Competency standard UNIT TITLE: Train the Trainer – ASEAN National Trainer NOMINAL HOURS: 50 UNIT NUMBER: NTA 1 UNIT DESCRIPTOR: This unit deals with the skills, knowledge and attitudes required to train qualified trainers to deliver vocational training using ASEAN Toolboxes. ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE 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 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 Unit Variables The Unit Variables provide advice to interpret the and context of this unit of competence. It relates to the unit as a whole and facilitates holistic assessment. Elements underpinning the Toolbox project will include: Common ASEAN Tourism Curriculum Regional Qualifications Framework and Skills Recognition System ASEAN Common Competency Standards for Tourism Professionals Mutual Recognition Arrangement Recognition of Prior Learning Regional Secretariat Competency Training and Competency Based Assessment will include: Definition of Competency Based Training Rationale for Competency Training Benefits of Competency Based Training Definition of Competency Assessment including Principles of Assessment and Rules of Evidence Role of Competency Based Assessment in Competency Based Training and its relationship to Competency Based Training. Role of ASEAN trainers and assessors will include: Definition of and responsibilities of an ASEAN toolbox trainer Explanation of nature of relationship between ASEAN toolbox trainers and assessors Structure of vocational training ASEAN Toolboxes will include:
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 Slide Slide No Trainer Notes Trainer continues identifying importance of relationship between Trainers and Assessors: The Assessor will always need to plan 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 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 (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. Slide Slide No Trainer Notes Trainer identifies ways the required relationship can be established and maintained: 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 phone or in-person/face-to-face. Face-to-face contact is always the most effective and mutually beneficial.
In all the Functional competencies selected must reflect intended Job Title, local industry requirements and Certificate level. Slide Slide No Trainer Notes Trainer describes operational imperatives relating to Packaging Rules: Higher qualifications require students to complete more Units Higher 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 No Trainer Notes Trainer continues describing operational imperatives relating to Packaging Rules: Students can switch study from one qualification to another – with ease: 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 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 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. Slide
Focus their attention Provide the basis for interactions (asking questions, making contributions, sharing anecdotes) during the session. ’Presenter’s view’ – this is the 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. 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. Classroom Activity – PPT presentation Trainer uses PPT presentation to illustrate information on slide. Slide Slide No Trainer Notes Trainer continues discussing PPT presentations: The PowerPoint presentation may be obtained from waseantourism.com. The PowerPoint presentation comprises a standard format across all Units as follows: Title slide This the Unit Title and Unit Code for the Competency being presented. List of Elements 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. 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. Classroom Activity – PPT presentation Trainer uses PPT presentation to illustrate information on slide. Slide Slide No Trainer Notes Trainer continues discussing PPT presentations: Content Most of the slides in PowerPoint presentation contain ‘content’: The content is taken from/based on the information presented in the Trainee Manual
Slide Slide No Trainer Notes Trainer continues discussing scheduling of training: 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. Slide Slide No Trainer Notes Trainer advises options for readying resources and materials to support ASEAN Toolbox training may necessitate: Generating them from scratch Revising existing materials again items which have been previously used. Slide Slide No Trainer Notes Trainer explains it is vital to ensure in all 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 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. Slide Slide No Trainer Notes Trainer advice regarding preparation of chalk boards or white boards in readiness for class/session use indicating this may require:
Slide Slide No Trainer Notes Trainer states 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 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 Slide Slide No Trainer Notes Trainer continues discussing important points regarding evaluation of training delivery: 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 at the back of each TM Visual – through observing actions, body language and reactions of students to training practice Trainers must be pro-active in seeking feedback all aspects of their performance – they must: ‘Ask for it’ Actively seek it out. Slide Slide No Trainer Notes Trainer continues discussing important points regarding evaluation of training delivery: The results/findings of evaluations are one of the main ways Trainers can continue to refine and improve 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:
Appendix – ASEAN acronyms AADCP ASEAN – Australia Development Cooperation Program ACCSTP ASEAN Common Competency Standards for Tourism Professionals AEC ASEAN Economic Community AMS ASEAN Member States ASEAN Association of Southeast Asian Nations ASEC ASEAN Secretariat ATM Tourism Ministers Tourism Professionals Monitoring Committee ATPRS Tourism Professional Registration System ATFTMD ASEAN Task Force on Tourism Manpower Development CATC Common ASEAN Tourism Curriculum MRA Mutual Recognition Arrangement MTCO Mekong Tourism Coordinating office NTO National Tourism Organisation NTPB National Tourism Professional Board RQFSRS Regional Qualifications Framework and Skills Recognition System TPCB Tourism Professional Certification