Competency standard UNIT TITLE: Train the Trainer – ASEAN Master Trainer NOMINAL HOURS: 105 UNIT NUMBER: MTA 1.1 UNIT DESCRIPTOR: This unit with the skills, knowledge and attitudes required to be an ASEAN Master Trainer. ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Identify operational context 1.1 Explain background of Mutual Recognition Arrangement on Tourism Professionals 1.2 Describe elements of MRA-TP 1.3 Define Competency Training and Assessment 1.4 Characterise role of ASEAN trainers Element 2: Identify the ASEAN Regional Qualifications Framework and Skills Recognition System 2.1 Identify Qualifications of the ASEAN Regional Qualifications Framework and Skills Recognition System 2.2 Explain concept of Packaging Rules to develop ASEAN qualifications Element 3: Identify ASEAN toolbox resources 3.1 Name Labour Divisions to which ASEAN toolboxes apply Unit Variables The Unit Variables provide advice to interpret the scope and context of this unit of competence. It relates to the unit as a whole and facilitates holistic assessment. Background of MRA-TP will include: Rationale for MRA-TP Stakeholders Objectives. Elements of MRA-TP will include: Common ASEAN Tourism Curriculum Regional Qualifications Framework and Skills Recognition System ASEAN Common Competency Standards for Tourism Professionals National Tourism Professionals Board Tourism Professionals Certification Board ASEAN Tourism Professionals Registration System Tourism Professionals Monitoring Committee Recognition of Prior Learning Regional Secretariat MRA-TP. Competency Based Training and Assessment will include:
Trainee Evaluation The Trainee Evaluation Sheet should be: Completed by 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 be honest in their responses. Removed from Manual and handed to Trainer or Trainer may elect to photocopy 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. Classroom Activity – Reference to Handout/s Trainer uses previous Trainee Manual/s to reference, discuss and explain components as stated on the slide. Slide Slide No Trainer Notes Trainer introduces PowerPoint slide presentation advising: 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 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 Information about using PowerPoints is contained in the Trainer Guide 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.
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. Slide No Trainer Notes Trainer gives examples of issues which can impact training delivery: 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. Slide Slide No Trainer Notes Trainer discusses action to take in response to issues arising: 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. Slide Slide No Trainer Notes