Slide 1 NTA 1. Train the Trainer – ASEAN National Trainer This Unit comprises two Elements: 1....

TRAIN THE TRAINER – ASEAN NATIONAL TRAINER

Slide 1

NTA 1

Train the Trainer – ASEAN National TrainerThis Unit comprises two Elements:

1. Describe essentials of vocational training delivery using ASEAN Toolboxes

2. Implement training of an ASEAN Competency Standard.

Slide 2

Assessment

Assessment for this unit may include:

Oral questions

Written questions

Work projects – personal presentations

Exercises

Demonstration of practical skills

Observation of skills

Report from Third Party.

Slide 3

Element 1 – Describe essentials of vocational training delivery using ASEAN Toolboxes

Performance Criteria for this Element are:

Identify and describe elements underpinning the Toolbox project

Define Competency Based Training and Competency Based Assessment

Characterise role of ASEAN trainers and assessors

Detail structure of vocational training using ASEAN Toolboxes

Describe components of an ASEAN Toolbox.

Slide 4

Identify and describe elements underpinning the Toolbox projectRationale for program:

Increasing awareness of tourism as economic driver

Tourism identified as target for priority development and ASEAN integration

Need to provide safe and secure environment for tourists underpinned by quality service

Need to facilitate movement of skilled labour between ASEAN countries.

Slide 5

Identify and describe elements underpinning the Toolbox projectImpediments to ASEAN tourism growth have been:

Lack of common tourism curriculum

Great variations in standards/skill levels of staff

No mutual recognition

Demand for safe/secure environments

Need for authentic regional experiences coupled with consistent quality service.

Slide 6

Identify and describe elements underpinning the Toolbox projectStart of this initiative:

Established to support VAP and MRA

ASEAN Tourism Ministers decided to establish CATC to harmonise tourism curriculum/training between AMS

Designed to facilitate movement of trained/qualified tourism professionals between AMS to better address demand.

Slide 7

Identify and describe elements underpinning the Toolbox projectMajor stakeholders:

Australian Government – AusAid: ASEAN Australia Development Cooperation Program

The 10 AMS

ASEAN Secretariat.

Slide 8


General overview of process:

Tourism focus building on CATC

Builds on work already done by William Angliss Institute for tourism training:

• Qualifications Framework

• Competency Standards

• Packaging Rules for qualifications.

Slide 9

Identify and describe elements underpinning the Toolbox projectDevelopment process:

Based on Competency Based principles

Reflects options and models from across the globe

Slide 10


Aim was to produce a system which is:

Industry-based

Flexible

Structured.

Slide 11


The development process:

Featured collaboration between WAI and AMS

Reflected feedback/input from 1,000+ ASEAN representatives

Gained endorsement of Qualifications Framework, and Competency Standards from all AMS.

Slide 12


WAI also undertook:

Gap Analysis of Implementation of MRA on Tourism Professionals

Feasibility Study for the Establishment of a Regional Secretariat for ASEAN Tourism Professionals.

Slide 13

Identify and describe elements underpinning the Toolbox projectKey elements:

CATC – Common ASEAN Tourism Curriculum

RQFSRS – Regional Qualifications Framework and Skills Recognition System

ACCSTP – ASEAN Common Competency Standards for Tourism Professionals

MRA – Mutual Recognition Arrangement

RPL – Recognition of Prior Learning

Regional Secretariat.

Slide 14


CATC:

Developed 5-level RQFSRS

Developed 242 Competency Standards

Based on 6 Labour Divisions

Underpins MRA

Will provide consistency of training.

Slide 15


RQFSRS:

Has 52 qualifications ranging from Certificate II to Advanced Diploma

Contains mandatory Packaging Rules

Provides maximum flexibility for all users.

Slide 16


ACCSTP:

Provides ‘blueprints’ to support CBT/CBA

Provides minimum standards/requirements for professionals

Is the basis of all accredited training

Gives detailed guidance to Trainers and Assessors.

Slide 17

Identify and describe elements underpinning the Toolbox projectMRA – critical element underpinning whole

project:

Ensures standard/quality of training and

those who have been trained across all

AMS

Ensures recognition of qualifications by all

AMS

Allows ease of movement of qualified

professionals between AMS

Encourages exchange of vocational training

information between AMS

Enhances conformity to Competency Based

principles(Continued)

Slide 18

Identify and describe elements underpinning the Toolbox project Those who hold a qualification

of a recognised Foreign Tourism Professional may be eligible to work in another AMS country

Eligibility will still be subject to prevailing domestic laws and regulations

TPCB has recognised over 30 job titles for this purpose across all 6 Labour Divisions.

Slide 19

Identify and describe elements underpinning the Toolbox projectRPL:

Enables those with skills to gain formal qualifications regardless of how those skills were gained

Successful RPL application gives ‘advanced standing’ towards a recognised qualification under the Qualifications Framework.

Slide 20

Identify and describe elements underpinning the Toolbox projectRegional Secretariat:

Flows from MRA

Manages/monitors Tourism Professionals in the region

Serves to oversee activities at regional level including ATPRS and ATPMC.

Slide 21

Define CBT and CBA

‘Competency’:

Refers to the ability to perform particular tasks and duties to the standard of performance expected in the workplace

Includes separately or in combination:

• ‘Knowledge’

• ‘Skills’

• ‘Attitudes’

(Continued)

Slide 22

Define CBT and CBA

Covers all aspects of work performance and includes

• Performing tasks

• Managing tasks

• Responding to contingencies

• Dealing with workplace responsibilities

• Working with others.

Slide 23

Define CBT and CBA

CBT:

Evolved from mid-1900s from America

Now recognised as best vocational training method

Emphasises ability to demonstrate competency as opposed to completing a training course/program.

Slide 24

Define CBT and CBA

CBT:

Requires ability to perform

Is not time-based

Measures outcomes against a Competency Standard

Is industry-relevant

(Continued)

Slide 25

Define CBT and CBA

Based on CATC for required skills

Includes concept of RPL

Incorporates learning strategies and materials via the Toolboxes

Uses RQFSRS as the system for recognition of skills and knowledge.

Slide 26

Define CBT and CBA

CBA:

There must be CBA for there to be effective CBT

CBA does not exist on its own

Results are ‘Competent’ or ‘Not Yet Competent’ not ‘Pass/Fail’ or percentage.

Slide 27

Define CBT and CBA

CBA:

Is a process of gathering evidence to make a judgement of competency based against a prescribed standard

Evidence/proof may be obtained from variety of sources such as:

• Observations of work/actions

• Reports from supervisors/others regarding performance

• Sighting examples of work done.

Slide 28

Define CBT and CBA

To be ‘Competent’ candidate must demonstrate they can:

Perform at acceptable skill level

Organise required tasks

Respond/react appropriately when things go wrong

Fill a workplace role as required

Transfer skills/knowledge to new situations.

Slide 29

Define CBT and CBA

Principles of CBA:

Fairness

Reasonable adjustment

Reliability

Flexibility

Validity.

Slide 30

Define CBT and CBA

‘Evidence rules’ – evidence must be:

Valid

Sufficient

Authentic

Current.

Slide 31

Define CBT and CBA

Overview of CBT and CBA:

Job analysis is basis of competency

Focus of training is performance of competency

Trainees have access to competency statements, standards required and assessment to be used

Assessment is appropriate to competency

Results related to competency achieved

Detailed records are maintained.

Slide 32

Define roles and responsibilities of an ASEAN trainer

Common roles/responsibilities of trainer:

Being responsible to their employer

Being responsible to their students

Making delivery of quality training a constant objective and predominant priority

Organising instruction and demonstration

(Continued) Slide 33


Conducting instruction and demonstration

Checking student/learner performance

Reviewing personal training performance

Finalising documentation

Growing training expertise

Liaising with Assessors.

Slide 34


Common roles/responsibilities of assessor:

Being responsible to employer for the work they do

Being responsible to students

Undertaking quality assessments

Organising assessments

(Continued)

Slide 35


Reading and digesting the Competency Standard for Units to be assessed

Gathering candidate characteristics

Confirming a safe environment for assessments

Liaising with Trainers

(Continued)

Slide 36


Liaising with other Assessors

Accessing, obtaining, preparing and/or and reviewing relevant assessment resources and assessment materials

Organising access to necessary equipment or physical resources required

Preparing every assessment session and item/s

(Continued)

Slide 37


Notifying candidates of assessment/s

Conducting assessment/s

Following the assessment plan

Briefing candidates on assessment/s

(Continued)

Slide 38


Ensuring assessments reflect training and assessment advice

Using appropriate assessment techniques

Applying suitable assessment techniques

Using clear and appropriate communication skills

(Continued)

Slide 39


Providing extra opportunities for assessment, where required

Liaising with Trainers following ‘NYC’ results

Maintaining assessment records

Reviewing personal assessment performance

Growing personal assessment expertise and experience.

Slide 40


Relationship needs to be characterised by:

Openness

Fact-based communication

Cooperation

Collaboration

Harmony

Mutual learning.

Slide 41


The relationship is important because:

Learner is reliant on both Trainer and Assessor

Assessor must know what learner is being taught

Assessor must only assess what is taught

(Continued)

Slide 42


Assessment needs to be based on delivery of training

Trainer may need to contextualise training and Assessor needs to be aware of this

May be need to share the same equipment/resources

Needs to be feedback between the two on a variety of issues.

Slide 43


Ways to create/maintain required relationship:

Communicate regularly

Set a meeting/communication schedule

Share information

Have an ‘open door’ policy

Acknowledge what the other person does.

Slide 44


The requirements for development of competency standards were provided to William Angliss as needing to address:

Hotel Services – Restaurant Services

Hotel Services – Front office and Housekeeping

Travel – Travel and Tour Services.

Slide 45


Curriculum Framework required to be structured across six Labour Divisions:

Food production (FP)

Food and beverage service (FB)

Front office (FO)

Housekeeping (HK)

Travel operation (TO)

Travel agencies (TA).

Slide 46


Unit Titles:

There are 242 across the 6 Labour Divisions

Some are specific to only one Labour Division

Some apply to more than one Labour Division

Some apply to all Labour Divisions.

Slide 47


To access list of Unit Titles and all ASEAN resources:

Go to waseantourism.com

Username = guest

Password = guest1

Click on ‘Approved Toolboxes’.

Slide 48


‘Clusters’:

All competency standards are positioned within three Competency Standards menus

If a Unit/competency standard has more than one Unit Number it means it is located in more than one Cluster

Clusters form the basis of Packaging Rules.

Slide 49


There are 52 qualifications across the six Labour Divisions ranging from Certificate II to Advanced Diploma as follows:

FB – 9 qualifications

FP – 10 qualifications

FO – 5 qualifications

HK – 5 qualifications

TO – 12 qualifications

TA – 11 qualifications.

Slide 50


Certificate II/Cert II/Cert 2:

Certificate II represents a base operational qualification encompassing a range of functions/activities requiring fundamental operational knowledge and limited practical skills in a defined context.

Slide 51


Certificate III/Cert III/Cert 3:

Certificate III represents a qualification of the skilled operator who applies a broad range of competencies within a more varied work context, possibly providing technical advice and support to a team including having team leader responsibilities.

Slide 52


Certificate IV/Cert IV/Cert 4:

Certificate IV represents a qualification based on more sophisticated technical applications involving competencies requiring increased theoretical knowledge, applied in a non-routine environment and which may involve team leadership and management and increased responsibility for outcomes.

Slide 53


Diploma/Dip:

The Diploma represents a qualification which assumes a greater theoretical base and consists of specialised, technical or managerial competencies used to plan, carry out and evaluate work of self and/or team.

Slide 54


Advanced Diploma/Adv Dip:

The Advanced Diploma represents a qualification involving technical, creative, conceptual or managerial applications built around competencies of either a broad or specialised base and related to a broader organisational focus.

Slide 55


Packaging Rules:

Prescribe requirements for creating a qualification

Define the mix/blend of:

• Core and Generic competencies required

• Functional competencies required.

Slide 56


In relation to Packaging Rules:

More units/competency standards required for higher level qualifications

Higher level qualifications give access to more management-oriented competency standards

Lower levels give students far less choice/options

Students can enter the Qualifications Framework at any level

(Continued)

Slide 57


They allow students to switch between qualifications

Students can select Functional competencies

Selected units may differ in terms of ‘Hours’ but qualifications/CBT is not time-based

The one qualification may comprise different units/competency standards.

Slide 58

Explain concept of Packaging Rules to develop ASEAN qualifications

Benefits of ASEAN Packaging Rules:

Flexibility for students

Flexibility for employers/industry

A structured pathway

Will deliver industry-based training endorsed by AMS

Guidance about selection of units to reflect Job Titles

Extra content can be added to any Competency standard.

Slide 59

Benefits

Describe components of an ASEAN Toolbox

Competency Standards:

Form the essence/basis of all Units in the Qualifications Framework

Describes the skills and knowledge required

Underpins CBT and CBA.

Slide 60


Competency Standards can be used in a variety of ways:

Job design and Job descriptions

Performance appraisal Selection criteria Career path development Identification of training needs Development of training

programs Certification.

Slide 61


Competency Standards:

Have all been endorsed by representatives from AMS

Have been reviewed and revised, as necessary

Contain detail to assist with unit selection

Are all written following the same format

Are all available at waseantourism.com.

Slide 62


Unit title:

Name of the unit/competency standard

Title indicates nature of the unit/content

Begins with a verb

Are not of a standard length.

Slide 63


Unit Number:

Every unit has at least one number

If a unit is located in more than one Labour Division it will have more than one number

Eg: D1.HBS.CL5.01 and D2.TTG.CL3.02.

Slide 64


Each Unit Title has 4 parts – Part 1:

D1 = all Units in Hotel Services classification

D2 = all Units in Travel Services classification.

(Continued).

Slide 65


Part 2 – three letter code indicates the nature/classification of the Cluster the Unit belongs to:

HRS = Hotel Services, Restaurant services Common Core

HCC = Hotel Services, Restaurant services Commercial Cookery

HCA = Hotel Services, Restaurant services Commercial Catering

HPA = Hotel Services, Restaurant services Patisserie

(Continued)

Slide 66

Describe components of an ASEAN Toolbox HBS = Hotel Services, Restaurant

services Food and Beverage Service

HCS = Hotel Services, Restaurant services Customer Service, Sales and Marketing

HGE = Hotel Services, Restaurant services General Administration

HFI = Hotel Services, Restaurant services Financial Administration

HRD = Hotel Services, Restaurant services Human Resource Development

(Continued)

Slide 67

Describe components of an ASEAN ToolboxPart 2:

HML = Hotel Services, Restaurant services Management and Leadership

LAN = English Language Proficiency HOT = Hotel Services, Front Office

and Housekeeping, Common Core HFO = Hotel Services, Front Office

and Housekeeping, Hotel Front Office

HHK = Hotel Services, Front Office and Housekeeping, Housekeeping

(Continued)

Slide 68


HSS = Hotel Services, Front Office and Housekeeping, Security Services

HSM = Hotel Services, Front Office and Housekeeping, Customer Service, Sales and Marketing

HGA = Hotel Services, Front Office and Housekeeping, General Administration

HFA = Hotel Services, Front Office and Housekeeping, Financial Administration

HHR = Hotel Services, Front Office and Housekeeping, Human Resource Development

(Continued)

Slide 69


HRM = Hotel Services, Front Office and Housekeeping, Resource Management

TCC = Travel Services, Common Core

TTA = Travel Services, Travel Agency – Ticketing

TTG = Travel Services, Tour Guide Services

TTO = Travel Services, Tour Operations

(Continued)

Slide 70


TCS = Travel Services, Customer Service, Sales and Marketing

TTO = Travel Services, Tour Operations

TGA = Travel Services, General Administration

TFA = Travel Services, Financial Administration

TRD = Travel Services, Human Resource Development

TRM = Travel Services, Resource Management

(Continued)

Slide 71


Cluster number the Unit/Competency Standard is located in

Part 4:

Final 2-digit number merely indicates the position of the Unit/Competency Standard within the Cluster – it has no other weighting or meaning.

Slide 72

Describe components of an ASEAN ToolboxNominal Hours:

Indicative time required to deliver the Unit

Not mandatory

Used as basis for planning and funding

Determined based on content, complexity and experience of Trainers with similar units.

Slide 73

Describe components of an ASEAN ToolboxUnit Descriptor:

A brief description/overview of the unit

Often used by Providers in advertisements and Student Handbooks to help explain/describe the contents of courses/qualifications.

Slide 74

Describe components of an ASEAN ToolboxElements:

All Competency Standards contain Elements

No fixed/required number of Elements

Three – five is a common number

They identify/describe key tasks/activities of the Unit.

Slide 75

Describe components of an ASEAN ToolboxPerformance Criteria:

All Elements comprise a number of Performance Criteria – no set number per Element (5 – 8 is common)

They are sub-sets of Elements and state action needed for competency in the Element

Parts written in italics have details provided under ‘Unit Variables’.

Slide 76

Describe components of an ASEAN ToolboxUnit Variables:

Provides advice to interpret Unit allowing for differences between enterprises and workplaces

Relates to Unit as a whole and facilitates holistic assessment

Identifies the Labour Division/s to which the Unit applies

Gives key points relating to italicised parts of Performance Criteria which the Trainer should cover in training.

Slide 77


Assessment Guide:

Lists skills and knowledge which must be assessed as part of the Unit

Important for Trainer and Assessor to liaise in relation to this.

Slide 78


Linkages to other Units:

Indicates related competency standards

These other units may contain useful/relevant information for Trainer

They are NOT pre-requisite Units.

Slide 79


Critical aspects of assessment:

Indicates essential evidence required for determining ‘Competent’ decision

Supports the Assessment Guide

Must be addressed/taken into account by Trainer when delivering training.

Slide 80


Context of Assessment:

Provides framework and perspective for assessment

Emphasis is on CBA

Assessment may be ‘real-life’, ‘workplace-based’ or in a mock/simulated environment.

Slide 81


Resource Implications:

Gives generic overview/indication regarding the resource necessary/required to deliver the training (and by implication the assessment also)

Resources listed here are supplemented by those listed in Trainer Guide under ‘Recommended Training Equipment’.

Slide 82


Assessment Methods:

Lists options for assessment

They are suggestions only.

Slide 83

Describe components of an ASEAN ToolboxKey Competencies for the Unit:

These detail the type and level of ‘key competencies’ needed by successful candidates to perform the requirements of the Competency Standard in a workplace

There are 7 key competencies

Each key competency may be graded from “-” (0 = not applicable at all) to 3 (most applicable).

Slide 84


Role of Trainee Manual:

Distributed to students – theirs to keep

Available from waseantourism.com

Provides training content as listed in competency standard for the Unit – endorsed by AMS

Is the basis of training provision for students

Can be supplemented by other material if required.

Slide 85


All TMs structured the same way as endorsed by AMS:

Cover page

Generic information

Table of Contents

(Continued)

Slide 86


Introduction to Trainee Manual

Unit Descriptor

(Continued)

Slide 87


Assessment Matrix

Glossary of Terms

(Continued)

Slide 88


Notes/training content:

• Heart of the training for students

• Provides details of the content

• Presented in accord with competency standard

• Summary presented at end of each Element

• Trainers can add to it and/or contextualise the material

• Trainers can refer to it when using PowerPoint.

(Continued)

Slide 89


Work Projects

‘Presentation of Written Work’ advice to students.

(Continued)

Slide 90


Recommended Reading

Trainee Evaluation Sheet

Trainee Self-Assessment Checklist.

Slide 91


PowerPoint (PPT) slide show/presentation:

Provided for every Unit

Are an option for training delivery – their use is not compulsory and they can be used in a variety of ways.

(Continued)

Slide 92


PowerPoint slides consist of 2 parts:

Student view

Presented view.

Slide 93


PPTs – can be obtained from waeantourism.com and all slide shows follows same format:

Title slide

List of Elements

Assessment overview

Performance Criteria for Element 1

(Continued)

Slide 94


Content

Classroom Activities.

Slide 95


Trainer Guide (TG) – one for every Unit and available at waseantourism.com:

Same format for each TG

Intended just for Trainer (and/or Assessor) use

A planning tool.

Slide 96


TG contents:

Information on CBA and CBT

Competency Standard for the Unit

Copy of PPTs for the Unit

(Continued)

Slide 97


Recommended Training Equipment

Instructions for using PPT – Presented View

Appendix – ASEAN acronyms

(Continued)

Slide 98


Assessor Manual (AM) provided for every Unit and available at waseantourism.com:

For use by Assessor

May be released to Trainer

A planning tool for Assessors

Format the same in every AM.

Slide 99


AM contents:

Information about CBA

Copy of the Competency Standard for the Unit

(Continued)

Slide 100


Oral Questions:

• Identified in Assessment matrix

• Not mandatory

• No model answers provided

• ‘Specifications for Oral Question Assessment’ contained at start of the AM

(Continued)

Slide 101


Written Questions:

• Not mandatory

• Can be changed or used as Oral Questions

Answers to Written Questions – model/sample answers only

(Continued)

Slide 102


Observation Checklist

Third Party Statement

(Continued)

Slide 103


Competency Recording Sheet:

• Provides documentation for recording evidence gathered and the ‘Competent’/’NYC’ decisions

• One required for every student for every Competency Standard they undertake

• Available for learner/candidate to see – they must sign it as proof their assessment has been shown/explained to them

• ‘Instructions for Recording Competency’ included at start of every AM. Slide 104

Summary – Element 1

When describing essentials of vocational training delivery using ASEAN Toolboxes:

Appreciate the background and rationale for the project

Identify and incorporate the elements underpinning the Toolbox project

Use the CATC and the 242 Competency Standards as the basis for explanation

(Continued)

Slide 105


Refer to the Qualifications available under the RQFSRS

Include coverage of the MRA and the central role it plays

Ensure the legitimacy of RPL is addressed

(Continued)

Slide 106


Highlight projected role of the Regional Secretariat

Explain and stress the principles attached to and the value of Competency Based Training and Assessment in the delivery of vocational training

Discuss the roles and responsibilities of Trainers and Assessors

(Continued)

Slide 107


Emphasise the nature and importance of the relationship that must exist between Trainers and Assessors

Specify the Labour Divisions covered by the initiative and recognise the allocation of Units to each

Incorporate requirements of Packaging Rules and the concept of Clusters

Detail the component elements of Competency Standards, Trainee Manuals, Trainer Guides, Assessor Manuals and PowerPoint presentations.

Slide 108

Element 2 – Implement training of an ASEAN Competency Standard

Performance Criteria for this Element are:

Plan and prepare for delivery of an ASEAN Competency Standard

Conduct training of an ASEAN Competency Standard

Evaluate ASEAN training delivery.

Slide 109


Planning and preparation are essential:

It must precede all training – it must never be ignored, forgotten or overlooked

Success of most training is determined before the Trainer enters the training room

“If you fail to plan, you plan to fail”

Preparation generates confidence.

Slide 110


Start with reviewing the Competency Standard – to:

Find out what the Unit is about

Get a ‘feel’ for the Unit

Make sure all requirements are covered

See how the Unit fits with other training.

Slide 111


Key review activities:

Obtain soft and hard copy of Competency Standard

Read and re-read – take notes

Identify nominal hours

Determine the basic data (unit name and number)

(Continued)

Slide 112


Look at ‘Unit Variables’ detail/information

Note assessment requirements

Consider ‘Linkages to other units’

Reflect on ‘Resources required’

Factor in ‘Key Competencies’.

Slide 113


After the review:

Talk to the Training Provider and ask them relevant questions

Talk to previous Trainers

Talk to the Assessor/s

Talk to industry representatives.

Slide 114


Resources which may need to be obtained, prepared or acquired will include:

Generic resources

Competency-specific resources.

Slide 115


Determining resources required:

Read Competency Standard

Visit training area and view facilities

Ask previous Trainers for their materials

Visit industry and request their resources

Check library.

Slide 116


Important considerations regarding resources:

Host country legislation must be obtained and complied with

Must be industry-relevant

Must be sufficient

Must be safe

Must reflect current use/practice.

Slide 117


Trainers are free to select whatever blend of training methods/strategies they want – important considerations are:

Selected options should reflect known learner styles/preferences

Appropriate to nature of the Competency Standard

Must accommodate known delivery parameters

(Continued)

Slide 118


Must address assessment requirements

Should feature/introduce diversity

Must accommodate all learners

Will need to support availability of physical resources

Will reflect Trainer style and preference/s.

Slide 119


Different training delivery methods/strategies have different applicability for:

Skill

Knowledge

Attitude.

Slide 120

Plan and prepare for delivery of an ASEAN Competency StandardDemonstration:

Most popular method for hospitality training activities

Very successful in situations where the trainees have to learn a new skill that can be broken down into steps:

1) Give a short spoken overview of the whole skill

2) Demonstrate the whole skill silently and at normal speed

3) Demonstrate again, slowly, and describe each step

4) Check that the trainees understand any new information

5) Observe the trainees as they perform the skill

6) Check that the trainees’ performance meets the appropriate standards.

Slide 121


Brainstorming:

A very effective method to generate ideas about a topic or for problem solving

You need a recorder

All ideas are recorded so the participants can see them

There is no judgment of the ideas generated

Engages all participants.

Slide 122


Role play: Acting out a situation A great learning tool for training

hospitality and tourism employees, particularly for customer service situations

Role plays can be structured and non-structured

Observers can have checklists to provide constructive feedback

A debrief should be held to highlight the learning points of the role play.

Slide 123


Case Study:

Based on real life situation, or

Designed scenarios or problems that are to be worked through by the trainee

Questions need to be developed to guide the user through the issue

Good for problem solving, decision making, developing analytical skills

Case studies should include a debrief.

Slide 124


Group discussion:

A discussion between trainees around a set topic or issue

Learners discuss and record the group’s thoughts and answers to questions asked

Group may have a recorder and a spokesperson

Good for increasing understanding

Involves all trainees.

Slide 125


Questioning:

Trainer asks prepared questions

Trainees ask trainer the question

Written or oral

Questions should be structured to probe learner understanding

Used for clarification, understanding and assessment.

Slide 126


Techniques in effective questioning:

Ask correct question/s

Ask questions correctly:

Put the question to the whole group Pause Nominate someone to answer Pause Respond warmly/encouragingly, or Redirect the question

(Continued)

Slide 127


Use a mix of question types:

• Open and closed questions

• Target and probe questions

• Hypothetical and settler questions

Avoid:

• Asking multi-questions

• Asking ‘leading’ questions.

Slide 128


Finally:

Check out the information on different training methods as presented in the Trainer Guide

Trainer needs to be competent in skills they demonstrate or use a Guest Speaker or Subject Expert.

Slide 129


Training parameters need to be determined as imposed/required by:

Training Provider

Employer/s

Students/learners.

Slide 130


Training Provider parameters:

Number of students

Hours allocated

Training location

Budget

Documentation to be completed

Need to align training with nominated requirements.

Slide 131


Parameters which may be imposed by employers:

Training/content

Trainees available

Time/days of training

Availability of resources

Access to areas.

Slide 132


Student-imposed parameters may include:

Their existing/previous knowledge and skills

Individual differences

Special needs

Availability

Capacity to pay.

Slide 133


Need to identify learner numbers because it:

Will impact delivery techniques chosen

Will affect resources required

Will influence training venue used

Helps mentally prepare the Trainer.

Slide 134


Training Providers:

May set maximum numbers for sessions – for example:

• Theory = 25

• Practical = 16 (depends on equipment & safety)

May require a minimum number before the class will run.

Slide 135


Determining class numbers:

Training Provider will advise

Trainers may be required to recruit learners.

Slide 136


‘Learner profile’ can impact selection of training methods & other planning issues and embraces/refers to:

Age and gender of students

Language skills

Experience and ability

Individual preferences for learning

Special needs. Slide 137


Ways to determine learner profiles:

Undertake pre-entry testing

Meet and talk to students prior to starting training

Talk to workplace supervisors regarding skill levels of trainees

Include mandatory questions on enrolment forms

Apply TNA.

Slide 138


Where TNA is used:

‘Training gap’ forms the basis of training to be delivered

There may be no requirement for other parts of the Competency Standard to be delivered

RPL may be sought.

Slide 139


Standard practice when planning delivery of vocational training using Competency Standards is to develop/write:

A learning/training plan

A learning/training program

Session plans.

Slide 140


The Learning/training plan:

Draws together relevant information from different sources – Training Provider; Competency Standard; Industry/employer; Students/learners

Provides a checklist to ensure all detail in relation to planning/preparation has been covered

Is a summary document.

Slide 141


Learning/training program is:

A series of individual training sessions

A sequence of training events.

Slide 142


Sections or headings of Learning/training program:

Delivery schedule

Content

Delivery methods to be used

Assessment linkages

Resources available to be used.

Slide 143


Session plans:

May be known as ‘lesson plan’

Detail each session in the learning/training program

One per lesson/session

Are planning intended only for use by the Trainer

Can contain anything the Trainer wants to include

May be based on one of several templates.

Slide 144


Planning of delivery of training must integrate principles of adult learning which:

Motivate learners

Build on existing knowledge/skills

Assist learners

Refer/relate to previous experience/s

Help learners develop

(Continued)

Slide 145


‘Explain’ rather than ‘impose’

Help transfer of learning

Are work-relevant

Are ‘active’ rather than ‘passive’

Match/reflect known learner styles/preferences

Reflect what happens in the workplace

(Continued)

Slide 146


Are safe and legally compliant

Feature ‘practice’ and ‘reinforcement’

Allow for and provide feedback

Reduce/eliminate barriers to learning

Relate directly to Competency Standards

Relate directly to the assessment to be applied.

Slide 147


How individuals learn:

• They start by ‘thinking’ to themselves about a topic, issue or problem

• They progress to ‘exploration’ which involves talking, discussing and active listening

• This then moves to ‘crystallisation’ which involves reading, writing and watching

• The next stage is ‘action’ characterised by doing and practice.

Slide 148


Scheduling of training = time-tabling:

Refers to dates and times … but note:

• CBT is not time-based

• ‘Nominal Hours’ may not be provided

Gives start and finish times – and often a venue

(Continued)

Slide 149


May be conducted:

• Any time

• Any day

Influenced by:

• Availability of resources & learners/their preferences

• Public holidays

• Levels of trade at workplaces.

Slide 150


Basic options for readying resources for training delivery:

Preparing/producing them yourself

Revising/up-dating existing materials

Using things again which have previously been used and found to be effective.

Slide 151


Essential requirements for trainer-produced resources:

Must reflect individual student need

Must address individual workplace need

Must be current, comprehensive and accurate

Must respond to identified special needs

Must reflect requirements of the Competency Standard

Must be created ‘within budget’

Should be able to be re-used.

Slide 152


Preparing chalk or white boards:

Obtain and clean boards

Write up content before class arrives – cover (if required) so they cannot see until required

Obtain chalk or markers – make sure markers are for white boards: do not use ‘Permanent’ markers

Obtain dusters and/or other cleaning materials.

Slide 153


Preparing to use OHPs:

Obtain and position – get a spare globe

Test run the projector – focus it

Make sure required sheets have been prepared

Have a Plan B in case OHP cannot be used

Practice using the projector.

Slide 154


Further points on use of OHP:

Colour can be used (different coloured OHP pens)

‘Fold out’ disclosures can be a feature

Decide on ‘permanent’ or ‘non-permanent’ pens

Frames can be used to prevent ‘curling’

It is possible to photocopy onto acetate sheets

(Continued)

Slide 155


May be hand-drawn/written directly on to acetate sheets

Can be computer-generated, printed and then photocopied onto acetate sheets

Do not over-crowd each acetate sheet – use more sheets with less information on each sheet.

Slide 156


Using ‘actual things’:

Very effective

The ‘real thing’ should be used whenever possible

Creates excitement and interests

Acts as a good motivator

Make sure you know all about the item/sample.

Slide 157


Preparing/using projects and exercises:

Useful as reinforcement and drill

Should progress from ‘simple’ to ‘complex’

Make sure you (as the Trainer) have answers to the questions/exercises

Must be relevant

(Continued)

Slide 158


Use relevant terms, phrases, references and abbreviations to give realism

Use actual workplace documents if possible

Determine in advance if they will be done as ‘individual’ or ‘group’ work

Are useful as a way of giving rest of class something to do when you are doing something else with a student.

Slide 159

Plan and prepare for delivery of an ASEAN Competency StandardPreparing/using videos/DVDs:

There are some very good commercially-prepared ones

Learn how to use the equipment competently

Position screen/monitor so all can see it

Cue it up before class arrives

Make sure you have previewed it

Consider preparing a Question Sheet to guide the class as/after they view it.

Slide 160


‘Demonstrations’:

Make sure all necessary items for the demo are present and ready to use

Check equipment works as required/expected and is safe to use

Consider preparing written instructions to distribute to class to illustrate/supplement the demo.

Slide 161


Using ‘handouts’ for the training:

Useful to make certain trainees have ‘got the facts’

Many/most H/Os are computer-generated

Consider using ‘skeletal’ handouts

Keep language simple/appropriate & factor in literacy skills of students

Up-date them regularly/as required.

Slide 162


Using ‘Guest Speakers’:

Can be very effective … or a disaster

Provide a ‘new face’ for trainees

Trainees generally learn well from them

(Continued)

Slide 163


Can be sourced from inside the Training Provider, industry generally or a specific workplace or a government agency

They are a legitimate way of delivering training

Lots of planning, organisation and liaison required to make Guest Speakers work effectively

They should be introduced, allowed to talk/demonstrate and a ‘Q&A’ session should be included.

Slide 164


Options for acquiring training resources:

Buy them

Ask suppliers to donate them – especially suppliers/manufacturers who supply industry

Request donation/loan from industry

Share with others

Seek government funding.

Slide 165


Organising the physical environment for training:

Book the room/venue

Make sure it is clean/ready for use

Position tables, chairs and equipment

Adjust AC if needed/where possible

(Continued)

Slide 166


Lights are working

Video/DVDs have been cued

Noise/distractions minimised/eliminated

Catering organised

Required resources have been checked and ready to use (as ordered for the session)

Slide 167


If delivering a session in a new venue or off-site:

Find out what they have available there is terms of resources and equipment

Determine where the basics are – switches, lights, emergency exits, projection equipment, screens and monitors

Get a ‘feel’ for the area/room

Never assume what you want/need will be there – even if you asked for it to be provided.

Slide 168

Conduct training of an ASEAN Competency StandardWhen delivering training the plans must be followed to:

Give you confidence in what you are doing

Allow/enable set-up of the training venue as required

Give optimum benefit to students

Ensure training is delivered on time and within budget

(Continued)

Slide 169


Make sure all required content is covered

Make proper/efficient use of all resources ordered/prepared for the training

Arrangements made with other people in relation to training can be honoured.

Slide 170


It is important to note:

There will ALWAYS be times when following the plan is not possible

There will always be unexpected and unplanned issues which will impact on training delivery

Action will need to be taken to accommodate these situations.

Slide 171


Issues which can impact training delivery:

Late arrival (or non-arrival) of learners

Equipment breakdown or power failure

Learners having difficulty with the content being presented

Plans not working or otherwise not being able to be implemented.

Slide 172


Responding to issues arising:

Action must always be taken when a situation is identified – it should never be ignored

Take whatever action can be taken before the next session – never leave things to the ‘Evaluation’ stage

A combination of approaches is usually needed – see next slide.

Slide 173


Action to address issues:

Spend time with students out-of-class

Schedule another training session

Adjust subsequent plans:

• Change proposed delivery methods/strategies

• Revise/amend content to be provided.

Slide 174


Use of TG in training delivery:

Is very limited – it is more of a planning document

Can be used to remind of CBT requirements and various training options

Provides copy of the Competency Standard for reference purposes

Gives instructions on using PPTs.

Slide 175


Use of TM in training delivery – Session 1:

Distribute to class & advise it is theirs to keep

Allow time for them to skim through it

Explain basics of CBT and CBA

Discuss contents and use of the TM as a training and assessment resource

Present and explain Glossary

Highlight ‘Recommended Reading’ section.

Slide 176


On-going use of TM in training delivery:

As sole reference

To support PPTs

For private study out-of-class.

Encourage completion and return

of ‘Trainee Evaluation Sheets’.

Slide 177


Background to use of PPTs:

Provided for all Competency Standards

Their use is not mandatory

Can choose to use some or none

Can add to or change the slides.

Slide 178


Prior to training if using PPT slides:

Obtain copy of slides/presentation

Pre-read/preview the slides

Liaise with Assessor regarding assessment for the unit

(Continued)

Slide 179


Take whatever action is needed to enable selected Classroom Activities to be used

Obtain data projector, screen and pointer

Practice using the data projector to gain competency.

Slide 180


Using the slide presentation in training:

Arrive early and set up the presentation so it is ready to use when needed

Screen selected slides:

• In correct/required order

• Including additional slides as required

• Verbally explaining/expanding on each one.

Slide 181


Classroom Activities vary between Units but can include:

Discussions and group work

Guest Speakers and excursions

Handouts and internet research

Demonstrations and practical work

Role plays.

Slide 182


Use of Classroom Activities in training delivery:

Is not compulsory

They are provided as suggestions to enhance learning

They can be changed, ignored or replaced with alternate techniques/strategies.

Slide 183


Use of chalk &/or white boards during training:

Always put detail into handouts

Write BIG

Do not write and talk at the same time

Tell students what to do

Practice.

Slide 184


When using OHPs during training:

Do not talk when students are copying information from the sheets

Switch off OHP when talking to focus attention on what you are saying

Use a pointer/pen as an indicator.

Slide 185


Using actual samples/examples as part of training:

Get students ‘hands on’ with it – give them time to:

• Take it to bits

• Re-assemble it

• Clean it

• Use it

• Complete it.

Slide 186


When using videos/DVDs in class:

Consider screening them twice ... or more

Introduce it – tell class what it is all about/what to expect and what to look for

Always discuss it after it has been shown

Make sure they are 100% relevant.

Slide 187


When doing ‘demonstrations’:

Make sure you know what to do and how to do it

Follow the standard protocol of:

• ‘I do it normal

• I do it slow

• You do it with me

• Then off you go.’

Slide 188


When using handouts in training delivery:

Consider asking students to read out parts of the H/O but be sensitive to their ability to read out loud in front of others

Beware many will want to leave when they have the H/O as they think they now ‘have all they need’

Make sure H/O s are up-dated regularly to keep them current

Correct any identified spelling or other mistakes.

Slide 189


When using Guest Speakers in training delivery:

NEVER walk out and leave them on their own with the class

Be prepared to ask questions to elicit required information

Thank the Guest Speaker – send a ‘Thank you’ letter.

Slide 190


Use of ‘facilitation skills’ in class/training:

Create a positive/comfortable environment

Develop workplace-like atmosphere

Involve and include the learners in decisions

Explain plans for training and assessment

(Continued)

Slide 191


Identify ‘boundaries’ for the class/group

Express expectations for the group

Motivate the class

Integrate industry information and context into the training

Engage and work with the students

(Continued)

Slide 192


Develop rapport and a good working relationship

Monitor participation and interactions

Intervene and act when/if required to address issues

Control the class.

Slide 193


‘Learner support’:

Strong link between this and ‘facilitation skills’

Is targetted at an individual student rather then a group of learners.

Slide 194


Ways to provide ‘learner support’:

Determine individual characteristics – get to know the students as unique individuals

Prepare individual learning plans

Provide extra one-on-one training

Give regular feedback

Liaise with external stakeholders regarding individual student progress and/or issues.

Slide 195


In-class monitoring activities must include:

Checking timing and pacing of delivery

Observing/monitoring the learning environment

Watching interpersonal relationships

Actively/deliberately controlling the learning process

(Continued)

Slide 196


Determining the learning level/rate of individual learners

Assessing suitability of the training resources and methods being used

Seeking feedback from the learners about the delivery, their needs, content and issues arising.

Slide 197

Evaluate ASEAN training delivery

After training deliver has finished many other things will need to be undertaken to finalise the process such as filling in documentation which may need to be completed:

By the Trainer

In conjunction with the Assessor

After each session

When each program/Unit has finished.

Slide 198


Completed documents may need to be:

Filed for future reference

Shared with others

Forwarded to designated others for processing.

Slide 199


Documentation which may need to be completed after training could include:

Budget-related documents

Attendance rolls

Staffing documentation

(Continued)

Slide 200


Workplace training reports – required by employers to provide information about their employees

Trainer reports – required by Training Providers to supply nominated internal information and statistics.

Slide 201


Important aspects in relation to evaluation of training delivery:

Evaluation is not assessment – important to understand the difference

All trainers should evaluate their training – without exception

Payment for training normally includes a component allowing for time to plan, prepare and evaluate.

(Continued)

Slide 202


Can occur after every session

Needs to be based on objective ‘evidence’/feedback

Trainers need to be proactive in seeking out/sourcing feedback

(Continued)

Slide 203


Findings of evaluations are a prime way Trainers can refine/improve their training delivery

It is important to take heed of negative feedback and not just believe the positive comments

There is a need to plan evaluations so there is a focus for it

Analysis of evaluations should look for trends rather than ‘one-off’ events/feedback (unless it is a really serious/important issue).

Slide 204


The evaluation process after training should also address the following:

The training environment where training was conducted

Resources used

Personal approach and orientation of the Trainer

Content delivered.

Slide 205


Evaluation:

Must address ‘process’ and ‘product’

Will benefit from using a variety of evidence sources

Should use techniques to secure feedback which are appropriate to the focus/topic of the evaluation

May feature use of a Trainee Feedback Form.

Slide 206


Evaluation may also be undertaken using:

An ‘Observation Checklist’

Self-evaluation and Reflection sheets.

Slide 207


Trainers may also consider:

Using Trainee Evaluation Sheets

Keeping a personal journal/diary

Asking for feedback from other trainers and/or ‘trusted friends’ who will be honest but be sensitive

(Continued)

Slide 208


Recording classes for later playback and analysis

Asking a trusted colleague to sit in on a session

Analysing results of assessments

Asking trainee co-workers for their feedback/opinion of learner progress and competency.

Slide 209


Outcomes/findings of evaluations may require:

A report to be written

A talk to be given

‘Information sessions; to be held

Small group sessions to be conducted.

Slide 210


When implementing training of an ASEAN Competency Standard:

Review the Competency Standard

Identify, prepare and/or acquire resources required

Select a mix of suitable training strategies relevant to the Competency Standard

Preview the Toolbox resources(Continued)

Slide 211


Establish delivery parameters Determine learner numbers

and profiles Prepare a learning/training

plan Develop a learning/training

program(Continued)

Slide 212


Create sessions plans for every training session

Integrate adult learning principles into training delivery/practice

Organise the training environment

Conduct training as planned but remain flexible

(Continued)

Slide 213


Use Toolbox resources to support delivery as preferred/planned

Apply effective facilitation skills

Provide learner support(Continued)

Slide 214


Monitor actual training delivery

Complete necessary training documentation and records

Evaluate all aspects of training provision and delivery.

Slide 215

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