Competency Standard



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Competency Standard


UNIT TITLE: Train the Trainer – ASEAN Master Trainer

NOMINAL HOURS: 105

UNIT NUMBER: MTA 1

UNIT DESCRIPTOR: This unit deals with the skills, knowledge and attitudes required to train qualified trainers to become an ASEAN Master Trainer.

ELEMENTS AND PERFORMANCE CRITERIA

UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Identify operational context

1.1 Explain background to the ASEAN-Australia Development Cooperation Program Phase I

1.2 Describe elements of the ASEAN-Australia Development Cooperation Program Phase I

1.3 Define Competency Based Training and Competency Based Assessment

1.4 Review training/learning theory

Element 2: Identify ASEAN toolbox components

2.1 Name Labour Divisions to which ASEAN toolboxes apply

2.2 Identify the Unit Titles of ASEAN toolboxes developed

2.3 Identify Qualifications available under the ASEAN Regional Qualifications Framework and Skills Recognition System

2.4 Explain concept of Packaging Rules to develop ASEAN qualifications

2.5 Describe the elements of an ASEAN toolbox Competency Standard

2.6 Describe the components of an ASEAN toolbox Trainee Manual

2.7 Describe the components of an ASEAN toolbox PowerPoint slide show to support training delivery

2.8 Describe the components of an ASEAN toolbox Trainer Guide

2.9 Describe the components of an ASEAN toolbox Assessor Manual

Element 3: Characterise role of ASEAN trainers

3.1 Explain pre-requisites for eligibility to become an ASEAN toolbox trainer and Master Trainer

3.2 Define roles and responsibilities of an ASEAN toolbox trainer and Master Trainer

3.3 Explain nature of relationship between ASEAN toolbox trainers and assessors

Element 4: Implement training of an ASEAN Competency Standard

4.1 Plan and prepare for delivery of an ASEAN Competency Standard

4.2 Conduct training of an ASEAN Competency Standard

4.3 Evaluate ASEAN training delivery

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 to the ASEAN-Australia Development Cooperation Program Phase I will include:

Rationale for the project

Funding of the project

Stakeholders

Consultations

Dates


Project objectives

Project outcomes.



Elements of the ASEAN-Australia Development Cooperation Program Phase I 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 Based Training and Competency Based Assessment will include:

Definition of Competency Based Training

Rationale for Competency Based Training

Benefits of Competency Based Training

Definition of Competency Based 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.



Training/learning theory will include:

Learning as voluntary behaviour

The learning/training process

Learner characteristics and learning styles

Principles of learning and adult learning

Barriers to learning

Training as a system

Training Needs Analysis

Development of training plans

Interpretation of Competency Standards

Development of training programs

Development of learning plans

Role of assessment

Content


Training methods

Training resources

Training delivery

Labour Divisions will include:

Front Office

Housekeeping

Food and Beverage Services

Food Production

Tour Operations

Travel Agencies.

Unit Titles of ASEAN toolboxes will include:

List of 242 units developed for the CATC/RQFSRS.



Qualifications available will include:

Identification of all Qualifications across all Labour Divisions from Certificate II to Advanced Diploma levels.



Concept of Packaging Rules will include:

Overview of how qualifications may be constructed to suit individual need

Indication of where detailed information on Packaging Rules may be accessed.

Elements of an ASEAN toolbox Competency Standard will include:

Identification of the role of the Competency Standard

Description and explanation of 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.

Components of an ASEAN toolbox Trainee Manual will include:

Identification of the role of the Trainee Manual

Identification and explanation of Introduction, Assessment matrix, Glossary, Notes/training content, Presentation of written work, Recommended Reading, Trainee Evaluation Sheet, Trainee Self-Assessment Checklist.

Components of an ASEAN toolbox PowerPoint slide show will include:

Identification of the role of the PowerPoint slide presentation

Presentation and discussion of Student view element

Presentation and discussion of Presenter view element including identification and explanation of Classroom Activities.



Components of an ASEAN toolbox Trainer Guide will include:

Identification of the role of the Trainer Guide

Review of ‘CBT and Assessment – An Introduction for Trainers’, Competency Standard, PowerPoint slides

Identification of ‘Recommended Training Equipment’, ‘Instructions for Trainers for using PowerPoint – Presenter View’, ‘Appendix – ASEAN acronyms’.



Components of an ASEAN toolbox Assessor Manual will include:

Identification of the role of the Assessor Manual

Review of ‘CBA – An Introduction for Assessors’, Competency Standard

Identification and explanation of Oral Questions, Written Questions, Answers to Written Questions, Observation Checklist, Third Party Statement, Competency Recording Statement.



Pre-requisites for eligibility must include:

Nominated industry experience

Identified accredited formal training qualification.

Plan and prepare for delivery of an ASEAN Competency Standard will include:

Review of Competency Standard

Identification of resources required

Identification of training methods/strategies

Establishment of delivery parameters

Determination of learner numbers and profiles

Preparation of relevant plans

Integration of learning principles

Scheduling of training

Preparation of resources for delivery

Development and acquisition of training materials

Organisation of training environment.



Conduct training of an ASEAN Competency Standard will include:

Following plans

Use of Trainer guide

Use of Trainee Manual

Use of PowerPoint presentations and Classroom Activities

Application of effective facilitation skills

Learner support

Monitoring of delivery.






Evaluate ASEAN training delivery will include:

Completion of required training records

Evaluation of training environment used

Evaluation of resources used

Evaluation of personal approach and orientation

Evaluation of content

Communication of outcomes and findings.





Assessment Guide

The following skills and knowledge must be assessed as part of this unit:

Knowledge about development and context of the ASEAN-Australia Development Cooperation Program Phase I project

Knowledge of the elements comprising the resources developed to support implementation and delivery of training under the Regional Qualifications Framework and Skills Recognition System

Ability to access resources and materials provided to support implementation of training relevant to the units being delivered

Knowledge of and ability to apply Competency Based Training.






Linkages To Other Units

Train the Trainer – ASEAN Master Assessor (MTA 2).






Critical Aspects of Assessment

Evidence of the following is essential:

Features and content of ASEAN toolboxes

Demonstrated ability to use Competency Based Training to deliver training for an identified toolbox to a nominated student cohort including preparation of necessary support materials and documentation which must include:

Learning/Training Plan

Learning/Training Program

Learning/Training Plan Self Review

Two Session Plans

Demonstrated ability to train qualified/experienced teachers in the use of ASEAN toolboxes to deliver vocational training.





Context of Assessment

This unit may be assessed in a training institution or a workplace:

Assessment must include practical demonstration of training delivery of a nominated ASEAN toolbox to a student group

and


The candidate for ASEAN Master Trainer is required to train a minimum of three candidates for Master Trainer in how to use a nominated ASEAN toolbox to deliver Competency Based Training

Training delivery must include use of ASEAN Trainee Manual, ASEAN PowerPoint presentation and Classroom Activities.






Resource Implications

Training and assessment to include access to a suitably equipped training facility that provides the candidate with an opportunity to demonstrate application of training Master Trainers in the use of toolboxes to deliver vocational training to students.






Assessment Methods

The following methods may be used to assess competency for this unit:

Observation of practical performance

Oral and written questions

Portfolio of evidence/written work

Third party reports completed by a supervisor.






Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively

Level 2 = competence to manage tasks

Level 3 = competence to use concepts for evaluating




Key Competencies

Level

Examples




Collecting, organising and analysing information

3

Researching learner background/s and preferences

Generating training materials






Communicating ideas and information

3

Sharing resources, techniques, results and findings




Planning and organising activities

2

Scheduling training delivery

Developing training plans and time tables

Arranging materials and resources





Working with others and in teams

2

Liaising with trainers

Cooperating with participants to accommodate legitimate needs, constraints and issues impacting learning






Using mathematical ideas and techniques

2

Managing cost and learner numbers to align with organisational parameters




Solving problems

2

Addressing institutional and participant issues related to learning and/or training delivery




Using technology

2

Using technology to deliver training

Using technology to demonstrate workplace competencies






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