TRAIN THE TRAINER – ASEAN
MASTER TRAINER
MTA 1
Slide 1
Train the Trainer – ASEAN Master
Trainer
This Unit comprises four Elements :
1. Identify operational context
2. Identify ASEAN toolbox components
3. Characterise role of ASEAN trainers
4. Implement training of an ASEAN Competency Standard
Slide 2
Assessment
Assessment for this unit may include:

Oral questions

Written questions

Work projects

Exercises

Demonstration of practical skills

Observation of skills

Report from Third Party
Slide 3
Element 1 – Identify operational context
Performance Criteria for this Element are:

Explain background to the ASEAN-Australia
Development Cooperation Program Phase I

Describe elements of the ASEAN-Australia
Development Cooperation Program Phase I

Define Competency Based Training and
Competency Based Assessment

Review training/learning theory
Slide 4
Explain background to AADCP Phase I
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
Explain background to AADCP Phase I
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
Explain background to AADCP Phase I
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
Explain background to AADCP Phase I
Major stakeholders:

Australian Government – AusAID: ASEAN Australia
Development Cooperation Program

The 10 AMS

ASEAN Secretariat
Slide 8
Explain background to AADCP Phase I
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
Explain background to AADCP Phase I
Development process:

Based on Competency Based
principles

Reflects options and models
from across the globe
Slide 10
Explain background to AADCP Phase I
Aim was to produce a system which is:

Industry-based

Flexible

Structured
Slide 11
Explain background to AADCP Phase I
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
Explain background to AADCP Phase I
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
Explain background to AADCP Phase I
William Angliss Institute:

Melbourne-based with offices Australia-wide and in
many overseas countries

Has annual enrolment of around 25,000 students

Is largest specialist single purpose provider of
tourism, hospitality and foods, education, training
and consulting services in the Southern
Hemisphere

Is Victorian Government designated Specialist
Centre for Tourism, Hospitality and Culinary Arts
industries
Slide 14
Describe elements of AADCP Phase I
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 15
Describe elements of AADCP Phase I
CATC:

Developed 5-level RQFSRS

Developed 242 Competency Standards

Based on 6 Labour Divisions

Underpins MRA

Will provide consistency of training
Slide 16
Describe elements of AADCP Phase I
RQFSRS:

Has 52 qualifications ranging from
Certificate II to Advanced Diploma

Contains mandatory Packaging Rules

Provides maximum flexibility for all
users
Slide 17
Describe elements of AADCP Phase I
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 18
Describe elements of AADCP Phase I
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 19
Describe elements of AADCP Phase I

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 20
Describe elements of AADCP Phase I
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 21
Describe elements of AADCP Phase I
Regional Secretariat:

Flows from MRA

Manages/monitors Tourism Professionals in the region

Serves to oversee activities at regional level including
ATPRS and ATPMC
Slide 22
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 23
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 24
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 25
Define CBT and CBA
CBT:

Requires ability to perform

Is not time-based

Measures outcomes against a Competency Standard

Is industry-relevant
(Continued)
Slide 26
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 27
Define CBT and CBA
CBA:

There must be CBA for there to be effective CBT

CBA does not exist on its own

Results are ‘Pass Competent’ or ‘Not Yet Competent’
not ‘Pass/Fail’ or percentage
Slide 28
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 29
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 30
Define CBT and CBA
Principles of CBA:

Fairness

Reasonable adjustment

Reliability

Flexibility

Validity
Slide 31
Define CBT and CBA
‘Evidence rules’ – evidence must be:

Valid

Sufficient

Authentic

Current
Slide 32
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 33
Review training/learning theory
Learning is voluntary behaviour:

People cannot be forced to learn

Learners must want to learn

Trainers have an obligation
to motivate learners
Slide 34
Review training/learning theory
Learning as a process:

Person has a need to learn

Person seeks a solution to their need to learn

Person learns
Slide 35
Review training/learning theory
Learner characteristics and learning styles:

All learners are unique

People have different learning
styles/preferences

Training delivery should suit/reflect
these different learning
styles/preferences

There is a need to get to know individual
learners and their different learning
styles/preferences and adapt delivery
to suit
Slide 36
Review training/learning theory
Principles of adult learning:

Growth in knowledge

Development of skills

Changes in attitudes, values
and perceptions
Slide 37
Review training/learning theory
Malcolm Knowles offers:

Adult learners want to be self-directed

Adults bring lots of experience to the learning
process which should be used as the basis for
future learning

Adults want to learn to meet an
identified need

Adult learning must be relevant to
identified need
Slide 38
Review training/learning theory
Based on Knowles:

Learning/training must be active

Learning/training must be relevant

Learning/training must be holistic
(Continued)
Slide 39
Review training/learning theory

Learning/training is concerned with first and last
impressions

Learning/training must be practised and reinforced

Learning/training must feature feedback

Learning/training must be rewarded
Slide 40
Review training/learning theory
Training is a shared process between:

The trainer
• Analyses need/s
• Finds the information
• Organises/presents information
• Facilitates learning
(Continued)
Slide 41
Review training/learning theory

The learner:
• States their needs
• Relates training objectives to
their needs
• Engages with training
• Applies learning
Slide 42
Review training/learning theory
Common barriers to learning:

The trainer:
• Proper attitude is critical
• Preparation is essential
• Training environment must be safe and appropriate
(Continued)
Slide 43
Review training/learning theory

The learner:
• Must have necessary language and
literacy skills
• Must be ready, willing and motivated to
learn
• Must attend when required
Slide 44
Review training/learning theory
‘English’ language as potential barrier
to learning:

Entire CATC is written in English

English is foreign language to
most learners

Currently no way to determine English
skills of learners and no entry level
English language
guidelines

English language can be challenging for both
trainers and learners
(Continued)
Slide 45
Review training/learning theory

Trainers may not have experience with modern delivery
methods

Inherent language skills include:
• Learners not competent due to low levels
of English
• Trainers unable to deliver units
effectively
• Difficulties inherent in classes with mixed
language abilities
• Not meeting curriculum outcomes
Slide 46
Review training/learning theory
Training as a system:

Identify training needs

Determine entry level/s

Specify outcomes/objectives

Determine content and sequence
(Continued)
Slide 47
Review training/learning theory

Select appropriate delivery strategies

Deliver training

Assess learner

Evaluate trainer performance and training resources
Slide 48
Review training/learning theory
TNA:

Not all workplaces use it

Many workplaces train all staff in set
content regardless of whether they need it
or not

Some workplaces use TNA to determine
starting point/s for worker training
Slide 49
Review training/learning theory
A TNA :

Should be applied to every employee

Seeks to identify difference between
actual and required performance

Will reveal ‘training gap’

Training gap should provide basis for
training delivery
Slide 50
Review training/learning theory
Steps in conducting TNA:

Research benchmark

Observe and record performance

Compare performance

Determine training gap
Slide 51
Review training/learning theory
Training plans:

Required to support professional training delivery

Is a summary document containing information such as:
• Client name
• What else? (Classroom Activity)
Slide 52
Review training/learning theory
A training program must also be prepared:

It is a detailed document showing:
• Delivery schedule
• Content
• Delivery method/s
• Resources available/to be used
Slide 53
Review training/learning theory
Learning/session plans must be prepared for every session:

Available in many formats

Role is to assist the trainer

Content taken from training program

•
Content
•
Sequencing
•
Time allocated for each topic
•
Information to assist delivery
Details of additional references
Slide 54
Review training/learning theory
Assessment:

Must be competency based

Systematic collection of evidence to allow the
‘PC’ or ‘NYC’ decision to be made
Slide 55
Review training/learning theory
Assessment must:

Embrace RPL where applicable

Reflect requirements of Competency Standard

Be appropriate to the Competency Standard

Ensure candidates know how, where and when they will
be assessed
(Continued)
Slide 56
Review training/learning theory

Assess ONLY what learners have been told they will be
assessed on

Conform to advice given about implementation of the
assessment/s

Align with CBA principles

Comply with Evidence Rules
Slide 57
Review training/learning theory
‘Content’:

Information provided to enable competency in relation
of requirements of competency standard

Indicative content listed under ‘Unit Variables’ in
competency standard

Trainee Manuals in Toolboxes contain all relevant
content
Slide 58
Review training/learning theory
When delivering training:

MUST cover content identified in competency
standard

May deliver extra content – but MUST NOT
remove any content

Extra content may be added to ‘contextualise’
delivery
Slide 59
Review training/learning theory
Training methods = delivery strategies:

Should reflect learning style of learners; be suitable to
content; vary throughout the training

Always emphasise safety, support competency based
principles, reflect assessment which will be applied

Take into account practicalities such as
equipment/resources available, budget,
available time
Slide 60
Review training/learning theory
‘Training resources’:

Materials needed to deliver training

‘Toolboxes’ provide:
• Trainee Manual
• Trainer Guide
• Assessor Manual
• PowerPoint presentation
Slide 61
Review training/learning theory
Training delivery:

Should align with planning which has been done

Should be flexible to deal with unforeseen
circumstances

Should reflect/accommodate learner styles/preferences

Must address ‘identified need’
(Continued)
Slide 62
Review training/learning theory

May be provided:
• By one trainer
• By ‘subject experts’
• Through team teaching
• Using Guest Speakers
(Continued)
Slide 63
Review training/learning theory

May occur:
• In classroom
• In simulated environment
• In workplace
• In blended scenario
(Continued)
Slide 64
Review training/learning theory

Will often be customised to suit client/learner needs

Requires trainers to apply:
• Interpersonal skills
• Communication skills
• Class management skills
Slide 65
Summary – Element 1
When identifying operational context:

Appreciate the background and rationale for the
program

Realise the scope and aims of the project
Describe the products which have been developed to
support the initiative
(Continued)

Slide 66
Summary – Element 1

Refer to the Common ASEAN Tourism Curriculum and
Regional Qualifications Framework and Skills
Recognition System

Emphasise the role, benefits and importance of the
Mutual Recognition Arrangement and the Regional
Secretariat
Acknowledge the role played by Recognition of Prior
Learning
(Continued)

Slide 67
Summary – Element 1

Explain and stress the principles attached to and the
value of Competency Based Training and Assessment
in the delivery of vocational training

Locate the delivery of vocational training within
acknowledged theory relating to the training of adults
Slide 68
Element 2 – Identify ASEAN Toolbox
components
Performance Criteria for this Element are:

Name Labour Divisions to which toolboxes apply

Identify the Unit Titles of ASEAN toolboxes
developed

Identify Qualifications available under the ASEAN
Regional Qualifications Framework and Skills
Recognition System

Explain concept of Packaging Rules to develop
ASEAN qualifications
(Continued)
Slide 69
Element 2 – Identify ASEAN Toolbox
components

Describe the Elements of an ASEAN
toolbox Competency Standard

Describe the components of an ASEAN
toolbox Trainee Manual

Describe the components of an ASEAN
toolbox PowerPoint slide show to
support training delivery

Describe the components of an ASEAN
toolbox Trainer Guide

Describe the components of an ASEAN
toolbox Assessor Manual
Slide 70
Name Labour Divisions to which ASEAN
toolboxes apply
The requirements for development of competency
standards were provided to William Angliss as
needing to address:

Hotel Services – Restaurant Services

Hotel Services – Front office and
Housekeeping

Travel – Travel and Tour Services
Slide 71
Name Labour Divisions to which ASEAN
toolboxes apply
Curriculum Framework required to be structured
across six Labour Divisions:

Food production (FP)

Food and beverage service (FB)

Front office (FO)

Housekeeping (HK)

Tour operation (TO)

Travel agencies (TA
Slide 72
Identify the Unit Titles of ASEAN
toolboxes developed
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 73
Identify the Unit Titles of ASEAN
toolboxes developed
To access list of Unit Titles and all ASEAN resources:

Go to waseantourism.com

Username = guest

Password = guest1

Click on ‘Approved Toolboxes’..
Slide 74
Identify the Unit Titles of ASEAN
toolboxes developed
‘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 75
Identify the qualifications available
under the ASEAN RQFSRS
There are 52 qualifications across the six Labour
Divisions ranging from Certificate II to Advanced
Diploma as follows:

FB – 9 qualifications

FP – 10 qualifications

FO – 5 qualifications

HK – 5 qualifications

TO – 12 qualifications

TA – 11 qualifications
Slide 76
Identify the qualifications available
under the ASEAN RQFSRS
Certificate II - Cert II - Cert 2:

Certificate II represents a base operational qualification
encompassing a range of functions/activities requiring
fundamental operational knowledge and limited
practical skills in a defined context
Certificate II
Slide 77
Identify the qualifications available
under the ASEAN RQFSRS
Certificate III - Cert III - Cert 3:

Certificate III represents a qualification of the skilled
operator who applies a broad range of competencies
within a more varied work context, possibly providing
technical advice and support to a team including having
team leader responsibilities
Certificate III
Slide 78
Identify the qualifications available
under the ASEAN RQFSRS
Certificate IV - Cert IV - Cert 4:

Certificate IV represents a qualification based on more
sophisticated technical applications involving
competencies requiring increased theoretical
knowledge, applied in a non-routine environment and
which may involve team leadership and management
and increased responsibility for outcomes
Certificate IV
Slide 79
Identify the qualifications available
under the ASEAN RQFSRS
Diploma - Dip:

The Diploma represents a qualification which assumes
a greater theoretical base and consists of specialised,
technical or managerial competencies used to plan,
carry out and evaluate work of self and/or team
Diploma
Slide 80
Identify the qualifications available
under the ASEAN RQFSRS
Advanced Diploma - Adv Dip:

The Advanced Diploma represents a qualification
involving technical, creative, conceptual or managerial
applications built around competencies of either a
broad or specialised base and related to a broader
organisational focus
Advanced
Advanced
Diploma
Diploma
Slide 81
Explain concept of Packaging Rules to
develop ASEAN qualifications
Packaging Rules:

Prescribe requirements for creating a qualification

Define the mix or blend of:
• Core and Generic competencies required
• Functional competencies required
Slide 82
Explain concept of Packaging Rules to
develop ASEAN qualifications
In relation to Packaging Rules:

More units/competency standards required
for higher level qualifications

Higher level qualifications give access to
more management-oriented competency
standards

Lower levels give students far less
choice/options

Students can enter the Qualifications
Framework at any level
(Continued)
Slide 83
Explain concept of Packaging Rules to
develop ASEAN qualifications

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 84
Explain concept of Packaging Rules to
develop ASEAN qualifications
Benefits of ASEAN Packaging Rules:

Flexibility for students

Flexibility for employers/industry

A structured pathway

Will deliver industry-based training endorsed by AMS

Guidance about selection of units to reflect Job Titles

Extra content can be added to any Competency
standard
Slide 85
Describe the elements of an ASEAN
toolbox Competency Standard
Competency Standards:

Form the essence/basis of all Units in the
Qualifications Framework

Describes the skills and knowledge
required

Underpins CBT and CBA
Slide 86
Describe the elements of an ASEAN
toolbox Competency Standard
Competency Standards can be used in a variety of
ways:







Job design and Job descriptions
Performance appraisal
Selection criteria
Career path development
Identification of training needs
Development of training programs
Certification
Slide 87
Describe the elements of an ASEAN
toolbox Competency Standard
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 88
Describe the elements of an ASEAN
toolbox Competency Standard
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 89
Describe the elements of an ASEAN
toolbox Competency Standard
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 90
Describe the elements of an ASEAN
toolbox Competency Standard
Each Unit Title has 4 parts – Part 1:

D1 = all Units in Hotel Services classification

D2 = all Units in Travel Services classification
(Continued)
Slide 91
Describe the elements of an ASEAN
toolbox Competency Standard
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 92
Describe the elements of an ASEAN
toolbox Competency Standard
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 93
Describe the elements of an ASEAN
toolbox Competency Standard
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 94
Describe the elements of an ASEAN
toolbox Competency Standard
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 95
Describe the elements of an ASEAN
toolbox Competency Standard
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 96
Describe the elements of an ASEAN
toolbox Competency Standard
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 97
Describe the elements of an ASEAN
toolbox Competency Standard
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 98
Describe the elements of an ASEAN
toolbox Competency Standard
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 99
Describe the elements of an ASEAN
toolbox Competency Standard
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 100
Describe the elements of an ASEAN
toolbox Competency Standard
Elements:

All Competency Standards contain Elements

No fixed/required number of Elements

Three to five is usual

They identify/describe key tasks/activities of the Unit
Slide 101
Describe the elements of an ASEAN
toolbox Competency Standard
Performance Criteria:

All Elements comprise a number of
Performance Criteria – no set number
per Element (5 to 8 is common)

They are sub-sets of Elements and
state action needed for competency in
the Element

Parts written in italics have details
provided under ‘Unit Variables
Slide 102
Describe the elements of an ASEAN
toolbox Competency Standard
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 103
Describe the elements of an ASEAN
toolbox Competency Standard
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 104
Describe the elements of an ASEAN
toolbox Competency Standard
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 105
Describe the elements of an ASEAN
toolbox Competency Standard
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 106
Describe the elements of an ASEAN
toolbox Competency Standard
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 107
Describe the elements of an ASEAN
toolbox Competency Standard
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 108
Describe the elements of an ASEAN
toolbox Competency Standard
Assessment Methods:

Lists options for assessment

They are suggestions only
Slide 109
Describe the elements of an ASEAN
toolbox Competency Standard
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 110
Describe the components of an ASEAN
toolbox Trainee Manual
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 111
Describe the components of an ASEAN
toolbox Trainee Manual
All TMs structured the same way as endorsed by AMS:

Cover page

Generic information

Table of Contents
(Continued)
Slide 112
Describe the components of an ASEAN
toolbox Trainee Manual

Introduction to Trainee Manual

Unit Descriptor
(Continued)
Slide 113
Describe the components of an ASEAN
toolbox Trainee Manual

Assessment Matrix

Glossary of Terms
(Continued)
Slide 114
Describe the components of an ASEAN
toolbox Trainee Manual

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 115
Describe the components of an ASEAN
toolbox Trainee Manual

Work Projects

‘Presentation of Written Work’ advice to students
(Continued)
Slide 116
Describe the components of an ASEAN
toolbox Trainee Manual

Recommended Reading

Trainee Evaluation Sheet

Trainee Self-Assessment Checklist
Slide 117
Describe components of ASEAN
PowerPoint slide show
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 118
Describe components of ASEAN
PowerPoint slide show
PowerPoint slides consist of 2 parts:

Student view

Presented view
Slide 119
Describe components of ASEAN
PowerPoint slide show
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 120
Describe components of ASEAN
PowerPoint slide show

Content

Classroom Activities
Slide 121
Describe components of ASEAN toolbox
Trainer Guide
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 122
Describe components of ASEAN toolbox
Trainer Guide
TG contents:

Information on CBA and CBT

Competency Standard for the Unit

Copt of PPTs for the Unit
(Continued)
Slide 123
Describe components of ASEAN toolbox
Trainer Guide

Recommended Training Equipment

Instructions for using PPT – Presented View

Appendix – ASEAN acronyms
(Continued)
Slide 124
Describe components of ASEAN toolbox
Assessor Manual
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 125
Describe components of ASEAN toolbox
Assessor Manual
AM contents:

Information about CBA

Copy of the Competency Standard
for the Unit
(Continued)
Slide 126
Describe components of ASEAN toolbox
Assessor Manual

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 127
Describe components of ASEAN toolbox
Assessor Manual

Written Questions:
• Not mandatory
• Can be changed or used as Oral
Questions

Answers to Written Questions –
model/sample answers only
(Continued)
Slide 128
Describe components of ASEAN toolbox
Assessor Manual

Observation Checklist

Third Party Statement
(Continued)
Slide 129
Describe components of ASEAN toolbox
Assessor Manual

Competency Recording Sheet:
• Provides documentation for recording
evidence gathered and the
‘Pass Competent’/’NYC’ decisions
• One required for every student for every
Competency Standard they undertake
• Available for learner/candidate to see –
they must sign it as proof their
assessment has been shown/explained to them
• ‘Instructions for Recording Competency’ included at
start of every AM
Slide 130
Summary – Element 2
When identifying ASEAN toolbox components:

Know the six Labour Divisions to which the Toolboxes
apply and gain a general appreciation for the nature of
the units which apply to each

Recognise the 242 competency standards provided for
under the Qualifications Framework
Be aware of the Clusters which relate to various
Standards Menus within the Labour Divisions
(Continued)

Slide 131
Summary – Element 2

Recognise the 52 qualifications and various streams
provided for across the six Labour Divisions

Know how to access and use the Packaging Rules
which govern the creation of qualifications
Be able to access, describe and interpret elements of
all ASEAN toolbox competency standards
(Continued)

Slide 132
Summary – Element 2

Be able to access and describe the contents of a toolbox
Trainee Manual
Be able to access and describe the components of the
PowerPoint slide presentation which supports ASEAN
toolboxes and their delivery
(Continued)

Slide 133
Summary – Element 2

Be able to access and describe
generic inclusions in an ASEAN
toolbox Trainer Guide

Be able to access and describe
the components of an ASEAN
toolbox Assessor Manual
Slide 134
Element 3 – Characterise role of ASEAN
Trainers
Performance Criteria for this Element are:

Explain pre-requisites for eligibility to become an
ASEAN toolbox trainer and Master Trainer

Define roles and responsibilities of an ASEAN toolbox
trainer and Master Trainer

Explain nature of relationship between ASEAN toolbox
trainers and assessors
Slide 135
Explain pre-requisites to become ASEAN
toolbox Trainer and Master Trainer
Trainer pre-requisites:

Minimum years of industry experience

A basic trade qualification

A nominated vocational training certificate
Slide 136
Explain pre-requisites to become ASEAN
toolbox Trainer and Master Trainer

Train the Trainer – ASEAN National Trainer: NTA 1 has
also been developed (50 hours)

Train the Trainer – ASEAN National Assessor: NTA 2
has also been developed (35 hours)
Slide 137
Explain pre-requisites to become ASEAN
toolbox Trainer and Master Trainer
Factors determining eligibility of applicants to become
Master Trainer:

Personal attributes

Training qualifications

Training experience
(Continued)
Slide 138
Explain pre-requisites to become ASEAN
toolbox Trainer and Master Trainer

Academic and vocational qualifications

Industry experience

Knowledge and skills

Other desirable qualities
Slide 139
Explain pre-requisites to become ASEAN
toolbox Trainer and Master Trainer
Application process – formal and standard:

Completion of application or EOI form

Vetting and short-listing of applicants

Interview with NTO
(Continued)
Slide 140
Explain pre-requisites to become ASEAN
toolbox Trainer and Master Trainer

Rating by Selection Panel using scoring sheet based on
Key selection Criteria and results of interview

Nomination and notification of successful applicants

Completion of letter from applicant:
• Endorsement by employer
• Commitment for 2 years
Slide 141
Define roles and responsibilities of an
ASEAN Trainer and Master 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 142
Define roles and responsibilities of an
ASEAN Trainer and Master Trainer

Conducting instruction and demonstration

Checking student/learner performance

Reviewing personal training performance

Finalising documentation

Growing training expertise

Liaising with Assessors
Slide 143
Define roles and responsibilities of an
ASEAN Trainer and Master Trainer
Roles and responsibilities of Master Trainers (MT):

Individual score/rating will determine this to large extent

Primary role of Master Trainer training is to give
participants the knowledge, skills and attitudes required
to successfully deliver training on how to use the
Toolboxes to other teachers and educators in their
respective countries and in the other ASEAN Member
States
Slide 144
Define roles and responsibilities of an
ASEAN Trainer and Master Trainer
To fulfill primary roles MTs are required to:

Promote ASEAN toolboxes and
their use

Assist with MT candidate selection

Train MT candidates

Monitor progress of program and participants

Assist MT and MA candidates

Give feedback or individuals and the project
Slide 145
Define roles and responsibilities of an
ASEAN Trainer and Master Trainer
MTs and MAs will be evaluated and rated on completion of
training based on their:

Attitude

Aptitude

Vocational knowledge

Vocational experience

Ability to train
(Continued)
Slide 146
Define roles and responsibilities of an
ASEAN Trainer and Master Trainer

Communication competence

Knowledge of CBA/CBT

Knowledge of CATC and MRA

Knowledge of specialist or
common core toolboxes

Personal characteristics
Slide 147
Define roles and responsibilities of an
ASEAN Trainer and Master Trainer
Scoring/rating is undertaken out of 30 and candidates are
classified into one of four Levels:

Level 1: (25 – 30) Outstanding Master Trainer and/or
Assessor

Level 2: (19 – 24) Competent Master Trainer and/or
Assessor
(Continued)
Slide 148
Define roles and responsibilities of an
ASEAN Trainer and Master Trainer

Level 3: (15 – 19) Competent Trainer and/or Assessor

Level 4: (0 – 14) Not Yet Competent Trainer and/or
Assessor
Slide 149
Define roles and responsibilities of an
ASEAN Trainer and Master Trainer
Based on ratings, candidates will be classified as:

Category A

Category B

Category C

Category D
A
B
C
D
Slide 150
Explain nature of relationship between
ASEAN toolbox trainers and assessors
Relationship needs to be characterised by:

Openness

Fact-based communication

Cooperation

Collaboration

Harmony

Mutual learning
Slide 151
Explain nature of relationship between
ASEAN toolbox trainers and assessors
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 152
Explain nature of relationship between
ASEAN toolbox trainers and assessors

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 153
Explain nature of relationship between
ASEAN toolbox trainers and assessors
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 154
Summary – Element 3
When characterising role of ASEAN trainers:

Determine eligibility requirements to become a toolbox
trainer

Understand the eligibility requirements for becoming a
Master Trainer
Know the application procedure and selection criteria
to become a Master Trainer
(Continued)

Slide 155
Summary – Element 3

Be aware of the role of National Trainer and Assessor
training
Define and describe the roles and responsibilities of
toolbox trainers and Master Trainers
(Continued)

Slide 156
Summary – Element 3

Be aware of and be able to interpret the rating scheme
for evaluating Master Trainers

Explain the nature of the relationship necessary
between trainers and assessors when using the
ASEAN toolboxes to deliver and assess vocational
training
Slide 157
Element 4 – 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 158
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 159
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 160
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 161
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 162
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 163
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 164
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 165
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 166
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 167
Plan and prepare for delivery of an
ASEAN Competency Standard

Must address assessment
requirements

Should introduce diversity

Must accommodate all learners

Will need to support availability of
physical resources

Will reflect Trainer style and
preferences
Slide 168
Plan and prepare for delivery of an
ASEAN Competency Standard
Different training delivery methods/strategies have
different applicability for:

Skill

Knowledge

Attitude
Slide 169
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 170
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 171
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 nonstructured
 Observers can have checklists to provide
constructive feedback
 A debrief should be held to highlight the
learning points of the role play
Slide 172
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 173
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 174
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 175
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 176
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 177
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 178
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 179
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 180
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 181
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 182
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 183
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 184
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 185
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 186
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 187
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 188
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 189
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 190
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 191
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 192
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 193
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 194
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 known learner styles or preferences

Reflect what happens in the workplace
(Continued)
Slide 195
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 barriers to learning

Relate directly to Competency Standards

Relate directly to the assessment to be applied
Slide 196
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 197
Plan and prepare for delivery of an
ASEAN Competency Standard
Scheduling of training = time-tabling:

Refers to dates and times … but note:
• CBT is not time-based
• ‘Nominal Hours’ may not be provided

Gives start and finish times – and often a venue
(Continued)
Slide 198
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 199
Plan and prepare for delivery of an
ASEAN Competency Standard
Basic options for readying resources for training
delivery:

Preparing and producing them yourself

Revising or up-dating existing
materials

Using things again which have
previously been used and found
to be effective
Slide 200
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 201
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 or other cleaning materials
Slide 202
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 203
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 ‘non-permanent’ pens

Frames can be used to prevent ‘curling’

It is possible to photocopy onto acetate sheets
(Continued)
Slide 204
Plan and prepare for delivery of an
ASEAN Competency Standard

May be hand-written directly on to acetate sheets

Can be computer-generated, printed and then
photocopied onto acetate sheets

Do not over-crowd each acetate sheet – use more
sheets with less information on each sheet
Slide 205
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 206
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 207
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 208
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 209
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 210
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 H/Os are computer-generated

Consider using ‘skeletal’ handouts

Keep language simple, appropriate and factor in literacy
skills of students

Up-date them regularly as required
Slide 211
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 212
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 213
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 214
Plan and prepare for delivery of an
ASEAN Competency Standard
Organising the physical environment for training:

Book the venue

Make sure it is clean and ready for use

Position tables, chairs and equipment

Adjust AC if needed and if possible
(Continued)
Slide 215
Plan and prepare for delivery of an
ASEAN Competency Standard

Lights are working

Video/DVDs have been cued

Noise and distractions minimised

Catering organised

Required resources have been checked and ready to
use (as ordered for the session)
Slide 216
Plan and prepare for delivery of an
ASEAN Competency Standard
If delivering a session in a new venue or offsite:

Find out what they have available there is
terms of resources and equipment

Determine where the basics are – switches,
lights, emergency exits, projection
equipment, screens and monitors

Get a ‘feel’ for the area or room

Never assume what you want will be there –
even if you asked for it to be provided
Slide 217
Conduct training of an ASEAN
Competency Standard
When delivering training the plans must be followed
to:

Give you confidence in what you are doing

Enable set-up of the training venue as required

Give optimum benefit to students

Ensure training is delivered on time and within budget
(Continued)
Slide 218
Conduct training of an ASEAN
Competency Standard

Make sure all required content is covered

Make proper and efficient use of all resources ordered
for the training

Arrangements made with other people in relation to
training can be honoured
Slide 219
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 220
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 221
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 222
Conduct training of an ASEAN
Competency Standard
Action to address issues:

Spend time with students out-of-class

Schedule another training session

Adjust subsequent plans:
• Change proposed delivery methods and strategies
• Revise content to be provided
Slide 223
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 224
Conduct training of an ASEAN
Competency Standard
Use of TM in training delivery – Session 1:

Distribute to class and advise it is theirs to keep

Allow time for them to skim through it

Explain basics of CBT and CBA

Discuss contents and use of the TM as a training and
assessment resource

Present and explain Glossary

Highlight ‘Recommended Reading’ section
Slide 225
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 226
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 227
Conduct training of an ASEAN
Competency Standard
Prior to training if using PPT slides:

Obtain copy of slide presentation

Pre-read and preview the slides

Liaise with Assessor regarding
assessment for the unit
(Continued)
Slide 228
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 229
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 expanding on each one
Slide 230
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 231
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 and strategies
Slide 232
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 233
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
Slide 234
Conduct training of an ASEAN
Competency Standard
Using actual samples or 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 235
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 236
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 237
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 238
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 239
Conduct training of an ASEAN
Competency Standard
Use of ‘facilitation skills’ in training:

Create a positive and comfortable environment

Develop workplace-like atmosphere

Involve and include the learners
in decisions

Explain plans for training and
assessment
(Continued)
Slide 240
Conduct training of an ASEAN
Competency Standard

Identify ‘boundaries’ for the class

Express expectations for the group

Motivate the class

Integrate industry information and
context into the training

Engage and work with the students
(Continued)
Slide 241
Conduct training of an ASEAN
Competency Standard

Develop rapport and a good working relationship

Monitor participation and interactions

Intervene and act when required to address issues

Control the class
Slide 242
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 243
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 244
Conduct training of an ASEAN
Competency Standard
In-class monitoring activities must include:

Checking timing and pacing of delivery

Observing and monitoring the learning
environment

Watching interpersonal relationships

Actively and deliberately controlling
the learning process
(Continued)
Slide 245
Conduct training of an ASEAN
Competency Standard

Determining the learning level of individual learners

Assessing suitability of the training resources and
methods being used

Seeking feedback from the learners about the delivery,
their needs, content and issues arising
Slide 246
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 Unit has finished
Slide 247
Evaluate ASEAN training delivery
Completed documents may need to be:

Filed for future reference

Shared with others

Forwarded to designated others
for processing
Slide 248
Evaluate ASEAN training delivery
Documentation which may need to be completed after
training could include:

Budget-related documents

Attendance rolls

Staffing documentation
(Continued)
Slide 249
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 250
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 251
Evaluate ASEAN training delivery

Can occur after every session

Needs to be based on objective ‘evidence’ and
feedback

Trainers need to be proactive in seeking out feedback
(Continued)
Slide 252
Evaluate ASEAN training delivery

Findings of evaluations are a prime way Trainers
can refine and 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 and feedback (unless it
is a really serious or important issue)
Slide 253
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 254
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 and topic of the evaluation

May feature use of a Trainee Feedback Form
Slide 255
Evaluate ASEAN training delivery
Evaluation may also be undertaken using:

An ‘Observation Checklist’

Self-evaluation and Reflection sheets
Slide 256
Evaluate ASEAN training delivery
Trainers may also consider:

Using Trainee Evaluation Sheets

Keeping a personal journal/diary

Asking for feedback from other trainers or ‘trusted
friends’ who will be honest but be sensitive
(Continued)
Slide 257
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 opinion of learner
progress and competency
Slide 258
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 259
Summary – Element 4
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 260
Summary – Element 4

Establish delivery parameters

Determine learner numbers and profiles

Prepare a learning/training plan

Develop a learning/training program
(Continued)
Slide 261
Summary – Element 4

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 262
Summary – Element 4

Use Toolbox resources to support delivery as
preferred/planned

Apply effective facilitation skills

Provide learner support
(Continued)
Slide 263
Summary – Element 4

Monitor actual training delivery

Complete necessary training documentation and
records

Evaluate all aspects of training provision and
delivery
Slide 264