Train the Trainer – ASEAN National
Trainer
NTA 1
Trainee Manual
Train the Trainer –
ASEAN National
Trainer
NTA 1
Trainee Manual
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone:
(03) 9606 2111
Facsimile:
(03) 9670 1330
Acknowledgements
Project Director:
Project Manager
Chief Writer:
Subject Writer:
Editor:
DTP/Production:
Wayne Crosbie
Jim Irwin
Alan Hickman
Alan Hickman
Jim Irwin
Daniel Chee, Mai Vu, Cindy Curran
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar,
Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Training of ASEAN
Master Trainers and Master Assessors for Front Office, Food and Beverage Services and Food
Production Divisions”.
This publication is supported by the Australian Government’s aid program through the ASEAN-Australia
Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2015.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However, you
should conduct your own enquiries and seek professional advice before relying on any fact, statement or
matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not
responsible for any injury, loss or damage as a result of material included or omitted from this course.
Information in this module is current at the time of publication. Time of publication is indicated in the date
stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and
non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and
Media Library. Some images have been provided by and are the property of William Angliss Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: TM_Train_the_trainer_ASEAN_national_trainer_draft_190115
Table of contents
Introduction to trainee manual ............................................................................................... 1
Unit descriptor ....................................................................................................................... 3
Assessment matrix ................................................................................................................ 5
Glossary................................................................................................................................ 7
Element 1: Describe essentials of vocational training delivery using ASEAN Toolboxes ...... 9
Element 2: Implement training of an ASEAN Competency Standard .................................. 92
Presentation of written work .............................................................................................. 164
Recommended reading ..................................................................................................... 166
Trainee evaluation sheet ................................................................................................... 172
Trainee self-assessment checklist..................................................................................... 174
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Introduction to trainee manual
Introduction to trainee manual
To the Trainee
Congratulations on joining this course. This Trainee Manual is one part of a ‘toolbox’ which is
a resource provided to trainees, trainers and assessors to help you become competent in
various areas of your work.
The ‘toolbox’ consists of three elements:

A Trainee Manual for you to read and study at home or in class

A Trainer Guide with Power Point slides to help your Trainer explain the content of the
training material and provide class activities to help with practice

An Assessment Manual which provides your Assessor with oral and written questions
and other assessment tasks to establish whether or not you have achieved competency.
The first thing you may notice is that this training program and the information you find in the
Trainee Manual seems different to the textbooks you have used previously. This is because
the method of instruction and examination is different. The method used is called
Competency based training (CBT) and Competency based assessment (CBA). CBT and
CBA is the training and assessment system chosen by ASEAN (Association of South-East
Asian Nations) to train people to work in the tourism and hospitality industry throughout all
the ASEAN member states.
What is the CBT and CBA system and why has it been adopted by ASEAN?
CBT is a way of training that concentrates on what a worker can do or is required to do at
work. The aim is of the training is to enable trainees to perform tasks and duties at a
standard expected by employers. CBT seeks to develop the skills, knowledge and attitudes
(or recognise the ones the trainee already possesses) to achieve the required competency
standard. ASEAN has adopted the CBT/CBA training system as it is able to produce the type
of worker that industry is looking for and this therefore increases trainee chances of
obtaining employment.
CBA involves collecting evidence and making a judgement of the extent to which a worker
can perform his/her duties at the required competency standard. Where a trainee can
already demonstrate a degree of competency, either due to prior training or work
experience, a process of ‘Recognition of Prior Learning’ (RPL) is available to trainees to
recognise this. Please speak to your trainer about RPL if you think this applies to you.
What is a competency standard?
Competency standards are descriptions of the skills and knowledge required to perform a
task or activity at the level of a required standard.
242 competency standards for the tourism and hospitality industries throughout the ASEAN
region have been developed to cover all the knowledge, skills and attitudes required to work
in the following occupational areas:

Housekeeping

Food Production

Food and Beverage Service

Front Office
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
1
Introduction to trainee manual

Travel Agencies

Tour Operations.
All of these competency standards are available for you to look at. In fact you will find a
summary of each one at the beginning of each Trainee Manual under the heading ‘Unit
Descriptor’. The unit descriptor describes the content of the unit you will be studying in the
Trainee Manual and provides a table of contents which are divided up into ‘Elements’ and
‘Performance Criteria”. An element is a description of one aspect of what has to be achieved
in the workplace. The ‘Performance Criteria’ below each element details the level of
performance that needs to be demonstrated to be declared competent.
There are other components of the competency standard:

Unit Title: statement about what is to be done in the workplace

Unit Number: unique number identifying the particular competency

Nominal hours: number of classroom or practical hours usually needed to complete the
competency. We call them ‘nominal’ hours because they can vary e.g. sometimes it will
take an individual less time to complete a unit of competency because he/she has prior
knowledge or work experience in that area.
The final heading you will see before you start reading the Trainee Manual is the
‘Assessment Matrix’. Competency based assessment requires trainees to be assessed in at
least 2 – 3 different ways, one of which must be practical. This section outlines three ways
assessment can be carried out and includes work projects, written questions and oral
questions. The matrix is designed to show you which performance criteria will be assessed
and how they will be assessed. Your trainer and/or assessor may also use other assessment
methods including ‘Observation Checklist’ and ‘Third Party Statement’. An observation
checklist is a way of recording how you perform at work and a third party statement is a
statement by a supervisor or employer about the degree of competence they believe you
have achieved. This can be based on observing your workplace performance, inspecting
your work or gaining feedback from fellow workers.
Your trainer and/or assessor may use other methods to assess you such as:

Journals

Oral presentations

Role plays

Log books

Group projects

Practical demonstrations.
Remember your trainer is there to help you succeed and become competent. Please feel
free to ask him or her for more explanation of what you have just read and of what is
expected from you and best wishes for your future studies and future career in tourism and
hospitality.
2
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Unit descriptor
Unit descriptor
Train the Trainer – ASEAN National Trainer
This unit deals with the skills and knowledge required to Train the Trainer – ASEAN National
Trainer in a range of settings within the travel industries workplace context.
Unit Code:
NTA 1
Nominal Hours:
50
Element 1: Describe essentials of vocational training delivery using
ASEAN Toolboxes
Performance Criteria
1.1 Identify and describe elements underpinning the Toolbox project
1.2 Define Competency Based Training and Competency Based Assessment
1.3 Characterise role of ASEAN trainers and assessors
1.4 Detail structure of vocational training using ASEAN Toolboxes
1.5 Describe components of an ASEAN Toolbox
Element 2: Implement training of an ASEAN Competency Standard
Performance Criteria
2.1 Plan and prepare for delivery of an ASEAN Competency Standard
2.2 Conduct training of an ASEAN Competency Standard
2.3 Evaluate ASEAN training delivery
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
3
Unit descriptor
4
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Assessment matrix
Assessment matrix
Showing mapping of Performance Criteria against Work Projects, Written
Questions and Oral Questions
The Assessment Matrix indicates three of the most common assessment activities your
Assessor may use to assess your understanding of the content of this manual and your
performance - Work Projects, Written Questions and Oral Questions. It also indicates
where you can find the subject content related to these assessment activities in the
Trainee Manual (i.e. under which element or performance criteria). As explained in the
Introduction, however, the assessors are free to choose which assessment activities are
most suitable to best capture evidence of competency as they deem appropriate for
individual students.
Work
Projects
Written
Questions
Oral
Questions
Element 1: Describe essentials of vocational training delivery using ASEAN Toolboxes
1.1
Identify and describe elements underpinning
the Toolbox project
1.1
1–8
1
1.2
Define Competency Based Training and
Competency Based Assessment
1.1
9 – 13
2, 3
1.3
Characterise role of ASEAN trainers and
assessors
1.3
14 – 17
4, 5
1.4
Detail structure of vocational training using
ASEAN Toolboxes
1.1
18 – 23
6 – 10
1.5
Describe components of an ASEAN Toolbox
1.2
24 – 29
11 – 16
Element 2: Implement training of an ASEAN Competency Standard
2.1
Plan and prepare for delivery of an ASEAN
Competency Standard
2.1
30 – 40
17
2.2
Conduct training of an ASEAN Competency
Standard
2.1
41 – 48
18
2.3
Evaluate ASEAN training delivery
2.1
49, 50, 51
19
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
5
Assessment matrix
6
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Glossary
Glossary
Term
Explanation
AADCP
ASEAN – Australia Development Cooperation Program
ACCSTP
ASEAN Common Competency Standards for Tourism Professionals
AM
Assessor Manual
AMS
ASEAN Member States
AQEM
ASEAN Qualifications Equivalence Matrix
ASEAN
Association of Southeast Asian Nations
ASEC
ASEAN Secretariat
ATPMC
ASEAN Tourism Professionals Monitoring Committee
ATPRS
ASEAN Tourism Professional Registration System
ATFTMD
ASEAN Task Force on Tourism Manpower Development
C
Competent (as opposed to NYC)
CATC
Common ASEAN Tourism Curriculum
CBA
Competency Based Assessment
CBT
Competency Based Training
Co-requisite unit
A unit which must be undertaken at the same time another unit is
being undertaken
DTP
Desk-top publishing
ITAB
Industry Training Advisory Board
MRA
Mutual Recognition Arrangement
NCVER
National Centre for Vocational Education Research
NYC
Not Yet Competent
OHP
Overhead Projector
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
7
Glossary
Term
Explanation
PPT
PowerPoint presentation/slides
Pre-requisite unit
Mandatory unit which must be completed before another unit is
undertaken
RCC
Recognition of Current Competencies
RPL
Recognition of Prior Learning
RQFSRS
Regional Qualifications Framework and Skills Recognition System
RTO
Registered Training Organisation
TAFE
Technical and Further Education
TG
Trainer Guide
TM
Trainee Manual
TPCB
Tourism Professional Certification Board
VAP
Vientiane Action Plan
WAI
William Angliss Institute
8
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Element 1:
Describe essentials of vocational
training delivery using ASEAN
Toolboxes
1.1 Identify and describe elements underpinning
the Toolbox project
Introduction
The program for training of National Trainers and National Assessors flows from the program
for training of Master Trainers and Master Assessors and a series of earlier related projects.
This section discusses the history and development of ASEAN vocational training for this
initiative by providing context and presenting and defining a range of component elements
comprising the Toolbox project.
Background
Rationale
There is increasing awareness globally of the key role played by tourism as a driver of
economic development and change and of its contribution to poverty alleviation while at the
same time supporting natural conservation and heritage.
The tourism sector was initially identified as one of the eleven priority sectors targeted for
ASEAN integration by 2015.
The ASEAN region, by providing a safe and secure environment for tourists through
consistent quality service, free movement of labour and enhanced connectivity between all
member states has the potential to contribute positively to increased global tourism demand.
Over the last ten years, along with this growing awareness, has come an equal
understanding of a number of impediments to tourism growth in the ASEAN region:

No common tourism curriculum amongst the ASEAN Member States

Varied standards of human resources capability across the region

Absence of mutual recognition of vocational skills and qualifications across the ASEAN
Member States which impeded free movement of labour

Need for ASEAN Member States to provide a safe and secure environment for
international tourists

Identified demand from visitors for authentic and diverse products delivered with
consistent quality service.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
9
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Start of the initiative
This initiative was established in support of the Vientiane Action Plan (VAP) and the Mutual
Recognition Arrangement (MRA) which aims to strengthen Human Resource Development
activities through the development of a Common ASEAN Tourism Curriculum (CATC).
Acting on this understanding ASEAN Tourism Ministers decided to launch a project to
establish a Common ASEAN Tourism Curriculum (CATC) [see below] as a means of
harmonising tourism curriculum between the ASEAN member states and thus make it easier
for tourism professionals to move between countries where there was a high supply or
demand for their services.
The major stakeholders in the Program are:

The Australian Government aid agency ‘AusAid’ who funded the project through the
ASEAN-Australia Development Cooperation Program (AADCP1)

The ten ASEAN Member States – Brunei Darussalam, Cambodia, Indonesia, Laos PDR,
Malaysia, Myanmar, the Philippines, Singapore, Thailand, Viet Nam

The ASEAN Secretariat based in Jakarta, Indonesia.
General overview of process
Tourism focus
The importance of the progress made by these initiatives can be seen from the fact that a
key Element of the ASEAN Tourism Strategic Plan (2011-2015) is to build on work already
done in the development of the Common ASEAN Tourism Curriculum (CATC – see below).
Initial products developed
William Angliss Institute (WAI) initially:

Produced a Qualifications Framework

Wrote Competency Standards – for Units within the Qualifications Framework.

Developed Packaging Rules – to guide the way Qualifications are created to reflect the
needs of:

Individual students

Industry

Training providers.
The development process
The process of developing the Qualifications Framework and writing the Competency
Standards was characterised by:

Reliance on Competency Based principles to underpin training delivery and assessment

Research into options and models used by multiple countries across the world

Search for a system which would be:

Industry-based – the Units of competency and the content for each were based on
industry requirements.
−
10
This means qualifications must match industry needs making them relevant and
useful to both students and industry.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes

Flexible – allowing students, industry and training providers the highest level of
flexibility in the selection of Units for each qualification at every level.
−

Structured – it was vital there was a logical flow between qualifications.
−

Stakeholders can individually determine on a case-by-case basis the mix of
competencies which will combine to form a qualification (in accordance with
mandatory packaging rules for each).
This was necessary to facilitate student advancement through qualifications,
enable movement between streams if necessary and allow students to gain
higher level managerial qualifications while still retaining a practical and
operational focus.
Collaboration between WAI and AMS representatives at a series of in-country meetings
where:

Reports were tabled and progress explained

Samples of work were presented to over 1,000 representatives from government,
vocational education and training institutions and the tourism and hospitality industry
for their comments

Feedback from representatives were used as the basis for reviews and refinement to
final products

The revised materials were presented to and endorsed by all AMS.
Subsequent action
In addition to curriculum, Toolboxes, Master and National Trainer and Assessor training
additional related projects were undertaken by Angliss Consulting:
1. Gap Analysis of Implementation of MRA on Tourism Professionals (including
development of AQEM – ASEAN Qualifications Equivalence Matrix). This entailed an
analysis of existing hard and soft infrastructure in each AMS, identifying the gaps which
exist, and making recommendations to address those gaps.
2. Feasibility Study for the Establishment of a Regional Secretariat for ASEAN Tourism
Professionals. This involved conducting a feasibility study to assess the need for the
establishment of a Secretariat and to determine whether the use of a Secretariat is the
best option to support and respond to the challenges inherent in the implementation of
the Mutual Recognition Arrangement (MRA) on Tourism Professionals.
CATC
CATC stands for Common ASEAN Tourism Curriculum.
It is the common curriculum for ASEAN Tourism Professionals as mutually agreed by the
ASEAN Tourism Ministers following recommendation by the ASEAN National Tourism
Organisation.
The CATC Project, led by a Project Team from William Angliss Institute, was undertaken
between April 2006 and April 2008.
Key outputs from the project were

The design and development of a 5-level RQFSRS (see below)
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
11
Describe essentials of vocational training delivery using
ASEAN Toolboxes

Finalisation of details relating to the rationalisation of 242 Industry Competency
Standards and their subsequent endorsement by the ASEAN Task Force on Tourism
Manpower Development (ATFTMD).
The CATC is founded upon six labour divisions.
CATC and RQFSRS (below) go hand-in-hand:

CATC supporting and contributing to the development of a harmonised tourism
education and training framework within the ASEAN region

RQFSRS supporting and contributing to the implementation of the MRA (see below)
which will ultimately facilitate skilled labour mobility, contributing to economic integration
of the region.
The benefit of CATC has been to promote uniformity and consistency of tourism training
programs across ASEAN, fostering cooperation in the tourism education and training
institutions, enhancing mutual understanding and regional stability.
RQFSRS
RQFSRS stands for Regional Qualifications Framework and Skills Recognition System and
it is the overriding educational framework for the ASEAN region.
The RQFSRS comprises 52 qualifications from Certificate II to Advanced Diploma Level,
spread across the six identified Labour Divisions.
Qualifications can be selected be users (according to mandatory Packaging Rules) to suit
individual need from the 242 Units for which Competency Standards were developed and
Toolboxes produced.
RQFSRS provides a common yardstick (a standardised teaching and assessment
framework) for ASEAN member states in terms of accreditation of tourism qualifications and
skills recognition across the region, assisting with the implementation of the MRA and
promoting labour mobility.
The nature and formulation of the RQFSRS means:

There is an opportunity and emphasis on qualifications meeting user (industry, students,
Training Provider) needs

Flexibility is provided for students to select Units to meet career goals and for employers
to nominate Units which respond to workplace need

Students can move between qualifications, streams and Labour Divisions as their study
progresses and/or as their need alters

Students can enter the Framework at any level – they do not have to ‘start at the bottom’
and work their way up.

It will to provide, ensure and maintain ‘quality assurance’ across all countries and
educational providers across the ASEAN region.
12
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
ACCSTP
ACCSTP stands for ASEAN Common Competency Standards for Tourism Professionals.
The ACCSTP are:

‘Blueprints’ which support the implementation of competency-based common ASEAN
tourism programs

Minimum requirements of competency standards in hotel and travel services which aim
to upgrade tourism services.
Together they provide Trainers and Assessors with the necessary guidance on the skills,
knowledge, and attitudes required for the participants to perform the tasks identified for the
six Labour Divisions at the defined standard for industry.
Developing the 242 Competency Standards of the ACCSTP has enabled stakeholders in the
ASEAN member states to implement tourism training programs which contain the minimum
standards required for participants to undertake a job effectively in the industry.
MRA
MRA stands for Mutual Recognition Arrangement. The MRA is a critical element of the
Project as it underpins the aim of creating a system where there is genuine portability of
credentials between all ASEAN Member States.
The intention of this MRA (the MRA on Tourism Professionals) is to:

Ensure a standard and high-quality level of training and assessment for all students who
undertake training within the CATC/RQFSRS regardless of which country the training
and assessment occurs in

Ensure all Qualifications gained under the RQFSRS are recognised by all ASEAN
Member States regardless of the country which issues the Qualification

Promote ease of movement of tourism professionals between countries through
recognition of professional qualifications where there is a high supply or demand for their
services

Exchange information on best practices in Competency-Based education and training for
Tourism Professionals and to provide opportunities for cooperation and capacity building
across ASEAN Member States

Enhance conformity of Competency Based Training/education and skills recognition

Improve the quality of tourism human resources and the quality of tourism services.
Recognition and eligibility
The intention of the MRA is the qualification of a Foreign Tourism Professional may be
recognised by other ASEAN Member States, and if such qualification is recognised, he/she
may be eligible to work in a host country provided that he/she possesses a valid tourism
competency certificate in a specific tourism job title as specified in the ACCSTP, issued by
the TPCB in an ASEAN Member State.
The eligibility to work in a host country will be subjected to prevailing domestic laws and
regulations of the host country
Job titles recognised by the Tourism Professional Certification Board (TPCB) in relation to
this MRA are:
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
13
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Front Office

Front Office Manager

Front Office Supervisor

Receptionist

Telephone Operator

Bell Boy
House Keeping

Executive Housekeeper

Laundry Manager

Floor Supervisor

Laundry Attendant

Room Attendant

Public Area Cleaner
Food Production

Executive Chef

Demi Chef

Commis Chef

Chef de Partie

Commis Pastry

Baker

Butcher
Food and Beverage Service

F&B Director

F&B Outlet Manager

Head Waiter

Bartender

Waiter
Travel Agencies

General Manager

Assistant General Manager

Senior Travel Consultant

Travel Consultant
Tour Operation

Product Manager

Sales and Marketing Manager

Credit Manager

Ticketing Manager

Tour Manager.
14
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
RPL
RPL stands for Recognition of Prior Learning.
RPL is the process that gives current industry professionals who do not have a formal
qualification, the opportunity to benchmark their skills and experience against the standards
set out in each Competency Standard.
This process is a learning and assessment pathway which encompasses:

Recognition of Current Competencies (RCC)

Skills auditing

Gap analysis and training

Credit transfer.
RPL acknowledges skills and knowledge can be acquired in a variety of ways other than via
formal training and gives applicants for RPL a chance to have their skills and knowledge
formally accepted and acknowledged regardless of how they were obtained.
Successful application for RPL will give a person ‘advanced standing’ towards Qualifications
they are seeking to attain.
Regional Secretariat
A follow-on activity from the MRA is the intention to establish a Regional Secretariat to
manage and monitor the facilitation of tourism professionals within the region.
The system to support the MRA will be comprehensive and involves a range of stakeholders
with a full-time professional staff dedicated for the work.
The Regional Secretariat will serve as the responsible institution to oversee the
comprehensive system and activities under the MRA at regional level, including the ASEAN
Tourism Professional Registration System (ATPRS), and also to support the work of the
ASEAN Tourism Professional Monitoring Committee (ATPMC).
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
15
Describe essentials of vocational training delivery using
ASEAN Toolboxes
1.2 Define Competency Based Training and
Competency Based Assessment
Introduction
All the Toolboxes are based on Competency Based
Training and Competency Based Assessment.
This section defines ‘competency’, CBT and CBA.
Competency
The following is contained in the Trainer Guide for all
Toolboxes:
“Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:

Performing individual tasks

Managing a range of different tasks

Responding to contingencies or breakdowns

Dealing with the responsibilities of the workplace

Working with others.”
Competency Based Training
CBT evolved over decades from the mid-1900’s
originating in America and spreading globally and
developing into a system/method that is now
recognised as the optimal training method for
vocational training.
The approach focuses on what candidate/student
can do in the workplace rather than on what they
know.
This dramatically shifts the focus of learning from completing a program/course to being able
to demonstrate competency.
16
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
17
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Benefits of Competency Based Training
In relation to CBT:

It is an approach to vocational (work) education and training that places emphasis on
what a person can do or is required to do in the workplace.

It is not time based

Participants’ achievements are measured against Competency Standards rather than
against the achievement of other learners

For a person to be assessed competent they need to demonstrate the ability to perform
tasks and duties to the standard expected in employment

CBT focuses on the development of skills, knowledge and attitudes required to achieve
the competency standard

It is industry relevant.
CBT can be seen as comprising

Competency Standard Common ASEAN Tourism Curriculum = the skills required to do a
job

Assessment including RPL = process to judge if people have the required skills and
knowledge

Learning strategies and learning material (Toolbox) = How people acquire the skills and
knowledge (Competency Toolbox)

Qualification Framework/Regional Qualifications Framework & Skills Recognition =
system for the recognition of skills and knowledge.
Competency Based Assessment
For Competency Based Training to be complete and
effective there must be Competency Based
Assessment.
CBT does not exist effectively on its own.
The results of CBA are either ‘Competent’ or ‘Not yet
Competent’: the concept of Pass or Fail and/or
percentages (such as 75% pass, or 82 out of 100)
does not exist within CBA.
In relation to CBA:

It is a process of systematically collecting evidence and making a judgement of a person
performance against the prescribed competency standard

It seeks evidence/proof of trainee competency, in relation to the endorsed Industry
Competency Standards against which they are being assessed.
This evidence may be obtained by:

Observing their work – in the workplace or in a simulated setting

Obtaining reports of their competence from supervisors, co-workers and customers

Sighting samples of work they have done.
18
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
To be assessed as Competent a candidate must demonstrate they are able to:

Perform at an acceptable level of skill

Organise the required tasks

Respond and react appropriately when things go wrong

Fulfil a role in the scheme of things at work

Transfer skills and knowledge to new situations.
Principles of CBA
CBA operates under the following principles:





Fairness – assessment:

Must be equitable to all groups of learners

Procedure and criteria must be made clear to all
learners before

Must be mutually developed

Must be able to be challenged
Reasonable Adjustment – this requires:

Measures or actions taken to provide a student with a disability the same educational
opportunities as everyone else.

Reasonable adjustments must be appropriate for the person and must not create
undue hardship
Reliability – meaning assessment:

Must be consistent

Techniques must be consistent in the results they give

Must be regularly reviewed to ensure all assessors are making decisions in a
consistent manner
Flexibility - assessment:

Must provide for the recognition of knowledge and skills regardless of how they have
been acquired

Must be made accessible to learners through a variety of delivery modes
Validity - assessment:

Must assess the range of skills and knowledge needed to demonstrate competency

Be based on evidence drawn from a number of occasions.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
19
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Evidence rules
Evidence/proof which is captured and used as the basis for making the ‘Competent’/’Not Yet
Competent’ decision must conform to the following rules – it must be:




Valid – that is, the evidence must:

Assess only the Elements and Performance Criteria of the competency

Reflect only the skills knowledge and context of the competency

Reflect demonstration and application of the standard

Reflect the Qualification level being assessed
Sufficient – that is, the evidence must:

Enough to enable the ‘Competent’/’Not Yet Competent’
decision to be made

Demonstrated over a period of time

Cover all aspects of the competency
Authentic – that is, the evidence must:

Be the trainee’s own work

Be able to be verified as genuine
Current – that is, the evidence must:

Reflect candidate ability at this point in time

Demonstrate current skills and knowledge used in the workplace

Reflect skills and knowledge which comply with current standards.
Overview of CBT and CBA

Occupational/job analysis forms the basis of a competency

The focus of training is on the performance of the competency

Trainees have access to the competency statements and the level of
achievement/assessment required

Assessment methods are appropriate

The results are reported as competencies achieved

Detailed records are maintained.
20
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
1.3 Characterise role of ASEAN trainers and
assessors
Introduction
In order to fully appreciate the position of a Trainer and
Assessors it is necessary to understand their roles and
responsibilities.
This section details the function and duties/tasks of
ASEAN Trainers and Assessors.
Roles and responsibilities of Trainers
The common roles and responsibilities of a Trainer include:


Being responsible to their employer/the Training Provider they work for – in terms of:

Complying with all relevant legal obligations

Aligning with workplace requirements applicable to Trainers

Promoting vocational training to employers, students and prospective students
Being responsible to their students – in terms of:

Applying themselves to their work:

Diligently

Honestly

Fairly

Making delivery of quality training a constant objective and predominant priority

Organising instruction and demonstration – planning and preparing for classes/training
by:

Gathering information about learner characteristics and learning needs

Confirming a safe learning environment

Gathering and checking instruction and demonstration objectives and seeking
assistance if required

Accessing, obtaining, preparing and/or and reviewing relevant learning resources
and learning materials for suitability and relevance, and seeking assistance to
interpret the contextual application

Organising access to necessary equipment or physical resources required for
instruction and demonstration

Preparing for every session – without exception

Notifying learners of details regarding the implementation of the learning program
and/or delivery plan
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
21
Describe essentials of vocational training delivery using
ASEAN Toolboxes



Conducting instruction and demonstration – delivering training, including:

Following the learning program and/or delivery plan to cover all learning objectives

Briefing learners on any health, safety and welfare procedures and requirements
prior to and during training

Using appropriate delivery techniques to structure, pace and enhance learning

Applying coaching techniques to assist learning

Using communication skills to provide information, instruct learners and demonstrate
relevant work skills

Providing opportunities for practice during instruction and through work activities
Checking student/learner performance – observing progress through:

Using measures to ensure learners are acquiring and can use new technical/generic
skills and knowledge

Monitoring learner progress and outcomes in consultation with learner

Reviewing relationship between the trainer/coach and the learner and adjust to suit
learner needs
Reviewing personal training performance and finalising documentation – in terms of:

Reflecting upon personal performance in providing instruction and demonstration

Documenting strategies for improvement

Maintaining, storing and securing learner records according to organisational and
legal requirements.

Growing training expertise through further training and by engaging with new and varied
training experiences.

Liaising with Assessors.
Roles and responsibilities of Assessors
The common roles and responsibilities of an Assessor include:


Being responsible to their employer/the Training Provider they
work for – in terms of:

Complying with all relevant legal obligations

Aligning with workplace requirements applicable to
Assessors
Being responsible to their students – in terms of:


Applying themselves to their work:
–
Diligently
–
Honestly
–
Fairly
Making quality assessment of vocational training a constant objective and predominant
priority
22
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes

Organising assessment of candidates – planning and preparing for assessments by:

Reading and digesting the Competency Standard for the Unit to be assessed in order
to gain an appreciation of:
−
Content – in terms of Elements and
Performance Criteria
−
The stated ‘Assessment Guide’
−
‘Critical Aspects of Assessment’
−
‘Context of Assessment’
−
Options provided under ‘Assessment
Methods

Gathering information about candidate
characteristics in order to determine special needs characteristics which need to be
accommodated as part of the assessment process

Confirming a safe environment for the conduct of all assessment activities

Liaising with the Trainer to:


Determine the content the Trainer is delivering – to help serve as a basis for
determining ‘competency’ of candidates

Time-table/schedule planned assessments to integrate with training delivery plans

Discuss and confirm planned assessment activities are valid and appropriate to the
content being delivered
Liaising and communicating with other Assessors to:

Learn from their activities and initiatives

Schedule assessment activities to accommodate their needs where there is the
potential for a clash of assessment activities, or the potential to benefit from
coordinating/combining assessment tasks

Accessing, obtaining, preparing and/or and reviewing relevant assessment resources
and assessment materials for suitability and relevance, and seeking assistance to
interpret contextual application if required to ensure assessment aligns with actual
training delivery

Organising access to necessary equipment or physical resources required by the
candidate/s in order for them to undertake identified assessment

Preparing for every assessment session and item – without exception

Notifying candidates of details regarding their planned assessment – in terms of dates,
start times, venues/locations, duration and assessment requirements and criteria

Conducting assessments – undertaking/applying assessments as planned, including:

Following the assessment plan/s developed for assessing each candidate for every
Competency Standard to be assessed

Briefing candidates on requirements for the assessments they are about to undertake –
ensuring they are perfectly aware of what they are required to so and fully understand all
parameters and/or criteria and standards (for example: time limits, materials available,
finished product descriptors) which apply
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
23
Describe essentials of vocational training delivery using
ASEAN Toolboxes

Ensuring the actual assessments reflect:

What the candidates were told to expect

What the candidates were taught by their
Trainers

Using appropriate assessment techniques
according to the nature and content of each
Competency Standard to obtain necessary
evidence to enable the ‘C’ or ‘NYC’ decision to be
made

Applying suitable techniques during assessments to encourage, motivate and support
the candidate

Using clear and appropriate communication skills to provide information to and instruct
candidates, as required, throughout the assessment activities

Providing and organising further/additional opportunities for candidates to be assessed
when their initial assessment resulted in a NYC’ decision

Liaising with Trainers after a candidate achieves a ‘NYC’ outcome to assist with
determining extra training which needs to be provided to facilitate a successful
subsequent assessment event

Maintaining assessment records – in keeping with internal requirements and such that
they will accurately reflect the outcomes/results achieved by each candidate for every
assessment item/activity for each Competency Standard assessed.

Reviewing personal assessment performance and finalising documentation – in terms of:


Reflecting upon personal performance in planning for and conducing assessments

Documenting strategies for improvement to assessments

Maintaining, storing and securing candidate outcomes, results and records according
to organisational and legal requirements.
Growing personal assessment expertise through further training and by engaging with
new and varied assessment experiences.
Nature of the relationship
There must be an active working relationship between ASEAN Toolbox Trainers and
Assessors.
The relationship needs to be characterised by:

Openness – both must communicate honestly

Fact-based communication – there needs to be total truth in all exchanges between both
parties

Cooperation – both individuals need to work together and be willing to ‘do whatever it
takes’ for the benefit of the learner

Collaboration – there will be times when Trainers and Assessors need to alter their
plans, or the individual practices and procedures to accommodate the needs of the other
or the identified/emerging needs of the student

Harmony – there should be no tension, mistrust or negative feelings between the two
individuals
24
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes

Mutual learning – the relationship (see below) is rich with opportunities for both Trainer
and Assessor to learn from what the other can contribute to the association.
Importance of the relationship
The relationship ASEAN Toolbox Trainers and
Assessors is important because:

The student/learner is reliant on both the Trainer
and the Assessor for their outcomes

The Assessor must understand/know what the
learner is being taught – so there should always
be a pre-training meeting between the two to:

Discuss the Competency Standard

Share ideas regarding training delivery and assessment

Get an idea of what the other person is thinking in relation to their intended practices
(that is, their intended ways of delivering training, and their intended ways of
conducting assessment) including rationale for same

Share the training plan and program

The Assessor must only assess what the learner has been taught in accordance with the
requirements of the nominated Competency Standard

The Assessor will always need to plan their assessments based on the delivery schedule
established by the Trainer – training needs to precede assessment and there needs to
be discussion regarding the timing of assessments

Sometimes the focus of vocational training requires the Trainer to contextualise the
content of delivery to reflect/match identified employer, industry or workplace need and
the Assessor needs to adjust their assessment to accommodate this

There will often be situations where the Trainer and the Assessor need to use the same
equipment, resources and/or space so they need to organise or negotiate a mutually
satisfactory outcome to this which does not disadvantage the learner/candidate

There needs to be feedback between the Trainer and the Assessor – for example:

The Assessor can advise the Trainer of areas (topics, Elements, Performance
Criteria) where students have not performed well and this information can cause the
Trainer to revise their approach to this content in the future

The Assessor needs to communicate the outcomes of assessments with the Trainer
– so the Trainer can:
−
Update their training records
−
Determine follow-up action required to convert ‘NYC’ outcomes to ‘C’ results

The Trainer may be told by learners about ‘good’ and ‘bad’ aspects of, or thoughts
about, their assessment experiences which can be shared with the Assessor so
future assessments take these comments into account

The Trainer needs to inform the Assessor when topics have been covered and when
assessment can take place.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
25
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Ways to achieve the required relationship
ASEAN Toolbox Trainers and Assessors can create and
maintain the necessary relationship by:



Communicating regularly – this is the real key to the
relationship: it is the Golden Rule for an effective
partnership.

Trainers and Assessors must be in contact on a
regular basis

Sometimes contact every week is sufficient;
sometimes it is required on a daily basis; sometimes it is necessary several times per
day

Most problems in the relationship have their roots in failing to do this

Communication may be via email, phone or in-person/face-to-face

Face-to-face contact is always the most effective and mutually beneficial
Setting a meeting schedule – this means planning times, dates and venues for meetings
in advance

When these times/dates have been set they must be a priority for both parties to
honour

Not attending scheduled meetings immediately de-values the relationship and
damages the bond which needs to be fostered
Sharing information – a full and open sharing of information (with attention paid to being
sensitive and supportive when the need to be so arises) is another critical factor in a
positive relationship



This approach not only builds trust but helps give a reason for and purpose to the
meetings, exchanges and the overall relationship
Having an open door policy in relation to working cooperatively with the other person –
this means:

Being prepared to take unscheduled telephone calls

Being ready to respond promptly to unexpected emails

Being prepared to attend unplanned meetings to discuss and/or resolve issues
arising
Acknowledging what the other person does – by verbally and sincerely thanking and
complimenting them on their work as opposed to ignoring their effort and taking for
granted all the good things they do.
26
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
1.4 Detail structure of vocational training using
ASEAN Toolboxes
Introduction
In order to effectively implement the Common ASEAN Tourism Curriculum there is a need to
know the component elements of vocational training provided for using the ASEAN
Toolboxes.
Tis section identifies the Labour Divisions to which the Toolboxes apply, presents Unit Titles
for which Toolboxes have been developed, lists and describes the qualifications available
under the ASEAN Regional Qualifications Framework and Skills Recognition System and
explains the Packaging Rules to develop ASEAN qualifications.
Labour Divisions
The Project to develop Toolboxes was tightly focussed on identified industry need deemed
important to all ASEAN Member States.
Project development and consultation was based on a suite of Competency Standards that
were provided to the project as the building blocks for the final product.
Competency Standards were provided for:

Hotel Services – Restaurant Services

Hotel Services – Front Office and Housekeeping

Travel – Travel and Tour Services.
The proposed Curriculum Framework was required to be structured across six Labour
Divisions:

Food Production

Food and Beverage Service

Front Office

Housekeeping

Tour Operation

Travel Agencies.
Indicative content of each Labour Division
The information below provides an overview of the content
contained in each Labour Division – it is intended to be
indicative only and designed to provide a general
understanding of the context for each.
Food Production
This Labour Division addresses competencies relating to:

Food hygiene and food safety

Workplace health and safety

First aid
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
27
Describe essentials of vocational training delivery using
ASEAN Toolboxes

Product knowledge

Food preparation

Cooking

Food presentation and service

Food service operations and catering

Cleaning

Business and staff management

English language.
Food and Beverage Service
This Labour Division addresses competencies relating
to:

Safe food and beverage handling

Workplace health and safety

First aid

Product knowledge

Drinks preparation

Service of food and beverages

Customer relations

Bar and dining facility operations

Cleaning

Business and staff management

English language.
Front Office
This Labour Division addresses competencies relating
to:

Product knowledge

Workplace health and safety

First aid

Customer relations and service

Communication skills

Bookings and reservations management

Night audit

Business and staff management

English language.
28
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Housekeeping
This Labour Division addresses competencies relating
to:

Product knowledge

Workplace health and safety

First aid

Customer relations and service

Communication skills

Room preparation, service and cleaning

Valet

Laundry

Security

Business and staff management

English language.
Tour Operation
This Labour Division addresses competencies relating
to:

Product knowledge

Workplace health and safety

First aid

Customer relations and service

Communication skills

Bookings/reservations and information management

Tour guiding and conducting tours

Driving and vehicle maintenance and repairs

Camping and on-tour catering

Security and risk management

Sensitivity and respect for local cultures

Business and staff management

English language.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
29
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Travel Agencies
This Labour Division addresses competencies
relating to:

Product knowledge

Workplace health and safety

First aid

Customer relations and service

Communication skills

Processing bookings/reservations

Billing and settlement plans

Information management

Domestic and international ticketing

Marketing and sales

Business and staff management

English language.
Unit Titles
A total of 242 Toolboxes (plus one for Master Trainer, one for Master Assessor, and one for
National Trainer and one for National Assessor) have been developed.
The list below shows:

Names of each Unit

The Labour Divisions to which each Unit applies:

FP = Food Production

FB = Food and Beverage Services

FO = Front Office

HK = Housekeeping

TA = Travel Agencies

TO = Tour Operation.
The list (and all resources) can be accessed through waseantourism.com: click on
‘Approved Toolboxes’. Username = guest, Password = guest1.
30
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
SN
UNIT NAME
FP
FB
FO
HK
TA
TO
1.
Access and retrieve computer-based data
X
X
X
X
X
X
2.
Apply standard safety procedures for handling
foodstuffs
X
X
3.
Clean and maintain kitchen equipment and utensils
X
X
4.
Communicate on the telephone
X
X
X
X
X
X
5.
Comply with workplace hygiene procedures
X
X
X
X
6.
Develop and update local knowledge
X
X
X
X
X
X
7.
Implement occupational health and safety
procedures
X
X
X
X
X
X
8.
Maintain hospitality industry knowledge
X
X
X
X
9.
Manage and resolve conflict situations
X
X
X
X
X
X
10.
Organise and prepare food products and services
X
X
11.
Perform clerical procedures
X
X
X
X
X
X
12.
Perform basic First Aid procedures
X
X
X
X
X
X
13.
Read and interpret basic instructions, directions
and/or diagrams
X
X
X
X
14.
Receive and resolve customer complaints
X
X
15.
Receive and store kitchen supplies and food stock
X
X
16.
Work effectively with colleagues and customers
X
X
X
X
X
X
17.
Work in a socially diverse environment
X
X
X
X
X
X
18.
Apply basic techniques of commercial cookery
X
19.
Establish and maintain quality control in food
production
X
20.
Identify and prepare various meats
X
21.
Maintain strategies for safe food storage
X
22.
Organise food service operations
X
23.
Plan and manage menu-based catering
X
24.
Plan, prepare and display a buffet service
X
25.
Prepare a variety of sandwiches
X
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
X
31
Describe essentials of vocational training delivery using
ASEAN Toolboxes
SN
UNIT NAME
FP
26.
Prepare and cook poultry and game meats
X
27.
Prepare and cook seafood
X
28.
Prepare and store foods
X
29.
Prepare appetizers and salads
X
30.
Prepare hot, cold and frozen dessert dishes
X
31.
Prepare portion-controlled meat cuts
X
32.
Prepare soups
X
33.
Prepare stock and sauces
X
34.
Prepare vegetables, eggs and farinaceous dishes
X
35.
Present and display food products
X
36.
Select, prepare and serve special cuisines
X
37.
Select, prepare and serve various cheeses
X
38.
Apply catering control principles and procedures
X
39.
Design a concept for a major event or function
X
40.
Design meals to meet specific dietary or cultural
needs
X
41.
Design meals to meet specific market requirements
X
42.
Operate a fast food outlet
X
43.
Prepare tenders for catering contracts
X
44.
Select catering systems
X
45.
Manage and operate a coffee shop
X
46.
Prepare and display petits fours
X
47.
Prepare and display sugar work
X
48.
Prepare and model marzipan
X
49.
Prepare chocolate and produce chocolate products
X
50.
Present desserts
X
51.
Prepare and present gateaux, torten and cakes
X
52.
Prepare and produce cakes and pastries
X
32
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
FB
FO
HK
TA
TO
Describe essentials of vocational training delivery using
ASEAN Toolboxes
SN
UNIT NAME
FP
FB
FO
HK
TA
TO
53.
Prepare and produce yeast goods
X
54.
Prepare bakery products for patisserie
X
55.
Clean and tidy beverage and food service areas
X
56.
Develop and maintain food & beverage product
knowledge
X
57.
Manage responsible service of alcohol
X
58.
Operate a bar facility
X
59.
Operate a cellar system
X
60.
Prepare and serve cocktails
X
61.
Prepare and serve non-alcoholic beverages
X
62.
Process liquor sales at a bar facility
X
63.
Provide a link between kitchen and service area
X
64.
Provide advice to patrons on food and beverage
services
X
65.
Provide gueridon service
X
66.
Provide food and beverage services
X
67.
Provide room service
X
68.
Provide silver service
X
69.
Serve a range of wine products
X
70.
Take food orders and provide table service
X
71.
Develop a marketing strategy and coordinate sales
activities
X
X
X
X
X
X
72.
Establish and maintain a business relationship
X
X
X
X
X
X
73.
Maintain quality customer/guest service
X
X
X
X
X
X
74.
Develop and implement a business plan
X
X
X
X
X
X
75.
Develop new products and services
X
X
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
33
Describe essentials of vocational training delivery using
ASEAN Toolboxes
SN
UNIT NAME
FP
FB
FO
HK
TA
TO
X
X
76.
Produce documents, reports and worksheets on a
computer
X
X
X
X
77.
Gather and present product information
X
X
X
X
78.
Maintain a paper-based filing and retrieval system
X
X
X
X
79.
Manage and implement small projects
X
X
X
X
80.
Monitor and maintain a business computer system
X
X
X
X
X
X
81.
Plan and establish systems and procedures
X
X
X
X
X
X
82.
Plan, manage and conduct meetings
X
X
X
X
X
X
83.
Prepare business documents
X
X
X
X
X
X
84.
Use common business tools and technology
X
X
X
X
X
X
85.
Work cooperatively in a general administration
environment
X
X
X
X
86.
Develop and implement operational policies
X
X
X
X
X
X
87.
Audit financial procedures
X
X
X
X
X
X
88.
Maintain financial standards and records
X
X
X
X
89.
Manage financial performance within a budget
X
X
X
X
X
X
90.
Manage payroll records
X
X
X
X
91.
Monitor catering revenue and costs
X
X
92.
Evaluate the effectiveness of an assessment system
X
X
X
X
93.
Manage an assessment system for training
outcomes
X
X
X
X
94.
Monitor and evaluate the effectiveness of training
outcomes
X
X
X
X
95.
Plan, conduct and evaluate a staff performance
assessment
X
X
X
X
X
X
96.
Plan and implement a series of training events
X
X
X
X
97.
Prepare and deliver training sessions
X
X
X
X
X
X
98.
Develop and supervise operational approaches
X
X
X
X
34
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
SN
UNIT NAME
FP
FB
TA
TO
X
X
X
X
100. Manage legal requirements for business compliance
X
X
X
X
X
X
101. Manage physical assets and infrastructure
X
X
X
X
X
X
102. Manage special events
X
X
X
X
103. Manage stock purchases and inventory
X
X
X
X
X
X
104. Manage the effective use of human resources
X
X
X
X
105. Monitor staff performance
X
X
X
X
X
X
106. Provide professional support to business colleagues
X
X
X
X
107. Recruit and select staff
X
X
X
X
X
X
108. Roster staff
X
X
X
X
X
X
109. Converse in English at a basic operational level
X
X
X
X
110. Respond to instructions given in English
X
X
X
X
111. Start conversations and develop good relations with
guests
X
X
X
X
112. Communicate in English on a telephone
X
X
X
X
113. Use oral English to convey a complex exchange of
ideas
X
X
X
X
114. Deliver a short oral presentation in English
X
X
X
X
115. Read and write English at an advanced level
X
X
X
X
X
X
116. Read general information texts or media
X
X
X
X
117. Write a short message in English
X
X
X
X
118. Prepare a business letter in advanced English
X
X
X
X
X
X
X
X
X
X
X
X
99.
Lead and manage people
119. Develop and update tourism industry knowledge
120. Promote products and services to customers
X
X
FO
121. Operate a computerised reservation system
X
122. Provide accommodation reception services
X
123. Maintain guests’ financial records
X
124. Process a financial sale transaction
X
X
X
HK
X
X
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
X
X
35
Describe essentials of vocational training delivery using
ASEAN Toolboxes
SN
UNIT NAME
FP
FB
FO
125. Conduct a night audit
X
126. Provide Bell Boy/Porter services
X
127. Operate a (PABX) switchboard
X
128. Receive and place in-coming phone calls
X
129. Facilitate out-going phone calls
X
130. Provide information about in-house services
X
131. Provide international (IDD) service information
X
HK
132. Provide housekeeping services to guests
X
133. Clean public areas, facilities and equipment
X
134. Clean and prepare rooms for in-coming guests
X
135. Maintain and operate an industrial laundry
X
136. Launder linen and guests’ clothes
X
137. Provide valet services to guests
X
138. Clean and maintain industrial work area and
equipment
X
139. Establish and maintain a safe and secure workplace
X
X
140. Maintain the security of premises and property
X
X
141. Operate basic security equipment
X
X
142. Maintain the safety of premises and personnel
X
X
143. Observe and monitor people
X
X
144. Provide for the safety of VIPs
X
X
X
X
146. Escort, carry and store valuable items
X
X
147. Provide a lost and found facility
X
X
148. Plan and conduct an evacuation of premises
X
X
145. Manage intoxicated persons
36
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
X
X
X
TA
TO
X
Describe essentials of vocational training delivery using
ASEAN Toolboxes
SN
UNIT NAME
FP
FB
FO
HK
TA
TO
149. Organise functions
X
X
X
X
150. Prepare and deliver a presentation
X
X
X
X
X
X
151. Follow safety and security procedures
X
X
152. Access and interpret product information
X
153. Administer a billing and settlement plan
X
154. Apply advance airfare rules and procedures
X
155. Book and co-ordinate supplier services
X
156. Construct and ticket a non-air travel plan
X
157. Construct and ticket domestic airfares
X
158. Construct and ticket promotional international
airfares
X
159. Construct and ticket regular international airfares
X
160. Create promotional display stand
X
161. Maintain product information inventory
X
162. Operate an automated information system
X
163. Produce travel documentation on a computer
X
164. Receive and process reservations
X
X
X
165. Source and package tourism products and services
X
166. Source and provide destination information and
advice
X
X
167. Work as a tour guide
X
168. Allocate tour resources
X
169. Conduct interpretive activities in the field
X
170. Conduct pre-departure checks
X
171. Co-ordinate and operate a day-tour (or short
excursions)
X
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
37
Describe essentials of vocational training delivery using
ASEAN Toolboxes
SN
UNIT NAME
FP
FB
FO
HK
TA
TO
172. Demonstrate/observe respect for indigenous cultures
X
173. Drive various types of service vehicles
X
174. Establish and maintain safe touring conditions
X
175. Lead tour groups in a responsible manner
X
176. Maintain contacts with handling agents
X
177. Manage and facilitate an extended tour experience
X
178. Plan, develop and evaluate interpretive activities
X
179. Plan, trial and implement minimal impact operations
X
180. Prepare and present tour commentaries
X
181. Provide arrival and departure assistance
X
182. Research and share information on indigenous
cultures
X
183. Carry out vehicle maintenance or minor repairs
X
184. Clean premises and equipment
X
185. Demonstrate climbing skills at a basic level
X
186. Develop and implement operational plans
X
187. Develop interpretive content for eco-tourism activities
X
188. Drive large tour buses or coaches
X
189. Manage and execute a detailed tour itinerary
X
190. Manage operational risk
X
191. Monitor tourism operations
X
192. Maintain tourism vehicles in safe and clean
operational condition
X
193. Operate and maintain a 4WD vehicle in safe working
condition
X
194. Operate tours in remote areas
X
38
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
SN
UNIT NAME
FP
FB
FO
HK
TA
TO
195. Set up and operate a camp site
X
196. Provide camp site catering
X
197. Apply point of sale handling techniques
X
X
198. Assess and plan tourism opportunities for local
communities
X
X
199. Build and maintain a team approach to service
delivery
X
X
200. Construct and apply tourism product research
X
X
201. Co-ordinate production of brochures and marketing
materials
X
X
202. Create, implement and evaluate strategic product
initiatives
X
X
203. Develop and monitor culturally appropriate tourism
activity
X
X
204. Develop conference programs
X
X
205. Develop host community awareness programs
X
X
206. Develop, implement and evaluate regional tourism
plans
X
X
207. Develop, implement and evaluate sponsorship plans
X
X
208. Develop, manage and evaluate local marketing
strategies
X
X
209. Develop/monitor ecologically sustainable tourism
operations
X
X
210. Implement event management systems and
procedures
X
X
X
X
212. Prepare and submit quotations
X
X
213. Promote tourism products and services
X
X
214. Create and update a tourism website
X
X
215. Develop and manage business strategies
X
X
216. Manage and monitor innovative tourism programs
and projects
X
X
211. Plan and implement sales activities
X
X
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
39
Describe essentials of vocational training delivery using
ASEAN Toolboxes
SN
UNIT NAME
FP
FB
FO
HK
TA
TO
X
X
X
X
219. Source and present information
X
X
220. Interpret financial statements and reports
X
X
221. Maintain a secure financial accounting system
X
X
222. Manage contractual agreements/commitments
X
X
223. Manage and control operational costs
X
X
X
X
X
X
226. Design and establish a training system
X
X
227. Develop assessment tools and procedures
X
X
X
X
229. Plan and promote training courses
X
X
230. Apply industry standards to team supervision
X
X
231. Lead and manage a development team
X
X
217. Minimize theft
218. Receive and store stock
X
X
224. Prepare financial statements
X
X
225. Analyse competency requirements
X
X
228. Implement, monitor and evaluate a training and
development program
X
X
X
X
X
X
X
X
232. Manage workplace diversity
X
X
X
X
X
X
233. Manage and maintain workplace relations
X
X
X
X
X
V
234. Monitor workplace operations
X
X
X
X
X
X
235. Prepare and monitor budgets
X
X
X
X
X
X
236. Read and write English at a basic operational level
X
X
237. Use English at a supervisory level
X
X
238. Read and write English at a supervisory level
X
X
X
X
239. Coach others in job skills
X
X
X
X
240. Design, prepare and present various types of reports
X
X
X
X
40
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
SN
UNIT NAME
FP
FB
FO
HK
TA
TO
241. Perform child protection duties relevant to the
tourism industry
X
X
X
X
X
X
242. Develop protective environments for children in
tourism destinations
X
X
X
X
X
X
Clusters
Clusters form the basis of determining which Units/Competency Standards can be used
when applying the Packaging Rules to create/develop a qualification which meets the needs
of the individual student and aligns with the requirements of the Qualifications Framework.
Each of the 242 Units has been allocated into one or more Clusters within three Competency
Standards Menus.
Where a Unit/Competency Standard has more than one Unit Number this means it has been
listed in more than one Cluster.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
41
Describe essentials of vocational training delivery using
ASEAN Toolboxes
At the time of writing the following Clusters apply (see waseantourism.com under CATC
documentation, A1 Final Report):
Travel Services Competency Standards Menu
Cluster 1 Common Core Competencies
D2.TCC.CL1.01
Work effectively with customers and colleagues
D2.TCC.CL1.02
Work in a socially diverse environment
D2.TCC.CL1.03
Implement occupational health and safety procedures
D2.TCC.CL1.04
Follow safety and security procedures
D2.TCC.CL1.05
Communicate effectively on the telephone
D2.TCC.CL1.06
Manage and resolve conflict situations
D2.TCC.CL1.07
Develop and update tourism industry knowledge
D2.TCC.CL1.08
Promote products and services to customers
D2.TCC.CL1.09
Perform clerical procedures
D2.TCC.CL1.10
Access and retrieve computer-based data
D2.TCC.CL1.11
Speak English at a basic operational level
D2.TCC.CL1.12
Process financial transactions
D2.TCC.CL1.13
Use common business tools and technology
D2.TCC.CL1.14
Perform child protection duties relevant to the tourism industry
D2.TCC.CL1.15
Perform basic First Aid procedures
D2.TCC.CL1.16
Develop protective environments for children in tourism destinations
42
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 2 Travel Agency - Ticketing
D2.TTA.CL2.01
Access and interpret information
D2.TTA.CL2.02
plan
Administer a billing and settlement
D2.TTA.CL2.03
procedures
Apply advance airfare rules and
D2.TTA.CL2.04
Book and co-ordinate supplier services
D2.TTA.CL2.05
Construct and ticket a non-air travel plan
D2.TTA.CL2.06
Construct and ticket domestic airfares
D2.TTA.CL2.07
Construct and ticket promotional international airfares
D2.TTA.CL2.08
Construct and ticket regular international airfares
D2.TTA.CL2.09
Co-ordinate marketing and promotional activities
D2.TTA.CL2.10
Create promotional display stand
D2.TTA.CL2.11
Develop and update local knowledge
D2.TTA.CL2.12
Maintain product information inventory
D2.TTA.CL2.13
Operate a computerised reservation system
D2.TTA.CL2.14
Operate an automated information system
D2.TTA.CL2.15
Produce travel documentation on a computer
D2.TTA.CL2.16
Prepare quotations
D2.TTA.CL2.17
Receive and process a reservation
D2.TTA.CL2.18
Source and package tourism products and services
D2.TTA.CL2.19
Source and provide destination information and advice
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
43
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 3 Tour Guide Services
D2.TTG.CL3.01
Work as a tour guide
D2.TTG.CL3.02
Allocate tour resources
D2.TTG.CL3.03
Conduct interpretive activities in the field
D2.TTG.CL3.04
Conduct pre-departure checks
D2.TTG.CL3.05
Co-ordinate and operate a day-tour (or short excursions)
D2.TTG.CL3.06
Demonstrate/observe respect for indigenous cultures
D2.TTG.CL3.07
Develop and co-ordinate appropriate cultural tourism activity
D2.TTG.CL3.08
Develop and maintain local general knowledge
D2.TTG.CL3.09
Drive various types of service vehicles
D2.TTG.CL3.10
Establish and maintain a safe and secure workplace
D2.TTG.CL3.11
Establish and maintain safe touring conditions
D2.TTG.CL3.12
Lead tour groups in a responsible manner
D2.TTG.CL3.13
Maintain contacts with handling agents
D2.TTG.CL3.14
Manage and facilitate an extended tour experience
D2.TTG.CL3.15
Plan, develop and evaluate interpretive activities
D2.TTG.CL3.16
Plan, trial and implement minimal impact operations
D2.TTG.CL3.17
Prepare and present tour commentaries
D2.TTG.CL3.18
Provide arrival and
departure assistance
D2.TTG.CL3.19
Research and share
information on indigenous
cultures
44
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 4 Tour Operations
D2.TTO.CL4.01
Allocate tour resources
D2.TTO.CL4.02
Carry out vehicle maintenance or minor repairs
D2.TTO.CL4.03
Clean premises and equipment
D2.TTO.CL4.04
Conduct pre-departure checks
D2.TTO.CL4.05
Demonstrate climbing skills at a basic level
D2.TTO.CL4.06
Develop and implement operational plans
D2.TTO.CL4.07
Develop interpretive content for eco-tourism activities
D2.TTO.CL4.08
Drive large tour buses or coaches
D2.TTO.CL4.09
Manage and execute a detailed tour itinerary
D2.TTO.CL4.10
Comply with workplace hygiene procedures
D2.TTO.CL4.11
Manage operational risk
D2.TTO.CL4.12
Monitor tourism operations
D2.TTO.CL4.13
Maintain tourism vehicles in safe and clean operational condition
D2.TTO.CL4.14
Operate and maintain a 4WD vehicle in safe working condition
D2.TTO.CL4.15
Operate tours in remote areas
D2.TTO.CL4.16
Set up and operate a camp site
D2.TTO.CL4.17
Plan and implement package sales
activities
D2.TTO.CL4.18
Provide camp site catering
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
45
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 5 Customer Service, Sales and Marketing
D2.TCS.CL5.01
Apply point of sale handling techniques
D2.TCS.CL5.02
Assess and plan tourism
opportunities for local
communities
D2.TCS.CL5.03
Build and maintain a team
approach to service delivery
D2.TCS.CL5.04
Develop and update tourism
industry knowledge
D2.TCS.CL5.05
Construct and apply tourism
product research
D2.TCS.CL5.06
Co-ordinate marketing activities
D2.TCS.CL5.07
Co-ordinate production of brochures and marketing materials
D2.TCS.CL5.08
Create, implement and evaluate strategic product initiatives
D2.TCS.CL5.09
Develop and monitor culturally appropriate tourism activity
D2.TCS.CL5.10
Develop conference programs
D2.TCS.CL5.11
Develop host community awareness programs
D2.TCS.CL5.12
Develop, implement and evaluate regional tourism plans
D2.TCS.CL5.13
Develop, implement and evaluate sponsorship plans
D2.TCS.CL5.14
Develop, manage and evaluate local marketing strategies
D2.TCS.CL5.15
Develop/monitor ecologically sustainable tourism operations
D2.TCS.CL5.16
Establish and maintain a business relationship
D2.TCS.CL5.17
Implement/monitor event management systems and procedures
D2.TCS.CL5.18
Manage quality customer service
D2.TCS.CL5.19
Plan and implement sales activities
D2.TCS.CL5.20
Prepare and deliver presentations
D2.TCS.CL5.21
Prepare and submit quotations
D2.TCS.CL5.22
Promote tourism products and services
D2.TCS.CL5.23
Source and package tourism products and service
46
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 6 General Administration
D2.TGA.CL6.01
Create and update a tourism website
D2.TGA.CL6.02
Design computer documents, reports
and worksheets
D2.TGA.CL6.03
Manage and monitor tourism
programs and projects
D2.TGA.CL6.04
Manage, control and order stock
D2.TGA.CL6.05
Minimize theft
D2.TGA.CL6.06
Operate an automated information system
D2.TGA.CL6.07
Organise and coordinate meetings
D2.TGA.CL6.08
Plan and establish systems and procedures
D2.TGA.CL6.09
Prepare business documents
D2.TGA.CL6.10
Produce documents on a computer
D2.TGA.CL6.11
Receive and store stock
D2.TGA.CL6.12
Source and present information
D2.TGA.CL6.13
Develop and implement operational policies
Cluster 7 Financial Administration
D2.TFA.CL7.01
Audit financial procedures
D2.TFA.CL7.02
Interpret financial statements and reports
D2.TFA.CL7.03
Maintain a secure financial accounting system
D2.TFA.CL7.04
Manage contractual agreements/commitments
D2.TFA.CL7.05
Manage and control operational costs
D2.TFA.CL7.06
Prepare financial statements
Cluster 8 Human Resource Development
D2.TRD.CL8.01
Analyse competency requirements
D2.TRD.CL8.02
Coach others in job skills
D2.TRD.CL8.03
Conduct an individual performance assessment
D2.TRD.CL8.04
Deliver training sessions
D2.TRD.CL8.05
Design and establish a training system
D2.TRD.CL8.06
Design training courses
D2.TRD.CL8.07
Develop assessment tools and procedures
D2.TRD.CL8.08
Establish a performance assessment system
D2.TRD.CL8.09
Implement a staff performance assessment plan
D2.TRD.CL8.10
Implement a training and development program
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
47
Describe essentials of vocational training delivery using
ASEAN Toolboxes
D2.TRD.CL8.11
Monitor and evaluate a training and development program
D2.TRD.CL8.12
Plan and promote a training program
D2.TRD.CL8.13
Review performance assessment outcomes
D2.TRD.CL8.14
Review training outcomes
D2.TRD.CL8.15
Train selected small groups
Cluster 9 Resource Management
D2.TRM.CL9.01
Apply industry standards to team
supervision
D2.TRM.CL9.02
Develop and implement a
business plan
D2.TRM.CL9.03
Develop and manage business
strategies
D2.TRM.CL9.04
Lead and manage a development
team
D2.TRM.CL9.05
Lead and manage people
D2.TRM.CL9.06
Maintain legal knowledge required for business compliance
D2.TRM.CL9.07
Manage and purchase stocks
D2.TRM.CL9.08
Manage financial operations within a budget
D2.TRM.CL9.09
Manage innovative tourism projects and programs
D2.TRM.CL9.10
Manage physical assets and infrastructure
D2.TRM.CL9.11
Manage quality customer service
D2.TRM.CL9.12
Manage workplace diversity
D2.TRM.CL9.13
Manage and maintain effective workplace relations
D2.TRM.CL9.14
Manage and maintain an operational computer system
D2.TRM.CL9.15
Monitor staff performance
D2.TRM.CL9.16
Monitor work operations
D2.TRM.CL9.17
Prepare and monitor budgets
D2.TRM.CL9.18
Provide mentoring support to business colleagues
D2.TRM.CL9.19
Recruit and select staff
D2.TRM.CL9.20
Roster staff
Cluster 10 English Language Proficiency
D2.LAN.CL10.01
Read and write English at a basic operational level
D2.LAN.CL10.02
Use English at a supervisory level
D2.LAN.CL10.03
Read and write English at a supervisory level
D2.LAN.CL10.04
Read and write English at an advanced level
48
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Hotel Services (Restaurant Services) Competency Standards Menu
Cluster 1 Restaurant Services - Common Core
D1.HRS.CL1.01
Access and retrieve computerbased data
D1.HRS.CL1.02
Apply standard safety procedures
for handling foodstuffs
D1.HRS.CL1.03
Clean and maintain kitchen
equipment and utensils
D1.HRS.CL1.04
Communicate effectively on the
telephone
D1.HRS.CL1.05
Comply with workplace hygiene procedures
D1.HRS.CL1.06
Develop and update local knowledge
D1.HRS.CL1.07
Implement occupational health and safety procedures
D1.HRS.CL1.08
Maintain hospitality industry knowledge
D1.HRS.CL1.09
Manage and resolve conflict situations
D1.HRS.CL1.10
Organise and prepare food products and services
D1.HRS.CL1.11
Perform clerical procedures
D1.HRS.CL1.12
Perform basic First Aid procedures
D1.HRS.CL1.13
Promote hospitality products and services
D1.HRS.CL1.14
Read and interpret basic instructions, directions and/or diagrams
D1.HRS.CL1.15
Receive and resolve customer complaints
D1.HRS.CL1.16
Receive and store kitchen supplies and food stock
D1.HRS.CL1.17
Speak English at a basic operational level
D1.HRS.CL1.18
Work effectively with colleagues and customers
D1.HRS.CL1.19
Work in a socially diverse environment
D1.HRS.CL1.20
Perform child protection duties relevant to the tourism industry
D1.HRS.CL1.21
Develop protective environments for children in tourism destinations
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
49
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 2 Commercial Cookery
D1.HCC.CL2.01
Apply basic techniques of
commercial cookery
D1.HCC.CL2.02
Establish and maintain quality
control in food production
D1.HCC.CL2.03
Identify and prepare various meats
D1.HCC.CL2.04
Maintain strategies for safe storage
of prepared foods
D1.HCC.CL2.05
Organise food service operations
D1.HCC.CL2.06
Plan and manage menu-based catering
D1.HCC.CL2.07
Plan, prepare and display a buffet service
D1.HCC.CL2.08
Prepare a variety of sandwiches
D1.HCC.CL2.09
Prepare and cook poultry and game meats
D1.HCC.CL2.10
Prepare and cook seafood
D1.HCC.CL2.11
Prepare and store food in a safe and hygienic manner
D1.HCC.CL2.12
Prepare appetizers and salads
D1.HCC.CL2.13
Prepare chocolate-based dishes and confectionery
D1.HCC.CL2.14
Prepare hot and cold dessert dishes
D1.HCC.CL2.15
Prepare portion-controlled meat cuts
D1.HCC.CL2.16
Prepare soups
D1.HCC.CL2.17
Prepare stock and sauces
D1.HCC.CL2.18
Prepare vegetables, eggs and farinaceous dishes
D1.HCC.CL2.19
Present and display food products
D1.HCC.CL2.20
Select, prepare and serve special cuisines
D1.HCC.CL2.21
Select, prepare and serve various cheeses
Cluster 3 Commercial Catering
D1.HCA.CL3.01
Apply catering control principles
and procedures
D1.HCA.CL3.02
Design a concept for a major event
or function
D1.HCA.CL3.03
Design meals to meet specific
dietary or cultural needs
D1.HCA.CL3.04
Design meals to meet specific
market requirements
D1.HCA.CL3.05
Operate a fast food outlet
D1.HCA.CL3.06
Prepare tenders for catering contracts
D1.HCA.CL3.07
Select catering systems
50
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 4 Patisserie
D1.HPA.CL4.01
Manage and operate a coffee shop
D1.HPA.CL4.02
Prepare and display petits fours
D1.HPA.CL4.03
Prepare and display sugar work
D1.HPA.CL4.04
Prepare and model marzipan
D1.HPA.CL4.05
Prepare and present chocolate goods
D1.HPA.CL4.06
Prepare and present desserts
D1.HPA.CL4.07
Prepare and present gateaux, torten and cakes
D1.HPA.CL4.08
Prepare and produce cakes and pastries
D1.HPA.CL4.09
Prepare and produce yeast goods
D1.HPA.CL4.10
Prepare and bakery products for patisserie
Cluster 5 Food And Beverage Service
D1.HBS.CL5.01
Clean and tidy bar and food service areas
D1.HBS.CL5.02
Develop and maintain food & beverage product knowledge
D1.HBS.CL5.03
Manage responsible service of alcohol
D1.HBS.CL5.04
Operate a bar facility
D1.HBS.CL5.05
Operate a cellar system
D1.HBS.CL5.06
Prepare and serve cocktails
D1.HBS.CL5.07
Prepare and serve non-alcoholic beverages
D1.HBS.CL5.08
Process liquor sales at a bar facility
D1.HBS.CL5.09
Provide a link between kitchen and service area
D1.HBS.CL5.10
Provide advice to patrons on food and beverage services
D1.HBS.CL5.11
Provide gueridon service
D1.HBS.CL5.12
Provide food and beverage services
D1.HBS.CL5.13
Provide room service
D1.HBS.CL5.14
Provide silver service
D1.HBS.CL5.15
Serve a range of wine products
D1.HBS.CL5.16
Take food orders and provide courteous table service
D1.HBS.CL5.17
Manage intoxicated persons
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
51
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 6 Customer Service, Sales and Marketing
D1.HCS.CL6.01
Develop a marketing strategy and
coordinate sales activities
D1.HCS.CL6.02
Establish and maintain a business
relationship
D1.HCS.CL6.03
Maintain quality customer service
D1.HCS.CL6.04
Organise functions at a hotel or
restaurant
D1.HCS.CL6.05
Develop and implement a business plan or campaign
D1.HCS.CL6.06
Prepare and deliver a marketing presentation
D1.HCS.CL6.07
Develop new products and services
Cluster 7 General Administration
D1.HGE.CL7.01
Design, prepare and present various types of reports
D1.HGE.CL7.02
Gather and present product information
D1.HGE.CL7.03
Maintain a paper-based filing and retrieval system
D1.HGE.CL7.04
Manage and implement small projects
D1.HGE.CL7.05
Monitor and maintain a business computer service
D1.HGE.CL7.06
Monitor, control and order new stock
D1.HGE.CL7.07
Plan and establish systems and procedures
D1.HGE.CL7.08
Plan, manage and conduct meetings
D1.HGE.CL7.09
Prepare business documents
D1.HGE.CL7.10
Produce various types of form documents on a computer
D1.HGE.CL7.11
Receive and securely store in-coming goods
D1.HGE.CL7.12
Use common business tools and technology
D1.HGE.CL7.13
Work cooperatively in a general administration environment
D1.HGE.CL7.14
Develop and implement operational policies
Cluster 8 Financial Administration
D1.HFI.CL8.01
Audit financial procedures
D1.HFI.CL8.02
Maintain financial standards and records
D1.HFI.CL8.03
Manage financial performance within a budget
D1.HFI.CL8.04
Manage payroll records
D1.HFI.CL8.05
Prepare and monitor operational budgets
D1.HFI.CL8.06
Prepare routine financial statements
D1.HFI.CL8.07
Process a financial transaction for services rendered
D1.HFI.CL8.08
Process transactions for purchase of goods and services
D1.HFI.CL8.09
52
Monitor catering revenue and costs
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 9 Human Resource Development
D1.HRD.CL9.01
Coach others in job skills
D1.HRD.CL9.02
Conduct staff performance
assessment processes
D1.HRD.CL9.03
Conduct a training needs analysis
D1.HRD.CL9.04
Conduct training for a small group
D1.HRD.CL9.05
Develop performance assessment
procedures
D1.HRD.CL9.06
Evaluate staff performance assessment
D1.HRD.CL9.07
Evaluate the effectiveness of an assessment system
D1.HRD.CL9.08
Manage an assessment system for training outcomes
D1.HRD.CL9.09
Monitor and evaluate the effectiveness of training outcomes
D1.HRD.CL9.10
Plan a staff performance review
D1.HRD.CL9.11
Plan and implement a series of training events
D1.HRD.CL9.12
Prepare and deliver training sessions
Cluster 10 Management and Leadership
D1.HML.CL10.01
Develop and supervise operational approaches
D1.HML.CL10.02
Establish and maintain a safe working environment
D1.HML.CL10.03
Lead and manage people
D1.HML.CL10.04
Manage and maintain a computer system/network
D1.HML.CL10.05
Manage legal requirements for business compliance
D1.HML.CL10.06
Manage physical assets and infrastructure
D1.HML.CL10.07
Manage quality customer/guest services
D1.HML.CL10.08
Manage special events
D1.HML.CL10.09
Manage stock purchases and inventory
D1.HML.CL10.10
Manage the effective use of human resources
D1.HML.CL10.11
Monitor and manage workplace relations and diversity
D1.HML.CL10.12
Monitor routine workplace operations
D1.HML.CL10.13
Monitor staff performance
D1.HML.CL10.14
Provide professional support to business colleagues
D1.HML.CL10.15
Recruit and select staff
D1.HML.CL10.16
Roster staff
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
53
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 10/11 English Language Proficiency
Speaking and Listening
D1.LAN.CL10.01
Converse in English at a basic
operational level
D1.LAN.CL10.02
Respond effectively to instructions
given in English
D1.LAN.CL10.03
Start conversations and develop
good relations with guests
D1.LAN.CL10.04
Communicate effectively in English on a telephone
D1.LAN.CL10.05
Use oral English to convey a complex exchange of ideas
D1.LAN.CL10.06
Deliver a short oral presentation in English
D1.LAN.CL10.07
Read and write English at an advanced level
Reading
D1.LAN.CL10.08
Read and interpret basic instructions, directions and/or diagrams
D1.LAN.CL10.09
Read general information texts or media
Writing
D1.LAN.CL10.10
Write a short message in English
D1.LAN.CL10.11
Prepare a business letter in advanced English
54
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Hotel Services (Front Office and Housekeeping) Competency Standards Menu
Cluster 1 Common Core Competencies
D1.HOT.CL1.01
Work effectively with
customers and colleagues
D1.HOT.CL1.02
Work in a socially diverse
environment
D1.HOT.CL1.03
Implement occupational health
and safety procedures
D1.HOT.CL1.04
Comply with workplace
hygiene procedures
D1.HOT.CL1.05
Perform clerical procedures
D1.HOT.CL1.06
Access and retrieve computer-based data
D1.LAN.CL1.01
Speak English at a basic operational level
D1.HOT.CL1.07
Communicate effectively on the telephone
D1.HOT.CL1.08
Maintain hospitality industry knowledge
D1.HOT.CL1.09
Develop and update tourism industry knowledge
D1.HOT.CL1.10
Promote products and services to customers
D1.HOT.CL1.11
Manage and resolve conflict situations
D1.HOT.CL1.12
Perform basic First Aid procedures
D1.HOT.CL1.13
Perform child protection duties relevant to the tourism industry
D1.HOT.CL1.14
Develop protective environments for children in tourism destinations
Cluster 2 Hotel Front Office
D1.HFO.CL2.01
Receive and process reservations
D1.HFO.CL2.02
Operate a computerised reservation system
D1.HFO.CL2.03
Provide accommodation services
D1.HFO.CL2.04
Maintain guests’ financial records
D1.HFO.CL2.05
Process a financial sale transaction
D1.HFO.CL2.06
Conduct a night audit
D1.HFO.CL2.07
Provide Bell Boy/Porter services
D1.HFO.CL2.08
Operate a (PABX) switchboard
D1.HFO.CL2.09
Receive and place in-coming phone calls
D1.HFO.CL2.10
Facilitate out-going phone calls
D1.HFO.CL2.11
Provide information about in-house services
D1.HFO.CL2.12
Provide international (IDD) service information
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
55
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 3 Housekeeping
D1.HHK.CL3.01
Provide housekeeping services to
guests
D1.HHK.CL3.02
Clean public areas, facilities and
equipment
D1.HHK.CL3.03
Clean and prepare rooms for incoming guests
D1.HHK.CL3.04
Maintain and operate an industrial
laundry
D1.HHK.CL3.05
Launder linen and guests’ clothes
D1.HHK.CL3.06
Provide valet services to guests
D1.HHK.CL3.07
Clean and maintain industrial work area and equipment
Cluster 4 Security Services
D1.HSS.CL4.01
Establish and maintain a safe and
secure workplace
D1.HSS.CL4.02
Maintain the security of premises
and property
D1.HSS.CL4.03
Operate basic security equipment
D1.HSS.CL4.04
Maintain the safety of premises
and personnel
D1.HSS.CL4.05
Observe and monitor people
D1.HSS.CL4.06
Provide for the safety of VIPs
D1.HSS.CL4.07
Manage intoxicated persons
D1.HSS.CL4.08
Escort, carry and store valuable
items
D1.HSS.CL4.09
Provide a lost and found facility
D1.HSS.CL4.10
Plan and conduct an evacuation of
premises
Cluster 5 Customer Service, Sales And Marketing
D1.HSM.CL5.01
Organise functions
D1.HSM.CL5.02
Plan and implement sales activities or campaigns
D1.HSM.CL5.03
Coordinate a marketing strategy and activities
D1.HSM.CL5.04
Develop and update local knowledge
D1.HSM.CL5.05
Prepare and deliver a presentation
D1.HSM.CL5.06
Establish and maintain a business relationship
D1.HSM.CL5.07
Develop and implement a business plan
56
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 6 General Administration
D1.HGA.CL6.01
Plan and establish systems and procedures
D1.HGA.CL6.02
Work cooperatively in a general administration environment
D1.HGA.CL6.03
Maintain a paper-based filing and retrieval system
D1.HGA.CL6.04
Gather and present product information
D1.HGA.CL6.05
Plan, manage and conduct meetings
D1.HGA.CL6.06
Prepare business documents
D1.HGA.CL6.07
Produce various types of form documents on a computer
D1.HGA.CL6.08
Design, prepare and present various types of reports
D1.HGA.CL6.09
Monitor, control and order new stock
D1.HGA.CL6.10
Receive and securely store in-coming goods
D1.HGA.CL6.11
Manage and implement small projects
D1.HGA.CL6.12
Use common business tools and technology
D1.HGA.CL6.13
Develop and implement operational policies
Cluster 7 Financial Administration
D1.HFA.CL7.01
Process a financial transaction
for services rendered
D1.HFA.CL7.02
Process transactions for
purchase of goods or services
D1.HFA.CL7.03
Maintain financial standards
and records
D1.HFA.CL7.04
Prepare routine financial
statements
D1.HFA.CL7.05
Audit financial procedures
D1.HFA.CL7.06
Manage payroll records
D1.HFA.CL7.07
Prepare and monitor operational budgets
D1.HFA.CL7.08
Manage financial performance within a budget
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
57
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 8 Human Resource Development
D1.HHR.CL8.01
Develop performance
assessment procedures
D1.HHR.CL8.02
Plan a staff performance
review
D1.HHR.CL8.03
Conduct a staff performance
assessment process
D1.HHR.CL8.04
Evaluate a staff performance
assessment
D1.HHR.CL8.05
Conduct a training needs analysis
D1.HHR.CL8.06
Coach others in job skills
D1.HHR.CL8.07
Prepare and deliver training sessions
D1.HHR.CL8.08
Conduct training for a small group
D1.HHR.CL8.09
Plan and implement a series of training events
D1.HHR.CL8.10
Manage an assessment system for training outcomes
D1.HHR.CL8.11
Monitor and evaluate the effectiveness of training outcomes
D1.HHR.CL8.12
Evaluate the effectiveness of an assessment system
Cluster 9 Resource Management
D1.HRM.CL9.01
Manage the effective use of human resources
D1.HRM.CL9.02
Monitor and manage workplace relations and diversity
D1.HRM.CL9.03
Monitor routine workplace operations
D1.HRM.CL9.04
Monitor staff performance
D1.HRM.CL9.05
Provide professional support to business colleagues
D1.HRM.CL9.06
Manage quality customer/guest services
D1.HRM.CL9.07
Manage special events
D1.HRM.CL9.08
Develop and supervise operational approaches
D1.HRM.CL9.09
Roster staff
D1.HRM.CL9.10
Recruit and select staff
D1.HRM.CL9.11
Manage physical assets and infrastructure
D1.HRM.CL9.12
Manage stock purchases and inventory
D1.HRM.CL9.13
Manage and maintain a computer system/network
D1.HRM.CL9.14
Manage legal requirements for business compliance
58
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Cluster 10 English Language Proficiency
D1.LAN.CL10.01
Converse in English at a basic
operational level
D1.LAN.CL10.02
Respond effectively to
instructions given in English
D1.LAN.CL10.03
Start conversations and
develop good relations with
guests
D1.LAN.CL10.04
Communicate effectively in
English on a telephone
D1.LAN.CL10.05
Use oral English to convey a complex exchange of ideas
D1.LAN.CL10.06
Deliver a short oral presentation in English
D1.LAN.CL10.07
Read and write English at an advanced level
Reading
D1.LAN.CL10.08
Read and interpret basic instructions, directions and/or diagrams
D1.LAN.CL10.09
Read general information texts or media
Writing
D1.LAN.CL10.10
Write a short message in English
D1.LAN.CL10.11
Prepare a business letter in advanced English.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
59
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Identification of qualifications
There are 52 qualifications available under the ASEAN Regional Qualifications Framework
and Skills Recognition System across the six Labour Divisions.
The following table provides an overview of the qualifications currently provided for under the
Framework matched against Labour Divisions – please note these qualifications were
correct at the time of writing but are subject to change as the Project is implemented:
Cert
II
Cert
III
Cert
IV
Diploma
Advanced
Diploma
SubTotal
Food and Beverage
Service
2
2
3
1
1
9
Food Production
2
3
3
1
1
10
Front Office
1
1
1
1
1
5
Housekeeping
1
1
1
1
1
5
Tour Operation
2
3
4
2
1
12
Travel Agencies
3
3
3
1
1
11
Total
52
Brief description of qualifications at each level
The following is an overview of the level at which each of the six qualifications in the
Framework is pitched.
Certificate II
Certificate II represents a base operational qualification encompassing a range of
functions/activities requiring fundamental operational knowledge and limited practical skills in
a defined context.
Certificate III
Certificate III represents a qualification of the skilled operator who applies a broad range of
competencies within a more varied work context, possibly providing technical advice and
support to a team including having team leader responsibilities.
60
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Certificate IV
Certificate IV represents a qualification based on more sophisticated technical applications
involving competencies requiring increased theoretical knowledge, applied in a non-routine
environment and which may involve team leadership and management and increased
responsibility for outcomes.
Diploma
The Diploma represents a qualification which assumes a greater theoretical base and
consists of specialised, technical or managerial competencies used to plan, carry out and
evaluate work of self and/or team.
Advanced Diploma
The Advanced Diploma represents a qualification involving technical, creative, conceptual or
managerial applications built around competencies of either a broad or specialised base and
related to a broader organisational focus.
Qualification names
This presents the approved and endorsed titles for each of the qualifications which have
been provided for:
Food and beverage service qualifications:

Advanced Diploma of Food and Beverage Service
(Management)

Diploma of Food and Beverage Service
(Supervision and Administration)

Certificate IV in Food and Beverage Service
(Waiting)

Certificate IV in Food and Beverage Service
(Supervision)

Certificate IV in Food and Beverage Service (Beverages)

Certificate III in Food and Beverage Service (Waiting)

Certificate III in Food and Beverage Service (Beverages)

Certificate II in Food and Beverage Service (Waiting)

Certificate II in Food and Beverage Service (Beverages)
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
61
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Food production qualifications:

Advanced Diploma of Food Production
(Management)

Diploma of Food Production (Supervision and
Administration)

Certificate IV in Food Production (Cookery)

Certificate IV in Food Production (Operations)

Certificate IV in Food Production (Patisserie)

Certificate III in Food Production (Cookery)

Certificate III in Food Production (Operations)

Certificate III in Food Production (Patisserie)

Certificate II in Food Production (Cookery)

Certificate II in Food Production (Patisserie)
Front office qualifications:

Advanced Diploma of Front Office (Management)

Diploma of Front Office (Supervision and Administration)

Certificate IV in Front Office (Guest Services Supervision)

Certificate III in Front Office

Certificate II in Front Office
Housekeeping qualifications:

Advanced Diploma of Housekeeping
(Management)

Diploma of Housekeeping (Supervision and
Administration)

Certificate IV in Housekeeping (Guest Services
Supervision)

Certificate III in Housekeeping

Certificate II in Housekeeping
62
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Tour operations qualifications:

Advanced Diploma of Tour Operation (Management)

Diploma of Tour Operation (Operations)

Diploma of Tour Operation (Supervision and
Administration)

Certificate IV in Tour Operation (Guiding)

Certificate IV in Tour Operation (Eco Tours)

Certificate IV in Tour Operation (Sales and Finance)

Certificate IV in Tour Operation (Reservations and Ticketing)

Certificate III in Tour Operation (Guiding)

Certificate III in Tour Operation (Sales and Finance)

Certificate III in Tour Operation (Reservations and Ticketing)

Certificate II in Tour Operation (Guiding)

Certificate II in Tour Operation (Reservations and Ticketing)
Travel agencies qualifications:

Advanced Diploma of Travel Agencies
(Management)

Diploma of Travel Agencies (Supervision and
Administration)

Certificate IV in Travel Agencies (Operations)

Certificate IV in Travel Agencies (Sales and
Service)

Certificate IV in Travel Agencies (Reservations and Ticketing)

Certificate III in Travel Agencies (Operations)

Certificate III in Travel Agencies (Sales and Service)

Certificate III in Travel Agencies (Reservations and Ticketing)

Certificate II in Travel Agencies (Operations)

Certificate II in Travel Agencies (Sales and Service)

Certificate II in Travel Agencies (Reservations and Ticketing)
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
63
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Packaging Rules to develop ASEAN qualifications
General background
Packaging Rules prescribe requirements for creating a qualification.
They are compulsory requirements – they MUST be adhered to: they are not optional.
They identify for each qualification:

The combination of mandatory Core and Generic competencies –
by Unit name

The Functional competencies from which Units may be chosen –
by Cluster and number of Units from each Cluster.

In all cases the Functional competencies selected must reflect
intended Job Title, local industry requirements and Certificate
level.
Operational imperatives
In general terms Packaging Rules operate on the basis of the following:

Higher level qualifications require students to complete more Units

Higher level qualifications give access to more ‘management’-oriented Units

Lower level qualifications give less choice of Clusters and focus on ‘operational’
competencies

Students can enter the Qualifications at any level from Certificate II to Advanced Diploma
– there is no need/requirement for students to start at Certificate II and work up through
each level

Students can switch study from one qualification to another – with ease:

Given commonality of many Units/competencies

To respond to changing workplace/career needs.

These changes can be made within the same Labour Division or movement
can be to a different Labour Division.


Students are free to select the Functional competencies they want to comprise their
qualification – providing:

They are within the nominated Clusters

Training providers are willing and able to deliver them
In-keeping with CBT principles qualifications are not time-based – a legitimate
qualification of the same type may be of different ‘lengths’ depending on:

Individual students and/or their needs or preferences for studying

Delivery methods and timetables of training providers
64
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes

It is possible each qualification of the same type will consist of different
Units/competencies – to reflect:

Individual need/preferences and proposed work career path

Industry/employer need

Local need/demand.
Benefits of the Packaging Rules
The Packaging Rules provide:

Flexibility for students to select the Units or qualification they want – as opposed to them
being ‘forced’ to undertake training they do not see as being relevant or beneficial to their
career

Flexibility for employers – to select Units needed by their staff to support/enable the most
effective and efficient operation of their business

A structure to, and distinct pathway for, qualifications – enabling students to build to
higher (management) qualifications if required

For the delivery of industry-based training – as the training is based on Competency
Standards endorsed by ASEAN Member States

Guidance (which is not compulsory) about the Functional Units/competencies suitable for
different levels of qualifications across a range of Job Titles – to assist in creating
relevant qualifications for job positions

Additional ‘content’ can be added to any Competency Standard but nothing can be
removed – this allows providers to ‘contextualise’ training for individual employers,
regions or areas.
Sample Packaging Rules
A selection of Packaging Rules is provided below to illustrate
what they look like, what they contain and how they ‘grow’ as the
qualification level increases.
The full suite of Packaging Rules can be found at
waseantourism.com under CATC documentation, A1 Final
Report.
Note: the Packaging Rules provided below were correct at the
time of writing but are always subject to change by Authorities.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
65
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Packaging Rules – Food and Beverage Service
Certificate II in Food and Beverage Service (Waiting) - Incorporating Certificate I
Core and Generic Competencies
D1.HRS.CL1.04
Communicate effectively on the telephone
D1.HRS.CL1.05
Comply with workplace hygiene procedures
D1.HRS.CL1.06
Develop and update local knowledge
D1.HRS.CL1.07
Implement occupational health and safety procedures
D1.HRS.CL1.08
Maintain hospitality industry knowledge
D1.HRS.CL1.12
Perform basic First Aid procedures
D1.HRS.CL1.14
Read and interpret basic instructions, directions and/or diagrams
D1.HRS.CL1.17
Speak English at a basic operational level
D1.HRS.CL1.18
Work effectively with colleagues and customers
D1.HRS.CL1.19
Work in a socially diverse environment
D1.HRS.CL1.20
Perform child protection duties relevant to the tourism industry
D1.HBS.CL5.09
Provide a link between kitchen and service area
D1.HBS.CL5.12
Provide food and beverage services
Functional Competencies
In addition to the above Core and Generic Competencies, ten (10) competencies from the
Hotel Services (Restaurant Services) Competency Standards Menu with at least four (8) from
the following Clusters:
 Common Core Competencies
 Food and Beverage Service
 Financial Administration
And
At least two (2) competencies from the Cluster:
 English Language Proficiency
In all cases selection of Functional Competencies must reflect the intended Job Title, local
industry requirements and the Certificate level.
66
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Certificate IV in Food and Beverage Service (Waiting)
Core and Generic Competencies
D1.HRS.CL1.01
Access and retrieve computer-based data
D1.HRS.CL1.04
Communicate effectively on the telephone
D1.HRS.CL1.05
Comply with workplace hygiene procedures
D1.HRS.CL1.06
Develop and update local knowledge
D1.HRS.CL1.07
Implement occupational health and safety procedures
D1.HRS.CL1.08
Maintain hospitality industry knowledge
D1.HRS.CL1.09
Manage and resolve conflict situations
D1.HRS.CL1.11
Perform clerical procedures
D1.HRS.CL1.12
Perform basic First Aid procedures
D1.HRS.CL1.13
Promote hospitality products and services
D1.HRS.CL1.14
Read and interpret basic instructions, directions and/or diagrams
D1.HRS.CL1.15
Receive and resolve customer complaints
D1.HRS.CL1.17
Speak English at a basic operational level
D1.HRS.CL1.18
Work effectively with colleagues and customers
D1.HRS.CL1.19
Work in a socially diverse environment
D1.HRS.CL1.20
Perform child protection duties relevant to the tourism industry
D1.HBS.CL5.02
Develop and maintain food and beverage product knowledge
D1.HBS.CL5.09
Provide a link between kitchen and service area
D1.HBS.CL5.12
Provide food and beverage services
D1.HFI.CL8.07
Process a financial transaction for services rendered
D1.HGE.CL7.11
Receive and securely store in-coming goods
Functional Competencies
In addition to the above Core and Generic Competencies eighteen (18) competencies from
the Hotel Services (Restaurant Services) Competency Standards Menu with at least twelve
(12) from the following Clusters:
 Food and Beverage Service
 Financial Administration
And
At least three (3) competencies from one or more of the following Clusters:
 Customer Service, Sales and Marketing
 Human Resource Development
 Management and Leadership
And
At least three (3) competencies from the Cluster:
 English Language Proficiency
In all cases selection of Functional Competencies must reflect the intended Job Title, local
industry requirements and the Certificate level.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
67
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Certificate IV in Food and Beverage Service (Supervision)
Core and Generic Competencies
D1.HRS.CL1.01
Access and retrieve computer-based data
D1.HRS.CL1.04
Communicate effectively on the telephone
D1.HRS.CL1.05
Comply with workplace hygiene procedures
D1.HRS.CL1.06
Develop and update local knowledge
D1.HRS.CL1.07
Implement occupational health and safety procedures
D1.HRS.CL1.08
Maintain hospitality industry knowledge
D1.HRS.CL1.09
Manage and resolve conflict situations
D1.HRS.CL1.11
Perform clerical procedures
D1.HRS.CL1.12
Perform basic First Aid procedures
D1.HRS.CL1.13
Promote hospitality products and services
D1.HRS.CL1.14
Read and interpret basic instructions, directions and/or diagrams
D1.HRS.CL1.15
Receive and resolve customer complaints
D1.HRS.CL1.17
Speak English at a basic operational level
D1.HRS.CL1.18
Work effectively with colleagues and customers
D1.HRS.CL1.19
Work in a socially diverse environment
D1.HRS.CL1.20
Perform child protection duties relevant to the tourism industry
D1.HBS.CL5.02
Develop and maintain food and beverage product knowledge
D1.HBS.CL5.09
Provide a link between kitchen and service area
D1.HBS.CL5.12
Provide food and beverage services
D1.HFI.CL8.07
Process a financial transaction for services rendered
D1.HGE.CL7.11
Receive and securely store in-coming goods
Functional Competencies
In addition to the above Core and Generic Competencies eighteen (18) competencies from
the Hotel Services (Restaurant Services) Competency Standards Menu with at least eleven
(11) from the following Clusters:
 Food and Beverage Service
 Customer Service, Sales and Marketing
 Financial Administration
And
At least four (4) competencies from one or more of the following Clusters:
 Human Resource Development
 Management and Leadership
 General Administration
And
At least three (3) competencies from the Cluster:
 English Language Proficiency
In all cases selection of Functional Competencies must reflect the intended Job Title, local
industry requirements and the Certificate level.
68
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Diploma of Food and Beverage Service (Supervision & Administration)
Core and Generic Competencies
D1.HRS.CL1.01
Access and retrieve computer-based data
D1.HRS.CL1.04
Communicate effectively on the telephone
D1.HRS.CL1.05
Comply with workplace hygiene procedures
D1.HRS.CL1.06
Develop and update local knowledge
D1.HRS.CL1.07
Implement occupational health and safety procedures
D1.HRS.CL1.08
Maintain hospitality industry knowledge
D1.HRS.CL1.09
Manage and resolve conflict situations
D1.HRS.CL1.11
Perform clerical procedures
D1.HRS.CL1.12
Perform basic First Aid procedures
D1.HRS.CL1.13
Promote hospitality products and services
D1.HRS.CL1.14
Read and interpret basic instructions, directions and/or diagrams
D1.HRS.CL1.15
Receive and resolve customer complaints
D1.HRS.CL1.17
Speak English at a basic operational level
D1.HRS.CL1.18
Work effectively with colleagues and customers
D1.HRS.CL1.19
Work in a socially diverse environment
D1.HRS.CL1.20
Perform child protection duties relevant to the tourism industry
D1.HRS.CL1.21
Develop protective environments for children in tourism destinations
D1.HBS.CL5.02
Develop and maintain food and beverage product knowledge
D1.HBS.CL5.09
Provide a link between kitchen and service area
D1.HBS.CL5.12
Provide food and beverage services
D1.HFI.CL8.07
Process a financial transaction for services rendered
D1.HGE.CL7.11
Receive and securely store in-coming goods
Functional Competencies
In addition to the above Core and Generic Competencies twenty-four (24) competencies from the
Hotel Services (Restaurant Services) Competency Standards Menu with at least eight (8) from
the following Clusters:
 Food and Beverage Service
 Customer Service, Sales and Marketing
And
At least twelve (12) competencies from one or more of the following Clusters:
 Financial Administration
 Human Resource Development
 Management and Leadership
 General Administration
And
At least four (4) competencies from the Cluster:
 English Language Proficiency
In all cases selection of Functional Competencies must reflect the intended Job Title, local
industry requirements and the Certificate level.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
69
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Advanced Diploma of Food and Beverage Service (Management)
Core and Generic Competencies
D1.HRS.CL1.01
Access and retrieve computer-based data
D1.HRS.CL1.04
Communicate effectively on the telephone
D1.HRS.CL1.05
Comply with workplace hygiene procedures
D1.HRS.CL1.06
Develop and update local knowledge
D1.HRS.CL1.07
Implement occupational health and safety procedures
D1.HRS.CL1.08
Maintain hospitality industry knowledge
D1.HRS.CL1.09
Manage and resolve conflict situations
D1.HRS.CL1.11
Perform clerical procedures
D1.HRS.CL1.12
Perform basic First Aid procedures
D1.HRS.CL1.13
Promote hospitality products and services
D1.HRS.CL1.14
Read and interpret basic instructions, directions and/or diagrams
D1.HRS.CL1.15
Receive and resolve customer complaints
D1.HRS.CL1.17
Speak English at a basic operational level
D1.HRS.CL1.18
Work effectively with colleagues and customers
D1.HRS.CL1.19
Work in a socially diverse environment
D1.HRS.CL1.20
Perform child protection duties relevant to the tourism industry
D1.HRS.CL1.21
Develop protective environments for children in tourism destinations
D1.HBS.CL5.02
Develop and maintain food and beverage product knowledge
D1.HBS.CL5.09
Provide a link between kitchen and service area
D1.HBS.CL5.12
Provide food and beverage services
D1.HFI.CL8.07
Process a financial transaction for services rendered
D1.HGE.CL7.11
Receive and securely store in-coming goods
Functional Competencies
In addition to the above Core and Generic Competencies twenty-nine (29) competencies from the
Hotel Services (Restaurant Services) Competency Standards Menu with at least eleven (11) from
the following Clusters:
 Food and Beverage Service
 Customer Service, Sales and Marketing
And
At least thirteen (13) competencies from one or more of the following Clusters:
 Financial Administration
 Human Resource Development
 Management and Leadership
 General Administration
And
At least five (5) competencies from the Cluster:
 English Language Proficiency
In all cases selection of Functional Competencies must reflect the intended Job Title, local
industry requirements and the Certificate level.
70
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
1.5 Describe components of an ASEAN Toolbox
Introduction
There is a need to be aware of the individual component parts of Toolboxes in order to be
able to use them effectively.
This section identifies contents of ASEAN Toolbox Competency Standards, presents the
content of Trainee Manuals, describes the content of PowerPoint slide shows, explains the
content of Trainer Guides and discusses the content of Assessor Manuals.
Competency Standard
Competency is a combination of the skill, knowledge and attitude required to perform a task
or job to the standard expected in the workplace.
If a person can do a job to the required standard they are deemed to be ‘competent’.
A Competency Standard is a description of the skills and knowledge required to perform a
task/activity to defined standards.
They can be used within different contexts:

By an individual enterprise

By an industry

By government.
Endorsed Competency Standards form the basis which underpins all Competency Based
Training and Assessment – that is, all activities undertaken by the Trainer and Assessor
must refer back to and relate directly to the relevant Competency Standard.
Competency Based Training and Assessment are processes that focus on the transfer and
validation of the competency standard.
Uses of competency based standards
Competency based standards can be used for:

Job design

Job descriptions

Performance appraisal

Selection criteria

Career path development

Identification of training needs

Development of training programs

Certification

The above activities in combination aim to increase customer satisfaction through better
employee performance.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
71
Describe essentials of vocational training delivery using
ASEAN Toolboxes
About the Competency Standards which have been created

Are written in a format which has been endorsed by representatives from all ASEAN
Member States

Have been reviewed by, revised as necessary, and endorsed by all ASEAN Member
States

Provide the basis for the delivery and assessment of all Units under the Qualifications
Framework

Contain information and detail to help users (students, employers training providers)
select Units under Packaging Rules to create a qualification

Are all presented using the same structure

Can be located at the document repository at waseantourism.com.
Elements of Competency Standards
All Competency Standards comprise:

Unit Title

Unit Number

Nominal Hours

Unit Descriptor

Elements

Performance Criteria

Unit Variables

Assessment Guide

Linkages to other Units

Critical Aspects of Assessment

Context of Assessment

Resource Implications

Assessment Methods

Key Competencies for the Unit.
Unit Title
The Unit Title is the name of the Unit/competency.
It is written in such a way it indicates the general content of the competency.
The titles for all Units begin with a verb to reflect the nature of competency based training.
It is a statement about what is to be done in workplace.
There is no standard length for Unit titles – they may be short or long: length of the title
bears no relationship to complexity of the Unit or Nominal Hours for the Unit.
72
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Unit Number
Every Unit has an identifying number.
Where a Unit is allocated to more than one Labour Division it will have more than one Unit
Number which will change to reflect its location in the various Clusters.
Each Unit Title comprises four parts:
1. D1 refers to all the Units in the Hotel Services classifications
D2 refers to all the Units in the Travel Services classifications
2. The three letter code indicates the type/nature/classification of the Cluster to which the
Unit belongs:

HRS = Hotel Services, Restaurant services
Common Core

HCC = Hotel Services, Restaurant services
Commercial Cookery

HCA = Hotel Services, Restaurant services
Commercial Catering

HPA = Hotel Services, Restaurant services
Patisserie

HBS = Hotel Services, Restaurant services Food and Beverage Service

HCS = Hotel Services, Restaurant services Customer Service, Sales and Marketing

HGE = Hotel Services, Restaurant services General Administration

HFI = Hotel Services, Restaurant services Financial Administration

HRD = Hotel Services, Restaurant services Human Resource Development

HML = Hotel Services, Restaurant services Management and Leadership

LAN = English Language Proficiency

HOT = Hotel Services, Front Office and Housekeeping, Common Core

HFO = Hotel Services, Front Office and Housekeeping, Hotel Front Office

HHK = Hotel Services, Front Office and Housekeeping, Housekeeping

HSS = Hotel Services, Front Office and Housekeeping, Security Services

HSM = Hotel Services, Front Office and Housekeeping, Customer Service, Sales
and Marketing

HGA = Hotel Services, Front Office and Housekeeping, General Administration

HFA = Hotel Services, Front Office and Housekeeping, Financial Administration

HHR = Hotel Services, Front Office and Housekeeping, Human Resource
Development

HRM = Hotel Services, Front Office and Housekeeping, Resource Management

TCC = Travel Services, Common Core

TTA = Travel Services, Travel Agency – Ticketing

TTG = Travel Services, Tour Guide Services

TTO = Travel Services, Tour Operations
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
73
Describe essentials of vocational training delivery using
ASEAN Toolboxes

TCS = Travel Services, Customer Service, Sales and Marketing

TTO = Travel Services, Tour Operations

TGA = Travel Services, General Administration

TFA = Travel Services, Financial Administration

TRD = Travel Services, Human Resource Development

TRM = Travel Services, Resource Management
3. The CL number refers to the Cluster Number the Unit is listed under. Every Cluster has a
number under each individual Competency Standards Menu.
4. The final two-digit number indicates the position of the Unit within the Cluster.
Nominal Hours
This figure represents indicative time required to deliver and assess the Unit.
It is not mandatory: CBT is not time-based.
A Unit may be delivered in less time than shown as the Nominal Hours, or in more time.
Primary uses of the Nominal Hours figure are:

As the basis for allocating funding – which may be based, for example, on the number of
face-to-face or ‘contact’ hours per Unit

To assist with rostering of staff

To enable scheduling/time-tabling of classes.
The time for each Unit was calculated based on:

Amount of content

Complexity of the Unit

Time allocated to similar Units under other vocational training Frameworks

Advice of experienced trainers and assessors who have delivered and assessed similar
Units.
Unit Descriptor
This section provides a brief description Unit giving
insight into context and content.
This section of the Competency Standard is often used
by training providers to describe Units they offer in:

Media advertisements they create to promote their
courses

Internal Student Handbooks or other internal course
promotional materials/brochures.
74
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Elements
All Competency Standards comprise a number of Elements.
There is no fixed, set or ‘required’ number of Elements
per Unit.
There is always more than one and three to five is a
common range.
They identify and describe:

The key tasks or activities which make up the
Competency

The major building blocks of the Competency

A sequential approach to the required tasks.
Performance Criteria
All Elements comprise a number of Performance Criteria.
There is no fixed, set or ‘required’ number of Performance Criteria per Element.
There is always more than one and five to eight is a common range.
They are sub-sets of an Element and prescribe action needed for competency in the
Element.
Parts of the Performance Criteria may be written in italics meaning this part is addressed
under the Unit Variables section of the Competency Standard.
Unit Variables
This section of the Competency Standard:

Provides advice to interpret the scope and context of the Unit of competence, allowing
for differences between enterprises and workplaces

Relates to the Unit as a whole and facilitates holistic assessment

Identifies the Labour Division/s to which the Unit applies

Gives detail of and presents key points relating to italicised parts of Performance Criteria
which the Trainer should cover when training delivery takes place.
Assessment Guide
This aspect of the Competency Standard lists the skills and knowledge which must be
assessed as part of this Unit.
Linkages to other Units
This is a reference section for Trainers and shows them Titles of Units which are related to
the Competency Standard.
Trainers can refer to these Competency Standards (and the resources developed to support
them) when preparing their training in order to gain extra information relating to the Unit
being delivered.
The Units listed in this section are not pre-requisites or co-requisites for the Unit in question.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
75
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Critical aspects of assessment
Shows the evidence which is deemed essential (that is, should be captured as part of the
assessment process) in order for the Assessor to determine whether or not the candidate is
‘Competent’ or ‘Not Yet Competent’.
It supports the Assessment Guide and gives it more
context.
It is useful to the Trainer also as it indicates and
specifies additional inclusions the training must
address.
Context of assessment
This segment of the Competency Standard provides
a framework and perspective regarding how, when
and where assessment may be undertaken.
The emphasis is on Competency Based Assessment with candidates needing to
demonstrate competency in a real-life situation or under relevant simulated/mock conditions
(such as in a classroom or via a role play).
Resource Implications
Listed in this subdivision of the Competency Standard is advice regarding physical and other
resources which will be required and must be available/used to effectively deliver and
assess the Unit.
This list is supplemented in every Trainer Guide for every Unit by the ‘Recommended
Training Equipment’ which provides a list of required/recommended resources in more
detail.
Assessment Methods
This area of the Competency Standard presents a range of options for the Assessor which
may be used to capture evidence and determine the ‘Competent’ or ‘Not Yet Competent’
decision.
The Assessment Methods presented are suggestions – they are not mandatory
requirements.
Assessors can elect use whatever assessment techniques/tools they wish as appropriate to
the individual candidate, workplace or Unit.
Key Competencies for the Unit
Every Competency Standard presents a set of seven agreed Key Competencies which detail
the type and level of ‘key competencies’ needed by successful candidates to perform the
requirements of the Competency Standard in a workplace.
They can be used to judge the level of complexity and difficulty of a Unit.
The seven Key Competencies are:

Collecting, organising and analysing information

Communicating ideas and information

Planning and organising activities

Working with others and in teams
76
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes

Using mathematical ideas and techniques

Solving problems

Using technology.
Each of the above seven Key Competencies is ranked at either Level 1, 2 or 3 with:

Level 1 = competence to undertake tasks effectively

Level 2 = competence to manage tasks

Level 3 = competence to use concepts for evaluating.

In some cases, with some Competency Standards in some of the Key Competency
areas no Level is shown indicating the Key Competency is deemed as not applying.
Trainee Manual
Each Unit under the Qualifications Framework is provided with a comprehensive Trainee
Manual.
The Trainee Manual:

Is distributed in hard copy form to each Trainee – it represents their primary source of
notes/information for the Unit

Becomes the property of the Trainee – it is theirs to keep

Can be sourced from the waseantourism.com website

Provides training content as stated in the approved Competency Standard

Forms the basis of the PowerPoint presentation provided in the Toolbox

Has been endorsed by ASEAN industry-based representatives

May be supplemented by:

Additional information the Trainer wishes to include

Extra information individual workplaces want to
include – such as internal policies, procedures and
practices

The specific details of local/host country
information such as:
–
Legislation
–
Codes – of Practice or Conduct
–
Currency
–
Geographic details and place names.
Content of the Trainee Manual
Every Trainee manual is structured in the same way according to a format which was
reviewed and approved by the ASEAN Member States.
Cover Page
This shows name of the Unit (Unit Title) and Unit Code.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
77
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Generic Information
This gives standard information relating to:

Project Base – details of William Angliss Institute

Acknowledgements regarding the individual Manual showing names of:

Project Director

Project Manager

Chief Writer

Subject Writer

Editor

DTP/Production

Copyright information

Disclaimer.
Table of Contents
This is a sequential list showing the contents of the Manual identifying:

General classification of information/topics and Elements

Page numbers.
Introduction to Trainee Manual
This section is provided for trainees and is common to all Trainee Manuals.
It:

Identifies Elements of the Toolbox

Provides an overview of CBT and CBA
explaining why it is used

Describes ‘Competency Standard’

Gives an overview of the Qualifications
Framework

Indicates possible assessment methods

Encourages students to seek help from their Trainer.
Unit Descriptor
The information in this section is taken directly from the Competency Standard for the Unit
and provides for the trainee basic details about the training they can expect to be delivered
to them.
This detail is provided in the Trainee Manual because students will not normally have access
to the Competency Standard yet they are entitled to know whether or not the training they
are being provided with aligns with the agreed criteria and standards.
The classification of information provided is constant across all Competency Standards with
the detail changing to represent the individual content of different Competency Standards.
78
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Specifications include:

Unit Descriptor

Unit Code

Nominal Hours

Elements

Performance Criteria.
Providing this information in the Trainee Manual:

Lets the student know what to expect

Keeps the Trainer accountable for delivering the required training.
Assessment Matrix
The following statement is provided under this heading in all Trainee Manuals:
“The Assessment Matrix indicates three of the most common assessment activities your
Assessor may use to assess your understanding of the content of this manual and your
performance - Work Projects, Written Questions and Oral Questions. It also indicates
where you can find the subject content related to these assessment activities in the
Trainee Manual (i.e. under which Element or Performance Criteria). As explained in the
Introduction, however, the assessors are free to choose which assessment activities are
most suitable to best capture evidence of competency as they deem appropriate for
individual students.”
Students can use this Matrix to help them reference relevant content in preparing for
assessment.
Assessors can use the Matrix to reference content which can be used as suitable evidence.
Glossary of terms
Next follows a list of acronyms, words and/or phrases relevant to the topic of the Manual with
a corresponding definition/interpretation.
Notes/training content
This is the heart of the Trainee Manual.
It contains:

Sequential presentation of every Element and Performance Criteria listed in the
Competency Standard for the Unit

Coverage of Unit Variables as identified in the Competency Standard

Information which has been reviewed, revised as necessary, and endorsed by industry
professionals from the ASEAN Member States

References to websites which provide additional information

A Summary of content at the end of each Element.
Trainers should feel free to:

Add supplementary information as they see fit/deem necessary

Contextualise the content to reflect host country, local, organisational or other needs

Use the PowerPoint presentation provided as part of the Toolbox to deliver the Unit
leaving students to use the Trainee Manual as a reference source.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
79
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Work Projects
At the end of each Element there are Work Projects.
These:

Are suggested/optional assessment items for the
Element – they are not mandatory and
Trainers/Assessors can elect:

Not to use them

To use only some of them

To re-word or change them in any way deemed
appropriate

To use them as non-assessable exercises or inclass activities – rather than as formal assessment
activities to capture evidence on which the
Competent/Not Yet Competent decision will be
made.
The allocation of Work Projects to Performance criteria is shown in the Assessment Matrix at
the start of the Trainee Manual.
Presentation of Written Work
This section presents suggestions for students regarding how they might address
preparation and submission of written work required for assessment purposes.
The information provided is the same in every Trainee manual and covers:

Introduction – highlighting need for preparation and professionalism

Style – giving important advice on the focus of activities relating to work to be submitted

Presenting Written Work – giving generic advice in relation to:

Types of written which may be required

Format

Use of a Cover Sheet

Need to retain a copy of all written work submitted

Need to use inclusive language.
Recommended Reading
This section lists additional reading and references relating to the Unit.
Students (and/or Trainers) may elect to use these to obtain additional information or followup on topics of interest.
The list:

Can provide guidance to Training Providers in relation to establishing a Library/Learning
Resource Centre

Is not a list of books the student or Training Provider must buy
80
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes

Aims to provide materials which are relatively current – the general aim when the list was
produced was to include references which were no longer than 10 years old but in
several cases older references have been included where they are recognised as
‘industry standards’ or there were no other references available.
Trainee Evaluation Sheet
Every Trainee Manual contains this document and it is the
same across all Units.
The Trainee Evaluation Sheet should be:

Completed by the Trainee when they have competed
the Unit – students are not under a legal obligation to
complete and submit these Sheets but they should be
encouraged to do so, and should be encouraged to be
honest in their responses.

Removed from the Trainee Manual and handed to the
Trainer – or the Trainer may elect to photocopy these
Sheets and hand them out to students to save them
having to damage their Trainee Manual.
These sheets:

Provide important feedback to Trainers

Should be used as a critical Element of the Trainer’s evaluation of their delivery.
Trainee Self-Assessment Checklist
This is a list which may be used by students to indicate to their Trainer and/or Assessor their
readiness to be assessed.
There is no compulsion for students or Trainers or Assessors to use this Checklist – it is
optional and to be used at the discretion of all parties and/or if required.
PowerPoint presentation
A PowerPoint slide show has been provided for every ASEAN Unit under the Qualifications
Framework.
The PowerPoint presentation has been provided to give Trainers a delivery option.
They may elect to:

Use the PowerPoint presentation in conjunction with the Trainee Manual – to present the
content of the Unit, meaning the Trainer can:

Show the slides

Have trainees following along with their Trainee Manuals

Use only the PowerPoint presentation in the classroom – and leaving the Trainee
Manual as a reference which students can use out-of-class for further information and for
study purposes

Not to use the PowerPoint presentation at all – there is no compulsion regarding use of
this resource

Some Training Providers may not have the technology to use PowerPoint slides or
Trainers may feel they lack the ability to properly use the data projector
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
81
Describe essentials of vocational training delivery using
ASEAN Toolboxes

Information about using PowerPoints is contained in the Trainer Guide (see next section)
under the heading ‘Instructions for Trainers for using PowerPoint – Presenter View’

Use only some of the slides – as they deem appropriate to their personal delivery
plan/needs.
Format of PowerPoint slides
The PowerPoint slides comprise two components:

‘Student view’ – this is the part of the slide visible
to those watching the presentation. It is the
information which is projected onto the screen.

Students may use this view:

To take notes during the class

Stimulate discussion

Focus their attention

Provide the basis for interactions (asking questions, making contributions, sharing
anecdotes) during the session.

’Presenter’s view’ – this is the lower part of the slide which only the presenter (the
Trainer) can see when they project the slide onto the screen.

The Presenter’s view is not visible to students.

Trainers may use this view:

Preview information to be displayed

Assist with provision of additional information to supplement the detail provided on
the slides

Conduct a series of Classroom Activities – see below.
It is vital Trainers preview all slides before they present/use them as part of their ‘planning
and preparation’ so they gain a full appreciation of content, sequencing and the Classroom
Activities – see Trainer Guide (next section) or the PowerPoint presentation itself.
Contents of the PowerPoint presentation
The PowerPoint presentation may be obtained from waseantourism.com.
The PowerPoint presentation comprises a standard format across all Units as follows:
Title slide
This shows the Unit Title and Unit Code for the Competency being presented.
List of Elements
This:

Identifies the number of Elements in the Unit

Presents each Element in full – as written in the Competency Standard

Provides the context for the content to be delivered.
82
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Assessment

This is one slide providing an overview of assessment items which may be used for the
Unit.

This provides an opportunity for the Trainer/Assessor to explain the individual nature of
the assessment for each Unit.
Performance Criteria

At the start of each Element, the Performance Criteria (as listed in the Competency
Standard) are provided.

This helps give students an understanding of the content which is to be covered and
reassures them the requirements of the endorsed v are going to be addressed.
Content

Most of the slides in every PowerPoint presentation contain ‘content’:

The content is taken from/based on the information presented in the Trainee Manual

The sequence of the information in the slides follows the sequence of content in the
Trainee Manual

Trainers can add extra slides if they want to include additional content

A Summary is provided at the end of each Element.

There is no set number of slides per presentation – the number of slides provided varies
with the content, nature and complexity of the Competency Standard and the approach
taken by the Subject Writer to preparing the slides.
Classroom Activities

PowerPoint slides contain ‘Classroom Activities’.

These are suggestions for activities which the Trainer may use to enhance and optimise
learning.

They are not compulsory.
Trainer Guide
Every Unit has a Trainer Guide.
The Trainer Guide provides vital information for all Trainers to help them effectively deliver
ASEAN toolbox units.
The Trainer Guide:

Is intended for use only by the Trainer – and not intended for release to students

Gives relevant information about the Unit to Trainers in one convenient location

Should be used when planning and preparing training delivery

May be released to Assessors – to support the positive relationship which should exist
between Trainers and Assessors

Should be given to Trainers by the Training Provider when they are allocated a Unit to
deliver

Is available at waseantourism.com
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
83
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Inclusions in the Trainer Guide
Every Trainer Guide uses the same format:
Competency Based Training and Assessment
This is an overview of CBT and CBA for Trainers to:

Refresh them regarding the requirements of competency based delivery and assessment

Explain components of Competency Standards

Identify training delivery and assessment options.
Competency Standard
The endorsed Competency Standard for the Unit is provided in full so Trainers have ready
access to the source document which must be used as the basis for training delivery.
Every trainer should be provided with the Trainer Guide by their Training Provider for every
Unit they deliver; there is no excuse for Trainers not knowing what they should deliver.
Notes and PowerPoint Slides
The PowerPoint slides referred to in the previous section, and
provided as part of every Toolbox, are re-presented in the
Trainer for ease of reference and to assist with planning and
preparation by the Trainer.
Recommended Training Equipment
This is a list of resources identified as being necessary to support training delivery and
subsequent assessment.
Trainers should:

Note the list is representative and will not contain all the possible resources Trainers may
require or decide to use – while the lists are comprehensive they are not necessarily all
inclusive

Obtain as many of the listed resources as possible to support their planned training
delivery – some items may:


Need to be purchased in order for effective training and assessment to take place

Can be obtained from the Internet

Be borrowed or obtained from industry organisations, suppliers, government
agencies or partners

Be shared between Training Providers and/or trainers and Assessors.
Pay attention to ensure:

All items are safe to use

Resources reflect items actually used by industry

Documents and legislation is current and relevant

Sufficient resources to cater for expected student demand/use are obtained
84
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Instructions for Trainers for using PowerPoint – Presenter View
This section provides basic information about the use of the PowerPoint slides provided as
part of every Toolbox.
It is important Trainers practice to gain competency with data projectors before they use
PowerPoints in their classroom delivery.
Appendix – ASEAN acronyms
This presents a list of commonly used ASEAN acronyms and their definitions.
The list is provided because some documents or text contain these acronyms and
sometimes there is no explanation of what they mean.
Assessor Manual
Every Unit has an Assessor Manual.
The Assessor Manual underpins the implementation of
competency based assessment for units from the ASEAN
Qualifications Framework.
The Assessor Manual:

Is intended for use only by the Assessor – and not
intended for release to students

Should be used by Assessors when planning and
preparing assessment

May be released to Trainers – to support the positive relationship which should exist
between Assessors and Trainers

Should be given to Assessors by the Training Provider when they are allocated a Unit to
assess

Is available at waseantourism.com
Inclusions in the Assessor Manual
Every Assessor Manual uses the same format:
Competency Based Assessment
This is an overview of CBA for Assessors giving information in relation to:

Suggested assessment methods

Alternative assessment methods

Selection of assessment methods

Assessing competency

Regional Qualifications Framework and Skills Recognition System

Recognition of Prior Learning

Code of Practice for Assessors

Instructions and Checklists for Assessors

Instructions for recording competency

Instructions for different assessment methods.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
85
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Competency Standard
The endorsed Competency Standard for the Unit is provided in full so Assessors have ready
access to the source document which must be used as the basis for assessment with
reference to:

Content covered by the Unit

Assessment Guide

Critical Aspects of Assessment.
Oral Questions
These are questions which Assessors may use as part
of their evidence gathering to determine the
Competent or Not Yet Competent decision.
There is at least one Oral Question for every
Performance Criteria.
The allocation of Oral Questions to Performance
Criteria is shown in the Assessment Matrix at the start
of the Trainee Manual.
Oral Questions are not mandatory – Assessors may
choose to:

Use all of them – as presented, in their entirety

Use none of them

Use some of them – to capture additional evidence where required on certain
Performance Criteria

Develop their own series of Oral Questions

Use them as non-assessable exercises or in-class activities – rather than as formal
assessment activities to capture evidence on which the Competent/Not Yet Competent
decision will be made

Convert Oral Questions to Written Questions.
Space is provided for assessors to:

Enter student name

Enter assessor name

Enter location where assessment was done

Record answers provided by trainee – in short-hand form

Record the Competent/Not Yet Competent decision for each question

Model answers are not provided for Oral Questions as most answers will depend on the
experience of the candidates and the examples they provide in response to the
questions asked

A section titled ‘Specifications for Oral Question Assessment’ is contained at the start
every Assessor Manual.
86
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Written Questions
This is a set of questions designed to be distributed to students for them to answer in writing
and submit for marking.
Assessors may use these as part of their evidence gathering to determine the Competent or
Not Yet Competent decision.
There is at least one Written Question for every Performance Criteria.
The allocation of Written Questions to Performance Criteria is shown in the Assessment
Matrix at the start of the Trainee Manual.
Written Questions are not mandatory – Assessors may choose to:

Use all of them – as presented, in their entirety

Use none of them

Use some of them – to capture additional evidence where required on certain
Performance Criteria

Develop their own series of Written Questions

Use them as the basis for a non-assessable exercise or in-class activity – rather than as
formal assessment to capture evidence on which the Competent/Not Yet Competent
decision will be made

Convert Written Questions to Oral Questions.
A section titled ‘Specifications for Written Question Assessment’ is contained at the start
every Assessor Manual.
Answers to Written Questions
This section provides model answers for the Written
Questions provided in the Assessor Manual.
Assessors:

May use these to assist them mark the responses to
Written Questions provided by students

Must use common sense when using/referring to them –
the answers provided are indicative only and discretion
must be used to determine the acceptability of an
answer which has been provided.
Observation Checklist
The Observation Checklist is provided for Assessors (only) to record observations of actual
candidate performance of the required competencies for the Unit as described by the
Competency Standard.
The document is used to capture evidence of practical competency which is used to help
make the Competent/Not Yet Competent decision.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
87
Describe essentials of vocational training delivery using
ASEAN Toolboxes
In relation to this document:

Name of student and Assessor must be entered

Location/venue where observation occurred must be entered

Dates on which observations occurred must be entered – multiple observations are
required to ensure consistency of competency

The Elements and Performance Criteria for the Competency Standard are reproduced
on the form to facilitate and focus the observation

Space is provided to assist in recording evidence

Space is provided to enable feedback

Space is provided for both Assessor and student to sign the document:

The Assessor signs to authenticate the observations

The student signs to acknowledge they have received the feedback as a result of the
observations.
A section titled ‘Specifications for Observation Checklist’ is contained at the start every
Assessor Manual.
Third Party Statement
This form is provided for distribution to a designated and appropriate person in a workplace
who will use the document to provide evidence which can be used by an Assessor as part of
the evidence they use to make the Competent/Not Yet Competent decision.
An ‘appropriate person’ could be a supervisor, manager, business owner or other suitable
senior/experienced person in the workplace.
The ‘appropriate person’ must:

Agree to provide the required information

Have the requirements of completing the Third Party Statement explained to them

Be supported by the Assessor in their efforts and with any questions or difficulties they
may have.

Space exists on the Third Party Statement to:

Enter student name and name of authorised/approved Third Party

Contact number for the Third Party – to facilitate contact by the Assessor if there is a
query or of follow-up information is required

Indicate the relationship between the candidate the Third party competing the Statement

Room for them to indicate their opinion (‘Yes’, ‘No’, ‘Not Sure’) regarding the competency
of the candidate for the Elements and Performance Criteria – in many cases
Performance Criteria have been combined in this document to make it easier and
quicker for workplace Third Party personnel to compete the form

Space for the Third Party to provide more detailed/written feedback regarding candidate
performance – if the Third Party wishes to do so

Space for the Third Party to sign to authenticate the document/their contributions.

A section titled ‘Specifications for Third Party Statement’ is contained at the start every
Assessor Manual.
88
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Competency Recording Sheet
The final document in the assessor manual is the Competency
Recording Sheet.
One Competency Recording Sheet needs to be prepared by the
Assessor for every candidate for every Unit.
This document:

Is provided in the same format for all Competencies

Provides a central location for the evidence captured during
assessments to be recorded

Is the main reference point for making the final Competent/Not yet Competent decision

Contains room to enter:


Student and Assessor name

Dates assessment commenced and was completed

Follow-up action required by student in the event they initially failed to achieve
competency

Observations made by the Assessor about the candidate and/or the assessment
process – if deemed necessary/appropriate

Indication of the types of assessment used to capture evidence on a Performance
Criteria-by- Performance Criteria basis

Signatures (with dates) of:
−
Assessor – to authenticate the document
−
Candidate – to verify their assessment has been given to and explained to them.
A section titled ‘Instructions for Recording Competency’ is contained at the start every
Assessor Manual.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
89
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
1.1 Prepare and present a 15 – 20 minute verbal presentation which identifies vocational
training using ASEAN Toolboxes and supporting structures.
Presentation may be made ‘live’ to Assessor or recorded for playback.
Presentation must address all of the following:

Identification and description of the elements underpinning the Toolbox project

Definition and explanation of Competency Based Training and Competency Based
Assessment

Identification of the Labour Divisions to which the CATC applies giving an overview
of the nature of the competencies provided for under each Labour Division

Explanation of how a new Trainer can identify/access the names of all the
competency standards under the CATC giving several example of titles of
competency standards which exist

An overview of the qualifications which exist under the Framework explaining the
structure of the Framework as well as names of each qualification level

Description of the role of Packaging Rules using knowledge of these Packaging
Rules to describe the requirements for creating a qualification under the Framework
1.2. Select one competency standard under the ASEAN Qualifications Framework/CATC
and for that unit/toolbox:

Interpret the Competency Standard

Describe the contents of the Trainee Manual

Explain the PowerPoint presentation provided

Detail the contents of the Trainer Guide

Identify the contents of the Assessor Manual
1.3 Prepare a written paper which:
90

Describes the roles and responsibilities of an ASEAN toolbox trainer

Explains the nature of the relationship between ASEAN toolbox trainers and
assessors highlighting why such a relationship is necessary
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Describe essentials of vocational training delivery using
ASEAN Toolboxes
Summary
Describe essentials of vocational training delivery using ASEAN Toolboxes
When describing essentials of vocational training delivery using ASEAN Toolboxes:

Appreciate the background and rationale for the project

Identify and incorporate the elements underpinning the Toolbox project

Use the CATC and the 242 Competency Standards as the basis for explanation

Refer to the Qualifications available under the RQFSRS

Include coverage of the MRA and the central role it plays

Ensure the legitimacy of RPL is addressed

Highlight projected role of the Regional Secretariat

Explain and stress the principles attached to and the value of Competency Based Training and
Assessment in the delivery of vocational training

Discuss the roles and responsibilities of Trainers and Assessors

Emphasise the nature and importance of the relationship that must exist between Trainers and
Assessors

Specify the Labour Divisions covered by the initiative and recognise the allocation of Units to each

Incorporate requirements of Packaging Rules and the concept of Clusters

Detail the component elements of Competency Standards, Trainee Manuals, Trainer Guides,
Assessor Manuals and PowerPoint presentations.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
91
Implement training of an ASEAN Competency Standard
Element 2:
Implement training of an ASEAN
Competency Standard
2.1 Plan and prepare for delivery of an ASEAN
Competency Standard
Introduction
Implementation of training of ASEAN Competency Standards is a three-stage process which
involves:

Planning and preparing the training – covered in this section

Conducting the training – covered in section 2.2

Evaluating training delivery – covered in section 2.3.
This section emphasises the importance of proper preparation identifying and discussing
and describing actions which need to be addressed.
The importance of this step
The first requirement when seeking to implement
training of an ASEAN Competency Standard is to
undertake necessary planning preparation activities.
Proper ‘planning and preparation’ is the basis of all
successful and effective training.
Keys and important points to remember are:

It must precede all training – without exception

It must never be overlooked or ignored

The success or failure of any training session is determined before the Trainer even
enters the training room/environment

‘Proper Preparation Prevents Poor Performance’ – ‘If you fail to plan, you plan to fail’

Planning and preparation allows Trainers to:

Factor into their next session/s whatever happened (or did not happen) in their last
session/previous sessions

Accommodate legitimate feedback/evaluation results into future training

Maintain currency of training content

Ensure all required content is covered
92
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard

Sufficient and professional planning and preparation for training gives the Trainer full
knowledge about and immense confidence in relation to:

What they are going to deliver

What they are going to do

What they are going to say

How they are going to do things

How long things will take

What resources and materials they will need

How training will be assessed.
Review of Competency Standard
An important starting point prior to any
vocational training delivery is to review the
Competency Standard for the Unit to be
delivered.
Rationale
There is a need to do this in order to:

Find out what the Unit is about – learn the
details and content contained in the
Competency Standard.

This provides the ‘feel’ for the Unit and creates initial understanding of what is required.

Ensure all aspects of the Competency Standard are covered by the training provided

See how this Unit might fit with other Units in a qualification which:

May need to be delivered

Have already been delivered.
Keys to the review process
Essential activities include:


Obtain a:

Soft copy of the Competency Standard – which can be obtained from:

Hard copy – it is always good to have a paper-based copy to refer to
Copies can be obtained from:

The Trainer Guide

The Assessor Manual

http://waseantourism.com/

The training provider
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
93
Implement training of an ASEAN Competency Standard

Read the document:

Allocate sufficient time to do this free from interruptions

Take notes of things which come to mind as the document is read:

–
Questions/issues which need to be followed up/clarified
–
References or contacts which immediately come to mind as being useful/relevant
–
Content which is new, unknown or anticipated to be somewhat difficult to
research and/or deliver
Re-read it – something more will always be gained from a second and third reading

Identify the nominal hours – and compare this with the hours which have been allocated
for delivery

Take the time to:

Note the correct name of the Unit/Competency
Standard

Record the Unit Number/s

These will be needed for completion of
various related training and/or assessment
records as well as (possibly) for internal
reporting requirements.


Spend some time looking at the detail provided under Unit Variables – to:

Gain appreciation for how they align with Performance Criteria and Elements

Identify what is provided for and what is not – Trainers will need to develop their all
own ‘content’ where there is no entry for Performance Criteria under the heading of
Unit Variables
Note the requirements and suggestions listed for assessment – under:

Assessment Guide

Critical Aspects of Assessment

Context of Assessment

Assessment Methods.
 It is vital Trainers note these as Trainers must ensure they are covered because this
is what Assessors will be assessing and/or using to conduct assessment.
 This is central to the symbiotic nature of the relationship between Trainers and
Assessors.


Consider the Linkages to Other Units section – as this:

May contain relevant/useful information to help provide background and context

Could contain content/material which is of use in the Unit being prepared

Might indicate the name of a Trainer who could provide assistance
Reflect on the ‘Resources required’:

To get a feel for where the training may need to take place

To start to understand what resources may be needed
94
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard

Think about the information presented in relation to Key Competencies:

To get an idea of the level/complexity of the Unit

To see how these key competencies might be used in a work situation.
Follow-up
When the above has taken place it can be useful to:



Talk to the Training Provider:

About what their expectations and requirements are

To show interest in the Work and professionalism in the
approach
Ask the Training Provider to:

Answer questions identified when reading the
Competency Standard

Clarify issues

Identify where the Unit will be delivered

Identify delivery parameters – such as hours, budget, numbers and other relevant
factors: see below

Provide names and contact details of other/previous Trainers

Identify the Assessor/s

Identify resources and materials available to support/enable delivery
Meet with:

Previous Trainers – to talk to them, learn from their experience, obtain tips and
advice, obtain resources and materials which can be used.

These Trainers may be from the Training Provider where the training is to be
delivered or from a personal network of training associates.


The Assessor/s for the Unit – to:
–
Initiate the necessary relationship
–
Exchange contact details
–
Learn about their approaches to assessment for the Unit
–
Share and exchange ideas about training and assessment
Industry representatives – where Competency Standard is being delivered into a
workplace setting in order to:

Meet relevant personnel who will be involved in any way in the training (by providing
on-the-job support, organising Guest Speakers and excursions, providing resources)

Create a suitable and positive rapport with them

Learn about their needs and their constraints

Obtain examples of workplace-specific protocols and documents they want used in
the training.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
95
Implement training of an ASEAN Competency Standard
Identification of resources required
Classification of resources for ASEAN Toolbox
training
In terms of planning and preparation for delivery of
ASEAN Toolboxes it is worth considering resources as
being classified as:
Generic resources
‘Generic resources’ are those which exist in a normal
classroom situation/standard training environment.
They include:

Furniture, fixture and fittings

Desks and chairs

White boards and chalk boards

Data projectors and overhead projectors and screens

Computers and printers with relevant software/programs

Photocopiers

Consumables – paper, ink, pens, whiteboard markers, overhead pens.
Competency-specific resources
These are resources specific to the Competency Standard being delivered.
Examples include:

Notes and handouts for individual Competency Standards

Raw materials – food and drinks, blank forms/documents

Sample products, items, equipment and utensils

Relevant facilities – for example:

A fully-equipped commercial kitchen for Food Production

A fully-equipped and stocked bar and dining areas for Food and Beverage Service

A fully-functional office for many of the Travel Agencies Units

Vehicles for the driving Competency Standards
In some cases these so-called competency-specific resources may be common to other
Units – for example, many Food Production Competency Standards will require a kitchen
and many Travel Agencies Units will require a fully-functional office.
96
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Determining the resources required for Toolbox delivery
The Competency Standard will have given a very general overview of resources required
under the heading ‘Resource implications’.
In addition Trainers are advised to:

Read the ‘Recommended training equipment’ section of the Trainer Guide

Visit the identified training room/location (and store rooms) and view the
facilities/equipment available

Request copies of handouts and other paperwork used by previous/other Trainers

Visit industry to view the resources they use when undertaking the work which is the
focus of the competency Standard

Check the library at the Training Provider – to see what learning resources are available

Read the Competency Standard again – with a focus of trying to determine the
resources required.

Important considerations relating to resources for ASEAN Toolboxes

It is important to ensure:

Host country legislation is obtained – where the Competency
Standard/Toolbox refers to legislation there is a need to obtain
the legislation applicable to the country where the Unit is being
delivered

Industry relevance – all forms, documentation, examples and
samples must represent what is being used in local
industry/organisations.

This highlights the need for Training Pro9viders and/or Trainers to develop strong and
positive relationships with industry so businesses will support training delivery by
providing these items when requested.

‘Sufficient’ resources are available – there will nearly always be some need for learners
to share certain resources and this requirement needs to be factored into the session
plans which are developed but there will also always some basic minimum number of
items which are essential and without which the training cannot take place.

If sufficient resources cannot be provided it may be possible to negotiate visits to
industry locations/venues to use their equipment/resources.

All resources are safe to use – this is the single most critical element relating to physical
resources used for training

Resources are current – they need to reflect the items used in the industry the learners
are going to work in.

Where an absence or shortage of necessary resources has been identified this must be
raised at the earliest opportunity with the Training Provider – to seek their help and
advice about addressing the situation.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
97
Implement training of an ASEAN Competency Standard
Identification of training methods/strategies
Trainers have the right and freedom to choose whatever training methods and strategies
they want when delivering training under ASEAN Toolboxes.
Important issues
Important considerations when selecting training methods/strategies are that the options
chosen:

Should reflect any known learning preferences of the learners – this is ideally the case
but often not possible

Need to be appropriate to the content of the individual Competency Standard

Must enable delivery to occur within the known parameters of the Unit – especially in
relation to budget and time

Should address and reflect the known assessment requirements for the Unit – as
discussed with the Assessor/s

Should introduce diversity into the training and help
motivate students – to help avoid learner boredom

Must be able to be accommodate all the learners – and
not just some/a selected few

Have to reflect the availability of supporting physical
resources

Will often be selected to best fit with individual Trainer:

Personality

Preference for teaching methods.
Examples of options for ASEAN Toolbox training delivery
Different methods have different applicability for training of:

Skill

Knowledge

Attitude.
Options for training delivery methods together with considerations which may influence their
use for training delivery include:
Demonstration

This is the most popular method for hospitality and tourism orientated training activities.

It is very successful in situations where the trainees have to learn a new skill that can be
broken down into steps.

Standard advice to implement this training option is:
1) Give a short spoken overview of the whole skill
2) Demonstrate the whole skill silently and at normal speed
3) Demonstrate again, slowly, and describe each step
4) Check that the trainees understand any new information
98
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
5) Observe the trainees as they perform the skill
6) Check the trainees’ performance meets the appropriate standards.
Note

Before beginning the demonstration ensure everything has been properly prepared for
the demonstration

Ensure competence in the skill being demonstrated

It is important to get it right first time the skill is demonstrated to:

Optimise learning

Enhance learner confidence in the Trainer

Build Trainer credibility.
Brainstorming

A very effective method to generate
ideas about a topic or for problem solving

Requires someone to function as a
recorder

All ideas are recorded so the participants
can see them

There is no judgment of the ideas
generated

Engages all participants.
Role plays

Involves acting out a situation

Is a great learning tool for training hospitality and tourism employees, particularly for
customer service situations

Role plays can be structured and non-structured

Observers are often provided (by the Trainer) with checklists to help provide constructive
feedback on the exchange/interaction

A debrief should be held to highlight the learning points of the role play.
Case study

Usually need to be developed by Trainers as
part of the preparation phase to address
individual need and context of student group

Should be based on real-life situations or
designed scenarios or problems which are to
worked through by the trainee

Questions need to be developed to guide the
user through the issue

Good for problem solving, decision making, developing analytical skills

Case studies should include a debrief to discuss findings.
be
Group discussion
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
99
Implement training of an ASEAN Competency Standard

This is a talk/conversation between trainees around a set topic or issue

Learners discuss and record the group’s thoughts and answers to questions asked

Group may have a recorder and a spokesperson

Good for increasing understanding of content and concepts

Trainer needs to take care/action to ensure the activity involves all trainees and is not
dominated by some or excludes others.
Questioning
Questions may be:

Asked by the Trainer – a good Trainer asks more
questions than their learners

Asked by learners – of the Trainer and of each
other

Oral or written

Planned/structured to probe understanding of
identified issues/content

Used for clarification, understanding and
assessment.

Techniques in effective questioning:

Ask the correct question

Ask the question correctly:


Put the question to the whole group

Pause

Nominate someone to answer

Pause

Respond warmly/encouragingly, or

Redirect the question
Use a mix of question types:


‘Open’ questions:
–
Assess understanding
–
Allow trainees to give opinion/feelings
–
Start with “how,” what,” “why”
‘Closed’ questions:
–
Require only one word or very short answers
–
Used to check direct knowledge

‘Target’ questions – to elicit information about past experiences

‘Probe’ questions – to probe for/seek more information on the topic

‘Hypothetical’ questions – to:
100
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard


–
Deal with ‘made-up’ situations
–
Assist in case study work
‘Settler’ questions – to:
–
Settle learners at the start of a session/class
–
Set trainees at ease
Avoid:

Asking ‘multi’ questions – ask one question at a time

Asking ‘leading’ questions – do not indicate the answer required/do not give the
answer in the question.
Information in the Trainer Guide
It is useful to be aware the Trainer Guide for all
ASEAN Units contains brief explanation of the
following delivery methods:

Lecture/tutorial

Demonstration

Group discussions

Role play

Simulation games

Individual/group exercises

Case study

Field visit

Group presentation

Practice sessions

Games

Research.
It is an essential pre-requisite where demonstration is used as a training method:

The Trainer is competent with the skill, or

The Trainer can use a Guest Speaker, Guest Trainer or other ‘Subject Expert’ to
demonstrate the skill.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
101
Implement training of an ASEAN Competency Standard
Establishment of delivery parameters
Overview
There are always delivery parameters applicable to the delivery of
vocational training and they need to be identified as part of the
planning process so they can be accommodated by the preparations
which are put in place.
Commonly advice/direction about these parameters will come from:

The Training Provider , and/or

The employer to whom/on whose behalf the training is being delivered, and/or

The learners/students who are being trained – to a far lesser extent.

Examples of training parameters

Training Provider

The Training Provider will set limitations and/or
requirements regarding the training delivery in
terms of issues such as:

Number of students to be trained in the class – a
different number is usually set for theory classes
and for practical classes

Number of hours allocated for delivery of the
training – including assessment: this is necessary
for time-tabling, staff rosters (for Trainers and
Assessors) and for payroll purposes

Location where the classes/training is to be
provided

Budget – for:



Purchasing the resources to support delivery

Staffing
Documentation to be used and/or completed as part of:

Planning and preparation

Training delivery

Assessment

Reporting

Reviews and evaluations
Need for Trainers and learners to align with:

Legislated requirements

ASEAN training protocols – CBT/CBA and CATC/RQFSRS requirements

Internal codes of practice.

Employer

The employer/s may impose training parameters in respect of topics such as (but not
restricted to):
102
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard

Training – and need for contextualisation/customisation of training content and/or
workplace-related standards/criteria, protocols, documentation, terminology, equipment
used

Number of trainees available

Time and days/dates trainees can be released from work to attend training and
assessment)

Availability of resources, materials and equipment for use as part of training delivery
(and/or assessment)

Access to workplace areas for use in training delivery (and assessment).

Learners

Students may influence training parameters with reference to their:

Previous levels of skills, knowledge and experience

Preferences for learning

Individual differences and special needs training requirements

Availability to attend training (and assessment)

Capacity to pay.
Determination of learner numbers and profiles
Learner numbers
Need to identify expected numbers
Trainers must identify expected learner numbers as part
of the planning process before training delivery
commences.
This must be done because:

It will impact the delivery techniques used

It will affect the quantity of resources required

It will influence the venue used for training delivery –
more students will require more room/space

It helps mentally prepare the Trainer for the amount of learners they will be dealing with.
Relevant issues
Remember:

Training Providers will usually set maximum numbers for both Theory and Practical
classes

Training Providers will often set a minimum number of students required for a session –
without this minimum number they will not be prepared to authorise delivery (usually
because it is not viable to do so)

Numbers in Practical classes are usually lower than number for Theory classes –
indicative numbers:

Practical sessions – maximum of 16 but this will be determined to a large extent by
equipment available and relevant safety factors
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
103
Implement training of an ASEAN Competency Standard

Theory – 25 per session.
Ways to identify numbers
The following generally applies:

Training Provider will advise Trainers of numbers who have enrolled

Trainer may be required to recruit learners – which may involve:

Placement of advertising in the media

Undertaking promotional talks at schools and other venues

Meeting with employers/business to encourage them to send employees to training
or to engage with workplace-based training.
Learner profiles
‘Learner profile’ refers to the overall
picture/composition of individual learners which will
impact training delivery – it embraces:

Age and gender of student

Language skills of the person

Experience and ability of the trainee

Individual preferences for learning

Special needs.
Ways to identify learner profiles
The following options exist:

Undertake pre-entry testing – related specifically to the ASEAN Competency Standards
to be undertaken by the individual.

The pre-entry testing (assessment or evaluation) can address:

Theory

Practical

Meet with/interview individual learners as part of SOP and talk to them/ask relevant
questions to elicit information which will create the required profile

Talk to workplace supervisors where learners are employed to obtain input from them

Include questions on enrolment forms for applicants to present details of their personal
requirements/issues

Apply TNA – see immediately below.
Impact of TNAs
In some cases, such as certain workplace situations, there will be a need to refine training
delivery to address and reflect the specific needs of individual workers as identified through
a Training Needs Analysis. In these cases:

The training gap forms the basis of the training to be delivered

There is no need/requirement to deliver other parts of the Competency Standard or
training program
104
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard

RPL may be sought by/granted to participants for certain Elements or Performance
criteria or Competency Standards.

This Unit takes the approach Trainers will be required to deliver all the content of a
Competency Standard as presented under the Qualifications Framework/RQFSRS.

This is commonly the case where Trainers are employed to deliver vocational training
through a private provider to those wishing to enter/learn about the industry.
Preparation of relevant plans
Standard practice when planning for the delivery of vocational training requires the
preparation of relevant plans.
For each Competency Standard to be delivered there can be a need to prepare:

A learning/training plan

A learning/training program

Session plans.
Learning/training plan
The learning/training plan:

Draws together relevant information from different sources (Training Provider,
Competency Standard/s, Industry employer/s, students/learners) into the one document
for ease of reference.

Provides a checklist to ensure all necessary information about proposed training delivery
for a Unit has been determined, has been obtained and can be used by the Trainer for
further planning and preparation

Is a summary document providing an overview of important details relating to the
delivery of the training, such as:
Name of Client
Program name
Number of learners
Purpose/aim/objectives
Qualification
Competency Standards
Learner profile/s
Program duration
Assessment
Pre-requisites
Resources
Venue information
Administration
People to be informed
Safety
Support required
Sample Learning/training plan
The document below is presented as an example/model of a learning/training plan.
It is indicative/representative only and can be amended as required to suit individual/Training
Provider/Trainer need.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
105
Implement training of an ASEAN Competency Standard
RTO
William Angliss Institute
Client
Angliss Hotel
Program name
Front Office Traineeship
Number of learners
6
Purpose/focus
To develop skills in Front Office operations, creating Reservations, check guests in and create accurate accounts and
check guests out.
To handle customer requests and guest services.
Qualification
To contribute to completion of Certificate 2 in Hospitality SIT20207
Competency standards
SITTTSL007B - Receive and process reservations
SITHACS001B - Provide accommodation reception services
Profile of learner group
Staff who have been employed for 12 or more months in entry level positions in either the Housekeeping, Concierge or
Room Service who have entered the Angliss Hotel Traineeship program to be eligible for promotion to the Front Desk.
Program duration (total)
8 weeks, including 2 sessions of workplace observation
Assessment
Simulated role plays to establish competency
Observation in the workplace.
Research Portfolios
Case studies
Completion of work book activities
Prerequisites
Ability to read and write in English
Computer literacy and keyboard skills.
Completed Angliss Hotel “Guest Services- a can do attitude” training
106
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Implement training of an ASEAN Competency
StandardImplement training of an ASEAN Competency
Standard
Resources
Notes and workbook
Computer with connection to a Printer
Access to Opera PMS and Micros Cashiering system.
Access to Ving Card System
Venue information
Session to be run in the level 2 training room to the rear of the Reservations area. Staff to enter via little Lonsdale street.
Pre-program information or
pre-work
Read Angliss Hotel Customer guidance policy.
Administration
Session to be 3 hours duration with a 10 minute break after 80 min.
Make an appointment with Bill Reynolds in IT to get your Login and IT Etiquette training.
Sessions will run twice a week on Tuesdays and Thursdays from 10 – 1pm
Staff to be rostered off for these times
IT to allocate 6 training logons to Opera.
Attendance monitored by HR.
People to be informed
Shift supervisors in the relevant departments.
Departmental Heads
Front Office Manager
Human Relations Department.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
107
Implement training of an ASEAN Competency Standard
Safety
issues
Incident or hazard
reporting
As per Hotel Policy
Emergency
procedures
As covered in staff induction
OHS info for
participants
Ergonomics of chair and desk, check lighting and temperature suitable for computer use.
Specific support requirements
of learners
IT to supply access to self-paced touch typing program.
Other organisational
requirements
Catering to be supplied:
Hot beverages , tea and coffee and biscuits
Access to the training room so trainees can practice use of Opera
108
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement tr
Im
StandardIm
Learning/training program
A Learning/training program is:
A Learning/training program is:

A series of individual training sessions

A sequence of training events.

The document will contain headings/sections as follows
to help direct the thinking of the Trainer as they plan
and prepare for delivery:

Delivery schedule – identifying number of training sessions/events

Content – giving overview of what till be covered in each session

Delivery method/s to be used – attention should be paid to:

Varying strategies used to introduce interest and diversity into training

Ensuring they are relevant to and support learning of the content

Making sure resources exist to underpin/allow the selected delivery method to be
used

Assessment linkages – indicating activities to be used: may/will require liaison with
Assessor

Resources available/to be used – listing resources, training materials and references
which can/will be used as part of the delivery.
Sample Learning/training program
The document below is presented as an example/model of a learning/training program.
It is indicative/representative only and can be amended as required to suit individual/Training
Provider/Trainer need.
Train the Tra
Implement training of an ASEAN Competency Standard
Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Linkage
Resources
Note; text book page
numbers on the bottom
of text book pages
Session 1
Introduction to all units.
Theory:
SITTTSL007A – Receive and Process
Reservations
Whiteboard
Complete Front office
position and duties work
sheet
Front Office Reception
notes for 2011 available
from MyWai Hospitality
Portal under lecture notes
SITHACS001A – Providing Accommodation
Reception Services
Worksheet activity
Issue Text Book
Power point
Text book page
71 – 72
DVD
Class discussion and work sheet completed
Summary of Front Office Department jobs, duties
& interactions
Front Office Terminology and abbreviations
Session 2
Introduction to Reservations theory.
Practical:
The roles of the Reservation section manage
and maintain reservations & associated office
procedures
Working with a partner to
take telephone
reservation and message
Room yield statistics and sales targets
Theory:
Introduction to Opera PMS system and Angliss
Hotel
Whiteboard
Login procedure
Selling rooms and Target markets intro
110
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Audio Visual
Work Sheet target markets
Role play Week 8 & 10
Text book page 21 – 30
and page 45 – 48
Front Office Reception
notes for 2011 available
from MyWai Hospitality
Portal under lecture notes
Implement training of an ASEAN Competency Standard
Delivery Schedule
Delivery
Schedule
Session 3
Content
Delivery Method
Assessment Linkage
Resources
Note; text book page
numbers on the bottom
of text book pages
Introduction to Opera PMS system and Angliss
Hotel [rates, market segment and product
knowledge]
Practical:
Role Play Week 8 & 10
Text Book page 30 – 44
Manual Reservation
Week 8 case study
and page 48 – 53
Reservations & office procedures. Record
reservation details manually
Written conventions [hotel jargon & etiquette,
grammar &spelling]
Receive & process reservation requests,
procedure and handling reservation problems.
Allotments and Group Reservations.
Electronic Reservation
Reception notes available
from Hospitality Portal
under lecture notes page
61 – 64
Theory:
Whiteboard
O.H.P.
Power point
Work Sheet
Angliss Hotel features & rates summary sheet for
use in practical assessment
Session 4
Electronic Reservations, guest profile, special
requests, availability & guest history.
Confirming details
Role play: Taking a reservation.
Entering reservation into Opera [credit card
payment]
Practical:
Role Play Week 8 & 9
Telephone reservations.
Case Study
Data input to Opera
Confirmation letter
Theory:
Text Book page 55 – 62
and page 64 – 65
How to enter a
reservation into Opera
notes available from
MyWai Hospitality Portal
under lecture notes
Whiteboard Power point
Work Sheet
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
111
Implement training of an ASEAN Competency Standard
Delivery Schedule
Delivery
Schedule
Session.5
Content
Delivery Method
Assessment Linkage
Resources
Note; text book page
numbers on the bottom
of text book pages
Product knowledge and marketing Hotel
features. Oral confirmation of details
Practical:
Role Play Week 8 & 9
Data input to Opera
Case Study
Text Book page 58 – 61
and page 63 – 64
Guaranteed vs. non Guaranteed, financial status
of the Reservation
Definitions; room rates, rack rate, costing room
rates
Information to other
departments
Guest Requests
DVD
Session 6
Manage reservation problems
Practical:
Company Charge MOP
Office machines
Practical enter company charge, linking a
company profile
Vouchers
Use of ‘Trace’ and Routing’ in information
transfer to other Departments
Cancellations, alterations & update reservations
Reservations & office procedure Theory and
practical role-play. Opera exercises
Update/amend/Cancel Reservation
112
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Data input to Opera
Information to other
departments
Theory:
Whiteboard
Power point
Role Play Week 8 & 9
Text Book
Implement training of an ASEAN Competency Standard
Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Linkage
Resources
Note; text book page
numbers on the bottom
of text book pages
Session 7
Advise other departments
Practical:
Role Play Week 8 & 9
Page 68 – 72
Communicate reservation detail
Data input to Opera
Reports
Theory:
Preparation for assessment
Whiteboard
Reservations practical role-play. Opera exercises
Power point
Text Book
Check out Revision
questions page 30, 61, 67
& 73
Reservations, practical role-play.
Opera exercises Revision for assessment
Written Assessment Revision
Preparation for assessment
Session 8
Case study competition date
Practical Assessment
Student to take a manual reservation over the
phone and then input the information accurately
into Opera and print a confirmation letter.
Demonstrate message file /storage
Session 9
Student, one on one with
teacher
Assessment
Students each attend a
specified time
Same day debrief
Observation in the workplace
Trainee to take a minimum 4 reservations
including transcribing email reservations
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
113
Implement training of an ASEAN Competency Standard
Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Linkage
Resources
Note; text book page
numbers on the bottom
of text book pages
Session 10
Reception/ Cashier theory Reception
Theory:
Role Play
Roles of reception staff
White board
Work place observation
Text Book page 155 –
173
Pre-guest arrival activities
Power point
How to check in notes on
Hospitality portal on
mywai
Preparation for registration; guest vouchers,
arrival & Departure lists, Room Status
Session 11
Registration steps: confirmation of details, DOD
& MOP, policies and procedures, Rooming
Guest, key & room location
Practical Credit card Check in
Financial process, pre authorization
Role plays with pre set scenarios
Registration Card storage, Credit Card Guest
Practical:
Role Play
Role Play
Work place observation
Guest registration
Activity sheet 1
Account creation
Theory:
White board
Power point
Quiz
114
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Text Book page 155 –
173
How to check in notes on
Hospitality portal
Implement training of an ASEAN Competency Standard
Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Linkage
Resources
Note; text book page
numbers on the bottom
of text book pages
Session 12
Reservation problems. Monitoring Arrival
Offering other services, marketing hotel/resort
services and in house businesses
Practical:
Role Play
Role Play
Work place observation
Text Book page 169 –
173
Guest Account & check out
Activity sheet 2
Reception problems ; overbooking, room not
available etc
Theory:
Walk-ins, refusing accommodation
Whiteboard.
Reception Services to In House Guests, eg lost
and found, wake up calls etc.
Power point
Cashiering and posting
How to post notes on
Hospitality Portal
Audio Visual/youtube
Demonstration
Deposits, guest pre payment, guest account
maintenance and In house services
Student Role plays situations in class
Practical Opera exercises check in cash only
guest
Generate guest accounts, update guest account
& profile
Other methods of payment:
Company Charge, vouchers , Cheques and
foreign currency
Correcting posting errors, split screens and
‘mistake ‘window
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
115
Implement training of an ASEAN Competency Standard
Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Linkage
Resources
Note; text book page
numbers on the bottom
of text book pages
Session 13
Company charge check-in
Practical:
Role Play
Text Book page 168 –199
Practical. Company Charge Check in
Role Play
Work place observation
Use of routing
Check In & Out
Activity sheet 3
Guest departure; finalize account and check out
procedure, feedback, luggage and departure
transport
Theory:
Late charges, items in dispute
Reception/ Cashier. Role-play for guest check in
and check out Opera exercises
Session 14
Whiteboard
Power point
Demonstration
Text Book page 200 –
204
Demonstration of Practical procedure
Front Office reports
Express check out.
Reception/ Cashier. Role-play for guest check in
and checkout. Opera exercises.
Session 15
Revision
Practical:
Role Play
Practical activities
Student one on one with the
teacher
Workplace observation
Student to Check guest in, generate a guest
account, check guest out and process
documents
Corrections ,split screens and ‘mistake’ window
116
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Revision checkout
questions in text book
page 161, 174, 190, 200
& 206
Implement training of an ASEAN Competency Standard
Delivery Schedule
Delivery
Schedule
Content
Delivery Method
Assessment Linkage
Session 16
Case study questions cover terminology
Practical:
Role Play
Practical. Assessment
Student one on one with the
teacher
SITHACS001A – Providing Accommodation
Services Student to check guest in, retrieving the
correct Opera screen, completing the
Registration Card and rooming the guest
professionally, Accurately post items to a guest
account, demonstrate ability to correctly
generate a guest account, add late charges and
check guest out , process MOP and documents
Session 17
Resources
Note; text book page
numbers on the bottom
of text book pages
Workplace observation
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
117
Implement training of an ASEAN Competency Standard
Learning /Training Plan Self Review
What are the preferred learning
styles of your learner?
Hands on practical
What type of learning activities have
you chosen for your learner? Explain
why you chose to use these
activities.
Simulated roles play with the Opera system to give trainees a range of experiences of different types of guest.
How did you involve the learner in
the selection and development of
these activities?
Pre-interview to establish prior skills so activities are established to meet individual needs taking into account the
selection the trainees.
What provisions have you made for
the learner to practice their skills or
apply their knowledge?
Practice sessions with role play scenarios and mentored shifts at the front desk.
What feedback model are you going
use to provide constructive feedback
to the learner?
Both verbal and a written feedback form.
How will you find out whether your
learners’ needs are being met?
Through observation and supervisors report
At what key points in the learning
relationship are you going to check
whether your learners’ needs are
being met?
Session 7and 15 as they prepare for assessment
118
These will enable the trainees to build confidence before having to use the system with Hotel Guests.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement tr
Session plan
Key points about a session plan:

May be known as a ‘lesson plan’

A detailed description of each delivery session as
identified in the training program showing

Each session shown in the learning/training program
should have a session plan prepared for it

Is a planning document developed by the Trainer, for
the Trainer – the learners do not see them: the Trainer should develop whatever they
want which suits their personal needs and teaching style best

There are templates which can be used to develop these plans but the layout and
content of these plans is at the discretion of the Trainer.

Trainers should feel free to put whatever they want in these plans as they are only for
their personal use/reference.
Sample session plans
The document below is presented examples/models of session plans for two different
sessions taken from the Learning/training program above.
They are indicative/representative only and can be amended as required to suit individual/
Trainer need.
Train the Tra
Implement training of an ASEAN Competency Standard
Session Plan – Session 3
LESSON PLAN
Hotel Reception Services
Unit: Receive and Process Reservations SITTTSL007A
Session 3
Trainee to demonstrate the importance of
Market Segment
Introduction to Opera PMS system and
Angliss Hotel [rates, market segment and
product knowledge] Reservations & office
procedures.
Record reservation details manually
Receive reservation request
Practical:
Text Book page 31 – 44
Manual Reservation
and page 48 – 53
Electronic Reservation
Class handout
Theory:
Whiteboard
Power point
Work Sheet
Objective: to take manual reservation identifying the appropriate Market Segment and demonstrating product Knowledge.
Input reservation into Opera.
120
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Time
Topic
Class Activity
Resources
5
Revise Market Segment
Why do people stay in Accommodation Venues? Slide 45 –48
Text Book
page 29 – 30
Definition Market segment: A category of guests with similar traits, needs and wants.
Angliss market segments add characteristics of groups 29 – 30 table 2.3
Rate Summary sheet
15
Room Rate Summary Sheet
(Students to complete and use in
Practical Testing)
Market
RACK RATE
Fully
Full rate no discounts given
Independent Traveller
Usually offered during high season
i.e. Grand Prix
[F.I.T]
Corporate
CORP
P. 29 Business Travellers
Convention Rate
CONV
P.30 Business Tourism
Government rate
GOVT
P. 30 Government Employees
Indulgent Spa Package
PKG
P.29 Leisure
Event Package
PKG
P.29 Leisure
Weekend Package
PKG
P.29 Leisure
Segment
Best Available Rate
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
121
Implement training of an ASEAN Competency Standard
Corporate A
NEGO
Negotiated
Business Travellers
NEGO
Negotiated
Business Travellers
NEGO
Negotiated
Business Travellers
NEGO
Negotiated
Business Travellers
Travel Agency
Corporate A
Micros Fidelio
Corporate B
ABC Equipment Hire
Corporate C
QANTAS Airlines Pty Ltd
5
Roll
10
How reservations are
received
Reservation process or managing Reservations involves the important First Contact. Page 31








Telephone
In person at the front
desk
Mail
Email
Fax
Same chain referrals
CRS p.31
GDS p. 32
CRS definition p.31
GDS Global Distribution system page32
e.g. Opera Micros Fidelio web site
www.hotelinteractive.com
www.accor.com/gb/index.asp
122
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Checking availability
You need to find out from the potential Guest slide 50:
Text Book
page 32 – 33
Required dates/length of stay
Number of rooms
Number of guests
Ask questions and match the Guest needs to Room type(s) required
Sample conversation page.33 – 32:

Detailed Availability

Room Status

Room Rack
Manual Booking System page 33
Computerized System page 33
Slide 51 – 53
Alternatives if not available
Refer to page 35 Reasons booking not made
Customer, Price too high. Desired features not available. Minimum stay requirements not
suitable. Doesn’t want to be added to waitlist.
Text Book
page34 – 35
Venue
No rooms at all available. No waitlist or waitlist full. Allotment is full.
Already overbooked for requested date.
Recap Overbooking from week 2
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
123
Implement training of an ASEAN Competency Standard
Product knowledge
Product Features page36 slide 54
Location of room
Location in venue of services
Where is Smoking permitted?
Disability access
Features for disabled
Sleeping Spaces; how many does the room sleep?
Bedding Materials
Facilities for functions and events
Angliss room Features added to rate sheet slide 56
Pop quiz on Angliss hotel features slide 57
124
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Room Rates
Slide
Angliss rates
Room Rate:
The rate charged by a venue for one night’s accommodation. Page 37 – 39
Venues offer different rates to diverse Market Segments
Rack rate slide 59:
How are rack rates determined? Class discussion page 37 slide 60
Based on the cost structure of the venue:

Cost to build and maintain venue

Operating costs

Staffing requirements

Services and products offered

Star rating

Room Rate Variances page 38 – 42

Room rate/ price may be influenced by:

* Star rating and level of service

* Location of Hotel and Room

* Room types

* Market segment

* Room availability Peak /Off Peak

* Packages are offered to increase sales during low occupancy periods

* Length of stay

* Number of rooms booked

* Meal plans

Room and breakfast
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
125
Implement training of an ASEAN Competency Standard

Half board

Full board

Page 41 Corporate contracts

Slide 63 – 64
What the rate includes page 43 room only
10
Class activity slides 63-64
Add Angliss rates to Rate Summary Sheet Week 1 handout mywai hospitality portal
Recording the reservation
Page 44 Etiquette of recording details
Practical
Industry Jargon
Phonetic Alphabet page 45
Use of 24 hour clock
Hand out reservation sheet example refer to p.49 – 50
Bookings can be guaranteed:
With a credit/charge card
With a company charge back
By sending a deposit
A non-guaranteed reservation is held until 6.00pm or an otherwise agreed time, on the day of
arrival. Cut off or Release Time
After this time, the room can be sold to another guest
A deposit will hold the room for a % of time
Ask preferred MOP & advise the guest the venue’s policy relating to their preferred payment
method:
Cash/ cheque (advanced deposits required)
Credit/charge card
Company charge, charge back facility. See example on page 64
126
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Voucher (issued by travel agent, gift voucher)
Confirming Reservation details, page.52 –53
DVD to watch technique of taking reservations
Available on MyWAI under My Tools, Videos.
Practical
Manual reservation
Recap
Prep for next week read page167 – 175
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
127
Implement training of an ASEAN Competency Standard
Session Plan – Session 11
LESSON PLAN
Hotel Reception Services
Unit: SITHACS001A Provide Accommodation Reception Services
Week 11
Reception/ Cashier theory p160 –p.167
Practical:
Guest Registration, purpose of registration,
confirmation of details, protocols, group registrations,
DOD & MOP, Rooming Guest, key & room location.
Recording Guest charges.
Guest registration
Reception reports, documents, vouchers etc.
White board
Manual and electronic role plays with pre set
scenarios. Registration, Post room charge, checkout,
close cashier.
Power point
Account creation
Role Play assessment
week 16 – 17
Text Book page
160 – 167
Supervised Written
assessment
Opera ‘How to Notes’
Theory:
Teacher demonstration
Cash Guest
Objective: Welcome guest, describe the purpose of registration and the Process of registration. Learn how to check a guest into Opera, post accommodation
and check out and close cashier
Materials required Handouts/printing: Reservations for MOP Credit Card in Opera, Hand out from Portal Basic check in/out and posting notes ‘show and
tell ‘box examples
128
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Time
Topic
Class Activity
Resources
10
Quiz
How much do you remember? Quiz
PowerPoint
10
Review reports; Arrival, Departure, House status, specials &
group arrival
How are they used for check-in?
Attendance sheet
How to change password for Opera
Prep for registration
Pre-register guests
Page 160
Print register cards, file storage
PowerPoint
Purpose of registration
Page 162
Greet the guest
page161
Names and pronunciation Google ‘pronounce names’
PowerPoint
Protocols and honorific’s
page163 – 164
Confirm details and register guest:
Page 164 – 165
Locate the registration card
Power point
Registration Steps [1]
Registration Steps [2]
Hand the registration card to the guest and ask them to check
the details. Note the disclaimer and Sign
Register the guest in the PMS [room allocation]
Registration Steps [3]
Confirm departure date
Confirm MOP today credit card. [also mention Cash policy &
charge back]
You tube – ‘hotel check in’
Registration Steps [4]
Additional services
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
129
Implement training of an ASEAN Competency Standard
Registration Steps [5]
Room the Guest
Luggage – porter
Location- lift
Demo Key and holder
Practical
How to check in Cash guest
Power point how to + demonstration by Teacher in Opera on
Data projector
Recap
130
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Prep for next week read p.167 – 175
Implement training of an ASEAN Competency Standard
Integration of learning principles

Trainer must focus their planning and preparation for vocational ASEAN Toolbox training
on designing learning experiences integrate the principles of adult learning which:

Help learners become motivated to change

Build on existing knowledge and skills

Help learners effectively handle course
information and experiences

Refer/relate to the previous experience/s of
the learner

Help learners develop knowledge, skills,
values and/or creative ideas

‘Explain’ rather than ‘impose’

Help learners transfer their learning to the application environment

Are relevant to their known/expected work

Are active rather than passive

Match the identified learning styles/preferences of learners

Reflect workplace operations, standards, practices, materials and parameters

Are safe and legally complaint

Feature practice and reinforcement

Allow for and provide feedback

Give reward for competency/success

Reduce or eliminate barriers to learning

Relate directly to:

The Competency Standard/s being studied

The assessment which will be applied.

It is useful to bear in mind the following applies to how individuals learn:

They start by ‘thinking’ to themselves about a topic, issue or problem

They progress to ‘exploration’ which involves talking, discussing and active listening

This then moves to ‘crystallisation’ which involves reading, writing and watching

The next stage is ‘action’ characterised by doing and practice.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
131
Implement training of an ASEAN Competency Standard
Scheduling of training
‘Scheduling of training’ refers to time-tabling the delivery of training.
It is different to but will obviously reflect the ‘Delivery Schedule’ in the Learning/Training
Program document.
Scheduling of training of ASEAN Toolbox training:

Refers to the dates and times of delivery of content
as identified in the planning documents
(Learning/Training Plan and Training Program) –
the duration of the scheduling must ensure the
required content of the training can be delivered
within the scheduled time.

Remember, however:

CBT is not time-based

Training Providers may not allow the time indicated as Nominal Hours in the
Competency Standard/s.

Gives starting and finishing times of sessions/classes – also (usually gives a venue for
the training as ability to deliver training is often dependent on having access to certain
resources/rooms, equipment)

May be conducted any time on any day – late at night, early in the morning, on
weekends, public holidays, weekdays

Will wholly or in part be determined (or influenced) by:

Availability of resources, training spaces/rooms/venues

When learners can attend

Learner preferences for attending – preferences of whoever is paying for the training
to be provided/delivered

Public holidays, staff holidays, religious occasions and festivals

Levels of trade – where learners are also employees: employers are reluctant to
release staff for training during busy times.
Resources and training materials – preparation, development and
acquisition
Preparation and development
Basic options
Readying resources and materials to support ASEAN Toolbox training may necessitate:

Generating them from scratch

Revising existing materials

Using again items which have been previously used.
132
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Essential standards
It is vital to ensure in all of the above situations the resources/materials:

Reflect individual student need – learning style/preference and/or requirement for extra
content

Address identified individual client/workplace need – to provide organisation-specific
information

Are current, comprehensive and accurate

Respond to special needs of different student groups

Cover the specifics of the Competency Standard/s being delivered

Can be created within the allowable budget

Wherever possible, can be re-used in other sessions and/or by other Trainers.
Advice by item
Resources which may need to be prepared will reflect
the planning which has gone into the training/session
plan and could raise a demand to prepare:

Chalk boards or white boards – in readiness for
class/session use. This may require:

Obtaining and positioning boards

Cleaning them

Writing up (and covering) material

Obtaining chalk and/or markers

Obtaining dusters and/or cleaning materials

Overhead projectors and acetate/overhead sheets – which may require:

Obtaining and positioning projector and screen

Obtaining spare globe and testing projector

Focussing projector to suit acetate sheets and position of projector

Preparing acetate sheets

Developing a stand-by plan in case OHP does not work

Practising with the OHP.

Also note:

Use of UHPs allows use of colour

Acetate sheets featuring ‘fold out’ disclosures can be produced to enhance display

Choose from permanent or non-permanent marker pens

Frames can be bought or made to protect acetate sheets – these are a good idea if the
plan is to use one/several sheets regularly as the frames stop them curling up

It is possible to photocopy onto acetate sheets and then project these images – be sure
to use the correct type of OHP/acetate sheet or there may be damage to the photocopier

Trainers may hand draw their own OH sheets, or computer-generate them and then
photocopy them onto an acetate sheet
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
133
Implement training of an ASEAN Competency Standard

They are very handy as Trainers can prepare acetate sheets at home/in advance and
then screen them in class

Ensure print is large enough for learners to read

Do not try to fit too much on the one OH/acetate sheet – this is probably the most
common fault with overheads, especially where people photocopy a page of text from a
book/manual onto an overhead sheet

Actual examples/samples:

These are very effective as training tools – try to use ‘the real thing’ whenever possible

Make sure everything is known about it (whatever ‘it’ happens to be) – names of parts,
how things work and fit together, what buttons are used for, what is written in all sections
of a form/document

If ‘it’ is a document there is a need to find out what all the parts, headings and
abbreviations mean, who fills in what, what goes where, where the document comes
from and where it goes to next in the sequence of things

Try to get supporting ‘exploded diagrams’ of equipment, plant and machinery where
appropriate – manufacturers and suppliers may be able to help here

Projects and exercises – keys are:

Can be used as in-class reinforcement and
drill

Develop them to progress from simple
exercises to complex ones

Make sure all questions/exercises have
already been worked through and the
Trainer has sample answer/s together with
details of the working out for each

Must be relevant and not just a time-filler

Use known company terms, rates, names, abbreviations, policies, SOPs wherever
possible to give projects, practices and exercises relevance and realism

Use actual workplace documents, price lists, schedules, itineraries, menus, tickets,
forms, reports and similar as the basis for what is produced

Consider whether group or individual work on these is best – both have a place, but
beware the trainee who is prepared to let the others do the work while he takes the credit

Exercises are useful to fill in otherwise idle time when Trainer is spending time with one
trainee and others have nothing to do – having some sort of bank of exercises constantly
available for trainees to work on is a good thing to have and obviously a consideration
when planning/preparing for sessions.

Videos/DVDs – considerations are:

Consider commercially produced ones (there are some really good ones but there are
some really bad ones) or make them in-house

Know how to use the VCR/DVD player in the training room – and check to see it is
actually working

Position monitor/screen so everyone can see and have volume pre-set to what is
required
134
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard

Cue video/DVD before class arrives to either the real start of the film or the particular
part of the DVD to be shown – it is OK to only show part of a video/DVD and not all of it

Ensure video/DVD has been pre-viewed so it can be properly introduced and to check it
genuinely is relevant and applicable

Consider preparing and distributing a question sheet to guide viewers through it/focus
their attention on what is being screened

Demonstration – in addition to what has already
been provided and/or to reinforce it:

Make sure all the necessary items are available for
the proposed demonstration – ingredients, bits of
equipment, tools, safety items

Check the equipment works and is safe

Consider providing a written set of instructions to
supplement the demonstration

Handouts:

Are useful when Trainers need to be sure trainees
go away with certain information

The Trainee Manual are mass versions of handouts

Computers have made this a very popular medium – as they facilitate initial production
and allow easy updating and ease of printing

Consider using ‘skeletal’ handouts – where learners fill in the missing parts/names

Keep the language appropriate to the knowledge level and language capability of the
learner

Be on guard for literacy problems that may impede things

Up-date handouts as the need dictates and/or on a regular basis.

Guest speakers – points to note are:

These can be extremely useful – they provide a new and knowledgeable face for the
trainees to listen to, and a new and different ‘learning resource’

Trainees are likely to learn more from Guest Speakers than from Trainers as learners
may ascribe more credibility to the Guest Speaker

Be aware they can be an absolute disaster – there are some very, very knowledgeable,
experienced and competent people who simply go to pieces when asked to be a guest
speaker: they can sometimes:
–
Wander all over the place in terms of what they say/present
–
Get flustered and lose focus
–
Lack credibility by virtue of their lack of presentation skills
–
Simply ‘freeze’ in front of an audience/class

They can be in-house or from anywhere outside – as a Trainer never be afraid of using a
guest speaker because they are a valuable and legitimate training technique.

Many Trainers will not use them because they feel they are handing over their authority
to someone else, or that by getting someone else to do the training, they themselves are
failing to do their job.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
135
Implement training of an ASEAN Competency Standard

Guest speakers do not just ‘happen’ – Trainers have to arrange them and:
–
Notify date, time and where to attend
–
Discuss with them how long they are expected to talk/demonstrate
–
Discuss what is to be covered by their attendance/participation – never just leave
it to chance, or up to them to decide what to do, say or cover
–
Set the format of the session – for example:
o
Introduce them
o
They talk/demo for 45 minutes
o
Then there is a 30 minute Q & A session
Options for acquiring ASEAN Toolbox training resources
The following options exist for acquiring training resources;

Purchase them – from professional suppliers of training support materials

Ask suppliers to donate

Request donation or loan of them from industry

Conduct excursions/field trips to workplaces and use what is available at those locations

Share them – with other Training Providers

Seek government funding for their acquisition.
Organisation of training environment
The physical environment and equipment needs to be
prepared prior to training delivery to create an
environment conducive to learning. The following may
need to be addressed:

Book the training room/venue – if this is required to
ensure availability as required: in many cases either
the Training Provider or the employer/workplace will
stipulate the training environment to be used and
there is (in reality) no choice of what to use

Ensure it is ready for use – and is clean, attractive and inviting.
The Trainer may need to spot-clean and tidy after a previous session.

Tables and chairs have been organised and arranged to suit the needs of the session –
to reflect the training/session plan

Air conditioning has been adjusted, where possible – to optimise comfort

Lights are operational – and location of switches are known

Globes in overhead projectors are working – and there is a spare

Video-tapes/DVD are cued – and extension cords are available for items if needed and
the screen is placed where everyone can see it

As much as possible has been done to eliminate/minimise interruption and distractions
from outside sources – so learner attention remains focussed on the training
136
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard

Catering, where/if required, has been arranged – tea, coffee, water: meals or
refreshments may be required in some cases/for lengthy training sessions

Checks have been made to ensure other required equipment and other resources are
present – and in working order. A test run/operational check may be required.
If delivering training in a new venue/unfamiliar site try to visit the site beforehand to:

Determine what equipment and facilities are there and what will need to be provided

Ascertain physical location of things

Get a feel for the area – to help visualisation of the actual delivery.
Never assume even the basics will be there, or be operational, in a different/someone else’s
environment.
2.2 Conduct training of an ASEAN Competency
Standard
Introduction
Conducting training of an ASEAN Competency Standard should follow thorough planning
and preparation as described in section 2.1
This section emphases the need to follow the plans which were prepared for the training,
looks at the use of resources provided as part of the Toolboxes, discusses application of
effective facilitation skills, and considers learner support and monitoring of delivery.
Following plans
Reasons to follow the plans
The plans which were prepared for the training must be
followed for the reasons given below – doing so means:

The Trainer will have confidence in the presentation and
delivery – because they have planned and prepared and
know what they will be doing, what they are going to say
and where and when things are going to take place

The trainer can arrive at the training venue early and set up
the area in advance for the training – and this will:

Instil even more confidence in the Trainer

Prove to the learners their training is important and
effort has been put into it

Demonstrate to the learners the Trainer is ready and prepared

Allow the session to start on time

The learners will benefit because the Trainer is more self-assured, confident and aware
of what is happening – learners will sense the belief the Trainer has in themselves and in
the people they are training and this positive energy is contagious

The Unit will be delivered:

On time – by the planned/required completion date/within the allocated hours
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
137
Implement training of an ASEAN Competency Standard




Within budget – the preparation undertaken will have ensured all resources,
materials and consumables fit within the allocation of funds for the Unit
All necessary content will be covered – this may address:

Requirements as listed in the Competency Standard

Customisation for local (country-specific, regional or geographic)
conditions/requirements

Obligation to include certain/nominated information, protocols, documentation or
terminology to make the training reflect workplace-specific needs, wants and
preference
Sufficient and required resources will have been ordered and/or will be available to
support the training – this can relate to:

Infrastructure to enable chosen delivery methods to be used – if the session plan was
to use a DVD then it stands to reason the DVD, the player and a screen will have
been available

Training materials – for example:
–
If the plans identified there would be 20
learners then sufficient handouts would have
been prepared for this number
–
If plans identified practical work for 15, then
the plans would have identified and
arranged for materials and consumables to
cater for this amount
Any arrangements made with other people (such as
other Trainers and/or Assessors, Guest Speakers,
people at venues where Excursions have been
organised) can be honoured – because the plans
will have indicated what is required/what is going to
happen.
Need to remain flexible
Even though the intention for Trainers is to deliver the
training as planned there will ALWAYS be situation
where this is not possible.
A range of unpredictable issues can impact planned activities and cause a revision of plans
and/or other action to address/redress what has taken place.
138
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Examples of issues
Actual delivery can be affected by:

Late or non-arrival of students

Equipment breakdown or power failure

Learners having difficulty with the content being
presented

Plans not working as intended/expected – for
example:

Learners not responding/liking to a particular
delivery method

An activity/exercise running over time

A Guest Speaker failing to arrive or cover the content they were asked to cover

Materials, ingredients, consumables which were ordered for the class not
arriving/being delivered for the session

Negative interpersonal relationships between learners causing disruptions/delays to
the training.
Examples of action in response
Trainers must never ignore factors which impact on their delivery of this class/session.
They must always take whatever action is needed before the next session to effectively
address/resolve the situation. Solving these matters cannot be left to the Stage 3/Evaluation
phase.
Depending on the issue/s the following may provide a suitable response – often a
combination of responses is required:

Spend extra time out-of-class with students – to catch up on missed content and/or help
with understanding of certain topics and/or provide more one-on-one training and/or give
an opportunity for additional supervised practice/drill

Schedule another training session – this can require cooperation and goodwill from all
involved (and time provided free-of-charge by the Trainer) but is often a very effective
way of bringing plans back on track.

Generally speaking Training Providers are loathe to pay for extra time for Trainers to
deliver make-up, remedial or catch-up classes. Employers are likewise commonly
reluctant to release employees for additional hours during their paid working time.

Adjust subsequent plans – which may (for example) entail:

Altering original delivery technique to a more
time-effective method – such as:
–
Replacing demonstration and practice with
lecture
–
Not using a Guest Speaker – (which
traditionally occupies a deal of time) and
delivering the content they would have
covered using handouts or ‘chalk and talk’
–
Getting rid of the excursion – and using that time to catch up on what needs to be
done/covered
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
139
Implement training of an ASEAN Competency Standard
–

Limiting non-essential delivery methods – which may allow reducing time
allocated for discussions, in-class research or group work
Eliminating or reducing non-essential content listed in the session plans as being
planned for delivery – content can often be classified as:
–
‘Must know’ content – which MUST be delivered regardless of any factors or
constraints
–
‘Should know’ content – which it is important for learners to be aware of
–
‘Nice to know’ content – which can be presented if time allows: it is this area of
content which may be able to be removed from the plans.
Use of Trainer guide
The Trainer Guide can be used by the Trainer in the
delivery of the training in a limited manner.
It is of more use in the planning and preparation stage.
It can be used in training delivery to:


Remind Trainers in relation to critical Competency
Based information – such as details regarding:

Relevant definitions – competency, CBA, CBT

Active learning
Provide alternatives for training methods – if
Trainer believes the planned strategies:

Cannot be applied – due to issues
arising/unexpected issues

Are not working –that learners appear to not be
engaging with the planned learning strategy
listed in the session plan

Need to be changed to adjust the pace of
delivery to keep the session running in accordance with the plan for the class

Give a reference point – in relation to requirements of the Competency Standard to help
keep the class ‘on topic’

Assist in relation to use of the PowerPoint slides provided as part of all Toolbox
resources by:


140
Giving a hard copy presentation of all slides in terms of:
–
Public view – as seen by learners on the screen
–
Presenter view – the section of the slides only visible to the Trainer when using
the slide show
Providing instructions in how to use/operate the PowerPoints.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Use of Trainee Manual
Trainee Manuals need to be provided to all learners as part of their training – all trainees are
entitled to a hard copy of their own TM for them to keep and use as their own.
Copies can be obtained from:

http://waseantourism.com/

The training provider.
The first session
The Manual could be distributed to learners as
part of the first session – when distributed the
Trainer should:

Give learners several minutes to look through
it and get a general feeling for the contents and layout

Tell learners the TM belongs to them and is theirs to keep

Spend a few minutes (with new/first-time learners only) explaining CBT and CBA – as
described/presented under ‘Introduction to the Trainee Manual’

Provide an overview of the contents of the Unit as presented under ‘Unit Descriptor. In
the TM

Explain how learners can use the Assessment Matrix to help them reference content
when studying/preparing for assessment/s

Take time to explain the terms, phrases and acronyms as presented in the Glossary

Highlight the ‘Recommended Reading’ section which learners can elect to use if they
want extra information from various sources.
On-going use of the TM
The Trainee Manual can be used by the Trainer when conducting training in the following
ways:

As a sole reference when conducting the training – that is the Trainer may choose not to
use the PowerPoints which are provided and deliver training using the TM as the central
source and reference point – this approach may be suitable where facilities for using
PPTs do not exist and/or in circumstances where the Trainer has decided ‘chalk and talk’
delivery is appropriate

To support the use of the Toolbox PPTs – this approach can be used where:

The Trainer uses the PPTs as the primary method of delivery of content, screening
the slides as provided

The Trainer makes in-class reference to pages of the TM which learners can refer to
in- or out-of-class to gain additional information

It can be reserved for private/individual study for learners and not used at all during
classes – while Trainer delivers the training using the PPTs

To explain assessment requirements in relation to the Work Projects listed in the TM –
ensuring the information provided to the learners has been discussed with and agreed
to/approved by the Assessor.
When training delivery for the Unit has been completed the Trainer should encourage
learners to complete and return the ‘Trainee evaluation sheets’ which are situated at the rear
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
141
Implement training of an ASEAN Competency Standard
of each TM – Trainer may choose to photocopy these pages and distribute them as
handouts rather than have students tear them out of their own TMs.
Use of PowerPoint presentations and Classroom Activities
Background to use of the PPTs
PowerPoint slides have been developed to support
delivery of all Units.
The use of PPTs is optional and not mandatory but it
is compulsory to delivery all the content listed in the
Competency Standard – this means individual
Trainers can decide to:

Use none of the slides – and use an alternative
delivery methods such as lecture, demonstrations,
and/or primary focus on and use of the TM as the training reference

Use all of the slides as they are presented – without change

Modify slides on the basis of:

Personal knowledge and/or teaching style

Need for local and/or workplace-specific content

Use some of the slides – but not others.

General use of the slides

Prior to training sessions

If using the PPT slides Trainers should:

Obtain the PPT slide presentation – which can be obtained from:

http://waseantourism.com/

The training provider.

Pre-read/screen the slides – so they are familiar with their content and decide which
slides will be used, create any new slides which are required and insert them into the
presentation

Liaise with the Assessor – to determine the assessment items/methods which will be
used for the Unit so they can be explained as part of the introductory slides

Take action to prepare for the
Activities/Classroom Activities which are
provided – so they can be used during sessions
(if required).

Preparation in this regard may involve:


Developing exercises, role plays and specific
activities as explained in the Presenter’s
view

Organising Guest Speakers

Arranging Excursions
Obtain data projector and screen – to enable showing of slides.
142
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard

A pointer is also useful to indicate various words/areas on slides.

Practice using the data projector – to gain competency in:

Changing slides

Moving between slides

Moving back and forwards

Focussing the slides

Reading the Presenter’s view.

During training sessions

When using the slides during training Trainers should:

Arrive in advance of the learners – and:


Set up the data projector and screen

Test run the data projector

Focus the image
Screen the selected slides in the order determined in the planning stage – standard
practice would be to:

Show the slides as provided in the Toolbox starting at Slide 1 and moving though
each consecutive slide until the end of the session is reached

Screen new slides which have been created to supplement those provided in the
Toolbox (where applicable)

Verbally explain the points shown on the slides – which can be done by:
–
Referring to personal industry experience
–
Using the material provided in the Presenter’s view of the slides
–
Referring learners to nominated pages of the TM
–
Taking the points on the slides as the basis for class discussion.

Use of Classroom Activities listed in PPTs

Trainer can choose to:

Use the Activities as presented – adapting and/or
interpreting them as best suits particular
need/classes

Ignore Activities as they see fit – it some cases the
Activities provided for may not be able to be
accommodated due to availability of resources,
personnel or time

Add extra Activities – to reflect additional content
which has been added, or to provide extra
drill/practice or learning opportunities for students

Replace/substitute Activities – with a different Activity
which is more appropriate for the student cohort,
local requirements or industry need

Change/modify Activities – again to better suit the
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
143
Implement training of an ASEAN Competency Standard
needs of the situation/class

Re-locate position of Activities – and use suggested Activities in a different position when
presenting the training.
Classroom Activities commonly include but are not restricted to:

Discussions

Guest Speakers

Handouts

Demonstrations

Practical Work

Role plays

Group work

Internet Research

Excursions.
Use of training methods/strategies
The following may be of use/interest in relation to actual delivery of in-class training:
Using chalk boards and white boards
In relation to chalk boards/white boards:

They should be used in such a way the detail of sessions is committed to handouts to
ensure learners leave the session with what has been determined as being necessary –
not all students may have sufficient writing skills to capture what is written on the boards

WRITE BIG when writing on the boards – so learners can see/read

Do not write and talk at the same time – as voice will be harder to hear due to facing the
board

Tell students what you want them to do – for example:


Just look at/consider what is written

Copy what has been written

No need to write it down as handouts will be given
Practice using the boards to develop competency and expertise.
Using overhead projectors
Tips/advice for using an overhead projector for training include:

Do not talk when trainees are asked to copy the overhead – they cannot listen to the
Trainer and digest what they are saying while writing/copying information at the same
time

Switch off the OHP when talking – this focuses attention back on the Trainer rather than
on what is still showing on the screen

Use a pointer/pen to indicate parts/areas being projected.
144
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Using actual examples/samples

Consider getting trainees to ‘play’ with ‘it’ – for
example they may be asked/given time to:

Take it to bits

Re-assemble

Clean it

Complete it/fill it in

Use it.
Using videos/DVDs

Consider screening it twice in the one session – people always get something more the
second time they see it

Never just show it and then not discuss it – there must be some sort of follow-up,
discussion, re-capping, highlighting certain points, getting trainees to comment

Never use them unless they are 100% on the mark for the training and are current and in
good condition.
Using demonstration
In addition to what has already been provided and/or to reinforce it:

When doing a demo, the accepted sequence/method is:

I do it normal, I do it slow, you do it with me – then off you go!
Using handouts

Perhaps consider having trainees read sections of the handouts (or Trainee Manual) out
– but this can be fraught with problems though if trainees are easily embarrassed about
their reading skills

Beware many will just want to go/leave as soon as they get the handout – they may feel
they have what they need and will not learn anything else, or there will not be anything
else to learn over and above the handout

Up-date handouts as the need dictates and/or on a regular basis.
Using Guest speakers

NEVER walk out and leave the guest speaker on their own – it is rude, plus it means the
Trainer will not know what was covered or what was said.
Remember the Trainer will often learn a lot from guest speakers too.

Be prepared to ask questions of the guest speaker – sometimes trainees are reluctant to
ask them so it is up to the Trainer to do so: this often means asking questions to which
the answers are already known and asking them more as a prompt to the speaker than
anything else

Send all guest speakers a “Thank You” letter after the session, perhaps even a small gift
– especially if you want them back.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
145
Implement training of an ASEAN Competency Standard
Application of effective facilitation skills
‘Facilitation skills’ are the skills required by a Trainer to
create and maintain a positive learning environment
which will encourage and optimise learning.
In relation to conducting training the following (may)
need to be addressed/considered:

Creating a positive and comfortable learning
environment – which is conducive to learning

Developing an organisational/workplace-like
atmosphere, conditions and/or environment for the learning – to add reality, perspective
and context

Involving and including the learners in decisions made about the conduct of the class –
where practicable to do so in order the learners feel important, relevant and central to the
process

Explaining the training and assessment plans – so learners know at the outset what is
planned for them and what they are being expected to do

Setting and advising boundaries for the group – in terms of what is acceptable and what
is unacceptable in relation to participation, language, behaviour, commitment,
submission of work

Expressing expectations for the group – in terms of their attendance, engagement,
outcomes/results

Providing relevant motivation to learning – at the outset of training programs and
individual sessions

Integrating known workplace demands, protocols, requirements, terms, SOPs, methods
and/or equipment, plant, materials, ingredients and/or utensils into training
delivery/content

Engaging with and working with learners – before, during and after training sessions

Developing rapport and good working relationships – with the group

Monitoring group participation and interaction – with:


Each other

Training content

Training methods and activities
Intervening as required when sub-optimal conditions/circumstances are identified –
which may require:

Altering planned delivery, activities, timing or other factors

Talking to, warning, or separating learners who are creating disruption for others or
who are causing a problem for training delivery

Modifying the training conditions/environment
146
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard

Controlling the class/delivery of the session – so:

Identified content is covered

Training finishes on time

Learners feel safe, respected, challenged and engaged.
Learner support
There is a strong link between ‘facilitation skills;
(above) and ‘learner support’ described here – in
many cases there is a blurring of boundaries which
may distinguish these concepts.
Learner support differs from facilitation as it is
targeted at an individual learner (or group/sub-set
of learners) rather than something undertaken to
support the entire group of learners, as a whole.
Examples of activities which can provide learner
support therefore could be:

Determining individual leaner characteristics, styles and preferences – and responding to
them/including them as part of training delivery

Preparing individual learning plans for certain learners – who have been identified as
having special needs or a particular need for extra attention

Providing one-on-one additional training for individuals – in situations (for example)
where:

Students have missed a session

Learners appear to be struggling with content

Trainees have requested extra help

Supplying regular/ongoing verbal and non-verbal feedback to individuals in- and out-ofclass – on their progress, success and effort/s

Liaising with external stakeholders (such as employers, Training Provider, Assessors) on
behalf of learners – to negotiate whatever needs to be addressed to optimise the
learning of individuals.
Monitoring of delivery
Monitoring of actual training delivery must include a combination of all of the following on a
regular and ongoing basis:



Checking timing/pacing of delivery against session plan – in order to:

Finish session on time

Cover content identified for the session
Observing the learning environment – to:

Maintain safety

Keep it conducive to learning
Watching interpersonal relationships between learners – so action can be taken as
appropriate/required to:
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
147
Implement training of an ASEAN Competency Standard





Defuse problems

Facilitate positive connections
Controlling the process – by:

Managing access to resources

Administering/supervising activities and
practice

Directing and limiting actions
Determining learning of individuals – through:

Observation

Questioning

Testing
Assessing suitability of:

Training resources used

Teaching methods employed
Seeking feedback from learners – on:

Their individual requirements – current and future

Issues arising

Their thoughts on the relevancy, effectiveness and appropriateness of the training

Readiness for assessment.
148
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
2.3 Evaluate ASEAN training delivery
Introduction
Professional delivery of vocational training does not end when delivery of the session has
finished.
This section indicates the need for completion of relevant documentation, underscores the
need for and importance of undertaking evaluation of the training highlighting the areas
which need to be addressed and provides examples of how evaluation may be approached.
Completion of required training records
Context
Documentation may need to be completed:

By the Trainer – on their own

In conjunction with the Assessor

After each session

At the end of each training program, Unit or
course.
Completed records may need to be:

Filed for future reference

Shared with others – Trainers, Assessors, administrators, nominated others

Forwarded to a designated person or department – for their use or processing.
Documentation
On finalisation of training there can be a need to complete the
following:

Budget-related documents – identifying:

Materials, resources, consumables used in a
class/program

Expenditure on other items to support delivery of a
class/program – this may include:
–
Equipment hire or purchase
–
Excursion/filed trip expenses

Attendance rolls – to record names of students on a Unit-by-Unit basis and their
attendance at each session.

Rolls should also be ‘marked’ to indicate:


Late arrival of students

Students who departed before class finished/was dismissed
Staffing documentation – for specific classes/programs or other nominated groups or
classifications of students identifying:

Hours worked – start and finish times
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
149
Implement training of an ASEAN Competency Standard



Days/dates worked

Overtime
Workplace training reports – where training occurs in a workplace there can be a need
for the Trainer (and/or Assessor) to complete a standard report which details issues such
as:

Material/content covered – to date

Progress of individual students/trainees

Problems encountered with students/trainees – in terms of issues including:
–
Attendance
–
Behaviour
–
Motivation
–
Performance
–
Attitude

Availability of equipment and supporting materials/resources

Assistance received from employees/the organisation in relation to facilitating training
delivery

Identification of:
–
Future training-related needs – including need for TNAs to be conducted, need
for cross-skilling/multi-skilling, need for refresher training and/or top-up training,
need for purchase of significant resources
–
Topics for future training
–
Problems/issues arising.
Trainer reports – where Trainers work for a Training Provider there can be a need for a
regular report to be completed which:

Addresses resource requirements and condition/state of existing resources

Suggests changes to improve training delivery

Identifies additional training opportunities

Provides statistical data on:
150
–
Number of students trained
–
Number of hours delivered
–
Titles of Units delivered
–
Start and completion rates
–
Ratio of ‘Competent’ to ‘NYC’ achieved.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Context of evaluation
In relation to evaluation of training delivery the following are
important:

Evaluation is not assessment – assessment refers to CBA,
while evaluation (in this context) refers to an analysis and
review of the training and related practices of the Trainer.

Evaluation means reflecting on what has happened with a
view to Continuous Improvement.

All Trainers should evaluate their training – without
exception: even very experienced Trainers and Master
Trainers.

Evaluation is an integral part of all training.

Payment for delivering training always includes a
component for not only ‘planning and preparation’ but also for evaluation

Evaluation can occur after each session – or at the end of a program, or both

Evaluation needs to be based on objective feedback to the best extent possible – this
feedback should come from:


Current students/trainees

Past students/trainees

All stakeholders.

Feedback can be:

Verbal – comments made by and complaints/compliments received from students

Written – such as the Trainee Evaluation Sheet at the back of each TM: see also
below

Visual – through observing actions, body language and reactions of students to
training practice
Trainers must be pro-active in seeking feedback about all aspects of their performance –
they must:

‘Ask for it’

Actively seek it out

The results/findings of evaluations are one of the main ways Trainers can continue to
refine and improve their training practice

Outcomes/findings must serve as the basis for future action – for example:


Negative findings must be addressed and rectified

Positive outcomes need to be repeated and extended into other areas
There will be times when evaluations result in findings which are not particularly flattering
or ‘nice to hear’ and in these cases it is vital to:

Ensure legitimate criticism is listened to and acted on

Never victimise anyone who has contributed legitimate negative comments

Strive never to repeat actions which gave rise to that feedback.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
151
Implement training of an ASEAN Competency Standard

Evaluation (and the feedback underpinning it) should be planned so a pre-determined
focus can be identified – there is no way all aspects of any training can be realistically
evaluated given the time constraints which usually apply, so one or two aspects should
be chosen and used as the focus for evaluation

Look for trends in evaluation results, rather than seeking to act on the results of a one-off
result – unless, of course, it is felt responding is absolutely necessary due to some
especially catastrophic event.
Evaluation of training environment used
Trainers should consider the questions set out below:

Was there an appropriate level of assistance in terms of:

Administration support?

If not, perhaps Trainer needs to do more, or
perhaps administrative help may be a legitimate
request.

Provision of information/data on which to develop
training, training plans and programs, relevant content?

If not, action needs to be taken to ensure future
sessions are underpinned by sufficient detail so there
may be a need to:

–
Ask more questions of employers about their
trainees
–
Add more/different questions to enrolment forms for applicants to respond to
–
Interview future students
Funding, staffing and physical resources?


If not this might indicate a need to:
–
Seek more funding
–
Apply for grants
–
Ask for industry donations
–
Share resources with others
Were the physical facilities:

Appropriate to the type of training being delivered?


–
Acquire more resources and/or up-date the resources
–
Change training venue to a more suitable one
Large enough?


If not, it may be possible to:
–
Train students in smaller groups
–
Re-locate to a larger place
Conducive to learning?

152
If not, there may be a need to:
If not, it may be possible to:
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard

–
Make the location quieter
–
Adjust lighting and/or heating/air conditioning
–
Restrict access by others to the training area
Reflective of industry/workplace needs?


If not, there may be a need to:
–
Change plant, equipment and utensils to better reflect what is used in the
workplace
–
Alter practices and procedures taught to reflect workplace need
–
Move to more relevant training location
–
Re-locate to workplace/on-the-job training
Able to support the training required strategies and/or preferred student learning
preferences?

If not it may be possible to:
–
Change training methods
–
Obtain necessary infrastructure
Evaluation of resources used
In this context ‘resources’ refers to materials used by the Trainer to facilitate the learning
process such as:

Trainee Manuals

PowerPoints

Handouts – used/developed by the Trainer

Guest Speakers – chosen/used by the Trainer

Activities (such as role plays, case studies and exercises) developed and used by the
Trainer – as part of demonstrations, practice/drill.
Attention needs to focus on:

Ensuring currency of resources and information

Making sure information/data contained is
accurate

Verifying relevance of content to
industry/workplace need

Ensuring content is comprehensive

Checking there are no spelling or grammatical
errors

Making sure content of resources remains legal (that is, information has not been
rendered illegal as a result of new/changed legislation)

Verifying users/stakeholders deem the resources suitable and appropriate.
Any problems or discrepancies in resources need to be addressed – which may mean:
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
153
Implement training of an ASEAN Competency Standard

Up-dating notes/resources in terms of relevant issues which might include procedures,
references, data, statistics and similar

Correcting mistakes and omissions

Revising content on basis of:

Legitimate feedback received

Changed legislation

New/different industry or workplace practice

Changing the type of resources to better represent requirements of training
delivery/strategy and/or learner preferences

Obtaining new or additional resources.
Evaluation of personal approach and orientation
This focuses on the Trainer and their performance.
Examination must look at:




Training methods, in-class strategies and styles:

How effective were they?

Did trainees like them or detest them?

Were they conducive to learning?

With the benefit of hindsight, were they really appropriate?

Did sessions try to cover too much? Or not enough?
Personal subject knowledge and skill levels of the Trainer:

Are they sufficient/appropriate?

Do they reflect current practice/competency?

Does the Trainer need training?

Should a Guest Speaker/Trainer/Lecturer be used?
Personal enthusiasm and interest levels of Trainer:

Do they remain passionate?

Is motivation required?

What is causing the lack of zeal?
Relationship and rapport of Trainer with learners:

How did they relate to individual trainees?

Were they fair?

Were they approachable?

Did they respect and value trainees?
154
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard

General professionalism of the Trainer – in terms of:

Did they set up and prepare properly for each session?

Was sufficient time allocated to preparation and planning for training?

Did they use professional language when interacting with learners?

Was their support for employers and their objectives?

Was their personal presentation and appearance appropriate and professional?
Evaluation of content
Things change and training needs to keep pace.
The intention is to ensure content/competencies remain in-line with industry requirements.
Is training content still acceptable to the situation, the trainees, their managers, and the
industry – is it in-line with Best Practice and does it align with current legislation?
To evaluate content the following can be useful:

Undertake regular analysis of content – at least every three years is considered a
standard

Use of a representative cross-section of industry personnel and businesses as the
reference point for determining relevancy, currency, legitimacy and other applicable
factors

Liaise with industry (individual employers, employer groups, peak industry bodies,
government agencies) on an on-going basis to stay in touch with current/changing
practice – for example through bodies such as:


‘Industry Reference Groups’

‘Industry Advisory Boards’
Conduct practical comparisons (say, every three years) between ASEAN Competency
Standards and:

Vocational curriculum documentation from other countries which use CBT

Actual ASEAN workplace protocols (policies, practices and procedures; equipment,
systems and technology used).
Methods of evaluation
The total evaluation process will embrace both
the 'process' of the training itself (the nuts and
bolts of the actual training process) as well as the
'product' of the training (the results of the
training).
The sources of information which will form the
basis for the evaluation, and the techniques used
to capture it, will vary depending on the aim of the
evaluation.
In addition to what has been identified above the following provide valid and valuable
sources of relevant feedback for the purposes of evaluating training delivery:
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
155
Implement training of an ASEAN Competency Standard
Trainee Feedback form
The following form can be used (or adapted) to capture feedback from trainees. It may be
applied:

At the end of every session

On completion of selected classes

Following completion of a training program.
Feedback Form
Session:
Date:
Please tell us how you rate your training experience ranking in order 1 (below expectations) to 6
(exceeded expectations). Please feel free to add comments or suggestions. Thank you for your
feedback.
Area
Comments or suggestions
Relevance of the training to the company
1
2
3
4
5
6
Relevance of the training to your position
1
2
3
4
5
6
Relevance of the training to your career
1
2
3
4
5
6
Quality of the material presented
1
2
3
4
5
6
Trainer demonstrated good knowledge
1
2
3
4
5
6
Trainer developed good rapport with you
1
2
3
4
5
6
Were training objectives achieved?
1
2
3
4
5
6
Will the learning be of benefit to you
1
2
3
4
5
In what ways?
6
Overall satisfaction with the training
1
2
3
4
5
6
Most useful part of the training:
Least useful part of the training:
Other comments or suggestions:
156
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Observation Checklist
This can be used by a ‘trusted friend’, colleague or another Trainer to provide feedback on
listed aspects of the training.
Observer Checklist
Trainer:
Date:
Observer:
Session:
Preparation and set-up
Y
N
Was a session plan prepared that was clear with a learning
outcome, sequence and timing of activities, method of
delivery, resources and handouts?


Was a task breakdown prepared showing a clear, step-bystep description of the procedure?


Did the trainer set-up the environment, equipment and
other resources so that safety was ensured and the learner
could easily see what the trainer was doing throughout the
session?


Clarify the purpose of training and the learning outcome/s


Check the foundation knowledge and needs of the learner
using an appropriate choice of questions or other strategies


Give an session overview


Provide ‘housekeeping’ information appropriate to the
session


Demonstrate a skill professionally (silently, at normal
speed)


Demonstrate step-by-step, clearly explaining each step,
without going back


Let the learner practice the skill, giving guidance only as
necessary


Let the learner practice at least once independently


Summarise key learning points and discuss readiness for
assessment


Assess learners’ achievement of learning outcome


Revisit the learning outcome?


Give encouraging feedback?


Clarify the future: ‘what happens next’?


Comments
Structure
Introduction – Did the trainer:
Body – Did the trainer:
Conclusion: Did the trainer:
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
157
Implement training of an ASEAN Competency Standard
Delivery
Throughout the training session did the trainer manage the learning environment by:
Speaking clearly using plain English, no slang or
unnecessary jargon?


Use questions effectively and appropriately?


Listen actively and respond appropriately?


Give clear, specific feedback?


Support the learner throughout the session, identifying and
responding to needs where appropriate?


Monitor learning throughout the session and modify the
plan where appropriate to ensure effective learning?


Monitor OH&S issues to ensure safety throughout the
session?


Did the trainer manage time well to cover planned
activities?


Was the training approach appropriate for the learner?


Did the trainer use resources and props effectively?


In general
Feedback to trainer
Trainer signature:
Date:
Observer signature:
Date:
158
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Self-Evaluation and Reflection
The following (or some alternative with a different focus set) can be used to assist Trainers
evaluate and reflect on their own training delivery:
Self-evaluation and reflection
Name:
ASEAN Competency
Explain how you felt about
your performance in the
trainer/facilitation role.
What benefits have you
gained from the role/s?
What aspects of the
session did you feel went
well?
What aspects of your
delivery do you feel need
attention?
Explain the ways in which
you could improve the
session for next time.
What have you learned
from your experience?
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
159
Implement training of an ASEAN Competency Standard
In addition Trainers could consider:

Using the Trainee Evaluation Sheets provided at the end of every Trainee Manual

Undertaking self-evaluation by keeping a journal/diary of individual training practice –
and reflecting on what is recorded

Asking for personal feedback from other Trainers, from trainees or from another ‘trusted
friend’

Video/audio-taping in-class performance for later analysis

Getting other Trainers to sit in on sessions and verbally give their opinion – without using
a formal/structured feedback sheet or checklist

Analysing the results of assessments with the Assessor – to identify whether or not there
is a consistent problem with trainee competency in one area which may indicate a
deficiency/issue with training provision on that topic

Asking trainee co-workers for feedback – are trainees any better in the workplace
now/after their training? Are they in need of more/different training?
Communication of outcomes and findings
In some/many cases Trainers will keep the results/findings of evaluations to themselves as
they often have utility only to the Trainer who performed the evaluation.
In other cases lessons will be learned which can and should be shared with others.
Where outcomes and findings need to be communicated the traditional ways of doing this
are:

Writing/publishing a report – and disseminating among peers

Talking about the evaluation – at staff and management meetings

Holding ‘information sessions’ for groups of Trainers – in which:


The methodology of the evaluation are described

Outcomes/findings are explained

Lessons learned as they will/might apply to practice are shared
Conducting small group or one-on-one sessions – with interested parties who have a
special interest in the findings or who have expressed interest in learning more and/or
applying what has been learned.
160
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
2.1 Select/nominate an ASEAN Competency Standard and for this Unit:

Prepare a Learning/Training Plan

Prepare a Learning/Training Program

Prepare a Learning /Training Plan Self-Review

Prepare two Session Plans

Deliver a 30 – 45 minute training session demonstrating training plan
methodology and providing examples of incorporation of the ASEAN Toolbox
Resource into training delivery

Supply an evaluation of the training session by providing completed feedback
forms from participants, a completed observer checklist and a completed selfevaluation and reflection sheet.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
161
Implement training of an ASEAN Competency Standard
Summary
Implement training of an ASEAN Competency Standard
When implementing training of an ASEAN Competency Standard:

Review the Competency Standard

Identify, prepare and/or acquire resources required

Select a mix of suitable training strategies relevant to the Competency Standard

Preview the Toolbox resources

Establish delivery parameters

Determine learner numbers and profiles

Prepare a learning/training plan

Develop a learning/training program

Create sessions plans for every training session

Integrate adult learning principles into training delivery/practice

Organise the training environment

Conduct training as planned but remain flexible

Use Toolbox resources to support delivery as preferred/planned

Apply effective facilitation skills

Provide learner support

Monitor actual training delivery

Complete necessary training documentation and records

Evaluate all aspects of training provision and delivery.
162
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Implement training of an ASEAN Competency Standard
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
163
Presentation of written work
Presentation of written work
1. Introduction
It is important for students to present carefully prepared written work. Written presentation
in industry must be professional in appearance and accurate in content. If students
develop good writing skills whilst studying, they are able to easily transfer those skills to
the workplace.
2. Style
Students should write in a style that is simple and concise. Short sentences
and paragraphs are easier to read and understand. It helps to write a plan
and at least one draft of the written work so that the final product will be
well organised. The points presented will then follow a logical sequence
and be relevant. Students should frequently refer to the question asked, to
keep ‘on track’. Teachers recognise and are critical of work that does not
answer the question, or is ‘padded’ with irrelevant material. In summary,
remember to:

Plan ahead

Be clear and concise

Answer the question

Proofread the final draft.
3. Presenting Written Work
Types of written work
Students may be asked to write:

Short and long reports

Essays

Records of interviews

Questionnaires

Business letters

Resumes.
Format
All written work should be presented on A4 paper, single-sided with a left-hand margin. If
work is word-processed, one-and-a-half or double spacing should be used. Handwritten
work must be legible and should also be well spaced to allow for ease of reading. New
paragraphs should not be indented but should be separated by a space. Pages must be
numbered. If headings are also to be numbered, students should use a logical and
sequential system of numbering.
164
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Presentation of written work
Cover Sheet
All written work should be submitted with a cover sheet stapled to the front that contains:

The student’s name and student number

The name of the class/unit

The due date of the work

The title of the work

The teacher’s name

A signed declaration that the work does not involve plagiarism.
Keeping a Copy
Students must keep a copy of the written work in case it is lost. This rarely happens but it
can be disastrous if a copy has not been kept.
Inclusive language
This means language that includes every section of the population. For instance, if a
student were to write ‘A nurse is responsible for the patients in her care at all times’ it
would be implying that all nurses are female and would be excluding male nurses.
Examples of appropriate language are shown on the right:
Mankind
Humankind
Barman/maid
Bar attendant
Host/hostess
Host
Waiter/waitress
Waiter or waiting staff
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
165
Recommended reading
Recommended reading
NCVER PUBLICATIONS
The following are available from the National Centre for Vocational Education Research at
NCVER, All publications, 2014,
http://www.ncver.edu.au/wps/portal/vetdataportal/pubs/menu/search/!ut/p/a1/04_Sj9CPykssy
0xPLMnMz0vMAfGjzOI9DY2cPTxMDLwszB3NDDzNTQ1DDQIMDAxCTYEKIoEKAjzczYyc
QAo8fA0MPP2Cg9x8XYONDQzMiNNvgAM4GhDSH64fBVaCywVm5lAFuMzwNSVgAsgPY
AV4HFmQGxphkOmZDgCzBoES/dl5/d5/L2dBISEvZ0FBIS9nQSEh/?hitstart=682&term=all
viewed 27th of May, 2014
See also www.ncver.edu.au/.
(1) Competency Based Training
Structures in tertiary education and training: a kaleidoscope or merely fragments?
Research readings 24 Jun 2013
In this eclectic collection of papers, 13 essayists and four high-profile discussants consider
the complexity of the tertiary education system and its underlying structures.
VET and the diffusion and implementation of innovation in the mining, solar energy
and computer games sectors 30 Aug 2011
This report examines the linkages between innovation and skills development in vocational
education and training (VET) across three industry sectors: mining, solar energy and
computer gaming.
Using a case study approach, the research finds that each of the industry sectors differs in
their relationship between innovation and the education and training system. However, the
formal VET system is seen as being very important in teaching the underlying skills and
knowledge of a vocation.
In contrast, informal on-the-job learning imparts the actual skills for innovation, but based on
what was learnt formally. The VET system is seen as being slow in responding to new skills
needs; however, whether this represents a bad thing is debatable.
Responding to changing skill demands: training packages and accredited courses 2
Dec 2010
This report looks at whether vocational education and training (VET) is equipped to meet the
changing needs of the modern workplace.
Some ideas from England: A practitioner's perspective 9 Jul 2009
This paper was presented by Robin Shreeve at the NCVER Research on Toast seminar in
March 2009.
It briefly compares the vocational education and training (VET) sector in Australia with its
equivalent in England, which is known as the skills or further education sector.
The paper then outlines two key aspects of the English VET sector which might be of use to
Australia: using course completion rates as a key performance measure at all levels of the
166
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Recommended reading
VET sector; and using vocational 'foundation degrees' as a way for students to articulate
between the VET and higher education sectors
Competence and competency-based training: What the literature says 12 Jun 2009
This literature review provides a historical account of the development of competency-based
training in Australia and summarises the issues arising from the range of reviews conducted
on Elements of the national training system.
The review was commissioned by the National Quality Council and originally published on its
website.
Employer engagement with the vocational education and training system in
Australia 9 Apr 2009
This paper is a review of literature on employer engagement with vocational education and
training (VET).
The main conclusion is that the major form of engagement is through the competency-based
training system, which is manifested through training packages. Another way employers are
encouraged to engage with VET is through competition amongst training providers. This
provides employers with greater responsiveness and choice.
Getting the knowledge-skills mix right in high-level vocational education and training
qualifications 12 Feb 2009
This paper aims to contribute to the discussion on the quality and accessibility of
underpinning knowledge in competency-based training. It uses the Vocational Graduate
Certificate and the Vocational Graduate Diploma in Education Design in a Queensland TAFE
institute to examine how the 'traditional' knowledge and theory associated with higher-level
qualifications can be accommodated within the framework of competency-based training and
assessment.
The paper raises some interesting, and provocative, questions about the status and value of
these qualifications by comparison with their university counterparts.
Creating place: Design education as vocational education and training 16 Sep 2008
Design is an increasingly important component of our world-at-work. This project reveals the
views of design educators working within vocational education and training (VET).
Research participants called for a review of design education teaching methods in the VET
context, with a particular focus on promoting innovation and creativity in diploma level
programs.
Accelerated apprenticeships: Apprentice, employer and teaching staff perceptions 8
May 2008
This research examined recent pilots of accelerated apprenticeships in the automotive
industry in Queensland.
Interviews with apprentices, employers and teachers showed that the traditional model is still
well regarded. It is not failing, but does require evolutionary change.
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
167
Recommended reading
Effective models of employment-based training 8 May 2008
Australia needs highly skilled workers to sustain a healthy economy. Current employmentbased training models have limitations in meeting the demands for highly skilled labour
supply.
The research explored current and emerging models of employment-based training to
propose more effective models at higher VET qualifications that can maintain a balance
between institution and work-based learning.
(2) Competency Based Assessment
Lessons and challenges: Vocational education in schools - Research overview 21 Dec
2005
A stocktake of issues and activities in vocational education and training in schools through
the perspectives of the published literature and policy documentation between 1997 and
2003 is the subject of this report.
It identifies progress made and concludes that vocational programs in schools are meeting
expectations and have achieved a legitimate place in the school curriculum, but that several
implementation issues remain
Assessing and certifying generic skills: What is happening in vocational education
and training? 5 Sep 2003
Assessing generic skills in a selection of training packages is the focus of this report. Based
on case studies, the authors also examine how these skills are understood by trainers and
learners. The report contains a comprehensive literature review of assessment of generic
skills.
The development of quality online assessment in vocational education and training:
Volume 1 13 May 2003
The use and potential of online assessment is investigated in this report. It identifies: *the
principles of quality assessment *assessment practices that can be supported with online
technologies *methods and tools that work *factors that influence choice and design on
online assessment methods.
The report is published in two volumes. Volume 1 is the main report and volume 2 contains
the appendices and is available in PDF format only.
Graded assessment in vocational education and training: An analysis of national
practice, drivers and areas for policy development 14 Jan 2003
Graded assessment in Australian vocational education and training has developed a range
of practices.
This study examines the current practice for graded assessment and identifies policy issues
that need to be addressed. Areas studied include validity, reliability and consistency,
associated costs, and cross-sectoral concerns.
168
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Recommended reading
Improving the validity of competency-based assessment 15 Aug 2001
This study considers the status of validity in the context of the assessment of VET in
Australia.
The project has involved reviewing the literature, reporting the outcomes of case studies,
presenting the key findings and developing a diagnostic tool to guide assessors.
The changing role of staff development for teachers and trainers in vocational
education and training 5 Jul 2001
This report analyses the changing parameters of staff development that are emerging from
the changing environment of VET in Australia.
It illuminates the changed structure of the VET workforce and the differentiation of the roles
of practitioners across different types of registered training organisations and it identifies the
implications of such changes for the future design of staff development.
Not just falling over the line? A snapshot of competency-based assessment 11 Jun
1999
This report explores whether competency-based assessment is meeting the needs of its
users. The researchers found that a number of issues were raised by those consulted in the
project.
These included grading (the need to bridge the gap between competence and excellence),
the quality of Competency Standards and their treatment of underpinning knowledge, who
are appropriate assessors, and what resources are needed to support assessment. The
report puts forward strategies to improve competency-based assessment. These strategies
are directed at policy-makers, ITABs and registered training organisations.
Assessing in VET: Issues of reliability and validity - Review of research 11 Jun 1999
This review of research reviews both the Australian discussion papers on reliability and
validity of competency-based assessment as well as international empirical research in this
field.
The review discusses two types of competency-based assessment - paper-based objective
testing techniques and performance assessments as well as the implications for validity and
reliability of each type of assessment. The review includes guidelines for establishing
procedures to enhance reliability and validity.
The 'grade' debate: Should we grade competency-based assessment? 11 Jun 1996
Deals with the pros and cons of 'grading', that is, assessing and reporting levels of
performance in competency-based VET
Existing policies and practices are examined in the light of current practices. A must for all
those involved in competence-based assessment.
Key aspects of competency-based assessment 11 Jun 1995
A collection of papers for a wide audience within the VET sector who are tackling the issue
of assessment and RPL in the workplace.
Includes: research in competency-based assessment (CBA); assessment of knowledge,
attitudes and values; peer; self- assessment; and needs of special workers
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
169
Recommended reading
OTHER RESOURCES
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/resources/competency_based.h
tm - Containing lists and links of useful publications and websites
http://www.dhs.vic.gov.au/funded-agency-channel/management-toolkit/workforce/educationand-training/types/competency-based-training-and-assessment - What is Competency
Based Training? What is a Unit of competency? What is Competency Based Assessment?
http://www.training.qld.gov.au/resources/employers/pdf/competency-based-guide.pdf Competency Based Training and assessment: A guide for employers, apprentices and
trainees
http://www.education.vic.gov.au/training/employers/apprentices/pages/competencyfaq.aspx Competency Based Completion: FAQs
http://www.avetra.org.au/abstracts_and_papers_2000/rb_full.pdf - Abstracts and papers on
CBT and CBA
Rothwell, W.J., & Graber, J.M., 2010, Competency-Based Training Basics, ASTD Press,
Alexandria, VA
170
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Recommended reading
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
171
Trainee evaluation sheet
Trainee evaluation sheet
Train the Trainer – ASEAN National Trainer
The following statements are about the competency you have just completed.
Please tick the appropriate box
There was too much in this competency to cover
without rushing.
Most of the competency seemed relevant to me.
The competency was at the right level for me.
I got enough help from my trainer.
The amount of activities was sufficient.
The competency allowed me to use my own
initiative.
My training was well-organised.
My trainer had time to answer my questions.
I understood how I was going to be assessed.
I was given enough time to practice.
My trainer feedback was useful.
Enough equipment was available and it worked well.
The activities were too hard for me.
172
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Agree
Don’t
Know
Do Not
Agree
Does Not
Apply
Trainee evaluation sheet
The best things about this unit were:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
The worst things about this unit were:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
The things you should change in this unit are:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
173
Trainee self-assessment checklist
Trainee self-assessment checklist
As an indicator to your Trainer/Assessor of your readiness for assessment in this unit
please complete the following and hand to your Trainer/Assessor.
Train the Trainer – ASEAN National Trainer
Yes
No*
Element 1: Describe essentials of vocational training delivery using ASEAN Toolboxes
1.1
Identify and describe elements underpinning the Toolbox project
1.2
Define Competency Based Training and Competency Based
Assessment
1.3
Characterise role of ASEAN trainers and assessors
1.4
Detail structure of vocational training using ASEAN Toolboxes
1.5
Describe components of an ASEAN Toolbox
Element 2: Implement training of an ASEAN Competency Standard
2.1
Plan and prepare for delivery of an ASEAN Competency Standard
2.2
Conduct training of an ASEAN Competency Standard
2.3
Evaluate ASEAN training delivery
Statement by Trainee:
I believe I am ready to be assessed on the following as indicated above:
Signed: _____________________________
Date: ____________
Note:
For all boxes where a No* is ticked, please provide details of the extra steps or work you
need to do to become ready for assessment.
174
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
Trainee self-assessment checklist
© ASEAN 2015
Trainee Manual
Train the Trainer – ASEAN National Trainer
175