TRAIN THE TRAINER – ASEAN
NATIONAL TRAINER
NTA 1
Slide 1
Train the Trainer – ASEAN National
Trainer
This Unit comprises two Elements:
1. Describe essentials of vocational
training delivery using ASEAN
Toolboxes
2. Implement training of an ASEAN
Competency Standard.
Slide 2
Assessment
Assessment for this unit may include:

Oral questions

Written questions

Work projects – personal presentations

Exercises

Demonstration of practical skills

Observation of skills

Report from Third Party.
Slide 3
Element 1 – Describe essentials of
vocational training delivery using
ASEAN Toolboxes
Performance Criteria for this Element
are:

Identify and describe elements
underpinning the Toolbox project

Define Competency Based Training
and Competency Based Assessment

Characterise role of ASEAN trainers
and assessors

Detail structure of vocational training
using ASEAN Toolboxes

Describe components of an ASEAN
Toolbox.
Slide 4
Identify and describe elements
underpinning the Toolbox project
Rationale for program:

Increasing awareness of tourism
as economic driver

Tourism identified as target for
priority development and ASEAN
integration

Need to provide safe and secure
environment for tourists
underpinned by quality service

Need to facilitate movement of
skilled labour between ASEAN
countries.
Slide 5
Identify and describe elements
underpinning the Toolbox project
Impediments to ASEAN tourism
growth have been:

Lack of common tourism
curriculum

Great variations in standards/skill
levels of staff

No mutual recognition

Demand for safe/secure
environments

Need for authentic regional
experiences coupled with
consistent quality service.
Slide 6
Identify and describe elements
underpinning the Toolbox project
Start of this initiative:

Established to support VAP and
MRA

ASEAN Tourism Ministers
decided to establish CATC to
harmonise tourism
curriculum/training between AMS

Designed to facilitate movement
of trained/qualified tourism
professionals between AMS to
better address demand.
Slide 7
Identify and describe elements
underpinning the Toolbox project
Major stakeholders:

Australian Government –
AusAid: ASEAN Australia
Development Cooperation
Program

The 10 AMS

ASEAN Secretariat.
Slide 8
Identify and describe elements
underpinning the Toolbox project
General overview of process:

Tourism focus building on
CATC

Builds on work already done
by William Angliss Institute for
tourism training:
• Qualifications Framework
• Competency Standards
• Packaging Rules for
qualifications.
Slide 9
Identify and describe elements
underpinning the Toolbox project
Development process:

Based on Competency Based
principles

Reflects options and models
from across the globe
Slide 10
Identify and describe elements
underpinning the Toolbox project
Aim was to produce a system
which is:

Industry-based

Flexible

Structured.
Slide 11
Identify and describe elements
underpinning the Toolbox project
The development process:

Featured collaboration
between WAI and AMS

Reflected feedback/input from
1,000+ ASEAN
representatives

Gained endorsement of
Qualifications Framework,
and Competency Standards
from all AMS.
Slide 12
Identify and describe elements
underpinning the Toolbox project
WAI also undertook:

Gap Analysis of
Implementation of MRA on
Tourism Professionals

Feasibility Study for the
Establishment of a Regional
Secretariat for ASEAN
Tourism Professionals.
Slide 13
Identify and describe elements
underpinning the Toolbox project
Key elements:

CATC – Common ASEAN Tourism
Curriculum

RQFSRS – Regional Qualifications
Framework and Skills Recognition
System

ACCSTP – ASEAN Common
Competency Standards for
Tourism Professionals

MRA – Mutual Recognition
Arrangement

RPL – Recognition of Prior
Learning

Regional Secretariat.
Slide 14
Identify and describe elements
underpinning the Toolbox project
CATC:

Developed 5-level RQFSRS

Developed 242 Competency
Standards

Based on 6 Labour Divisions

Underpins MRA

Will provide consistency of
training.
Slide 15
Identify and describe elements
underpinning the Toolbox project
RQFSRS:

Has 52 qualifications ranging
from Certificate II to Advanced
Diploma

Contains mandatory
Packaging Rules

Provides maximum flexibility
for all users.
Slide 16
Identify and describe elements
underpinning the Toolbox project
ACCSTP:

Provides ‘blueprints’ to support
CBT/CBA

Provides minimum
standards/requirements for
professionals

Is the basis of all accredited
training

Gives detailed guidance to
Trainers and Assessors.
Slide 17
Identify and describe elements
underpinning the Toolbox project
MRA – critical element underpinning whole
project:

Ensures standard/quality of training and
those who have been trained across all
AMS

Ensures recognition of qualifications by
all AMS

Allows ease of movement of qualified
professionals between AMS

Encourages exchange of vocational
training information between AMS

Enhances conformity to Competency
Based principles
(Continued)
Slide 18
Identify and describe elements
underpinning the Toolbox project

Those who hold a qualification
of a recognised Foreign
Tourism Professional may be
eligible to work in another
AMS country

Eligibility will still be subject to
prevailing domestic laws and
regulations

TPCB has recognised over 30
job titles for this purpose
across all 6 Labour Divisions.
Slide 19
Identify and describe elements
underpinning the Toolbox project
RPL:

Enables those with skills to
gain formal qualifications
regardless of how those skills
were gained

Successful RPL application
gives ‘advanced standing’
towards a recognised
qualification under the
Qualifications Framework.
Slide 20
Identify and describe elements
underpinning the Toolbox project
Regional Secretariat:

Flows from MRA

Manages/monitors Tourism
Professionals in the region

Serves to oversee activities at
regional level including
ATPRS and ATPMC.
Slide 21
Define CBT and CBA
‘Competency’:

Refers to the ability to perform
particular tasks and duties to the
standard of performance
expected in the workplace

Includes separately or in
combination:
•
‘Knowledge’
•
‘Skills’
•
‘Attitudes’
(Continued)
Slide 22
Define CBT and CBA

Covers all aspects of work
performance and includes
• Performing tasks
• Managing tasks
• Responding to
contingencies
• Dealing with workplace
responsibilities
• Working with others.
Slide 23
Define CBT and CBA
CBT:

Evolved from mid-1900s from
America

Now recognised as best
vocational training method

Emphasises ability to
demonstrate competency as
opposed to completing a
training course/program.
Slide 24
Define CBT and CBA
CBT:

Requires ability to perform

Is not time-based

Measures outcomes against a
Competency Standard

Is industry-relevant
(Continued)
Slide 25
Define CBT and CBA

Based on CATC for required
skills

Includes concept of RPL

Incorporates learning
strategies and materials via
the Toolboxes

Uses RQFSRS as the system
for recognition of skills and
knowledge.
Slide 26
Define CBT and CBA
CBA:

There must be CBA for there
to be effective CBT

CBA does not exist on its own

Results are ‘Competent’ or
‘Not Yet Competent’ not
‘Pass/Fail’ or percentage.
Slide 27
Define CBT and CBA
CBA:

Is a process of gathering
evidence to make a judgement of
competency based against a
prescribed standard

Evidence/proof may be obtained
from variety of sources such as:
•
Observations of work/actions
•
Reports from
supervisors/others regarding
performance
•
Sighting examples of work
done.
Slide 28
Define CBT and CBA
To be ‘Competent’ candidate must
demonstrate they can:

Perform at acceptable skill level

Organise required tasks

Respond/react appropriately
when things go wrong

Fill a workplace role as required

Transfer skills/knowledge to new
situations.
Slide 29
Define CBT and CBA
Principles of CBA:

Fairness

Reasonable adjustment

Reliability

Flexibility

Validity.
Slide 30
Define CBT and CBA
‘Evidence rules’ – evidence
must be:

Valid

Sufficient

Authentic

Current.
Slide 31
Define CBT and CBA
Overview of CBT and CBA:

Job analysis is basis of
competency

Focus of training is performance of
competency

Trainees have access to
competency statements, standards
required and assessment to be
used

Assessment is appropriate to
competency

Results related to competency
achieved

Detailed records are maintained.
Slide 32
Define roles and responsibilities of
an ASEAN trainer
Common roles/responsibilities of
trainer:

Being responsible to their
employer

Being responsible to their
students

Making delivery of quality training
a constant objective and
predominant priority

Organising instruction and
demonstration
(Continued)
Slide 33
Define roles and responsibilities of
an ASEAN trainer

Conducting instruction and
demonstration

Checking student/learner
performance

Reviewing personal training
performance

Finalising documentation

Growing training expertise

Liaising with Assessors.
Slide 34
Define roles and responsibilities of
an ASEAN trainer
Common roles/responsibilities of
assessor:

Being responsible to
employer for the work they do

Being responsible to students

Undertaking quality
assessments

Organising assessments
(Continued)
Slide 35
Define roles and responsibilities of
an ASEAN trainer

Reading and digesting the
Competency Standard for
Units to be assessed

Gathering candidate
characteristics

Confirming a safe
environment for assessments

Liaising with Trainers
(Continued)
Slide 36
Define roles and responsibilities of
an ASEAN trainer

Liaising with other Assessors

Accessing, obtaining, preparing
and/or and reviewing relevant
assessment resources and
assessment materials

Organising access to necessary
equipment or physical resources
required

Preparing every assessment
session and item/s
(Continued)
Slide 37
Define roles and responsibilities of
an ASEAN trainer

Notifying candidates of
assessment/s

Conducting assessment/s

Following the assessment
plan

Briefing candidates on
assessment/s
(Continued)
Slide 38
Define roles and responsibilities of
an ASEAN trainer

Ensuring assessments reflect
training and assessment
advice

Using appropriate
assessment techniques

Applying suitable assessment
techniques

Using clear and appropriate
communication skills
(Continued)
Slide 39
Define roles and responsibilities of
an ASEAN trainer

Providing extra opportunities for
assessment, where required

Liaising with Trainers following
‘NYC’ results

Maintaining assessment records

Reviewing personal assessment
performance

Growing personal assessment
expertise and experience.
Slide 40
Define roles and responsibilities of
an ASEAN trainer
Relationship needs to be
characterised by:

Openness

Fact-based communication

Cooperation

Collaboration

Harmony

Mutual learning.
Slide 41
Define roles and responsibilities of
an ASEAN trainer
The relationship is important
because:

Learner is reliant on both
Trainer and Assessor

Assessor must know what
learner is being taught

Assessor must only assess
what is taught
(Continued)
Slide 42
Define roles and responsibilities of
an ASEAN trainer

Assessment needs to be
based on delivery of training

Trainer may need to
contextualise training and
Assessor needs to be aware of
this

May be need to share the
same equipment/resources

Needs to be feedback
between the two on a variety
of issues.
Slide 43
Define roles and responsibilities of
an ASEAN trainer
Ways to create/maintain required
relationship:

Communicate regularly

Set a meeting/communication
schedule

Share information

Have an ‘open door’ policy

Acknowledge what the other
person does.
Slide 44
Detail structure of vocational
training using ASEAN Toolboxes
The requirements for development
of competency standards were
provided to William Angliss as
needing to address:

Hotel Services – Restaurant
Services

Hotel Services – Front office and
Housekeeping

Travel – Travel and Tour
Services.
Slide 45
Detail structure of vocational
training using ASEAN Toolboxes
Curriculum Framework required to be
structured across six Labour
Divisions:

Food production (FP)

Food and beverage service (FB)

Front office (FO)

Housekeeping (HK)

Travel operation (TO)

Travel agencies (TA).
Slide 46
Detail structure of vocational
training using ASEAN Toolboxes
Unit Titles:

There are 242 across the 6
Labour Divisions

Some are specific to only one
Labour Division

Some apply to more than one
Labour Division

Some apply to all Labour
Divisions.
Slide 47
Detail structure of vocational
training using ASEAN Toolboxes
To access list of Unit Titles and
all ASEAN resources:

Go to waseantourism.com

Username = guest

Password = guest1

Click on ‘Approved
Toolboxes’.
Slide 48
Detail structure of vocational
training using ASEAN Toolboxes
‘Clusters’:

All competency standards are
positioned within three
Competency Standards menus

If a Unit/competency standard
has more than one Unit
Number it means it is located
in more than one Cluster

Clusters form the basis of
Packaging Rules.
Slide 49
Detail structure of vocational
training using ASEAN Toolboxes
There are 52 qualifications across
the six Labour Divisions ranging
from Certificate II to Advanced
Diploma as follows:

FB – 9 qualifications

FP – 10 qualifications

FO – 5 qualifications

HK – 5 qualifications

TO – 12 qualifications

TA – 11 qualifications.
Slide 50
Detail structure of vocational
training using ASEAN Toolboxes
Certificate II/Cert II/Cert 2:

Certificate II represents a
base operational qualification
encompassing a range of
functions/activities requiring
fundamental operational
knowledge and limited
practical skills in a defined
context.
Slide 51
Detail structure of vocational
training using ASEAN Toolboxes
Certificate III/Cert III/Cert 3:

Certificate III represents a
qualification of the skilled
operator who applies a broad
range of competencies within
a more varied work context,
possibly providing technical
advice and support to a team
including having team leader
responsibilities.
Slide 52
Detail structure of vocational
training using ASEAN Toolboxes
Certificate IV/Cert IV/Cert 4:

Certificate IV represents a
qualification based on more
sophisticated technical
applications involving
competencies requiring
increased theoretical knowledge,
applied in a non-routine
environment and which may
involve team leadership and
management and increased
responsibility for outcomes.
Slide 53
Detail structure of vocational
training using ASEAN Toolboxes
Diploma/Dip:

The Diploma represents a
qualification which assumes a
greater theoretical base and
consists of specialised,
technical or managerial
competencies used to plan,
carry out and evaluate work of
self and/or team.
Slide 54
Detail structure of vocational
training using ASEAN Toolboxes
Advanced Diploma/Adv Dip:

The Advanced Diploma
represents a qualification
involving technical, creative,
conceptual or managerial
applications built around
competencies of either a
broad or specialised base
and related to a broader
organisational focus.
Slide 55
Detail structure of vocational
training using ASEAN Toolboxes
Packaging Rules:

Prescribe requirements for
creating a qualification

Define the mix/blend of:
• Core and Generic
competencies required
• Functional competencies
required.
Slide 56
Detail structure of vocational
training using ASEAN Toolboxes
In relation to Packaging Rules:

More units/competency standards
required for higher level
qualifications

Higher level qualifications give
access to more managementoriented competency standards

Lower levels give students far less
choice/options

Students can enter the
Qualifications Framework at any
level
(Continued)
Slide 57
Detail structure of vocational
training using ASEAN Toolboxes

They allow students to switch
between qualifications

Students can select Functional
competencies

Selected units may differ in terms
of ‘Hours’ but qualifications/CBT
is not time-based

The one qualification may
comprise different
units/competency standards.
Slide 58
Explain concept of Packaging Rules to
develop ASEAN qualifications
Benefits of ASEAN Packaging Rules:

Flexibility for students
Benefits

Flexibility for employers/industry

A structured pathway

Will deliver industry-based
training endorsed by AMS

Guidance about selection of units
to reflect Job Titles

Extra content can be added to
any Competency standard.
Slide 59
Describe components of an ASEAN
Toolbox
Competency Standards:

Form the essence/basis of all
Units in the Qualifications
Framework

Describes the skills and
knowledge required

Underpins CBT and CBA.
Slide 60
Describe components of an
ASEAN Toolbox
Competency Standards can be
used in a variety of ways:







Job design and Job
descriptions
Performance appraisal
Selection criteria
Career path development
Identification of training needs
Development of training
programs
Certification.
Slide 61
Describe components of an
ASEAN Toolbox
Competency Standards:

Have all been endorsed by
representatives from AMS

Have been reviewed and revised,
as necessary

Contain detail to assist with unit
selection

Are all written following the same
format

Are all available at
waseantourism.com.
Slide 62
Describe components of an ASEAN
Toolbox
Unit title:

Name of the unit/competency
standard

Title indicates nature of the
unit/content

Begins with a verb

Are not of a standard length.
Slide 63
Describe components of an ASEAN
Toolbox
Unit Number:

Every unit has at least one
number

If a unit is located in more
than one Labour Division it will
have more than one number

Eg: D1.HBS.CL5.01 and
D2.TTG.CL3.02.
Slide 64
Describe components of an ASEAN
Toolbox
Each Unit Title has 4 parts – Part
1:

D1 = all Units in Hotel
Services classification

D2 = all Units in Travel
Services classification.
(Continued).
Slide 65
Describe components of an
ASEAN Toolbox
Part 2 – three letter code indicates the
nature/classification of the Cluster the
Unit belongs to:

HRS = Hotel Services, Restaurant
services Common Core

HCC = Hotel Services, Restaurant
services Commercial Cookery

HCA = Hotel Services, Restaurant
services Commercial Catering

HPA = Hotel Services, Restaurant
services Patisserie
(Continued)
Slide 66
Describe components of an ASEAN
Toolbox





HBS = Hotel Services, Restaurant
services Food and Beverage
Service
HCS = Hotel Services, Restaurant
services Customer Service, Sales
and Marketing
HGE = Hotel Services, Restaurant
services General Administration
HFI = Hotel Services, Restaurant
services Financial Administration
HRD = Hotel Services, Restaurant
services Human Resource
Development
(Continued)
Slide 67
Describe components of an ASEAN
Toolbox
Part 2:





HML = Hotel Services, Restaurant
services Management and
Leadership
LAN = English Language Proficiency
HOT = Hotel Services, Front Office
and Housekeeping, Common Core
HFO = Hotel Services, Front Office
and Housekeeping, Hotel Front
Office
HHK = Hotel Services, Front Office
and Housekeeping, Housekeeping
(Continued)
Slide 68
Describe components of an ASEAN
Toolbox
Part 2:
HSS = Hotel Services, Front Office and
Housekeeping, Security Services
 HSM = Hotel Services, Front Office and
Housekeeping, Customer Service, Sales
and Marketing
 HGA = Hotel Services, Front Office and
Housekeeping, General Administration
 HFA = Hotel Services, Front Office and
Housekeeping, Financial Administration


HHR = Hotel Services, Front Office and
Housekeeping, Human Resource
Development
(Continued)
Slide 69
Describe components of an ASEAN
Toolbox
Part 2:





HRM = Hotel Services, Front Office
and Housekeeping, Resource
Management
TCC = Travel Services, Common
Core
TTA = Travel Services, Travel
Agency – Ticketing
TTG = Travel Services, Tour Guide
Services
TTO = Travel Services, Tour
Operations
(Continued)
Slide 70
Describe components of an ASEAN
Toolbox
Part 2:






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
(Continued)
Slide 71
Describe components of an ASEAN
Toolbox
Part 3:

Cluster number the
Unit/Competency Standard is
located in
Part 4:

Final 2-digit number merely
indicates the position of the
Unit/Competency Standard
within the Cluster – it has no
other weighting or meaning.
Slide 72
Describe components of an ASEAN
Toolbox
Nominal Hours:

Indicative time required to
deliver the Unit

Not mandatory

Used as basis for planning
and funding

Determined based on content,
complexity and experience of
Trainers with similar units.
Slide 73
Describe components of an ASEAN
Toolbox
Unit Descriptor:

A brief description/overview of
the unit

Often used by Providers in
advertisements and Student
Handbooks to help
explain/describe the contents
of courses/qualifications.
Slide 74
Describe components of an ASEAN
Toolbox
Elements:

All Competency Standards
contain Elements

No fixed/required number of
Elements

Three – five is a common
number

They identify/describe key
tasks/activities of the Unit.
Slide 75
Describe components of an ASEAN
Toolbox
Performance Criteria:

All Elements comprise a
number of Performance
Criteria – no set number per
Element (5 – 8 is common)

They are sub-sets of
Elements and state action
needed for competency in the
Element

Parts written in italics have
details provided under ‘Unit
Variables’.
Slide 76
Describe components of an ASEAN
Toolbox
Unit Variables:
Provides advice to interpret Unit
allowing for differences between
enterprises and workplaces
 Relates to Unit as a whole and
facilitates holistic assessment
 Identifies the Labour Division/s to
which the Unit applies
 Gives key points relating to
italicised parts of Performance
Criteria which the Trainer should
cover in training.

Slide 77
Describe components of an ASEAN
Toolbox
Assessment Guide:

Lists skills and knowledge
which must be assessed as
part of the Unit

Important for Trainer and
Assessor to liaise in relation to
this.
Slide 78
Describe components of an ASEAN
Toolbox
Linkages to other Units:

Indicates related competency
standards

These other units may contain
useful/relevant information for
Trainer

They are NOT pre-requisite
Units.
Slide 79
Describe components of an ASEAN
Toolbox
Critical aspects of assessment:

Indicates essential evidence
required for determining
‘Competent’ decision

Supports the Assessment
Guide

Must be addressed/taken into
account by Trainer when
delivering training.
Slide 80
Describe components of an ASEAN
Toolbox
Context of Assessment:

Provides framework and
perspective for assessment

Emphasis is on CBA

Assessment may be ‘real-life’,
‘workplace-based’ or in a
mock/simulated environment.
Slide 81
Describe components of an ASEAN
Toolbox
Resource Implications:

Gives generic overview/indication
regarding the resource
necessary/required to deliver the
training (and by implication the
assessment also)

Resources listed here are
supplemented by those listed in
Trainer Guide under
‘Recommended Training
Equipment’.
Slide 82
Describe components of an ASEAN
Toolbox
Assessment Methods:

Lists options for assessment

They are suggestions only.
Slide 83
Describe components of an ASEAN
Toolbox
Key Competencies for the Unit:

These detail the type and
level of ‘key competencies’
needed by successful
candidates to perform the
requirements of the
Competency Standard in a
workplace

There are 7 key competencies

Each key competency may be
graded from “-” (0 = not
applicable at all) to 3 (most
applicable).
Slide 84
Describe components of an ASEAN
Toolbox
Role of Trainee Manual:

Distributed to students – theirs
to keep

Available from
waseantourism.com

Provides training content as
listed in competency standard
for the Unit – endorsed by AMS

Is the basis of training provision
for students

Can be supplemented by other
material if required.
Slide 85
Describe components of an ASEAN
Toolbox
All TMs structured the same way
as endorsed by AMS:

Cover page

Generic information

Table of Contents
(Continued)
Slide 86
Describe components of an ASEAN
Toolbox

Introduction to Trainee
Manual

Unit Descriptor
(Continued)
Slide 87
Describe components of an ASEAN
Toolbox

Assessment Matrix

Glossary of Terms
(Continued)
Slide 88
Describe components of an ASEAN
Toolbox

Notes/training content:
• Heart of the training for students
• Provides details of the content
• Presented in accord with
competency standard
• Summary presented at end of each
Element
• Trainers can add to it and/or
contextualise the material
• Trainers can refer to it when using
PowerPoint.
(Continued)
Slide 89
Describe components of an ASEAN
Toolbox

Work Projects

‘Presentation of Written Work’
advice to students.
(Continued)
Slide 90
Describe components of an ASEAN
Toolbox

Recommended Reading

Trainee Evaluation Sheet

Trainee Self-Assessment
Checklist.
Slide 91
Describe components of an ASEAN
Toolbox
PowerPoint (PPT) slide
show/presentation:

Provided for every Unit

Are an option for training
delivery – their use is not
compulsory and they can be
used in a variety of ways.
(Continued)
Slide 92
Describe components of an ASEAN
Toolbox
PowerPoint slides consist of 2
parts:

Student view

Presented view.
Slide 93
Describe components of an ASEAN
Toolbox
PPTs – can be obtained from
waeantourism.com and all slide
shows follows same format:

Title slide

List of Elements

Assessment overview

Performance Criteria for
Element 1
(Continued)
Slide 94
Describe components of an ASEAN
Toolbox

Content

Classroom Activities.
Slide 95
Describe components of an ASEAN
Toolbox
Trainer Guide (TG) – one for
every Unit and available at
waseantourism.com:

Same format for each TG

Intended just for Trainer
(and/or Assessor) use

A planning tool.
Slide 96
Describe components of an ASEAN
Toolbox
TG contents:

Information on CBA and CBT

Competency Standard for the
Unit

Copy of PPTs for the Unit
(Continued)
Slide 97
Describe components of an ASEAN
Toolbox

Recommended Training
Equipment

Instructions for using PPT –
Presented View

Appendix – ASEAN acronyms
(Continued)
Slide 98
Describe components of an ASEAN
Toolbox
Assessor Manual (AM) provided
for every Unit and available at
waseantourism.com:

For use by Assessor

May be released to Trainer

A planning tool for Assessors

Format the same in every AM.
Slide 99
Describe components of an ASEAN
Toolbox
AM contents:

Information about CBA

Copy of the Competency
Standard for the Unit
(Continued)
Slide 100
Describe components of an ASEAN
Toolbox

Oral Questions:
• Identified in Assessment
matrix
• Not mandatory
• No model answers
provided
• ‘Specifications for Oral
Question Assessment’
contained at start of the AM
(Continued)
Slide 101
Describe components of an ASEAN
Toolbox

Written Questions:
• Not mandatory
• Can be changed or used
as Oral Questions

Answers to Written Questions
– model/sample answers only
(Continued)
Slide 102
Describe components of an ASEAN
Toolbox

Observation Checklist

Third Party Statement
(Continued)
Slide 103
Describe components of an ASEAN
Toolbox

Competency Recording Sheet:
•
Provides documentation for
recording evidence gathered and
the ‘Competent’/’NYC’ decisions
•
One required for every student for
every Competency Standard they
undertake
•
Available for learner/candidate to
see – they must sign it as proof
their assessment has been
shown/explained to them
•
‘Instructions for Recording
Competency’ included at start of
every AM.
Slide 104
Summary – Element 1
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

(Continued)
Slide 105
Summary – Element 1
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

(Continued)
Slide 106
Summary – Element 1
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

(Continued)
Slide 107
Summary – Element 1




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, Trainee
Manuals, Trainer Guides, Assessor
Manuals and PowerPoint
presentations.
Slide 108
Element 2 – Implement training of
an ASEAN Competency Standard
Performance Criteria for this
Element are:

Plan and prepare for delivery of
an ASEAN Competency
Standard

Conduct training of an ASEAN
Competency Standard

Evaluate ASEAN training
delivery.
Slide 109
Plan and prepare for delivery of an
ASEAN Competency Standard
Planning and preparation are
essential:

It must precede all training – it
must never be ignored, forgotten or
overlooked

Success of most training is
determined before the Trainer
enters the training room

“If you fail to plan, you plan to fail”

Preparation generates confidence.
Slide 110
Plan and prepare for delivery of an
ASEAN Competency Standard
Start with reviewing the
Competency Standard – to:

Find out what the Unit is about

Get a ‘feel’ for the Unit

Make sure all requirements are
covered

See how the Unit fits with other
training.
Slide 111
Plan and prepare for delivery of an
ASEAN Competency Standard
Key review activities:

Obtain soft and hard copy of
Competency Standard

Read and re-read – take notes

Identify nominal hours

Determine the basic data (unit
name and number)
(Continued)
Slide 112
Plan and prepare for delivery of an
ASEAN Competency Standard

Look at ‘Unit Variables’
detail/information

Note assessment
requirements

Consider ‘Linkages to other
units’

Reflect on ‘Resources
required’

Factor in ‘Key Competencies’.
Slide 113
Plan and prepare for delivery of an
ASEAN Competency Standard
After the review:

Talk to the Training Provider
and ask them relevant
questions

Talk to previous Trainers

Talk to the Assessor/s

Talk to industry
representatives.
Slide 114
Plan and prepare for delivery of an
ASEAN Competency Standard
Resources which may need to be
obtained, prepared or acquired
will include:

Generic resources

Competency-specific
resources.
Slide 115
Plan and prepare for delivery of an
ASEAN Competency Standard
Determining resources required:

Read Competency Standard

Visit training area and view
facilities

Ask previous Trainers for their
materials

Visit industry and request their
resources

Check library.
Slide 116
Plan and prepare for delivery of an
ASEAN Competency Standard
Important considerations regarding
resources:

Host country legislation must be
obtained and complied with

Must be industry-relevant

Must be sufficient

Must be safe

Must reflect current use/practice.
Slide 117
Plan and prepare for delivery of an
ASEAN Competency Standard
Trainers are free to select whatever
blend of training methods/strategies
they want – important
considerations are:

Selected options should reflect
known learner styles/preferences

Appropriate to nature of the
Competency Standard

Must accommodate known
delivery parameters
(Continued)
Slide 118
Plan and prepare for delivery of an
ASEAN Competency Standard

Must address assessment
requirements

Should feature/introduce
diversity

Must accommodate all learners

Will need to support availability
of physical resources

Will reflect Trainer style and
preference/s.
Slide 119
Plan and prepare for delivery of an
ASEAN Competency Standard
Different training delivery
methods/strategies have different
applicability for:

Skill

Knowledge

Attitude.
Slide 120
Plan and prepare for delivery of an
ASEAN Competency Standard
Demonstration:

Most popular method for hospitality training activities

Very successful in situations where the trainees have to
learn a new skill that can be broken down into steps:
1)
Give a short spoken overview of the whole skill
2)
Demonstrate the whole skill silently and at normal speed
3)
Demonstrate again, slowly, and describe each step
4)
Check that the trainees understand any new information
5)
Observe the trainees as they perform the skill
6)
Check that the trainees’ performance meets the
appropriate standards.
Slide 121
Plan and prepare for delivery of an
ASEAN Competency Standard
Brainstorming:

A very effective method to
generate ideas about a topic or
for problem solving

You need a recorder

All ideas are recorded so the
participants can see them

There is no judgment of the
ideas generated

Engages all participants.
Slide 122
Plan and prepare for delivery of an
ASEAN Competency Standard
Role play:
 Acting out a situation
 A great learning tool for training
hospitality and tourism employees,
particularly for customer service
situations
 Role plays can be structured and
non-structured
 Observers can have checklists to
provide constructive feedback
 A debrief should be held to
highlight the learning points of the
role play.
Slide 123
Plan and prepare for delivery of an
ASEAN Competency Standard
Case Study:

Based on real life situation, or

Designed scenarios or problems
that are to be worked through by
the trainee

Questions need to be developed
to guide the user through the issue

Good for problem solving, decision
making, developing analytical
skills

Case studies should include a
debrief.
Slide 124
Plan and prepare for delivery of an
ASEAN Competency Standard
Group discussion:

A discussion between trainees
around a set topic or issue

Learners discuss and record the
group’s thoughts and answers to
questions asked

Group may have a recorder and a
spokesperson

Good for increasing understanding

Involves all trainees.
Slide 125
Plan and prepare for delivery of an
ASEAN Competency Standard
Questioning:

Trainer asks prepared questions

Trainees ask trainer the question

Written or oral

Questions should be structured
to probe learner understanding

Used for clarification,
understanding and assessment.
Slide 126
Plan and prepare for delivery of an
ASEAN Competency Standard
Techniques in effective questioning:

Ask correct question/s

Ask questions correctly:
 Put the question to the whole group
 Pause
 Nominate someone to answer
 Pause
 Respond warmly/encouragingly, or
 Redirect the question
(Continued)
Slide 127
Plan and prepare for delivery of
an ASEAN Competency Standard

Use a mix of question types:
• Open and closed questions
• Target and probe questions
• Hypothetical and settler
questions

Avoid:
• Asking multi-questions
• Asking ‘leading’ questions.
Slide 128
Plan and prepare for delivery of
an ASEAN Competency Standard
Finally:

Check out the information on
different training methods as
presented in the Trainer
Guide

Trainer needs to be
competent in skills they
demonstrate or use a Guest
Speaker or Subject Expert.
Slide 129
Plan and prepare for delivery of
an ASEAN Competency Standard
Training parameters need to be
determined as imposed/required
by:

Training Provider

Employer/s

Students/learners.
Slide 130
Plan and prepare for delivery of an
ASEAN Competency Standard
Training Provider parameters:

Number of students

Hours allocated

Training location

Budget

Documentation to be completed

Need to align training with
nominated requirements.
Slide 131
Plan and prepare for delivery of
an ASEAN Competency Standard
Parameters which may be
imposed by employers:

Training/content

Trainees available

Time/days of training

Availability of resources

Access to areas.
Slide 132
Plan and prepare for delivery of
an ASEAN Competency Standard
Student-imposed parameters
may include:

Their existing/previous
knowledge and skills

Individual differences

Special needs

Availability

Capacity to pay.
Slide 133
Plan and prepare for delivery of
an ASEAN Competency Standard
Need to identify learner numbers
because it:

Will impact delivery
techniques chosen

Will affect resources required

Will influence training venue
used

Helps mentally prepare the
Trainer.
Slide 134
Plan and prepare for delivery of
an ASEAN Competency Standard
Training Providers:

May set maximum numbers
for sessions – for example:
• Theory = 25
• Practical = 16 (depends on
equipment & safety)

May require a minimum
number before the class will
run.
Slide 135
Plan and prepare for delivery of
an ASEAN Competency Standard
Determining class numbers:

Training Provider will advise

Trainers may be required to
recruit learners.
Slide 136
Plan and prepare for delivery of
an ASEAN Competency Standard
‘Learner profile’ can impact
selection of training methods &
other planning issues and
embraces/refers to:

Age and gender of students

Language skills

Experience and ability

Individual preferences for
learning

Special needs.
Slide 137
Plan and prepare for delivery of
an ASEAN Competency Standard
Ways to determine learner profiles:

Undertake pre-entry testing

Meet and talk to students prior to
starting training

Talk to workplace supervisors
regarding skill levels of trainees

Include mandatory questions on
enrolment forms

Apply TNA.
Slide 138
Plan and prepare for delivery of
an ASEAN Competency Standard
Where TNA is used:

‘Training gap’ forms the basis
of training to be delivered

There may be no requirement
for other parts of the
Competency Standard to be
delivered

RPL may be sought.
Slide 139
Plan and prepare for delivery of
an ASEAN Competency Standard
Standard practice when planning
delivery of vocational training
using Competency Standards is
to develop/write:

A learning/training plan

A learning/training program

Session plans.
Slide 140
Plan and prepare for delivery of
an ASEAN Competency Standard
The Learning/training plan:

Draws together relevant
information from different sources
– Training Provider; Competency
Standard; Industry/employer;
Students/learners

Provides a checklist to ensure all
detail in relation to
planning/preparation has been
covered

Is a summary document.
Slide 141
Plan and prepare for delivery of
an ASEAN Competency Standard
Learning/training program is:

A series of individual
training sessions

A sequence of training
events.
Slide 142
Plan and prepare for delivery of
an ASEAN Competency Standard
Sections or headings of
Learning/training program:

Delivery schedule

Content

Delivery methods to be used

Assessment linkages

Resources available to be
used.
Slide 143
Plan and prepare for delivery of
an ASEAN Competency Standard
Session plans:

May be known as ‘lesson plan’

Detail each session in the
learning/training program

One per lesson/session

Are planning intended only for use
by the Trainer

Can contain anything the Trainer
wants to include

May be based on one of several
templates.
Slide 144
Plan and prepare for delivery of
an ASEAN Competency Standard
Planning of delivery of training
must integrate principles of adult
learning which:

Motivate learners

Build on existing
knowledge/skills

Assist learners

Refer/relate to previous
experience/s

Help learners develop
(Continued)
Slide 145
Plan and prepare for delivery of
an ASEAN Competency Standard

‘Explain’ rather than ‘impose’

Help transfer of learning

Are work-relevant

Are ‘active’ rather than
‘passive’

Match/reflect known learner
styles/preferences

Reflect what happens in the
workplace
(Continued)
Slide 146
Plan and prepare for delivery of
an ASEAN Competency Standard

Are safe and legally compliant

Feature ‘practice’ and
‘reinforcement’

Allow for and provide feedback

Reduce/eliminate barriers to
learning

Relate directly to Competency
Standards

Relate directly to the assessment
to be applied.
Slide 147
Plan and prepare for delivery of
an ASEAN Competency Standard
How individuals learn:
•
•
•
•
They start by ‘thinking’ to
themselves about a topic, issue
or problem
They progress to ‘exploration’
which involves talking,
discussing and active listening
This then moves to
‘crystallisation’ which involves
reading, writing and watching
The next stage is ‘action’
characterised by doing and
practice.
Slide 148
Plan and prepare for delivery of
an ASEAN Competency Standard
Scheduling of training = timetabling:

Refers to dates and times …
but note:
• CBT is not time-based
• ‘Nominal Hours’ may not
be provided

Gives start and finish times –
and often a venue
(Continued)
Slide 149
Plan and prepare for delivery of
an ASEAN Competency Standard

May be conducted:
• Any time
• Any day

Influenced by:
• Availability of resources &
learners/their preferences
• Public holidays
• Levels of trade at
workplaces.
Slide 150
Plan and prepare for delivery of
an ASEAN Competency Standard
Basic options for readying
resources for training delivery:

Preparing/producing them
yourself

Revising/up-dating existing
materials

Using things again which have
previously been used and
found to be effective.
Slide 151
Plan and prepare for delivery of
an ASEAN Competency Standard
Essential requirements for trainer-produced
resources:

Must reflect individual student need

Must address individual workplace need

Must be current, comprehensive and
accurate

Must respond to identified special needs

Must reflect requirements of the
Competency Standard

Must be created ‘within budget’

Should be able to be re-used.
Slide 152
Plan and prepare for delivery of
an ASEAN Competency Standard
Preparing chalk or white boards:

Obtain and clean boards

Write up content before class
arrives – cover (if required) so
they cannot see until required

Obtain chalk or markers – make
sure markers are for white
boards: do not use ‘Permanent’
markers

Obtain dusters and/or other
cleaning materials.
Slide 153
Plan and prepare for delivery of
an ASEAN Competency Standard
Preparing to use OHPs:

Obtain and position – get a
spare globe

Test run the projector – focus it

Make sure required sheets have
been prepared

Have a Plan B in case OHP
cannot be used

Practice using the projector.
Slide 154
Plan and prepare for delivery of
an ASEAN Competency Standard
Further points on use of OHP:

Colour can be used (different
coloured OHP pens)

‘Fold out’ disclosures can be a
feature

Decide on ‘permanent’ or ‘nonpermanent’ pens

Frames can be used to prevent
‘curling’

It is possible to photocopy onto
acetate sheets
(Continued)
Slide 155
Plan and prepare for delivery of
an ASEAN Competency Standard

May be hand-drawn/written
directly on to acetate sheets

Can be computer-generated,
printed and then photocopied
onto acetate sheets

Do not over-crowd each
acetate sheet – use more
sheets with less information
on each sheet.
Slide 156
Plan and prepare for delivery of
an ASEAN Competency Standard
Using ‘actual things’:

Very effective

The ‘real thing’ should be
used whenever possible

Creates excitement and
interests

Acts as a good motivator

Make sure you know all about
the item/sample.
Slide 157
Plan and prepare for delivery of
an ASEAN Competency Standard
Preparing/using projects and
exercises:

Useful as reinforcement and drill

Should progress from ‘simple’ to
‘complex’

Make sure you (as the Trainer)
have answers to the
questions/exercises

Must be relevant
(Continued)
Slide 158
Plan and prepare for delivery of
an ASEAN Competency Standard

Use relevant terms, phrases,
references and abbreviations to
give realism

Use actual workplace documents
if possible

Determine in advance if they will
be done as ‘individual’ or ‘group’
work

Are useful as a way of giving rest
of class something to do when
you are doing something else
with a student.
Slide 159
Plan and prepare for delivery of
an ASEAN Competency Standard
Preparing/using videos/DVDs:

There are some very good
commercially-prepared ones

Learn how to use the equipment
competently

Position screen/monitor so all
can see it

Cue it up before class arrives

Make sure you have previewed it

Consider preparing a Question
Sheet to guide the class as/after
they view it.
Slide 160
Plan and prepare for delivery of
an ASEAN Competency Standard
‘Demonstrations’:

Make sure all necessary items
for the demo are present and
ready to use

Check equipment works as
required/expected and is safe to
use

Consider preparing written
instructions to distribute to class
to illustrate/supplement the
demo.
Slide 161
Plan and prepare for delivery of
an ASEAN Competency Standard
Using ‘handouts’ for the training:

Useful to make certain trainees
have ‘got the facts’

Many/most H/Os are computergenerated

Consider using ‘skeletal’
handouts

Keep language
simple/appropriate & factor in
literacy skills of students

Up-date them regularly/as
required.
Slide 162
Plan and prepare for delivery of
an ASEAN Competency Standard
Using ‘Guest Speakers’:

Can be very effective … or a
disaster

Provide a ‘new face’ for
trainees

Trainees generally learn well
from them
(Continued)
Slide 163
Plan and prepare for delivery of
an ASEAN Competency Standard

Can be sourced from inside the
Training Provider, industry generally
or a specific workplace or a
government agency

They are a legitimate way of
delivering training

Lots of planning, organisation and
liaison required to make Guest
Speakers work effectively

They should be introduced, allowed
to talk/demonstrate and a ‘Q&A’
session should be included.
Slide 164
Plan and prepare for delivery of
an ASEAN Competency Standard
Options for acquiring training resources:

Buy them

Ask suppliers to donate them –
especially suppliers/manufacturers
who supply industry

Request donation/loan from industry

Share with others

Seek government funding.
Slide 165
Plan and prepare for delivery of
an ASEAN Competency Standard
Organising the physical environment
for training:

Book the room/venue

Make sure it is clean/ready for
use

Position tables, chairs and
equipment

Adjust AC if needed/where
possible
(Continued)
Slide 166
Plan and prepare for delivery of
an ASEAN Competency Standard

Lights are working

Video/DVDs have been cued

Noise/distractions
minimised/eliminated

Catering organised

Required resources have
been checked and ready to
use (as ordered for the
session)
Slide 167
Plan and prepare for delivery of
an ASEAN Competency Standard
If delivering a session in a new venue or
off-site:

Find out what they have available
there is terms of resources and
equipment

Determine where the basics are –
switches, lights, emergency exits,
projection equipment, screens and
monitors

Get a ‘feel’ for the area/room

Never assume what you want/need
will be there – even if you asked for it
to be provided.
Slide 168
Conduct training of an ASEAN
Competency Standard
When delivering training the plans
must be followed to:

Give you confidence in what you
are doing

Allow/enable set-up of the
training venue as required

Give optimum benefit to students

Ensure training is delivered on
time and within budget
(Continued)
Slide 169
Conduct training of an ASEAN
Competency Standard

Make sure all required content
is covered

Make proper/efficient use of
all resources
ordered/prepared for the
training

Arrangements made with
other people in relation to
training can be honoured.
Slide 170
Conduct training of an ASEAN
Competency Standard
It is important to note:

There will ALWAYS be times
when following the plan is not
possible

There will always be unexpected
and unplanned issues which will
impact on training delivery

Action will need to be taken to
accommodate these situations.
Slide 171
Conduct training of an ASEAN
Competency Standard
Issues which can impact training
delivery:

Late arrival (or non-arrival) of
learners

Equipment breakdown or power
failure

Learners having difficulty with the
content being presented

Plans not working or otherwise not
being able to be implemented.
Slide 172
Conduct training of an ASEAN
Competency Standard
Responding to issues arising:

Action must always be taken
when a situation is identified – it
should never be ignored

Take whatever action can be
taken before the next session –
never leave things to the
‘Evaluation’ stage

A combination of approaches is
usually needed – see next slide.
Slide 173
Conduct training of an ASEAN
Competency Standard
Action to address issues:

Spend time with students out-ofclass

Schedule another training
session

Adjust subsequent plans:
•
Change proposed delivery
methods/strategies
•
Revise/amend content to be
provided.
Slide 174
Conduct training of an ASEAN
Competency Standard
Use of TG in training delivery:

Is very limited – it is more of a
planning document

Can be used to remind of CBT
requirements and various training
options

Provides copy of the Competency
Standard for reference purposes

Gives instructions on using PPTs.
Slide 175
Conduct training of an ASEAN
Competency Standard
Use of TM in training delivery – Session
1:

Distribute to class & advise it is theirs
to keep

Allow time for them to skim through it

Explain basics of CBT and CBA

Discuss contents and use of the TM
as a training and assessment
resource

Present and explain Glossary

Highlight ‘Recommended Reading’
section.
Slide 176
Conduct training of an ASEAN
Competency Standard
On-going use of TM in training
delivery:

As sole reference

To support PPTs

For private study out-of-class.
Encourage completion and return
of ‘Trainee Evaluation Sheets’.
Slide 177
Conduct training of an ASEAN
Competency Standard
Background to use of PPTs:

Provided for all Competency
Standards

Their use is not mandatory

Can choose to use some or
none

Can add to or change the
slides.
Slide 178
Conduct training of an ASEAN
Competency Standard
Prior to training if using PPT
slides:

Obtain copy of
slides/presentation

Pre-read/preview the slides

Liaise with Assessor
regarding assessment for the
unit
(Continued)
Slide 179
Conduct training of an ASEAN
Competency Standard

Take whatever action is
needed to enable selected
Classroom Activities to be
used

Obtain data projector, screen
and pointer

Practice using the data
projector to gain competency.
Slide 180
Conduct training of an ASEAN
Competency Standard
Using the slide presentation in
training:

Arrive early and set up the
presentation so it is ready to use
when needed

Screen selected slides:
•
In correct/required order
•
Including additional slides as
required
•
Verbally explaining/expanding
on each one.
Slide 181
Conduct training of an ASEAN
Competency Standard
Classroom Activities vary between
Units but can include:

Discussions and group work

Guest Speakers and excursions

Handouts and internet research

Demonstrations and practical
work

Role plays.
Slide 182
Conduct training of an ASEAN
Competency Standard
Use of Classroom Activities in
training delivery:

Is not compulsory

They are provided as
suggestions to enhance
learning

They can be changed,
ignored or replaced with
alternate
techniques/strategies.
Slide 183
Conduct training of an ASEAN
Competency Standard
Use of chalk &/or white boards
during training:

Always put detail into
handouts

Write BIG

Do not write and talk at the
same time

Tell students what to do

Practice.
Slide 184
Conduct training of an ASEAN
Competency Standard
When using OHPs during training:

Do not talk when students are
copying information from the
sheets

Switch off OHP when talking to
focus attention on what you are
saying

Use a pointer/pen as an
indicator.
Slide 185
Conduct training of an ASEAN
Competency Standard
Using actual samples/examples as part
of training:

Get students ‘hands on’ with it – give
them time to:
•
Take it to bits
•
Re-assemble it
•
Clean it
•
Use it
•
Complete it.
Slide 186
Conduct training of an ASEAN
Competency Standard
When using videos/DVDs in class:

Consider screening them twice ...
or more

Introduce it – tell class what it is
all about/what to expect and what
to look for

Always discuss it after it has
been shown

Make sure they are 100%
relevant.
Slide 187
Conduct training of an ASEAN
Competency Standard
When doing ‘demonstrations’:

Make sure you know what to do
and how to do it

Follow the standard protocol of:
• ‘I do it normal
• I do it slow
• You do it with me
• Then off you go.’
Slide 188
Conduct training of an ASEAN
Competency Standard
When using handouts in training delivery:

Consider asking students to read out
parts of the H/O but be sensitive to their
ability to read out loud in front of others

Beware many will want to leave when
they have the H/O as they think they
now ‘have all they need’

Make sure H/O s are up-dated regularly
to keep them current

Correct any identified spelling or other
mistakes.
Slide 189
Conduct training of an ASEAN
Competency Standard
When using Guest Speakers in
training delivery:

NEVER walk out and leave
them on their own with the
class

Be prepared to ask questions
to elicit required information

Thank the Guest Speaker –
send a ‘Thank you’ letter.
Slide 190
Conduct training of an ASEAN
Competency Standard
Use of ‘facilitation skills’ in
class/training:

Create a positive/comfortable
environment

Develop workplace-like
atmosphere

Involve and include the learners
in decisions

Explain plans for training and
assessment
(Continued)
Slide 191
Conduct training of an ASEAN
Competency Standard

Identify ‘boundaries’ for the
class/group

Express expectations for the
group

Motivate the class

Integrate industry information
and context into the training

Engage and work with the
students
(Continued)
Slide 192
Conduct training of an ASEAN
Competency Standard

Develop rapport and a good
working relationship

Monitor participation and
interactions

Intervene and act when/if
required to address issues

Control the class.
Slide 193
Conduct training of an ASEAN
Competency Standard
‘Learner support’:

Strong link between this and
‘facilitation skills’

Is targetted at an individual
student rather then a group of
learners.
Slide 194
Conduct training of an ASEAN
Competency Standard
Ways to provide ‘learner support’:

Determine individual characteristics – get
to know the students as unique
individuals

Prepare individual learning plans

Provide extra one-on-one training

Give regular feedback

Liaise with external stakeholders
regarding individual student progress
and/or issues.
Slide 195
Conduct training of an ASEAN
Competency Standard
In-class monitoring activities must include:

Checking timing and pacing of delivery

Observing/monitoring the learning
environment

Watching interpersonal relationships

Actively/deliberately controlling the
learning process
(Continued)
Slide 196
Conduct training of an ASEAN
Competency Standard

Determining the learning
level/rate of individual
learners

Assessing suitability of the
training resources and
methods being used

Seeking feedback from the
learners about the delivery,
their needs, content and
issues arising.
Slide 197
Evaluate ASEAN training delivery
After training deliver has finished many
other things will need to be undertaken to
finalise the process such as filling in
documentation which may need to be
completed:

By the Trainer

In conjunction with the Assessor

After each session

When each program/Unit has finished.
Slide 198
Evaluate ASEAN training delivery
Completed documents may need
to be:

Filed for future reference

Shared with others

Forwarded to designated
others for processing.
Slide 199
Evaluate ASEAN training delivery
Documentation which may need
to be completed after training
could include:

Budget-related documents

Attendance rolls

Staffing documentation
(Continued)
Slide 200
Evaluate ASEAN training delivery

Workplace training reports –
required by employers to
provide information about
their employees

Trainer reports – required by
Training Providers to supply
nominated internal information
and statistics.
Slide 201
Evaluate ASEAN training delivery
Important aspects in relation to
evaluation of training delivery:

Evaluation is not assessment –
important to understand the difference

All trainers should evaluate their
training – without exception

Payment for training normally
includes a component allowing for
time to plan, prepare and evaluate.
(Continued)
Slide 202
Evaluate ASEAN training delivery

Can occur after every session

Needs to be based on
objective ‘evidence’/feedback

Trainers need to be proactive
in seeking out/sourcing
feedback
(Continued)
Slide 203
Evaluate ASEAN training delivery

Findings of evaluations are a prime way
Trainers can refine/improve their training
delivery

It is important to take heed of negative
feedback and not just believe the positive
comments

There is a need to plan evaluations so
there is a focus for it

Analysis of evaluations should look for
trends rather than ‘one-off’
events/feedback (unless it is a really
serious/important issue).
Slide 204
Evaluate ASEAN training delivery
The evaluation process after
training should also address the
following:

The training environment
where training was conducted

Resources used

Personal approach and
orientation of the Trainer

Content delivered.
Slide 205
Evaluate ASEAN training delivery
Evaluation:

Must address ‘process’ and
‘product’

Will benefit from using a variety
of evidence sources

Should use techniques to secure
feedback which are appropriate
to the focus/topic of the
evaluation

May feature use of a Trainee
Feedback Form.
Slide 206
Evaluate ASEAN training delivery
Evaluation may also be
undertaken using:

An ‘Observation Checklist’

Self-evaluation and Reflection
sheets.
Slide 207
Evaluate ASEAN training delivery
Trainers may also consider:

Using Trainee Evaluation
Sheets

Keeping a personal
journal/diary

Asking for feedback from
other trainers and/or ‘trusted
friends’ who will be honest but
be sensitive
(Continued)
Slide 208
Evaluate ASEAN training delivery

Recording classes for later
playback and analysis

Asking a trusted colleague to
sit in on a session

Analysing results of
assessments

Asking trainee co-workers for
their feedback/opinion of
learner progress and
competency.
Slide 209
Evaluate ASEAN training delivery
Outcomes/findings of evaluations
may require:

A report to be written

A talk to be given

‘Information sessions; to be
held

Small group sessions to be
conducted.
Slide 210
Summary – Element 2
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

(Continued)
Slide 211
Summary – Element 2
Establish delivery parameters
 Determine learner numbers
and profiles
 Prepare a learning/training
plan
 Develop a learning/training
program

(Continued)
Slide 212
Summary – Element 2
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

(Continued)
Slide 213
Summary – Element 2
Use Toolbox resources to
support delivery as
preferred/planned
 Apply effective facilitation
skills
 Provide learner support

(Continued)
Slide 214
Summary – Element 2
Monitor actual training
delivery
 Complete necessary
training documentation and
records
 Evaluate all aspects of
training provision and
delivery.

Slide 215