedures and requirements prior to and during training Using appropriate delivery techniques to structure, pace and enhance learning Applying coaching techniques to assist learning Using communication skills to provide information, instruct learners and demonstrate relevant work skills Providing opportunities for practice during instruction and through work activities Checking student/learner performance observing progress through: Using measures to ensure learners are acquiring and can use new technical/generic skills and knowledge Monitoring learner progress and outcomes in consultation with learner Reviewing relationship between the trainer/coach and the learner and adjust to suit learner needs Reviewing personal training performance and finalising documentation in terms of: Reflecting upon personal performance in providing instruction and demonstration Documenting strategies for improvement Maintaining, storing and securing learner records according to organisational and legal requirements. Growing training expertise through further training and by engaging with new and varied training experiences. Liaising with Assessors. Roles and responsibilities of Assessors The common roles and responsibilities of an Assessor 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 Assessors Being responsible to their students in terms of: Applying themselves to their work: Diligently Honestly Fairly Making quality assessment of vocational training a constant objective and predominant priority 21

28 Describe essentials of vocational training delivery using ASEAN Toolboxes Organising assessment of candidates planning and preparing for assessments by: Reading and digesting the Competency Standard for the Unit to be assessed in order to gain an appreciation of: Content in terms of Elements and Performance Criteria The stated Assessment Guide Critical Aspects of Assessment Context of Assessment Options provided under Assessment Methods Gathering information about candidate characteristics in order to determine special needs characteristics which need to be accommodated as part of the assessment process Confirming a safe environment for the conduct of all assessment activities Liaising with the Trainer to: Determine the content the Trainer is delivering to help serve as a basis for determining competency of candidates Time-table/schedule planned assessments to integrate with training delivery plans Discuss and confirm planned assessment activities are valid and appropriate to the content being delivered Liaising and communicating with other Assessors to: Learn from their activities and initiatives Schedule assessment activities to accommodate their needs where there is the potential for a clash of assessment activities, or the potential to benefit from coordinating/combining assessment tasks Accessing, obtaining, preparing and/or and reviewing relevant assessment resources and assessment materials for suitability and relevance, and seeking assistance to interpret contextual application if required to ensure assessment aligns with actual training delivery Organising access to necessary equipment or physical resources required by the candidate/s in order for them to undertake identified assessment Preparing for every assessment session and item without exception Notifying candidates of details regarding their planned assessment in terms of dates, start times, venues/locations, duration and assessment requirements and criteria Conducting assessments undertaking/applying assessments as planned, including: Following the assessment plan/s developed for assessing each candidate for every Competency Standard to be assessed Briefing candidates on requirements for the assessments they are about to undertake ensuring they are perfectly aware of what they are required to so and fully understand all parameters and/or criteria and standards (for example: time limits, materials available, finished product descriptors) which apply 22

29 Describe essentials of vocational training delivery using ASEAN Toolboxes Ensuring the actual assessments reflect: What the candidates were told to expect What the candidates were taught by their Trainers Using appropriate assessment techniques according to the nature and content of each Competency Standard to obtain necessary evidence to enable the C or NYC decision to be made Applying suitable techniques during assessments to encourage, motivate and support the candidate Using clear and appropriate communication skills to provide information to and instruct candidates, as required, throughout the assessment activities Providing and organising further/additional opportunities for candidates to be assessed when their initial assessment resulted in a NYC decision Liaising with Trainers after a candidate achieves a NYC outcome to assist with determining extra training which needs to be provided to facilitate a successful subsequent assessment event Maintaining assessment records in keeping with internal requirements and such that they will accurately reflect the outcomes/results achieved by each candidate for every assessment item/activity for each Competency Standard assessed. Reviewing personal assessment performance and finalising documentation in terms of: Reflecting upon personal performance in planning for and conducing assessments Documenting strategies for improvement to assessments Maintaining, storing and securing candidate outcomes, results and records according to organisational and legal requirements. Growing personal assessment expertise through further training and by engaging with new and varied assessment experiences. 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 23

30 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. 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/match identified employer, industry or workplace need and the Assessor needs to adjust their assessment to accommodate this There will often be situations where the Trainer and the Assessor need to use the same equipment, resources and/or space so they need to organise or negotiate a mutually satisfactory outcome to this which does not disadvantage the learner/candidate There needs to be feedback between the Trainer and the Assessor for example: The Assessor can advise the Trainer of areas (topics, Elements, Performance Criteria) where students have not performed well and this information can cause the Trainer to revise their approach to this content in the future The Assessor needs to communicate the outcomes of assessments with the Trainer so the Trainer can: Update their training records Determine follow-up action required to convert NYC outcomes to 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. 24

31 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 Describe essentials of vocational training delivery using ASEAN Toolboxes Sometimes contact every week is sufficient; sometimes it is required on a daily basis; sometimes it is necessary several times per day Most problems in the relationship have their roots in failing to do this Communication may be via , phone or in-person/face-to-face Face-to-face contact is always the most effective and mutually beneficial Setting a meeting schedule this means planning times, dates and venues for meetings in advance When these times/dates have been set they must be a priority for both parties to honour Not attending scheduled meetings immediately de-values the relationship and damages the bond which needs to be fostered Sharing information a full and open sharing of information (with attention paid to being sensitive and supportive when the need to be so arises) is another critical factor in a positive relationship This approach not only builds trust but helps give a reason for and purpose to the meetings, exchanges and the overall relationship Having an open door policy in relation to working cooperatively with the other person this means: Being prepared to take unscheduled telephone calls Being ready to respond promptly to unexpected s Being prepared to attend unplanned meetings to discuss and/or resolve issues arising Acknowledging what the other person does by verbally and sincerely thanking and complimenting them on their work as opposed to ignoring their effort and taking for granted all the good things they do. 25

32 Describe essentials of vocational training delivery using ASEAN Toolboxes 1.4 Detail structure of vocational training using ASEAN Toolboxes Introduction In order to effectively implement the Common ASEAN Tourism Curriculum there is a need to know the component elements of vocational training provided for using the ASEAN Toolboxes. Tis section identifies the Labour Divisions to which the Toolboxes apply, presents Unit Titles for which Toolboxes have been developed, lists and describes the qualifications available under the ASEAN Regional Qualifications Framework and Skills Recognition System and explains the Packaging Rules to develop ASEAN qualifications. Labour Divisions The Project to develop Toolboxes was tightly focussed on identified industry need deemed important to all ASEAN Member States. 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 Food and Beverage Service Front Office Housekeeping Tour Operation Travel Agencies. 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 26

33 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 This Labour Division addresses competencies relating to: Safe food and beverage handling Workplace health and safety First aid Product knowledge Drinks preparation Service of food and beverages Customer relations Bar and dining facility operations Cleaning Business and staff management English language. Front Office This Labour Division addresses competencies relating to: Describe essentials of vocational training delivery using ASEAN Toolboxes Product knowledge Workplace health and safety First aid Customer relations and service Communication skills Bookings and reservations management Night audit Business and staff management English language. 27

34 Describe essentials of vocational training delivery using ASEAN Toolboxes Housekeeping This Labour Division addresses competencies relating to: Product knowledge Workplace health and safety First aid Customer relations and service Communication skills Room preparation, service and cleaning Valet Laundry Security Business and staff management English language. Tour Operation This Labour Division addresses competencies relating to: Product knowledge Workplace health and safety First aid Customer relations and service Communication skills 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 Business and staff management English language. 28

35 Describe essentials of vocational training delivery using ASEAN Toolboxes Travel Agencies This Labour Division addresses competencies relating to: Product knowledge Workplace health and safety First aid Customer relations and service Communication skills Processing bookings/reservations Billing and settlement plans Information management Domestic and international ticketing Marketing and sales Business and staff management English language. Unit Titles A total of 242 Toolboxes (plus one for Master Trainer, one for Master Assessor, and one for National Trainer and one for National Assessor) have been developed. The list below shows: Names of each Unit The Labour Divisions to which each Unit applies: FP = Food Production FB = Food and Beverage 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. 29

36 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 utensils X X 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 health and safety 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 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 30

37 Describe essentials of vocational training delivery using ASEAN Toolboxes UNIT NAME FP FB FO HK TA TO 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 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 requirements X 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 products X 50. Present desserts X 51. Prepare and present gateaux, torten and cakes X 52. Prepare and produce cakes and pastries X 31

38 Describe essentials of vocational training delivery using ASEAN Toolboxes UNIT NAME FP FB FO HK TA TO 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 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 sales X X X X X X 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 32

39 Describe essentials of vocational training delivery using ASEAN Toolboxes UNIT NAME FP FB FO HK TA TO 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 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 system X X X X 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 33

40 Describe essentials of vocational training delivery using ASEAN Toolboxes UNIT NAME FP FB FO HK TA TO 99. Lead and manage people X X X X 100. Manage legal requirements for business compliance X X X X X X 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 colleagues X X X X 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 111. Start conversations and develop good relations with X X X X guests 112. Communicate in English on a telephone X X X X 113. Use oral English to convey a complex exchange of X X X X 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 34

41 Describe essentials of vocational training delivery using ASEAN Toolboxes UNIT NAME FP FB FO HK TA TO 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 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 workplace X X X X X 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 35

42 Describe essentials of vocational training delivery using ASEAN Toolboxes UNIT NAME FP FB FO HK TA TO 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 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 services X X 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 excursions) X 36

43 Describe essentials of vocational training delivery using ASEAN Toolboxes UNIT NAME FP FB FO HK TA TO 172. Demonstrate/observe respect for indigenous cultures X 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 experience X 178. Plan, develop and evaluate interpretive activities X 179. Plan, trial and implement minimal impact operations X 180. Prepare and present tour commentaries X 181. Provide arrival and departure assistance X 182. Research and share information on indigenous X cultures 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 activities X 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 working X condition 194. Operate tours in remote areas X 37

44 Describe essentials of vocational training delivery using ASEAN Toolboxes UNIT NAME FP FB FO HK TA TO 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 marketing X X materials 202. Create, implement and evaluate strategic product X X initiatives 203. Develop and monitor culturally appropriate tourism X X activity 204. Develop conference programs X X 205. Develop host community awareness programs X X 206. Develop, implement and evaluate regional tourism X X plans 207. Develop, implement and evaluate sponsorship plans X X 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 and projects X X 38

45 Describe essentials of vocational training delivery using ASEAN Toolboxes UNIT NAME FP FB FO HK TA TO 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 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 level X X 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 reports X X X X 39

46 Describe essentials of vocational training delivery using ASEAN Toolboxes UNIT NAME FP FB FO HK TA TO 241. Perform child protection duties relevant to the tourism industry 242. Develop protective environments for children in tourism destinations X X X X X X X X X X X X Clusters Clusters form the basis of determining which Units/Competency Standards can be used when applying the Packaging Rules to create/develop a qualification which meets the needs of the individual student and aligns with the requirements of the Qualifications Framework. Each of the 242 Units has been allocated into one or more Clusters within three Competency Standards Menus. Where a Unit/Competency Standard has more than one Unit Number this means it has been listed in more than one Cluster. 40

47 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 D2.TCC.CL1.02 D2.TCC.CL1.03 D2.TCC.CL1.04 D2.TCC.CL1.05 D2.TCC.CL1.06 D2.TCC.CL1.07 D2.TCC.CL1.08 D2.TCC.CL1.09 D2.TCC.CL1.10 D2.TCC.CL1.11 D2.TCC.CL1.12 D2.TCC.CL1.13 D2.TCC.CL1.14 D2.TCC.CL1.15 D2.TCC.CL1.16 Work effectively with customers and colleagues Work in a socially diverse environment Implement occupational health and safety procedures Follow safety and security procedures Communicate effectively on the telephone Manage and resolve conflict situations Develop and update tourism industry knowledge Promote products and services to customers Perform clerical procedures Access and retrieve computer-based data Speak English at a basic operational level Process financial transactions Use common business tools and technology Perform child protection duties relevant to the tourism industry Perform basic First Aid procedures Develop protective environments for children in tourism destinations 41

48 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 2 Travel Agency - Ticketing D2.TTA.CL2.01 D2.TTA.CL2.02 plan D2.TTA.CL2.03 procedures D2.TTA.CL2.04 D2.TTA.CL2.05 D2.TTA.CL2.06 D2.TTA.CL2.07 D2.TTA.CL2.08 D2.TTA.CL2.09 D2.TTA.CL2.10 D2.TTA.CL2.11 D2.TTA.CL2.12 D2.TTA.CL2.13 D2.TTA.CL2.14 D2.TTA.CL2.15 D2.TTA.CL2.16 D2.TTA.CL2.17 D2.TTA.CL2.18 D2.TTA.CL2.19 Access and interpret information Administer a billing and settlement Apply advance airfare rules and Book and co-ordinate supplier services Construct and ticket a non-air travel plan Construct and ticket domestic airfares Construct and ticket promotional international airfares Construct and ticket regular international airfares Co-ordinate marketing and promotional activities Create promotional display stand Develop and update local knowledge Maintain product information inventory Operate a computerised reservation system Operate an automated information system Produce travel documentation on a computer Prepare quotations Receive and process a reservation Source and package tourism products and services Source and provide destination information and advice 42

49 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 3 Tour Guide Services D2.TTG.CL3.01 D2.TTG.CL3.02 D2.TTG.CL3.03 D2.TTG.CL3.04 D2.TTG.CL3.05 D2.TTG.CL3.06 D2.TTG.CL3.07 D2.TTG.CL3.08 D2.TTG.CL3.09 D2.TTG.CL3.10 D2.TTG.CL3.11 D2.TTG.CL3.12 D2.TTG.CL3.13 D2.TTG.CL3.14 D2.TTG.CL3.15 D2.TTG.CL3.16 D2.TTG.CL3.17 D2.TTG.CL3.18 D2.TTG.CL3.19 Work as a tour guide Allocate tour resources Conduct interpretive activities in the field Conduct pre-departure checks Co-ordinate and operate a day-tour (or short excursions) Demonstrate/observe respect for indigenous cultures Develop and co-ordinate appropriate cultural tourism activity Develop and maintain local general knowledge Drive various types of service vehicles Establish and maintain a safe and secure workplace Establish and maintain safe touring conditions Lead tour groups in a responsible manner Maintain contacts with handling agents Manage and facilitate an extended tour experience Plan, develop and evaluate interpretive activities Plan, trial and implement minimal impact operations Prepare and present tour commentaries Provide arrival and departure assistance Research and share information on indigenous cultures 43

50 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 4 Tour Operations D2.TTO.CL4.01 D2.TTO.CL4.02 D2.TTO.CL4.03 D2.TTO.CL4.04 D2.TTO.CL4.05 D2.TTO.CL4.06 D2.TTO.CL4.07 D2.TTO.CL4.08 D2.TTO.CL4.09 D2.TTO.CL4.10 D2.TTO.CL4.11 D2.TTO.CL4.12 D2.TTO.CL4.13 D2.TTO.CL4.14 D2.TTO.CL4.15 D2.TTO.CL4.16 D2.TTO.CL4.17 D2.TTO.CL4.18 Allocate tour resources Carry out vehicle maintenance or minor repairs Clean premises and equipment Conduct pre-departure checks Demonstrate climbing skills at a basic level Develop and implement operational plans Develop interpretive content for eco-tourism activities Drive large tour buses or coaches Manage and execute a detailed tour itinerary Comply with workplace hygiene procedures Manage operational risk Monitor tourism operations Maintain tourism vehicles in safe and clean operational condition Operate and maintain a 4WD vehicle in safe working condition Operate tours in remote areas Set up and operate a camp site Plan and implement package sales activities Provide camp site catering 44

51 Cluster 5 Customer Service, Sales and Marketing Describe essentials of vocational training delivery using ASEAN Toolboxes D2.TCS.CL5.01 D2.TCS.CL5.02 D2.TCS.CL5.03 D2.TCS.CL5.04 D2.TCS.CL5.05 D2.TCS.CL5.06 D2.TCS.CL5.07 D2.TCS.CL5.08 D2.TCS.CL5.09 D2.TCS.CL5.10 D2.TCS.CL5.11 D2.TCS.CL5.12 D2.TCS.CL5.13 D2.TCS.CL5.14 D2.TCS.CL5.15 D2.TCS.CL5.16 D2.TCS.CL5.17 D2.TCS.CL5.18 D2.TCS.CL5.19 D2.TCS.CL5.20 D2.TCS.CL5.21 D2.TCS.CL5.22 D2.TCS.CL5.23 Apply point of sale handling techniques Assess and plan tourism opportunities for local communities Build and maintain a team approach to service delivery Develop and update tourism industry knowledge Construct and apply tourism product research Co-ordinate marketing activities Co-ordinate production of brochures and marketing materials Create, implement and evaluate strategic product initiatives Develop and monitor culturally appropriate tourism activity Develop conference programs Develop host community awareness programs Develop, implement and evaluate regional tourism plans Develop, implement and evaluate sponsorship plans Develop, manage and evaluate local marketing strategies Develop/monitor ecologically sustainable tourism operations Establish and maintain a business relationship Implement/monitor event management systems and procedures Manage quality customer service Plan and implement sales activities Prepare and deliver presentations Prepare and submit quotations Promote tourism products and services Source and package tourism products and service 45

52 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 6 General Administration D2.TGA.CL6.01 D2.TGA.CL6.02 D2.TGA.CL6.03 D2.TGA.CL6.04 D2.TGA.CL6.05 D2.TGA.CL6.06 D2.TGA.CL6.07 D2.TGA.CL6.08 D2.TGA.CL6.09 D2.TGA.CL6.10 D2.TGA.CL6.11 D2.TGA.CL6.12 D2.TGA.CL6.13 Create and update a tourism website Design computer documents, reports and worksheets Manage and monitor tourism programs and projects Manage, control and order stock Minimize theft Operate an automated information system Organise and coordinate meetings Plan and establish systems and procedures Prepare business documents Produce documents on a computer Receive and store stock Cluster 7 Financial Administration D2.TFA.CL7.01 D2.TFA.CL7.02 D2.TFA.CL7.03 D2.TFA.CL7.04 D2.TFA.CL7.05 D2.TFA.CL7.06 Source and present information Develop and implement operational policies Audit financial procedures Interpret financial statements and reports Maintain a secure financial accounting system Manage contractual agreements/commitments Manage and control operational costs Prepare financial statements Cluster 8 Human Resource Development D2.TRD.CL8.01 D2.TRD.CL8.02 D2.TRD.CL8.03 D2.TRD.CL8.04 D2.TRD.CL8.05 D2.TRD.CL8.06 D2.TRD.CL8.07 D2.TRD.CL8.08 D2.TRD.CL8.09 D2.TRD.CL8.10 Analyse competency requirements Coach others in job skills Conduct an individual performance assessment Deliver training sessions Design and establish a training system Design training courses Develop assessment tools and procedures Establish a performance assessment system Implement a staff performance assessment plan Implement a training and development program 46

53 D2.TRD.CL8.11 D2.TRD.CL8.12 D2.TRD.CL8.13 D2.TRD.CL8.14 D2.TRD.CL8.15 Cluster 9 Resource Management D2.TRM.CL9.01 D2.TRM.CL9.02 D2.TRM.CL9.03 D2.TRM.CL9.04 D2.TRM.CL9.05 D2.TRM.CL9.06 D2.TRM.CL9.07 D2.TRM.CL9.08 D2.TRM.CL9.09 D2.TRM.CL9.10 D2.TRM.CL9.11 D2.TRM.CL9.12 D2.TRM.CL9.13 D2.TRM.CL9.14 D2.TRM.CL9.15 D2.TRM.CL9.16 D2.TRM.CL9.17 D2.TRM.CL9.18 D2.TRM.CL9.19 D2.TRM.CL9.20 Describe essentials of vocational training delivery using ASEAN Toolboxes Monitor and evaluate a training and development program Plan and promote a training program Review performance assessment outcomes Review training outcomes Train selected small groups Apply industry standards to team supervision Develop and implement a business plan Develop and manage business strategies Lead and manage a development team Lead and manage people Maintain legal knowledge required for business compliance Manage and purchase stocks Manage financial operations within a budget Manage innovative tourism projects and programs Manage physical assets and infrastructure Manage quality customer service Manage workplace diversity Manage and maintain effective workplace relations Manage and maintain an operational computer system Monitor staff performance Monitor work operations Prepare and monitor budgets Provide mentoring support to business colleagues Recruit and select staff Roster staff Cluster 10 English Language Proficiency D2.LAN.CL10.01 D2.LAN.CL10.02 D2.LAN.CL10.03 D2.LAN.CL10.04 Read and write English at a basic operational level Use English at a supervisory level Read and write English at a supervisory level Read and write English at an advanced level 47

54 Describe essentials of vocational training delivery using ASEAN Toolboxes Hotel Services (Restaurant Services) Competency Standards Menu Cluster 1 Restaurant Services - Common Core D1.HRS.CL1.01 D1.HRS.CL1.02 D1.HRS.CL1.03 D1.HRS.CL1.04 D1.HRS.CL1.05 D1.HRS.CL1.06 D1.HRS.CL1.07 D1.HRS.CL1.08 D1.HRS.CL1.09 D1.HRS.CL1.10 D1.HRS.CL1.11 D1.HRS.CL1.12 D1.HRS.CL1.13 D1.HRS.CL1.14 D1.HRS.CL1.15 D1.HRS.CL1.16 D1.HRS.CL1.17 D1.HRS.CL1.18 D1.HRS.CL1.19 D1.HRS.CL1.20 D1.HRS.CL1.21 Access and retrieve computerbased data Apply standard safety procedures for handling foodstuffs Clean and maintain kitchen equipment and utensils Communicate effectively on the telephone Comply with workplace hygiene procedures Develop and update local knowledge Implement occupational health and safety procedures Maintain hospitality industry knowledge Manage and resolve conflict situations Organise and prepare food products and services Perform clerical procedures Perform basic First Aid procedures Promote hospitality products and services Read and interpret basic instructions, directions and/or diagrams Receive and resolve customer complaints Receive and store kitchen supplies and food stock Speak English at a basic operational level Work effectively with colleagues and customers Work in a socially diverse environment Perform child protection duties relevant to the tourism industry Develop protective environments for children in tourism destinations 48

55 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 2 Commercial Cookery D1.HCC.CL2.01 D1.HCC.CL2.02 D1.HCC.CL2.03 D1.HCC.CL2.04 D1.HCC.CL2.05 D1.HCC.CL2.06 D1.HCC.CL2.07 D1.HCC.CL2.08 D1.HCC.CL2.09 D1.HCC.CL2.10 D1.HCC.CL2.11 D1.HCC.CL2.12 D1.HCC.CL2.13 D1.HCC.CL2.14 D1.HCC.CL2.15 D1.HCC.CL2.16 D1.HCC.CL2.17 D1.HCC.CL2.18 D1.HCC.CL2.19 D1.HCC.CL2.20 D1.HCC.CL2.21 Apply basic techniques of commercial cookery Establish and maintain quality control in food production Identify and prepare various meats Maintain strategies for safe storage of prepared foods Organise food service operations Plan and manage menu-based catering Plan, prepare and display a buffet service Prepare a variety of sandwiches Prepare and cook poultry and game meats Prepare and cook seafood Prepare and store food in a safe and hygienic manner Prepare appetizers and salads Prepare chocolate-based dishes and confectionery Prepare hot and cold dessert dishes Prepare portion-controlled meat cuts Prepare soups Cluster 3 Commercial Catering D1.HCA.CL3.01 D1.HCA.CL3.02 D1.HCA.CL3.03 D1.HCA.CL3.04 D1.HCA.CL3.05 D1.HCA.CL3.06 D1.HCA.CL3.07 Prepare stock and sauces Prepare vegetables, eggs and farinaceous dishes Present and display food products Select, prepare and serve special cuisines Select, prepare and serve various cheeses Apply catering control principles and procedures Design a concept for a major event or function Design meals to meet specific dietary or cultural needs Design meals to meet specific market requirements Operate a fast food outlet Prepare tenders for catering contracts Select catering systems 49

56 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 4 Patisserie D1.HPA.CL4.01 D1.HPA.CL4.02 D1.HPA.CL4.03 D1.HPA.CL4.04 D1.HPA.CL4.05 D1.HPA.CL4.06 D1.HPA.CL4.07 D1.HPA.CL4.08 D1.HPA.CL4.09 D1.HPA.CL4.10 Manage and operate a coffee shop Prepare and display petits fours Prepare and display sugar work Prepare and model marzipan Prepare and present chocolate goods Prepare and present desserts Cluster 5 Food And Beverage Service D1.HBS.CL5.01 D1.HBS.CL5.02 D1.HBS.CL5.03 D1.HBS.CL5.04 D1.HBS.CL5.05 D1.HBS.CL5.06 D1.HBS.CL5.07 D1.HBS.CL5.08 D1.HBS.CL5.09 D1.HBS.CL5.10 D1.HBS.CL5.11 D1.HBS.CL5.12 D1.HBS.CL5.13 D1.HBS.CL5.14 D1.HBS.CL5.15 D1.HBS.CL5.16 D1.HBS.CL5.17 Prepare and present gateaux, torten and cakes Prepare and produce cakes and pastries Prepare and produce yeast goods Prepare and bakery products for patisserie Clean and tidy bar and food service areas Develop and maintain food & beverage product knowledge Manage responsible service of alcohol Operate a bar facility Operate a cellar system Prepare and serve cocktails Prepare and serve non-alcoholic beverages Process liquor sales at a bar facility Provide a link between kitchen and service area Provide advice to patrons on food and beverage services Provide gueridon service Provide food and beverage services Provide room service Provide silver service Serve a range of wine products Take food orders and provide courteous table service Manage intoxicated persons 50

57 Cluster 6 Customer Service, Sales and Marketing D1.HCS.CL6.01 D1.HCS.CL6.02 D1.HCS.CL6.03 D1.HCS.CL6.04 D1.HCS.CL6.05 D1.HCS.CL6.06 D1.HCS.CL6.07 Cluster 7 General Administration D1.HGE.CL7.01 D1.HGE.CL7.02 D1.HGE.CL7.03 D1.HGE.CL7.04 D1.HGE.CL7.05 D1.HGE.CL7.06 D1.HGE.CL7.07 D1.HGE.CL7.08 D1.HGE.CL7.09 D1.HGE.CL7.10 D1.HGE.CL7.11 D1.HGE.CL7.12 D1.HGE.CL7.13 D1.HGE.CL7.14 Cluster 8 Financial Administration D1.HFI.CL8.01 D1.HFI.CL8.02 D1.HFI.CL8.03 D1.HFI.CL8.04 D1.HFI.CL8.05 D1.HFI.CL8.06 D1.HFI.CL8.07 D1.HFI.CL8.08 D1.HFI.CL8.09 Develop a marketing strategy and coordinate sales activities Establish and maintain a business relationship Maintain quality customer service Organise functions at a hotel or restaurant Describe essentials of vocational training delivery using ASEAN Toolboxes Develop and implement a business plan or campaign Prepare and deliver a marketing presentation Develop new products and services Design, prepare and present various types of reports Gather and present product information Maintain a paper-based filing and retrieval system Manage and implement small projects Monitor and maintain a business computer service Monitor, control and order new stock Plan and establish systems and procedures Plan, manage and conduct meetings Prepare business documents Produce various types of form documents on a computer Receive and securely store in-coming goods Use common business tools and technology Work cooperatively in a general administration environment Develop and implement operational policies Audit financial procedures Maintain financial standards and records Manage financial performance within a budget Manage payroll records Prepare and monitor operational budgets Prepare routine financial statements Process a financial transaction for services rendered Process transactions for purchase of goods and services Monitor catering revenue and costs 51

58 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 9 Human Resource Development D1.HRD.CL9.01 D1.HRD.CL9.02 D1.HRD.CL9.03 D1.HRD.CL9.04 D1.HRD.CL9.05 D1.HRD.CL9.06 D1.HRD.CL9.07 D1.HRD.CL9.08 D1.HRD.CL9.09 D1.HRD.CL9.10 D1.HRD.CL9.11 D1.HRD.CL9.12 Coach others in job skills Conduct staff performance assessment processes Conduct a training needs analysis Conduct training for a small group Develop performance assessment procedures Evaluate staff performance assessment Evaluate the effectiveness of an assessment system Manage an assessment system for training outcomes Monitor and evaluate the effectiveness of training outcomes Plan a staff performance review Plan and implement a series of training events Prepare and deliver training sessions Cluster 10 Management and Leadership D1.HML.CL10.01 D1.HML.CL10.02 D1.HML.CL10.03 D1.HML.CL10.04 D1.HML.CL10.05 D1.HML.CL10.06 D1.HML.CL10.07 D1.HML.CL10.08 D1.HML.CL10.09 D1.HML.CL10.10 D1.HML.CL10.11 D1.HML.CL10.12 D1.HML.CL10.13 D1.HML.CL10.14 D1.HML.CL10.15 D1.HML.CL10.16 Develop and supervise operational approaches Establish and maintain a safe working environment Lead and manage people Manage and maintain a computer system/network Manage legal requirements for business compliance Manage physical assets and infrastructure Manage quality customer/guest services Manage special events Manage stock purchases and inventory Manage the effective use of human resources Monitor and manage workplace relations and diversity Monitor routine workplace operations Monitor staff performance Provide professional support to business colleagues Recruit and select staff Roster staff 52

59 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 10/11 English Language Proficiency Speaking and Listening D1.LAN.CL10.01 D1.LAN.CL10.02 D1.LAN.CL10.03 D1.LAN.CL10.04 D1.LAN.CL10.05 D1.LAN.CL10.06 D1.LAN.CL10.07 Reading D1.LAN.CL10.08 D1.LAN.CL10.09 Writing D1.LAN.CL10.10 D1.LAN.CL10.11 Converse in English at a basic operational level Respond effectively to instructions given in English Start conversations and develop good relations with guests Communicate effectively in English on a telephone Use oral English to convey a complex exchange of ideas Deliver a short oral presentation in English Read and write English at an advanced level Read and interpret basic instructions, directions and/or diagrams Read general information texts or media Write a short message in English Prepare a business letter in advanced English 53

60 Describe essentials of vocational training delivery using ASEAN Toolboxes Hotel Services (Front Office and Housekeeping) Competency Standards Menu Cluster 1 Common Core Competencies D1.HOT.CL1.01 D1.HOT.CL1.02 D1.HOT.CL1.03 D1.HOT.CL1.04 D1.HOT.CL1.05 D1.HOT.CL1.06 D1.LAN.CL1.01 D1.HOT.CL1.07 D1.HOT.CL1.08 D1.HOT.CL1.09 D1.HOT.CL1.10 D1.HOT.CL1.11 D1.HOT.CL1.12 D1.HOT.CL1.13 D1.HOT.CL1.14 Cluster 2 Hotel Front Office D1.HFO.CL2.01 D1.HFO.CL2.02 D1.HFO.CL2.03 D1.HFO.CL2.04 D1.HFO.CL2.05 D1.HFO.CL2.06 D1.HFO.CL2.07 D1.HFO.CL2.08 D1.HFO.CL2.09 D1.HFO.CL2.10 D1.HFO.CL2.11 D1.HFO.CL2.12 Work effectively with customers and colleagues Work in a socially diverse environment Implement occupational health and safety procedures Comply with workplace hygiene procedures Perform clerical procedures Access and retrieve computer-based data Speak English at a basic operational level Communicate effectively on the telephone Maintain hospitality industry knowledge Develop and update tourism industry knowledge Promote products and services to customers Manage and resolve conflict situations Perform basic First Aid procedures Perform child protection duties relevant to the tourism industry Develop protective environments for children in tourism destinations Receive and process reservations Operate a computerised reservation system Provide accommodation services Maintain guests financial records Process a financial sale transaction Conduct a night audit Provide Bell Boy/Porter services Operate a (PABX) switchboard Receive and place in-coming phone calls Facilitate out-going phone calls Provide information about in-house services Provide international (IDD) service information 54

61 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 3 Housekeeping D1.HHK.CL3.01 D1.HHK.CL3.02 D1.HHK.CL3.03 D1.HHK.CL3.04 D1.HHK.CL3.05 D1.HHK.CL3.06 D1.HHK.CL3.07 Cluster 4 Security Services D1.HSS.CL4.01 D1.HSS.CL4.02 D1.HSS.CL4.03 D1.HSS.CL4.04 D1.HSS.CL4.05 D1.HSS.CL4.06 D1.HSS.CL4.07 D1.HSS.CL4.08 D1.HSS.CL4.09 D1.HSS.CL4.10 Provide housekeeping services to guests Clean public areas, facilities and equipment Clean and prepare rooms for incoming guests Maintain and operate an industrial laundry Launder linen and guests clothes Provide valet services to guests Clean and maintain industrial work area and equipment Establish and maintain a safe and secure workplace Maintain the security of premises and property Operate basic security equipment Maintain the safety of premises and personnel Observe and monitor people Provide for the safety of VIPs Manage intoxicated persons Escort, carry and store valuable items Provide a lost and found facility Plan and conduct an evacuation of premises Cluster 5 Customer Service, Sales And Marketing D1.HSM.CL5.01 D1.HSM.CL5.02 D1.HSM.CL5.03 D1.HSM.CL5.04 D1.HSM.CL5.05 D1.HSM.CL5.06 D1.HSM.CL5.07 Organise functions Plan and implement sales activities or campaigns Coordinate a marketing strategy and activities Develop and update local knowledge Prepare and deliver a presentation Establish and maintain a business relationship Develop and implement a business plan 55

62 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 6 General Administration D1.HGA.CL6.01 D1.HGA.CL6.02 D1.HGA.CL6.03 D1.HGA.CL6.04 D1.HGA.CL6.05 D1.HGA.CL6.06 D1.HGA.CL6.07 D1.HGA.CL6.08 D1.HGA.CL6.09 D1.HGA.CL6.10 D1.HGA.CL6.11 D1.HGA.CL6.12 D1.HGA.CL6.13 Cluster 7 Financial Administration D1.HFA.CL7.01 D1.HFA.CL7.02 D1.HFA.CL7.03 D1.HFA.CL7.04 D1.HFA.CL7.05 D1.HFA.CL7.06 D1.HFA.CL7.07 D1.HFA.CL7.08 Plan and establish systems and procedures Work cooperatively in a general administration environment Maintain a paper-based filing and retrieval system Gather and present product information Plan, manage and conduct meetings Prepare business documents Produce various types of form documents on a computer Design, prepare and present various types of reports Monitor, control and order new stock Receive and securely store in-coming goods Manage and implement small projects Use common business tools and technology Develop and implement operational policies Process a financial transaction for services rendered Process transactions for purchase of goods or services Maintain financial standards and records Prepare routine financial statements Audit financial procedures Manage payroll records Prepare and monitor operational budgets Manage financial performance within a budget 56

63 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 8 Human Resource Development D1.HHR.CL8.01 D1.HHR.CL8.02 D1.HHR.CL8.03 D1.HHR.CL8.04 D1.HHR.CL8.05 D1.HHR.CL8.06 D1.HHR.CL8.07 D1.HHR.CL8.08 D1.HHR.CL8.09 D1.HHR.CL8.10 D1.HHR.CL8.11 D1.HHR.CL8.12 Develop performance assessment procedures Plan a staff performance review Conduct a staff performance assessment process Evaluate a staff performance assessment Conduct a training needs analysis Coach others in job skills Cluster 9 Resource Management D1.HRM.CL9.01 D1.HRM.CL9.02 D1.HRM.CL9.03 D1.HRM.CL9.04 D1.HRM.CL9.05 D1.HRM.CL9.06 D1.HRM.CL9.07 D1.HRM.CL9.08 D1.HRM.CL9.09 D1.HRM.CL9.10 D1.HRM.CL9.11 D1.HRM.CL9.12 D1.HRM.CL9.13 D1.HRM.CL9.14 Prepare and deliver training sessions Conduct training for a small group Plan and implement a series of training events Manage an assessment system for training outcomes Monitor and evaluate the effectiveness of training outcomes Evaluate the effectiveness of an assessment system Manage the effective use of human resources Monitor and manage workplace relations and diversity Monitor routine workplace operations Monitor staff performance Provide professional support to business colleagues Manage quality customer/guest services Manage special events Develop and supervise operational approaches Roster staff Recruit and select staff Manage physical assets and infrastructure Manage stock purchases and inventory Manage and maintain a computer system/network Manage legal requirements for business compliance 57

64 Describe essentials of vocational training delivery using ASEAN Toolboxes Cluster 10 English Language Proficiency D1.LAN.CL10.01 D1.LAN.CL10.02 D1.LAN.CL10.03 D1.LAN.CL10.04 D1.LAN.CL10.05 D1.LAN.CL10.06 D1.LAN.CL10.07 Reading D1.LAN.CL10.08 D1.LAN.CL10.09 Writing D1.LAN.CL10.10 D1.LAN.CL10.11 Converse in English at a basic operational level Respond effectively to instructions given in English Start conversations and develop good relations with guests Communicate effectively in English on a telephone Use oral English to convey a complex exchange of ideas Deliver a short oral presentation in English Read and write English at an advanced level Read and interpret basic instructions, directions and/or diagrams Read general information texts or media Write a short message in English Prepare a business letter in advanced English. 58

65 Describe essentials of vocational training delivery using ASEAN Toolboxes Identification of qualifications There are 52 qualifications available under the ASEAN Regional Qualifications Framework and Skills Recognition System across the six Labour Divisions. 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 II Cert III Cert IV Diploma Advanced Diploma Sub- Total Food and Beverage Service Food Production Front Office Housekeeping Tour Operation Travel Agencies Total 52 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. 59

66 Describe essentials of vocational training delivery using ASEAN Toolboxes 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) Certificate IV in Food and Beverage Service (Supervision) Certificate IV in Food and Beverage Service (Beverages) Certificate III in Food and Beverage Service (Waiting) Certificate III in Food and Beverage Service (Beverages) Certificate II in Food and Beverage Service (Waiting) Certificate II in Food and Beverage Service (Beverages) 60

67 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 61

68 Describe essentials of vocational training delivery using ASEAN Toolboxes 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) 62

69 Describe essentials of vocational training delivery using ASEAN Toolboxes Packaging Rules to develop ASEAN qualifications 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. 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 63

70 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. Sample 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. 64

71 Packaging Rules Food and Beverage Service Describe essentials of vocational training delivery using ASEAN Toolboxes Certificate II in Food and Beverage Service (Waiting) - Incorporating Certificate I Core and Generic Competencies D1.HRS.CL1.04 D1.HRS.CL1.05 D1.HRS.CL1.06 D1.HRS.CL1.07 D1.HRS.CL1.08 D1.HRS.CL1.12 D1.HRS.CL1.14 D1.HRS.CL1.17 D1.HRS.CL1.18 D1.HRS.CL1.19 D1.HRS.CL1.20 D1.HBS.CL5.09 D1.HBS.CL5.12 Functional Competencies Communicate effectively on the telephone Comply with workplace hygiene procedures Develop and update local knowledge Implement occupational health and safety procedures Maintain hospitality industry knowledge Perform basic First Aid procedures Read and interpret basic instructions, directions and/or diagrams Speak English at a basic operational level Work effectively with colleagues and customers Work in a socially diverse environment Perform child protection duties relevant to the tourism industry Provide a link between kitchen and service area Provide food and beverage services 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 Food and Beverage Service 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. 65

72 Describe essentials of vocational training delivery using ASEAN Toolboxes Certificate IV in Food and Beverage Service (Waiting) Core and Generic Competencies D1.HRS.CL1.01 D1.HRS.CL1.04 D1.HRS.CL1.05 D1.HRS.CL1.06 D1.HRS.CL1.07 D1.HRS.CL1.08 D1.HRS.CL1.09 D1.HRS.CL1.11 D1.HRS.CL1.12 D1.HRS.CL1.13 D1.HRS.CL1.14 D1.HRS.CL1.15 D1.HRS.CL1.17 D1.HRS.CL1.18 D1.HRS.CL1.19 D1.HRS.CL1.20 D1.HBS.CL5.02 D1.HBS.CL5.09 D1.HBS.CL5.12 D1.HFI.CL8.07 D1.HGE.CL7.11 Functional Competencies Access and retrieve computer-based data Communicate effectively on the telephone Comply with workplace hygiene procedures Develop and update local knowledge Implement occupational health and safety procedures Maintain hospitality industry knowledge Manage and resolve conflict situations Perform clerical procedures Perform basic First Aid procedures Promote hospitality products and services Read and interpret basic instructions, directions and/or diagrams Receive and resolve customer complaints Speak English at a basic operational level Work effectively with colleagues and customers Work in a socially diverse environment Perform child protection duties relevant to the tourism industry Develop and maintain food and beverage product knowledge Provide a link between kitchen and service area Provide food and beverage services Process a financial transaction for services rendered Receive and securely store in-coming goods 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: Food and Beverage Service Financial Administration 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: English Language Proficiency In all cases selection of Functional Competencies must reflect the intended Job Title, local industry requirements and the Certificate level. 66

73 Certificate IV in Food and Beverage Service (Supervision) Core and Generic Competencies D1.HRS.CL1.01 D1.HRS.CL1.04 D1.HRS.CL1.05 D1.HRS.CL1.06 D1.HRS.CL1.07 D1.HRS.CL1.08 D1.HRS.CL1.09 D1.HRS.CL1.11 D1.HRS.CL1.12 D1.HRS.CL1.13 D1.HRS.CL1.14 D1.HRS.CL1.15 D1.HRS.CL1.17 D1.HRS.CL1.18 D1.HRS.CL1.19 D1.HRS.CL1.20 D1.HBS.CL5.02 D1.HBS.CL5.09 D1.HBS.CL5.12 D1.HFI.CL8.07 D1.HGE.CL7.11 Functional Competencies Access and retrieve computer-based data Communicate effectively on the telephone Comply with workplace hygiene procedures Develop and update local knowledge Describe essentials of vocational training delivery using ASEAN Toolboxes Implement occupational health and safety procedures Maintain hospitality industry knowledge Manage and resolve conflict situations Perform clerical procedures Perform basic First Aid procedures Promote hospitality products and services Read and interpret basic instructions, directions and/or diagrams Receive and resolve customer complaints Speak English at a basic operational level Work effectively with colleagues and customers Work in a socially diverse environment Perform child protection duties relevant to the tourism industry Develop and maintain food and beverage product knowledge Provide a link between kitchen and service area Provide food and beverage services Process a financial transaction for services rendered Receive and securely store in-coming goods 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: Food and Beverage Service Customer Service, Sales and Marketing Financial Administration And At least four (4) competencies from one or more of the following Clusters: Human Resource Development Management and Leadership General Administration And At least three (3) 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. 67

74 Describe essentials of vocational training delivery using ASEAN Toolboxes Diploma of Food and Beverage Service (Supervision & Administration) Core and Generic Competencies D1.HRS.CL1.01 D1.HRS.CL1.04 D1.HRS.CL1.05 D1.HRS.CL1.06 D1.HRS.CL1.07 D1.HRS.CL1.08 D1.HRS.CL1.09 D1.HRS.CL1.11 D1.HRS.CL1.12 D1.HRS.CL1.13 D1.HRS.CL1.14 D1.HRS.CL1.15 D1.HRS.CL1.17 D1.HRS.CL1.18 D1.HRS.CL1.19 D1.HRS.CL1.20 D1.HRS.CL1.21 D1.HBS.CL5.02 D1.HBS.CL5.09 D1.HBS.CL5.12 D1.HFI.CL8.07 D1.HGE.CL7.11 Functional Competencies Access and retrieve computer-based data Communicate effectively on the telephone Comply with workplace hygiene procedures Develop and update local knowledge Implement occupational health and safety procedures Maintain hospitality industry knowledge Manage and resolve conflict situations Perform clerical procedures Perform basic First Aid procedures Promote hospitality products and services Read and interpret basic instructions, directions and/or diagrams Receive and resolve customer complaints Speak English at a basic operational level Work effectively with colleagues and customers Work in a socially diverse environment Perform child protection duties relevant to the tourism industry Develop protective environments for children in tourism destinations Develop and maintain food and beverage product knowledge Provide a link between kitchen and service area Provide food and beverage services Process a financial transaction for services rendered Receive and securely store in-coming goods 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 the following Clusters: Food and Beverage Service Customer Service, Sales and Marketing And At least twelve (12) competencies from one or more of the following Clusters: Financial Administration Human Resource Development Management and Leadership General Administration And At least four (4) 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. 68

75 Describe essentials of vocational training delivery using ASEAN Toolboxes Advanced Diploma of Food and Beverage Service (Management) Core and Generic Competencies D1.HRS.CL1.01 D1.HRS.CL1.04 D1.HRS.CL1.05 D1.HRS.CL1.06 D1.HRS.CL1.07 D1.HRS.CL1.08 D1.HRS.CL1.09 D1.HRS.CL1.11 D1.HRS.CL1.12 D1.HRS.CL1.13 D1.HRS.CL1.14 D1.HRS.CL1.15 D1.HRS.CL1.17 D1.HRS.CL1.18 D1.HRS.CL1.19 D1.HRS.CL1.20 D1.HRS.CL1.21 D1.HBS.CL5.02 D1.HBS.CL5.09 D1.HBS.CL5.12 D1.HFI.CL8.07 D1.HGE.CL7.11 Functional Competencies Access and retrieve computer-based data Communicate effectively on the telephone Comply with workplace hygiene procedures Develop and update local knowledge Implement occupational health and safety procedures Maintain hospitality industry knowledge Manage and resolve conflict situations Perform clerical procedures Perform basic First Aid procedures Promote hospitality products and services Read and interpret basic instructions, directions and/or diagrams Receive and resolve customer complaints Speak English at a basic operational level Work effectively with colleagues and customers Work in a socially diverse environment Perform child protection duties relevant to the tourism industry Develop protective environments for children in tourism destinations Develop and maintain food and beverage product knowledge Provide a link between kitchen and service area Provide food and beverage services Process a financial transaction for services rendered Receive and securely store in-coming goods 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 the following Clusters: Food and Beverage Service Customer Service, Sales and Marketing And At least thirteen (13) competencies from one or more of the following Clusters: Financial Administration Human Resource Development Management and Leadership General Administration And At least five (5) 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. 69

76 Describe essentials of vocational training delivery using ASEAN Toolboxes 1.5 Describe components of an ASEAN Toolbox Introduction There is a need to be aware of the individual component parts of Toolboxes in order to be able to use them effectively. This section identifies contents of ASEAN Toolbox Competency Standards, presents the content of s, describes the content of PowerPoint slide shows, explains the content of Trainer Guides and discusses the content of Assessor Manuals. Competency Standard 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. A Competency Standard is a description of the skills and knowledge required to perform a task/activity to defined standards. They can be used within different contexts: By an individual enterprise By an industry By government. Endorsed Competency Standards form the basis which underpins all Competency Based Training and Assessment that is, all activities undertaken by the Trainer and Assessor must refer back to and relate directly to the relevant Competency Standard. Competency Based Training and Assessment are processes that focus on the transfer and validation of the competency standard. 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 The above activities in combination aim to increase customer satisfaction through better employee performance. 70

77 About the Competency Standards which have been created Describe essentials of vocational training delivery using ASEAN Toolboxes 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. Unit Title The Unit Title is the name of the Unit/competency. It is written in such a way it indicates the general content of the competency. The titles for all Units begin with a verb to reflect the nature of competency based training. It is a statement about what is to be done in workplace. There is no standard length for Unit titles they may be short or long: length of the title bears no relationship to complexity of the Unit or Nominal Hours for the Unit. 71

78 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. 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 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 72

79 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 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. 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. 73

80 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. Performance Criteria All Elements comprise a number of Performance Criteria. There is no fixed, set or required number of Performance Criteria per Element. There is always more than one and five to eight is a common range. They are sub-sets of an Element and prescribe action needed for competency in the Element. Parts of the Performance Criteria may be written in italics meaning this part is addressed under the Unit Variables section 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. 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. 74

81 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 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 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. 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 75

82 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. Each Unit under the Qualifications Framework is provided with a comprehensive Trainee Manual. The : 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 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 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. 76

83 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. Introduction to This section is provided for trainees and is common to all s. 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 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. 77

84 Describe essentials of vocational training delivery using ASEAN Toolboxes Specifications include: Unit Descriptor Unit Code Nominal Hours Elements Performance Criteria. Providing this information in the : 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 s: 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 (i.e. under which Element or Performance Criteria). As explained in the Introduction, however, the assessors are free to choose which assessment activities are most suitable to best capture evidence of competency as they deem appropriate for individual students. Students can use this Matrix to help them reference relevant content in preparing for assessment. Assessors can use the Matrix to reference content which can be used as suitable evidence. Glossary of terms Next follows a list of acronyms, words and/or phrases relevant to the topic of the Manual with a corresponding definition/interpretation. Notes/training content This is the heart of the. 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 as a reference source. 78

85 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 inclass activities rather than as formal assessment activities to capture evidence on which the 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. 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. 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 followup 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 79

86 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 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 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. 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. PowerPoint presentation A PowerPoint slide show has been provided for every ASEAN Unit under the Qualifications Framework. The PowerPoint presentation has been provided to give Trainers a delivery option. They may elect to: Use the PowerPoint presentation in conjunction with the to present the content of the Unit, meaning the Trainer can: Show the slides Have trainees following along with their s 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 80

87 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 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. 81

88 Describe essentials of vocational training delivery using ASEAN Toolboxes Assessment This is one slide providing an overview of assessment items which may be used for the Unit. This provides an opportunity for the Trainer/Assessor to explain the individual nature of the assessment for each Unit. Performance Criteria At the start of each Element, the Performance Criteria (as listed in the Competency Standard) are provided. This helps give students an understanding of the content which is to be covered and reassures them the requirements of the endorsed v are going to be addressed. Content Most of the slides in every PowerPoint presentation contain content : The content is taken from/based on the information presented in the The sequence of the information in the slides follows the sequence of content in the 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. Trainer Guide Every Unit has a Trainer Guide. The Trainer Guide provides vital information for all Trainers to help them effectively deliver ASEAN toolbox units. 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 82

89 Describe essentials of vocational training delivery using ASEAN Toolboxes 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. 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 83

90 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 Every Unit has an Assessor Manual. The Assessor Manual underpins the implementation of competency based assessment for units from the ASEAN Qualifications Framework. 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: Competency Based Assessment This is an overview of CBA for Assessors giving information in relation to: Suggested assessment methods Alternative assessment methods Selection of assessment methods Assessing competency Regional Qualifications Framework and Skills Recognition System Recognition of Prior Learning Code of Practice for Assessors Instructions and Checklists for Assessors Instructions for recording competency Instructions for different assessment methods. 84

91 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 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. 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 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 Competent/Not Yet Competent decision for each question 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. 85

92 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 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. Written Questions are not mandatory Assessors may choose to: Use all of them as presented, in their entirety Use none of them Use some of them to capture additional evidence where required on certain Performance Criteria Develop their own series of Written Questions Use them as the basis for a non-assessable exercise or in-class activity rather than as formal assessment to capture evidence on which the 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. 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 Competent/Not Yet Competent decision. 86

93 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 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 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. 87

94 Describe essentials of vocational training delivery using ASEAN Toolboxes 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 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. 88

95 Work Projects Describe essentials of vocational training delivery using ASEAN Toolboxes 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 minute verbal presentation which identifies vocational training using ASEAN Toolboxes and supporting structures. Presentation may be made live to Assessor or recorded for playback. Presentation must address all of the following: Identification and description of the elements underpinning the Toolbox project Definition and explanation of Competency Based Training and Competency Based Assessment Identification of the Labour Divisions to which the CATC applies giving an overview of the nature of the competencies provided for under each Labour Division Explanation of how a new Trainer can identify/access the names of all the competency standards under the CATC giving several example of titles of competency standards which exist An overview of the qualifications which exist under the Framework explaining the structure of the Framework as well as names of each qualification level Description of the role of Packaging Rules using knowledge of these Packaging Rules to describe the requirements for creating a qualification under the Framework 1.2. Select one competency standard under the ASEAN Qualifications Framework/CATC and for that unit/toolbox: Interpret the Competency Standard Describe the contents of the Explain the PowerPoint presentation provided Detail the contents of the Trainer Guide Identify the contents of the Assessor Manual 1.3 Prepare a written paper which: Describes the roles and responsibilities of an ASEAN toolbox trainer Explains the nature of the relationship between ASEAN toolbox trainers and assessors highlighting why such a relationship is necessary 89

96 Describe essentials of vocational training delivery using ASEAN Toolboxes Summary Describe essentials of vocational training delivery using ASEAN Toolboxes When describing essentials of vocational training delivery using ASEAN Toolboxes: Appreciate the background and rationale for the project Identify and incorporate the elements underpinning the Toolbox project Use the CATC and the 242 Competency Standards as the basis for explanation Refer to the Qualifications available under the RQFSRS Include coverage of the MRA and the central role it plays Ensure the legitimacy of RPL is addressed Highlight projected role of the Regional Secretariat Explain and stress the principles attached to and the value of Competency Based Training and Assessment in the delivery of vocational training Discuss the roles and responsibilities of Trainers and Assessors Emphasise the nature and importance of the relationship that must exist between Trainers and Assessors Specify the Labour Divisions covered by the initiative and recognise the allocation of Units to each Incorporate requirements of Packaging Rules and the concept of Clusters Detail the component elements of Competency Standards, s, Trainer Guides, Assessor Manuals and PowerPoint presentations. 90

97 Implement training of an ASEAN Competency Standard Element 2: Implement training of an ASEAN Competency Standard 2.1 Plan and prepare for delivery of an ASEAN 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 2.2 Evaluating training delivery covered in section 2.3. 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 room/environment Proper Preparation Prevents Poor Performance If you fail to plan, you plan to fail Planning and preparation allows Trainers to: Factor into their next session/s whatever happened (or did not happen) in their last session/previous sessions Accommodate legitimate feedback/evaluation results into future training Maintain currency of training content Ensure all required content is covered 91

98 Implement training of an ASEAN Competency Standard 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 The training provider 92

99 Implement training of an ASEAN Competency Standard Read the document: Allocate sufficient time to do this free from interruptions Take notes of things which come to mind as the document is read: Questions/issues which need to be followed up/clarified References or contacts which immediately come to mind as being useful/relevant Content which is new, unknown or anticipated to be somewhat difficult to research and/or deliver Re-read it something more will always be gained from a second and third reading Identify the nominal hours and compare this with the hours which have been allocated for delivery Take the time to: Note the correct name of the Unit/Competency Standard Record the Unit Number/s These will be needed for completion of various related training and/or assessment records as well as (possibly) for internal reporting requirements. Spend some time looking at the detail provided under Unit Variables to: Gain appreciation for how they align with Performance Criteria and Elements Identify what is provided for and what is not Trainers will need to develop their all own content where there is no entry for Performance Criteria under the heading of Unit Variables Note the requirements and suggestions listed for assessment under: Assessment Guide Critical Aspects of Assessment Context of Assessment Assessment Methods. It is vital Trainers note these as Trainers must ensure they are covered because this is what Assessors will be assessing and/or using to conduct assessment. This is central to the symbiotic nature of the relationship between Trainers and Assessors. Consider the Linkages to Other Units section as this: May contain relevant/useful information to help provide background and context Could contain content/material which is of use in the Unit being prepared Might indicate the name of a Trainer who could provide assistance Reflect on the Resources required : To get a feel for where the training may need to take place To start to understand what resources may be needed 93

100 Implement training of an ASEAN Competency Standard Think about the information presented in relation to Key Competencies: To get an idea of the level/complexity of the Unit To see how these key competencies might be used in a work situation. 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, obtain resources and materials which can be used. These Trainers may be from the Training Provider where the training is to be delivered or from a personal network of training associates. The Assessor/s for the Unit to: Initiate the necessary relationship Exchange contact details Learn about their approaches to assessment for the Unit Share and exchange ideas about training and assessment Industry representatives where Competency Standard is being delivered into a workplace setting in order to: Meet relevant personnel who will be involved in any way in the training (by providing on-the-job support, organising Guest Speakers and excursions, providing resources) Create a suitable and positive rapport with them Learn about their needs and their constraints Obtain examples of workplace-specific protocols and documents they want used in the training. 94

101 Implement training of an ASEAN Competency Standard 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. 95

102 Implement training of an ASEAN Competency Standard 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/equipment available Request copies of handouts and other paperwork used by previous/other Trainers Visit industry to view the resources they use when undertaking the work which is the focus of the competency Standard Check the library at the Training Provider to see what learning resources are available Read the Competency Standard again with a focus of trying to determine the resources required. Important considerations 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 Pro9viders and/or Trainers to develop strong and positive relationships with industry so businesses will support training delivery by providing these items when requested. Sufficient resources are available there will nearly always be some need for learners to share certain resources and this requirement needs to be factored into the session plans which are developed but there will also always some basic minimum number of items which are essential and without which the training cannot take place. If sufficient resources cannot be provided it may be possible to negotiate visits to industry locations/venues to use their equipment/resources. All resources are safe to use this is the single most critical element relating to physical resources used for training Resources are current they need to reflect the items used in the industry the learners are going to work in. Where an absence or shortage of necessary resources has been identified this must be raised at the earliest opportunity with the Training Provider to seek their help and advice about addressing the situation. 96

103 Implement training of an ASEAN Competency Standard Identification of training methods/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/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 Assessor/s Should introduce diversity into the training and help motivate students to help avoid learner boredom Must be able to be accommodate all the learners and not just some/a selected few Have to reflect the availability of supporting physical resources Will often be selected to best fit with individual Trainer: Personality Preference for teaching methods. 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 the most popular method for hospitality and tourism orientated training activities. It is very successful in situations where the trainees have to learn a new skill that can be broken down into steps. Standard advice to implement this training option is: 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 97

104 Implement training of an ASEAN Competency Standard Note 5) Observe the trainees as they perform the skill 6) Check the trainees performance meets the appropriate standards. 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/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 worked through by the trainee Questions need to be developed to guide the user through the issue Good for problem solving, decision making, developing analytical skills Case studies should include a debrief to discuss findings. be 98

105 Implement training of an ASEAN Competency Standard Group discussion This is a talk/conversation between trainees around a set topic or issue Learners discuss and record the group s thoughts and answers to questions asked Group may have a recorder and a spokesperson Good for increasing understanding of content and concepts Trainer needs to take care/action to ensure the activity involves all trainees and is not dominated by some or excludes others. 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/structured to probe understanding of identified issues/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/encouragingly, or Redirect the question Use a mix of question types: Open questions: Assess understanding Allow trainees to give opinion/feelings Start with how, what, why Closed questions: Require only one word or very short answers Used to check direct knowledge Target questions to elicit information about past experiences Probe questions to probe for/seek more information on the topic 99

106 Implement training of an ASEAN Competency Standard Hypothetical questions to: Deal with made-up situations Assist in case study work Settler questions to: Avoid: Settle learners at the start of a session/class Set trainees at ease 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/tutorial Demonstration Group discussions Role play Simulation games Individual/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. 100

107 Implement training of an ASEAN Competency Standard Establishment of delivery parameters Overview There are always delivery parameters applicable to the delivery of vocational training and they 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/direction about these parameters will come from: The Training Provider, and/or The employer to whom/on whose behalf the training is being delivered, and/or The learners/students who are being trained to a far lesser extent. 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/training is to be provided Budget for: Purchasing the resources to support delivery Staffing Documentation to be used and/or completed as part of: Planning and preparation Training delivery Assessment Reporting Reviews and evaluations Need for Trainers and learners to align with: Legislated requirements ASEAN training protocols CBT/CBA and CATC/RQFSRS requirements Internal codes of practice. Employer 101

108 Implement training of an ASEAN Competency Standard The employer/s may impose training parameters in respect of topics such as (but not restricted to): Training and need for contextualisation/customisation of training content and/or workplace-related standards/criteria, protocols, documentation, terminology, equipment used Number of trainees available Time and days/dates trainees can be released from work to attend training and assessment) Availability of resources, materials and equipment for use as part of training delivery (and/or assessment) Access to workplace areas for use in training delivery (and assessment). Learners Students may influence training parameters with reference to their: Previous levels of skills, knowledge and experience Preferences for learning Individual differences and special needs training requirements Availability to attend training (and assessment) Capacity to pay. 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/space 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) 102

109 Implement training of an ASEAN Competency Standard 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. Learner profiles Learner profile refers to the overall picture/composition of individual learners which will impact training delivery it embraces: Age and gender of student Language skills of the person Experience and ability of the trainee Individual preferences for learning Special needs. Ways to 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/interview individual learners as part of SOP and talk to them/ask relevant questions to elicit information which will create the required profile Talk to workplace supervisors where learners are employed to obtain input from them Include questions on enrolment forms for applicants to present details of their personal requirements/issues Apply TNA see 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: 103

110 Implement training of an ASEAN Competency Standard The training gap forms the basis of the training to be delivered There is no need/requirement to deliver other parts of the Competency Standard or training program RPL may be sought by/granted to participants for certain Elements or Performance criteria or Competency Standards. This Unit takes the approach Trainers will be required to deliver all the content of a Competency Standard as presented under the Qualifications Framework/RQFSRS. This is commonly the case where Trainers are employed to deliver vocational training through a private provider to those wishing to enter/learn about the industry. 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 profile/s 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/representative only and can be amended as required to suit individual/training Provider/Trainer need. 104

111 Implement training of an ASEAN Competency Standard Implement training of an ASEAN Competency StandardImplement training of an ASEAN Competency Standard RTO William Angliss Institute Client Program name Angliss Hotel Front Office Traineeship Number of learners 6 Purpose/focus Qualification Competency standards Profile of learner group Program duration (total) Assessment Prerequisites 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. To contribute to completion of Certificate 2 in Hospitality SIT20207 SITTTSL007B - Receive and process reservations SITHACS001B - Provide accommodation reception services 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. 8 weeks, including 2 sessions of workplace observation Simulated role plays to establish competency Observation in the workplace. Research Portfolios Case studies Completion of work book activities Ability to read and write in English Computer literacy and keyboard skills. 105

112 Implement training of an ASEAN Competency Standard Completed Angliss Hotel Guest Services- a can do attitude training Resources Venue information Pre-program information or pre-work Administration People to be informed Notes and workbook Computer with connection to a Printer Access to Opera PMS and Micros Cashiering system. Access to Ving Card System Session to be run in the level 2 training room to the rear of the Reservations area. Staff to enter via little Lonsdale street. Read Angliss Hotel Customer guidance policy. Make an appointment with Bill Reynolds in IT to get your Login and IT Etiquette training. 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. Shift supervisors in the relevant departments. Departmental Heads Front Office Manager Human Relations Department. 106

113 Implement training of an ASEAN Competency Standard Implement training of an ASEAN Competency StandardImplement training of an ASEAN Competency Standard Safety issues Incident or hazard reporting As per Hotel Policy Emergency procedures As covered in staff induction OHS info for participants Ergonomics of chair and desk, check lighting and temperature suitable for computer use. Specific support requirements of learners IT to supply access to self-paced touch typing program. Other organisational requirements Catering to be supplied: Hot beverages, tea and coffee and biscuits Access to the training room so trainees can practice use of Opera 107

114 Implement training of an ASEAN Competency Standard Learning/training program A Learning/training program is: 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. 108

115 Implement training of an ASEAN Competency Standard Delivery Schedule Delivery Schedule Content Delivery Method Assessment Linkage Resources Note; text book page numbers on the bottom of text book pages Session 1 Introduction to all units. SITTTSL007A Receive and Process Reservations SITHACS001A Providing Accommodation Reception Services Issue Text Book Theory: Whiteboard Power point Worksheet activity DVD Complete Front office position and duties work sheet Front Office Reception notes for 2011 available from MyWai Hospitality Portal under lecture notes Text book page 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. The roles of the Reservation section manage and maintain reservations & associated office procedures Room yield statistics and sales targets Introduction to Opera PMS system and Angliss Hotel Login procedure Selling rooms and Target markets intro Practical: Working with a partner to take telephone reservation and message Theory: Whiteboard Audio Visual Work Sheet target markets Role play Week 8 & 10 Text book page and page Front Office Reception notes for 2011 available from MyWai Hospitality Portal under lecture notes 109

116 Implement training of an ASEAN Competency Standard Delivery Schedule Delivery Schedule Content Delivery Method Assessment Linkage Resources Note; text book page numbers on the bottom of text book pages Session 3 Introduction to Opera PMS system and Angliss Hotel [rates, market segment and product knowledge] Reservations & office procedures. Record reservation details manually Written conventions [hotel jargon & etiquette, grammar &spelling] Receive & process reservation requests, procedure and handling reservation problems. Allotments and Group Reservations. Practical: Manual Reservation Electronic Reservation Theory: Whiteboard O.H.P. Power point Work Sheet Role Play Week 8 & 10 Week 8 case study Text Book page and page Reception notes available from Hospitality Portal under lecture notes page Angliss Hotel features & rates summary sheet for use in practical assessment Session 4 Electronic Reservations, guest profile, special requests, availability & guest history. Confirming details Role play: Taking a reservation. Entering reservation into Opera [credit card payment] Practical: Telephone reservations. Data input to Opera Confirmation letter Theory: Whiteboard Power point Role Play Week 8 & 9 Case Study Text Book page and page How to enter a reservation into Opera notes available from MyWai Hospitality Portal under lecture notes Work Sheet 110

117 Implement training of an ASEAN Competency Standard Delivery Schedule Delivery Schedule Content Delivery Method Assessment Linkage Resources Note; text book page numbers on the bottom of text book pages Session.5 Product knowledge and marketing Hotel features. Oral confirmation of details Guaranteed vs. non Guaranteed, financial status of the Reservation Definitions; room rates, rack rate, costing room rates Practical: Data input to Opera Information to other departments Guest Requests DVD Role Play Week 8 & 9 Case Study Text Book page and page Session 6 Manage reservation problems Practical: Role Play Week 8 & 9 Text Book Company Charge MOP Office machines Practical enter company charge, linking a company profile Use of Trace and Routing in information transfer to other Departments Cancellations, alterations & update reservations Reservations & office procedure Theory and practical role-play. Opera exercises Update/amend/Cancel Reservation Vouchers Data input to Opera Information to other departments Theory: Whiteboard Power point 111

118 Implement training of an ASEAN Competency Standard Delivery Schedule Delivery Schedule Content Delivery Method Assessment Linkage Resources Note; text book page numbers on the bottom of text book pages Session 7 Advise other departments Practical: Role Play Week 8 & 9 Page Communicate reservation detail Reports Preparation for assessment Reservations practical role-play. Opera exercises Data input to Opera Theory: Whiteboard Power point Text Book Check out Revision questions page 30, 61, 67 & 73 Reservations, practical role-play. Opera exercises Revision for assessment Written Assessment Revision Preparation for assessment Session 8 Case study competition date Practical Assessment Student to take a manual reservation over the phone and then input the information accurately into Opera and print a confirmation letter. Demonstrate message file /storage Student, one on one with teacher Assessment Students each attend a specified time Same day debrief Session 9 Observation in the workplace Trainee to take a minimum 4 reservations including transcribing reservations 112

119 Implement training of an ASEAN Competency Standard Delivery Schedule Delivery Schedule Content Delivery Method Assessment Linkage Resources Note; text book page numbers on the bottom of text book pages Session 10 Reception/ Cashier theory Reception Roles of reception staff Pre-guest arrival activities Preparation for registration; guest vouchers, arrival & Departure lists, Room Status Theory: White board Power point Role Play Work place observation Text Book page How to check in notes on Hospitality portal on mywai Session 11 Registration steps: confirmation of details, DOD & MOP, policies and procedures, Rooming Guest, key & room location Practical Credit card Check in Financial process, pre authorization Role plays with pre set scenarios Registration Card storage, Credit Card Guest Practical: Role Play Guest registration Account creation Theory: White board Power point Role Play Work place observation Activity sheet 1 Text Book page How to check in notes on Hospitality portal Quiz 113

120 Implement training of an ASEAN Competency Standard Delivery Schedule Delivery Schedule Content Delivery Method Assessment Linkage Resources Note; text book page numbers on the bottom of text book pages Session 12 Reservation problems. Monitoring Arrival Offering other services, marketing hotel/resort services and in house businesses Reception problems ; overbooking, room not available etc Practical: Role Play Guest Account & check out Theory: Role Play Work place observation Activity sheet 2 Text Book page How to post notes on Hospitality Portal Walk-ins, refusing accommodation Whiteboard. Reception Services to In House Guests, eg lost and found, wake up calls etc. Cashiering and posting Deposits, guest pre payment, guest account maintenance and In house services Power point Audio Visual/youtube Demonstration 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 114

121 Implement training of an ASEAN Competency Standard Delivery Schedule Delivery Schedule Content Delivery Method Assessment Linkage Resources Note; text book page numbers on the bottom of text book pages Session 13 Company charge check-in Practical: Role Play Text Book page Practical. Company Charge Check in Role Play Work place observation Use of routing Check In & Out Activity sheet 3 Guest departure; finalize account and check out procedure, feedback, luggage and departure transport Late charges, items in dispute Reception/ Cashier. Role-play for guest check in and check out Opera exercises Theory: Whiteboard Power point Demonstration Session 14 Demonstration of Practical procedure Front Office reports Text Book page Express check out. Reception/ Cashier. Role-play for guest check in and checkout. Opera exercises. Session 15 Revision Practical activities Student to Check guest in, generate a guest account, check guest out and process documents Practical: Student one on one with the teacher Role Play Workplace observation Revision checkout questions in text book page 161, 174, 190, 200 & 206 Corrections,split screens and mistake window 115

122 Implement training of an ASEAN Competency Standard Delivery Schedule Delivery Schedule Content Delivery Method Assessment Linkage Resources Note; text book page numbers on the bottom of text book pages Session 16 Case study questions cover terminology Practical: Role Play Practical. Assessment 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 Student one on one with the teacher Session 17 Workplace observation 116

123 Implement training of an ASEAN Competency Standard Learning /Training Plan Self Review What are the preferred learning styles of your learner? What type of learning activities have you chosen for your learner? Explain why you chose to use these activities. How did you involve the learner in the selection and development of these activities? What provisions have you made for the learner to practice their skills or apply their knowledge? What feedback model are you going use to provide constructive feedback to the learner? How will you find out whether your learners needs are being met? At what key points in the learning relationship are you going to check whether your learners needs are being met? Hands on practical Simulated roles play with the Opera system to give trainees a range of experiences of different types of guest. These will enable the trainees to build confidence before having to use the system with Hotel Guests. Pre-interview to establish prior skills so activities are established to meet individual needs taking into account the selection the trainees. Practice sessions with role play scenarios and mentored shifts at the front desk. Both verbal and a written feedback form. Through observation and supervisors report Session 7and 15 as they prepare for assessment 117

124 Implement training of an ASEAN Competency Standard 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. 118

125 Implement training of an ASEAN Competency Standard 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 Market Segment Introduction to Opera PMS system and Angliss Hotel [rates, market segment and product knowledge] Reservations & office procedures. Record reservation details manually Practical: Manual Reservation Electronic Reservation Theory: Whiteboard Power point Text Book page and page Class handout Work Sheet Objective: to take manual reservation identifying the appropriate Market Segment and demonstrating product Knowledge. Input reservation into Opera. 119

126 Implement training of an ASEAN Competency Standard Time Topic Class Activity Resources 5 Revise Market Segment Why do people stay in Accommodation Venues? Slide Definition Market segment: A category of guests with similar traits, needs and wants. Angliss market segments add characteristics of groups table 2.3 Rate Summary sheet Text Book page Room Rate Summary Sheet (Students to complete and use in Practical Testing) RACK RATE Full rate no discounts given Usually offered during high season i.e. Grand Prix Market Segment Fully Independent Traveller [F.I.T] Corporate CORP P. 29 Business Travellers 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 120

127 Implement training of an ASEAN Competency Standard Corporate A Travel Agency Corporate A Micros Fidelio Corporate B ABC Equipment Hire Corporate C QANTAS Airlines Pty Ltd NEGO Negotiated Business Travellers NEGO Negotiated Business Travellers NEGO Negotiated Business Travellers NEGO Negotiated Business Travellers 5 Roll 10 How reservations are received Reservation process or managing Reservations involves the important First Contact. Page 31 Telephone In person at the front desk Mail Fax Same chain referrals CRS p.31 GDS p. 32 CRS definition p.31 GDS Global Distribution system page32 e.g. Opera Micros Fidelio web site

128 Implement training of an ASEAN Competency Standard Checking availability You need to find out from the potential Guest slide 50: Required dates/length of stay 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 Text Book page Alternatives if not available Refer to page 35 Reasons booking not made Customer, Price too high. Desired features not available. Minimum stay requirements not 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 Text Book page

129 Implement training of an ASEAN Competency Standard 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

130 Implement training of an ASEAN Competency Standard Room Rates Angliss rates Slide Room Rate: The rate charged by a venue for one night s accommodation. Page 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 Room rate/ price may be influenced by: * Star rating and level of service * 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 124

131 Implement training of an ASEAN Competency Standard Half board Full board Page 41 Corporate contracts Slide What the rate includes page 43 room only 10 Class activity slides Add Angliss rates to Rate Summary Sheet Week 1 handout mywai hospitality portal Recording the reservation Practical Page 44 Etiquette of recording details Industry Jargon Phonetic Alphabet page 45 Use of 24 hour clock Hand out reservation sheet example refer to p 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 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

132 Implement training of an ASEAN Competency Standard Voucher (issued by travel agent, gift voucher) Confirming Reservation details, page DVD to watch technique of taking reservations Available on MyWAI under My Tools, Videos. Practical Manual reservation Recap Prep for next week read page

133 Implement training of an ASEAN Competency Standard Session Plan Session 11 LESSON PLAN Hotel Reception Services Unit: SITHACS001A Provide Accommodation Reception Services Week 11 Reception/ Cashier theory p160 p.167 Guest Registration, purpose of registration, confirmation of details, protocols, group registrations, DOD & MOP, Rooming Guest, key & room location. Recording Guest charges. Practical: Guest registration Account creation Theory: Role Play assessment week Supervised Written assessment Text Book page Opera How to Notes Reception reports, documents, vouchers etc. White board Manual and electronic role plays with pre set scenarios. Registration, Post room charge, checkout, close cashier. Power point 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 127

134 Implement training of an ASEAN Competency Standard 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 page Registration Steps [2] Confirm details and register guest: Page 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] Registration Steps [3] Confirm departure date Confirm MOP today credit card. [also mention Cash policy & charge back] You tube hotel check in Registration Steps [4] Additional services 128

135 Implement training of an ASEAN Competency Standard Registration Steps [5] Practical Room the Guest Luggage porter Location- lift Demo Key and holder 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

136 Implement training of an ASEAN Competency Standard 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. 130

137 Implement training of an ASEAN Competency Standard 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. 131

138 Implement training of an ASEAN Competency Standard 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 UHPs allows use of colour Acetate sheets featuring fold out disclosures can be produced to enhance display Choose from permanent or non-permanent marker pens Frames can be bought or made to protect acetate sheets these are a good idea if the plan is to use one/several sheets regularly as the frames stop them curling up It is possible to photocopy onto acetate sheets and then project these images be sure to use the correct type of OHP/acetate sheet or there may be damage to the photocopier Trainers may hand draw their own OH sheets, or computer-generate them and then photocopy them onto an acetate sheet 132

139 Implement training of an ASEAN Competency Standard 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 133

140 Implement training of an ASEAN Competency Standard 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 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. 134

141 Implement training of an ASEAN Competency Standard Guest speakers do not just happen Trainers have to arrange them and: Notify date, time and where to attend Discuss with them how long they are expected to talk/demonstrate Discuss what is to be covered by their attendance/participation never just leave it to chance, or up to them to decide what to do, say or cover Set the format of the session for example: o o o Introduce them They talk/demo for 45 minutes Then there is a 30 minute Q & A session Options for acquiring ASEAN Toolbox 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 room/venue if this is required to ensure availability as required: in many cases either the Training Provider or the employer/workplace will stipulate the training environment to be used and there is (in reality) no choice of what to use Ensure it is ready for use and is clean, attractive and inviting. The Trainer may need to spot-clean and tidy after a previous session. Tables and chairs have been organised and arranged to suit the needs of the session to reflect the training/session plan Air conditioning has been adjusted, where possible to optimise comfort Lights are 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 135

142 Implement training of an ASEAN Competency Standard Catering, where/if required, has been arranged tea, coffee, water: meals or refreshments may be required in some cases/for lengthy training sessions Checks have been made to ensure other required equipment and other resources are present and in working order. A test run/operational check may be required. If delivering 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. 2.2 Conduct training of an ASEAN Competency Standard Introduction Conducting training of an ASEAN Competency Standard should follow thorough planning and preparation as described in section 2.1 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 belief the Trainer has in themselves and in the people they are training and this positive energy is contagious The Unit will be delivered: On time by the planned/required completion date/within the allocated hours 136

143 Implement training of an ASEAN Competency Standard 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 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. 137

144 Implement training of an ASEAN Competency Standard 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/expected for example: Learners not responding/liking to a particular delivery method An activity/exercise running over time A Guest Speaker failing to arrive or cover the content they were asked to cover Materials, ingredients, consumables which were ordered for the class not arriving/being delivered for the session Negative interpersonal relationships between learners causing disruptions/delays to the training. Examples of action in response Trainers must never ignore factors which impact on their delivery of this class/session. They must always take whatever action is needed before the next session to effectively address/resolve the situation. Solving these matters cannot be left to the Stage 3/Evaluation phase. Depending on the issue/s 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/or help with understanding of certain topics and/or provide more one-on-one training and/or give an opportunity for additional supervised practice/drill Schedule another training session this can require cooperation and goodwill from all involved (and time provided free-of-charge by the Trainer) but is often a very effective way of bringing plans back on track. Generally speaking Training Providers are loathe to pay for extra time for Trainers to deliver make-up, remedial or catch-up classes. Employers are likewise commonly reluctant to release employees for additional hours during their paid working time. Adjust subsequent plans which may (for example) entail: Altering original delivery technique to a more time-effective method such as: Replacing demonstration and practice with lecture Not using a Guest Speaker (which traditionally occupies a deal of time) and delivering the content they would have covered using handouts or chalk and talk 138

145 Implement training of an ASEAN Competency Standard Getting rid of the excursion and using that time to catch up on what needs to be done/covered Limiting non-essential delivery methods which may allow reducing time allocated for discussions, in-class research or group work Eliminating or reducing non-essential content listed in the session plans as being planned for delivery content can often be classified as: Must know content which MUST be delivered regardless of any factors or constraints Should know content which it is important for learners to be aware of Nice to know content which can be presented if time allows: it is this area of content which may be able to be removed from the plans. Use of 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 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. 139

146 Implement training of an ASEAN Competency Standard Use of s 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 training provider. The first session The Manual could be distributed to learners as part of the first session when distributed the Trainer should: Give learners several minutes to look through it and get a general feeling for the contents and layout Tell learners the TM belongs to them and is theirs to keep Spend a few minutes (with new/first-time learners only) explaining CBT and CBA as described/presented under Introduction to the Provide an overview of the contents of the Unit as presented under Unit Descriptor. In the TM Explain how learners can use the Assessment Matrix to help them reference content when studying/preparing for assessment/s Take time to explain the terms, phrases and acronyms as presented in the Glossary Highlight the Recommended Reading section which learners can elect to use if they want extra information from various sources. On-going use of the TM The can be used by the Trainer when conducting training in the following ways: As a sole reference when conducting the training that is the Trainer may choose not to use the PowerPoints which are provided and deliver training using the TM as the central source and reference point this approach may be suitable where facilities for using PPTs do not exist and/or in circumstances where the Trainer has decided chalk and talk delivery is appropriate To support the use of the Toolbox PPTs this approach can be used where: The Trainer uses the PPTs as the primary method of delivery of content, screening the slides as provided The Trainer makes in-class reference to pages of the TM which learners can refer to in- or out-of-class to gain additional information It can be reserved for private/individual study for learners and not used at all during classes while Trainer delivers the training using the PPTs To explain assessment requirements in relation to the Work Projects listed in the TM ensuring the information provided to the learners has been discussed with and agreed to/approved by the Assessor. 140

147 Implement training of an ASEAN Competency Standard 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 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: The training provider. Pre-read/screen the slides so they are familiar with their content and decide which slides will be used, create any new slides which are required and insert them into the presentation Liaise with the Assessor to determine the assessment items/methods which will be used for the Unit so they can be explained as part of the introductory slides Take action to prepare for the Activities/Classroom Activities which are provided so they can be used during sessions (if required). Preparation in this regard may involve: Developing exercises, role plays and specific activities as explained in the Presenter s view Organising Guest Speakers Arranging Excursions 141

148 Implement training of an ASEAN Competency Standard Obtain data projector and screen to enable showing of slides. A pointer is also useful to indicate various words/areas on slides. Practice using the data projector to gain competency in: Changing slides Moving between slides Moving back and forwards Focussing the slides Reading the Presenter s view. During training sessions When using the slides during training Trainers should: Arrive in advance of the learners and: Set up the data projector and screen Test run the data projector Focus the image Screen the selected slides in the order determined in the planning stage standard practice would be to: Show the slides as provided in the Toolbox starting at Slide 1 and moving though each consecutive slide until the end of the session is reached Screen new slides which have been created to supplement those provided in the Toolbox (where applicable) Verbally explain the points shown on the slides which can be done by: Referring to personal industry experience Using the material provided in the Presenter s view of the slides Referring learners to nominated pages of the TM Taking the points on the slides as the basis for class discussion. 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 need/classes 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 drill/practice or learning opportunities for students Replace/substitute Activities with a different Activity which is more appropriate for the student cohort, local requirements or industry need 142

149 Implement training of an ASEAN Competency Standard Change/modify Activities again to better suit the needs of the situation/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. Use of training methods/strategies The following may be of use/interest in relation to actual delivery of in-class training: Using chalk boards and white boards In relation to chalk boards/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 writing skills to capture what is written on the boards WRITE BIG when writing on the boards so learners can see/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/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/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/copying 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/pen to indicate parts/areas being projected. 143

150 Implement training of an ASEAN Competency Standard 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 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 ) 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. 144

151 Implement training of an ASEAN Competency Standard 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 addressed/considered: Creating a positive and comfortable learning environment which is conducive to learning Developing an organisational/workplace-like atmosphere, conditions and/or environment for the learning to add reality, perspective and context Involving and including the learners in decisions made about the conduct of the class where practicable to do so in order the learners feel important, relevant and central to the process Explaining the training and assessment plans so learners know at the outset what is planned for them and what they are being expected to do 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/environment 145

152 Implement training of an ASEAN Competency Standard Controlling the class/delivery of the session so: Identified content is covered Training finishes on time Learners feel safe, respected, challenged and engaged. Learner support 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 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-ofclass 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 146

153 Implement training of an ASEAN Competency Standard 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 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. 147

154 Implement training of an ASEAN Competency Standard 2.3 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 Staffing documentation for specific classes/programs or other nominated groups or classifications of students identifying: 148

155 Implement training of an ASEAN Competency Standard 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 Competent to NYC achieved. 149

156 Implement training of an ASEAN Competency Standard 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. 150

157 Implement training of an ASEAN Competency Standard 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 Conducive to learning? 151

158 Implement training of an ASEAN Competency Standard 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: s 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. Any problems or discrepancies in resources need to be addressed which may mean: 152

159 Implement training of an ASEAN Competency Standard 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? 153

160 Implement training of an ASEAN Competency Standard 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: 154

161 Implement training of an ASEAN Competency Standard 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 Relevance of the training to your position Relevance of the training to your career Quality of the material presented Trainer demonstrated good knowledge Trainer developed good rapport with you Were training objectives achieved? Will the learning be of benefit to you In what ways? Overall satisfaction with the training Most useful part of the training: Least useful part of the training: Other comments or suggestions: 155

162 Implement training of an ASEAN Competency Standard 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: Observer: Date: 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-bystep 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? 156

163 Implement training of an ASEAN Competency Standard Clarify the future: what happens next? 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: Observer signature: Date: Date: 157

164 Implement training of an ASEAN Competency Standard 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? 158

165 Implement training of an ASEAN Competency Standard In addition Trainers could consider: Using the Trainee Evaluation Sheets provided at the end of every 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. 159

166 Implement training of an ASEAN Competency Standard 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. 2.1 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 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 selfevaluation and reflection sheet. 160

167 Implement training of an ASEAN Competency Standard Summary Implement training of an ASEAN Competency Standard 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. 161

168 Implement training of an ASEAN Competency Standard 162

169 Presentation of written work 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. 163