Master Assessor - Trainer Guide

Train the Trainer ASEAN Master
Assessor
MTA 2.1
Trainer Guide
Train the Trainer
ASEAN Master
Assessor
MTA 2.1
Trainer Guide
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: Wayne Crosbie
Project Manager Jim Irwin
Chief Writer: Alan Hickman
Subject Writer: Alan Hickman
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu
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 Process
Refinement and Training of ASEAN Tourism Master Trainers and Master Assessors.
This publication is supported by the Australian Governments aid program through the ASEAN-
Australia Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2016.
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
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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: TG_Train_the_trainer_ASEAN_master assessor_160916
Table of contents
Competency Based Training (CBT) and assessment An introduction for trainers .......... 1
Competency Standard .................................................................................................... 11
Notes and PowerPoint slides .......................................................................................... 19
Recommended training equipment ............................................................................... 325
Instructions for Trainers for using PowerPoint Presenter View ................................... 327
Appendix ASEAN acronyms ...................................................................................... 329
ASEAN 2016
Trainer Guide
Train the Trainer ASEAN Master Assessor
ASEAN 2016
Trainer Guide
Competency Based Training (CBT) and assessment An introduction for trainers
Competency Based Training (CBT) and

assessment An introduction for trainers
Competency
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.
Unit of competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a unit.
Each unit of competency identifies a discrete workplace requirement and includes:
Knowledge and skills that underpin competency
Language, literacy and numeracy
Occupational safety and health requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
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Element of competency
An element of competency describes the essential outcomes within a unit of competency.

The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an element.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate

achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:
Training
Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
On-the-job in the workplace
Off-the-job at an educational institution or dedicated training environment
As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning approaches
This manual will identify two avenues to facilitate learning:

Competency Based Training (CBT)
This is the strategy of developing a participants competency.
Educational institutions utilise a range of training strategies to ensure that participants are
able to gain the knowledge and skills required for successful:
Completion of the training program or qualification
Implementation in the workplace.
The strategies selected should be chosen based on suitability and the learning styles of
participants.
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Competency Based Assessment (CBA)
This is the strategy of assessing competency of a participant.

Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in learning
It is important to note that flexibility in training and assessment strategies is required to

meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for participant diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
Consider individuals experiences, learning styles and interests
Develop questions and activities that are aimed at different levels of ability
Modify the expectations for some participants
Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each others learning.
Participant centred learning
This involves taking into account structuring training and assessment that:
Builds on strengths Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
Acknowledges prior knowledge and experience The learning activities should be
planned with participants prior knowledge and experience in mind
Understands learning objectives Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
Teaches for understanding The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
Teaches for independent learning Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
Enhances motivation Learning is most effective when participants are motivated.
Various strategies should be used to arouse the interest of participants
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Makes effective use of resources A variety of teaching resources can be employed

as tools for learning
Maximises engagement In conducting learning activities, it is important for the minds
of participants to be actively engaged
Aligns assessment with learning and teaching Feedback and assessment should be
an integral part of learning and teaching
Caters for learner diversity Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through encouragement and personal
example, and by allowing participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants also come to realise that
their classmates (and their trainers) are partners in learning and solving.
Trainers can also encourage cooperative learning by designing appropriate group
learning tasks, which include, for example, collecting background information, conducting
small-scale surveys, or producing media presentations on certain issues and themes.
Participants need to be reminded that, while they should work towards successful
completion of the field tasks, developing positive peer relationships in the process is an
important objective of all group work.
Competency Based Training (CBT)
Principle of Competency Based Training

Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training strategies
The aims of this curriculum are to enable participants to:
Undertake a variety of subject courses that are relevant to industry in the current
environment
Learn current industry skills, information and trends relevant to industry
Learn through a range of practical and theoretical approaches
Be able to identify, explore and solve issues in a productive manner
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Be able to become confident, equipped and flexible managers of the future

Be job ready and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participants prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic. It is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorise and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energising and it helps the reserved and less literate
to express their feelings.
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Simulation games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /group exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalize the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)
Principle of Competency Based Assessment

Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:
Training and development programs
Formal education
Life experience
Apprenticeships
On-the-job experience
Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the collection of evidence in determining overall
competence.
This evidence can be collected:
Using different formats
Using different people
Collected over a period of time.
The assessor, who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
Flexibility in assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.
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Competency must be proven regardless of:

Language
Delivery Method
Assessment Method.
Assessment objectives
The assessment tools used for subjects are designed to determine competency against
the elements of competency and their associated performance criteria.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:
Work projects
Written questions
Oral questions
Third Party Report
Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative assessment tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
Evidence is simply proof that the assessor gathers to show participants can actually do
what they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there
are many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues
to gather evidence about performance.
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A range of assessment methods to assess competency include:

Practical demonstrations
Practical demonstrations in simulated work conditions
Problem solving
Portfolios of evidence
Critical incident reports
Journals
Oral presentations
Interviews
Videos
Visuals: slides, audio tapes
Case studies
Log books
Projects
Role plays
Group projects
Group discussions
Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
Recognition of Current Competencies (RCC)
Skills auditing
Gap analysis and training
Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participants current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
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Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
Pass Competent (PC)
Not Yet Competent (NYC).
Pass Competent (PC)
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as Pass Competent
(PC).
The assessor will award a Pass Competent (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be Not Yet Competent (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be Pass Competent.
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Competency standard
Competency Standard
UNIT TITLE: Train the Trainer ASEAN Master Assessor NOMINAL HOURS: 105
UNIT NUMBER: MTA 2.1
UNIT DESCRIPTOR: This unit deals with the skills and knowledge and attitudes to become an ASEAN Master Assessor and train National Assessors.
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Identify operational context Unit Variables
1.1 Explain background of ASEAN Mutual The Unit Variables provide advice to interpret the scope and context of this unit of competence. It
Recognition Arrangement on Tourism relates to the unit as a whole and facilitates holistic assessment.
Professionals (MRA-TP) Background of MRA-TP will include:
1.2 Describe elements of MRA-TP Rationale for MRA-TP
1.3 Define Competency Based Training and Stakeholders
Assessment
Objectives.
1.4 Characterise role of ASEAN assessor
Elements of MRA-TP will include:
Element 2: Identify the ASEAN Regional
Qualifications Framework and Skills Recognition Common ASEAN Tourism Curriculum
System
Regional Qualifications Framework and Skills Recognition System
2.1 Identify Qualifications available under the
ASEAN Regional Qualifications Framework and ASEAN Common Competency Standards for Tourism Professionals
Skills Recognition System National Tourism Professionals Board
2.2 Explain concept of Packaging Rules to develop Tourism Professionals Certification Board
ASEAN qualifications
ASEAN Tourism Professionals Registration System
Element 3: Identify ASEAN toolbox resources ASEAN Tourism Professionals Monitoring Committee
3.1 Name Labour Divisions to which ASEAN
toolboxes apply
Regional Secretariat MRA-TP.
3.2 Identify unit titles of ASEAN toolboxes
Competency Based Training and Assessment will include:
3.3 Describe assessment-related elements of an
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Competency standard
ASEAN toolbox Definition of Competency Based Training

Element 4: Implement assessment of an ASEAN Rationale for Competency Based Training
Competency Standard
Benefits of Competency Based Training
4.1 Detail competency standard assessment
requirements Definition of Competency Based Assessment including Principles of Assessment and Rules of
Evidence
4.2 Plan and prepare for assessment of an ASEAN
Competency Standard Role of Competency Based Assessment in Competency Based Training and its relationship to
Competency Based Training.
4.3 Conduct assessment of an ASEAN Competency
Standard Role of ASEAN assessor will include:
4.4 Evaluate an ASEAN assessment. Necessary industry experience
Element 5: Train National Assessors Roles and responsibilities of an ASEAN assessor and Master Assessor
5.1 Discuss the learning process Nature of relationship between ASEAN toolbox assessors and trainers.
5.2 Plan and prepare for delivery of National Assessor Qualifications available will include:
training Identification of all Qualifications across all Labour Divisions from Certificate II to Advanced
5.3 Conduct National Assessor training Diploma levels.
Concept of Packaging Rules will include:
5.4 Evaluate National Assessor training
Overview of how qualifications may be constructed to suit individual need
Indication of where detailed information on Packaging Rules may be accessed.
Labour Divisions will include:
Front Office
Housekeeping
Food and Beverage Service
Food Production
Tour Operation
Travel Agencies.
Unit Titles of ASEAN toolboxes will include:
List of 242 units developed for the CATC/RQFSRS.
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Competency standard
Assessment-related elements of an ASEAN toolbox will include:

Competency Standard
Assessor Manual.
Competency standard assessment requirements will include:
Principles of competency assessment
Types of assessment
Evidence rules
Types of evidence
Assessment methods
Developing an assessment matrix
Developing an assessment strategy.
Plan and prepare for assessment of an ASEAN Competency Standard will include:
Review of Competency Standard
Determination of assessment approach
Preparation of assessment plan
Selection and scheduling of assessment activities/instruments
Liaison with trainer
Organisation of assessment environment
Communication and confirmation of assessment requirements and arrangements to candidates
and relevant others.
Conduct assessment of an ASEAN Competency Standard will include:
Verification of assessment with candidate/s
Principles of assessment
Rules of evidence
Need to gather quality evidence
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Competency standard
Need to support candidates

Use of Work Projects
Use of Assessor Manual
Implementation of selected assessment items
Making the assessment decision.
Evaluate an ASEAN assessment will include:
Completion of required assessment records
Evaluation of assessment environment used
Evaluation of resources used
Evaluation of personal approach and orientation
Evaluation of assessment activities/items and procedures used
Evaluation of assessment decisions
Communication of results and findings.
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Competency standard
Learning process will include:

Learning as a voluntary behaviour
The learning/training process
Learner characteristics and learning styles
Barriers to learning.
Plan and prepare for delivery of National Assessor training will include:
Review of the National Assessor 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 National Assessor training 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
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Competency standard
Monitoring of delivery.
Evaluate National Assessor training 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:
Demonstrated ability to gather sufficient evidence to make a valid Competent/Not Yet
Competent decision ensuring compliance with accepted Principles of Assessment and Rules of
Evidence for Competency Based Assessment
Demonstrated ability to train National Assessors.
Linkages To Other Units
Train the Trainer ASEAN Master Trainer (MTA 1.1).
Critical Aspects of Assessment
Evidence of the following is essential:
Demonstrated ability to apply Competency Based Assessment strategies to assess a nominated
student cohort for an identified ASEAN toolbox including preparation of necessary support
materials and documentation which must include application and assessment (including
appropriate modification/contextualisation as necessary) of:
Work projects provided in the toolbox
Oral questions provided in the toolbox
Written questions provided in the toolbox
Observation Checklist provided in the toolbox
Third Party Statement provided in the toolbox
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Competency standard
Other assessment evidence deemed appropriate for the unit and/or student
Demonstrated ability to train nominated student cohort to be National Assessors
Demonstrated ability to complete necessary documentation to record the assessment
conducted and the student outcomes.
Context of Assessment
This unit may be assessed in a training institution or a workplace:
Assessment must include:
Practical demonstration of assessment of a nominated ASEAN toolbox to a student group
Practical demonstration of training person/s to be a National Assessor
and
Implementation of assessment must include use of assessment items contained in relevant
ASEAN Assessment Manual.
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 Assessors in the use of
toolboxes to assess 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.
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Competency standard
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 3 Researching requirements of competency to be
information demonstrated
Generating assessment and training materials
Communicating ideas and 3 Communicating assessment and learning
information requirements to candidates
Planning and organising activities 2 Scheduling assessments and training
Developing assessment tools and training
materials
Arranging materials and resources required for
assessments
Working with others and in teams 2 Liaising with assessors
Cooperating with candidates to accommodate
legitimate assessment issues
Using mathematical ideas and 2 Managing assessment and training delivery
techniques cost to align with organisational parameters
Solving problems 2 Addressing re-assessment needs
Using technology 2 Including technology in assessment and
training
Recording training and assessment
outcomes/results.
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Notes and PowerPoint slides

Slide
Slide No Trainer Notes

1. Trainer welcomes students to class.
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Slide

2. Trainer advises trainees this Unit comprises five Elements, as listed on the slide
explaining:
Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail
Trainees can obtain more detail from their Trainee Manual
At times the course presents advice and information about various protocols but
where their workplace requirements differ to what is presented, the workplace
practices and standards, as well as policies and procedures must be observed.
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Slide

3. Trainer advises trainees that assessment for this Unit may take several forms, all of
which are aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates to trainees the methods of assessment that will be applied to them for
this Unit.
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Slide

4. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the
slide.
Class Activity General Discussion
Trainer leads a general class discussion by asking questions such as:
What is your vocational training experience and background?
What do you know about MRA-TP?
How would you define/describe Competency Based Training?
What is Competency Based Assessment?
What do you think a Master Assessor is?
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Slide

5. Trainer gives rationale for MRA-TP explaining:
A Handbook has been prepared (and is accessible through www.ATPRS.org) to assist
with explaining the MRA-TP system and processes. It was produced by Vietnam
National Administration of Tourism on behalf of The Association of Southeast Asian
Nations (ASEAN).
This Handbook provides (p.3) a Rationale for MRA for Tourism Professionals stating:
To ensure growth sustainability and greater contribution to the ASEAN economy, the
ASEAN tourism attractiveness needs to be accompanied by excellent quality of services
provided by the tourism industry within the region. Having high-skilled tourism workers
to deliver high-quality services should become normal practice in order to guarantee
satisfaction of tourists visiting the region. One of the ways to achieve this goal is
through mutual recognition of qualifications of tourism professionals across Member
States.
The purpose of this mutual recognition mechanism is to facilitate mobility of tourism
professionals within ASEAN based on competence-based tourism
qualifications/certificates, and at the same time, improve the quality of services
delivered by tourism professionals. There are 32 job titles covered under this MRA,
ranging from housekeeping, front office, food and beverages services, and food
production for hotel division, to travel agencies and tour operator for travel division.
ASEAN 2016
Trainer Guide 23
Slide

6. Trainer identified stakeholders stating 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.
Funding
The funding for the current and previous ASEAN Tourism Projects has been provided
by the Australian government agency, AusAid, to the ASEAN Secretariat via the
ASEAN-Australia Development Cooperation Program.
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Slide

7. Trainer presents Objectives:
The Handbook (p. 5) under the heading Purpose of MRA on Tourism Professionals
presents the following:
The ASEAN MRA on Tourism Professionals (MRA-TP) seeks to increase the
international mobility of tourism labour across the ASEAN region in line with ASEAN
policy. Each ASEAN nation has its own standards, certification and regulations for
recognising the competency of workers in the tourism sector. Therefore, there is a need
for an MRA to facilitate agreement on what constitutes equivalent competency to work
in tourism by a worker, for example from Indonesia, who is seeking a position in
Malaysia.
The MRA TP is therefore designed to:
a) Address the imbalance between supply and demand for tourism jobs across the
ASEAN region; and
b) Establish a mechanism for the free movement of skilled and certified tourism labour
across the ASEAN region.
The objectives of MRA TP are threefold, to:
a) Facilitate mobility of Tourism Professionals;
b) Encourage exchange of information on best practices in competency-based
education and training for Tourism Professionals; and,
c) Provide opportunities for cooperation and capacity building across ASEAN Member
States.
ASEAN 2016
Trainer Guide 25
Slide

8. Trainer discusses Recognition and Eligibility of Foreign Tourism Professionals stating:
The ASEAN MRA on Tourism Professionals will provide a mechanism for
agreement on the equivalence of tourism certification procedures and qualifications
across ASEAN. When ASEAN nations mutually recognise each others
qualifications this will encourage a free and open market for tourism labour across
the region and boost the competitiveness of the tourism sector in each ASEAN
nation, while at the same time attracting needed talent to meet local skills
shortages. The eligibility to work in a host country will of course be subjected to
prevailing domestic laws and regulations of the host country.
In order for a foreign Tourism Professional to be recognised by other ASEAN
Member States and to be eligible to work in a host country, they will need to
possess a valid tourism competency certificate in a specific tourism job title as
specified in the Common ASEAN Tourism Curriculum (CATC), issued by the
Tourism Professional Certification Board (TPCB) in an ASEAN Member State.
It is important to recognise that while the MRA on Tourism Professionals will be
active, the application and implementation by the various tourism educational and
training providers in each country will be voluntary. This is especially true in terms
of quality of instruction, evaluation and standards of curriculum development.
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Slide

9. Trainer notes William Angliss Institute (WAI) has been closely involved in this project
and:
Produced a Qualifications Framework see later slides
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 and/or training providers.
ASEAN 2016
Trainer Guide 27
Slide

10. Trainer gives information about WAI:
The main campus of William Angliss Institute is located in Melbourne, Victoria
(Australia) with training also delivered directly to industry partners through interstate
offices, independent and joint venture campus arrangements in Singapore, Sri
Lanka, Malaysia, Thailand and China, and international consultancy projects around
the world
Founded in 1940 William Angliss Institute is the only Government Registered
Training organisation in Australia focussing solely on tourism, hospitality and food
industries
WAI has over 100,000 graduates now working in more than 30 countries in the
global tourism industry
WAI is the largest specialist single purpose provider of tourism, hospitality and
foods, education, training and consulting services in the Southern Hemisphere with
an annual enrolment of approximately 25,000 students
It is a Victorian State Government TAFE (Technical and Further Education)
Institute, designated by the Victorian government as the Specialist Centre for
Tourism, Hospitality and Culinary Arts industries in Victoria, Australia with annual
revenue exceeding AUD$60 million
Visit http://www.angliss.edu.au/ for more information.
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Slide

11. Trainer identifies the Key MRA Components observing the MRA-TP model consists of
six mechanisms or components:
a) The National Tourism Professional Board (NTPB)
b) The Tourism Professionals Certification Board (TPCB)
c) The Common ASEAN Tourism Curriculum (CATC)
d) The ASEAN Tourism Professionals Registration System (ATPRS
e) The ASEAN Tourism Qualifications Equivalency Matrix (ATQEM)
f) The ASEAN Tourism Professional Monitoring Committee (ATPMC).
ASEAN 2016
Trainer Guide 29
Slide

12. Trainer introduces CATC observing:
The Common ASEAN Tourism Curriculum (CATC) is the approved common
curriculum for ASEAN Tourism Professionals as mutually agreed upon by the
ASEAN Tourism Ministers upon recommendation by the ASEAN NTOs
The concept is founded upon a number of initiatives, including the Vientiane Action
Plan (VAP), ASEAN Tourism Agreement (ATA) and the Roadmap for Integration of
Tourism Sector (RITS). The CATC is linked to the Regional Qualifications
Framework and Skills Recognition System (RQFSRS).
Design principles
The curriculum was designed to be industry based, well-structured and flexible, in order
to meet varying local requirements of the Member States.
It is based on the agreed Competencies adopted by all Countries in ASEAN, and using
the agreed ACCSTP Units of Competence aims at making qualifications relevant and
useful to both students and the tourism industry.
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Slide

13. Trainer continues talking about CATC advising:
The CATC is founded upon six labour divisions: Front Office, Housekeeping, Food
Production, Food & Beverage Service, Travel Agencies and Tour Operations.
CATC & RQFSRS go hand in hand. CATC supports and contributes to the
development of a harmonized tourism education and training framework within the
ASEAN region, while the RQFSRS supports and contributes to the implementation
of the MRA - TP which ultimately will facilitate skilled labour mobility, contributing to
economic integration of the region.
ASEAN 2016
Trainer Guide 31
Slide

14. Trainer discusses RQFSRS stating:
The Regional Qualifications Framework and Skills Recognition System (RQFSRS)
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.
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Slide

15. Trainer continues to discuss RQFSRS stating 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 provide, ensure and maintain quality assurance across all countries and
educational providers across the ASEAN region.
ASEAN 2016
Trainer Guide 33
Slide

16. Trainer discusses ASEAN Common Competency Standards for Tourism Professionals
(ACCSTP) presenting they 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.
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Slide

17. Trainer introduces NTPB referencing:
The National Tourism Professional Board (NTPB) refers to the Board for Tourism
Professionals composed of representatives from the public and private sectors
(including academia and other relevant tourism stakeholders) to be determined by
the respective ASEAN NTOs
As stated above the NTPB has the function of quality control of the education and
training system the Common ASEAN Tourism Curriculum that delivers the
qualifications recognized in the MRA.
ASEAN 2016
Trainer Guide 35
Slide

18. Trainer notes the NTPB of each ASEAN Member State shall have the following
responsibilities:
Create awareness and disseminate information about this the MRA-TP
Promote, update, maintain, and monitor the ACCSTP and the CATC
Facilitate the exchange of information concerning assessment procedures, criteria,
systems, manuals and publications relating to this MRA-TP.
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Slide

19. Trainer continues looking at responsibilities of NTPBs:
Report its work progress to the ASEAN NTOs, including actions taken on cases
referred to it by the TPCB and/or ATPMC
Formulate and update necessary mechanisms to enable implementation of this
MRA
Facilitate the exchange of best practices and prevailing developments in tourism
sector with the view to harmonizing and updating regional and/or international
tourism competencies and curricula
Such other functions and responsibilities that may be assigned to it by the ASEAN
NTOs in the future.
ASEAN 2016
Trainer Guide 37
Slide

20. Trainer mentions the Tourism Professionals Certification Board will apply national
competency standards, assess and certify tourism professionals and also support the
ASEAN Tourism Professionals Registration System.
Trainer presents details regarding the TPCB:
Each Member State will establish a Tourism Professional Certification Board
(TPCB). Most will already have an established national qualifications accreditation
agency that would take on the role as TPCB. The TPCB would function in support
of the ATPRS by providing in-country qualification endorsements on existing
professional qualifications by applying the template established by the CATC
Regional Qualifications Framework
In some countries, a TPCB or equivalent already exists and this development
presents a further indicator of the countrys readiness to proceed. For example, the
Government of Viet Nam with assistance from the EU established a working TPCB
named the Vietnam Tourism Certification Board which functions in support of the
Viet Nam National Authority on Tourism.
Responsibilities of the TPCB
Each Member Country will require the services of a Tourism Professionals Certification
Board. The TPCB will apply national competency standards and assess and certify
tourism professionals with an accredited qualification in order that they can be
registered on the ATPRS.
One of the primary functions of the TPCB is to manage the day-to-day operation of the
ATPRS. The TPCB is rooted firmly at the Member County level.
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Slide

21. Trainer discusses ASEAN Tourism Professionals Registration System noting:
The ASEAN Tourism Professional Registration System (ATPRS) is a web-based
facility, designed to register and disseminate details of certified ASEAN Tourism
Professionals (ATPs)
A key function of the ATPRS is to serve as a job-matching platform between
industry and ATPs across ASEAN
Job seekers (foreign tourism professionals) can register on the system and seek job
opportunities in other member countries. Job opportunities can also be listed with
the specific requirements of the job so a match can be made. The job seeker will
need to ensure verification of his/her certificates by the national TPCB to ensure
they match the requirements of the Common ASEAN Tourism Curriculum (CATC).
Once the certificates are validated, and if the job seeker matches the requirements
of the job, then an interview will take place and subject to job offer, a work permit
will be provided by the host country.
Classroom Activity Internet Research
Trainer supervises student access to and navigation of www.ATPRS.org
ASEAN 2016
Trainer Guide 39
Slide

22. Trainer highlights the ASEAN Tourism Professional Monitoring Committee (ATPMC)
indicating it:
Has oversight of the overall MRA-TP system
Consists of ASEAN NTOs and appointed representatives from National Tourism
Professional Boards (NTPB).
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Slide

23. Trainer says the ATPMCs responsibilities in relation to the MRA-TP are:
a) Create awareness and disseminate information about the MRA on Tourism
Professionals within ASEAN
b) Promote, update, maintain and monitor the ASEAN Common Competency Standards
for Tourism Professionals (ACCSTP) and the Common ASEAN Tourism Curriculum
(CATC)
c)Notify promptly the concerned Tourism Professional Certification Board (TPCB) upon
receipt of feedback from National Tourism Professional Board (NTPB), in case a foreign
Tourism Professional is no longer recognised by the host country.
ASEAN 2016
Trainer Guide 41
Slide

24. Trainer continues talking about ATPMCs responsibilities:
d) Facilitate the exchange of information concerning assessment procedures, criteria,
systems, manuals and publications relating to this Arrangement
e) Report its work progress to the ASEAN NTOs
f) Formulate and update necessary mechanisms to enable the implementation of the
MRA on Tourism Professionals
g) Such other functions and responsibilities that may be assigned to it by the ASEAN
NTOs in the future
h) Resolve any differences among ASEAN Member States concerning the interpretation
or application of the MRA on Tourism Professionals and to settle them in an amicable
manner.
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Slide

25. Trainer discusses Recognition of Prior Learning:
Recognition of Prior Learning is the process that gives current industry
professionals who do not have a formal qualification, the opportunity to benchmark
their extensive skills and experience against the standards set out in each unit of
competency/subject
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses: Recognition of Current Competencies
(RCC) Skills auditing Gap analysis and training Credit transfer
Recognition of Prior Learning (RPL) is a similar process to RCC that recognizes
previous study or learning which can be mapped against competency standards.
ASEAN 2016
Trainer Guide 43
Slide

26. Trainer talks about the Regional Secretariat for the Implementation of the MRA-TP
observing:
It was established through an agreement signed by all ASEAN Tourism Ministers on
30 December 2015
It is stationed in Jakarta, Indonesia.
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Slide

27. The Regional Secretariat for the Implementation of the MRA-TP has the following
functions:
(1) To enhance awareness and provide capacity building on the implementation of the
MRA TP including marketing and promotion of the services offered by the Secretariat;
(2) To develop, maintain and update the ATPRS including its database management
and resources for implementation of the MRA;
ASEAN 2016
Trainer Guide 45
Slide

28. Trainer continues presenting functions of Regional Secretariat for the Implementation of
the MRA-TP :
(3) To formulate, update and recommend the necessary mechanism including
certification and assessment to enable the smooth implementation of the MRA-TP;
(4) To ensure effective and efficient use of human, financial and capital resources of the
Secretariat; and
(5) To perform such other functions and responsibilities that may be assigned to it by
the Governing Council.
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46 Trainer Guide
Slide

29. Trainer discusses Competency:
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.
ASEAN 2016
Trainer Guide 47
Slide

30. Trainer continues discussing Competency:
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.
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48 Trainer Guide
Slide

31. Trainer discusses CBT:
CBT evolved over decades from the mid-1900s 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.
ASEAN 2016
Trainer Guide 49
Slide

32. Trainer continues discussing CBT:
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
o For a person to be assessed competent they need to demonstrate the
ability to perform tasks and duties to the standard expected in employment
o CBT focuses on the development of skills, knowledge and attitudes
required to achieve the competency standard.
It is industry relevant.
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Slide

33. Trainer continues discussing CBT:
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.
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Trainer Guide 51
Slide

34. Trainer discusses CBA:
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 Pass 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.
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Slide

35. Trainer continues discussing 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
o This evidence may be obtained by:
o Observing their work in the workplace or in a simulated setting
o Obtaining reports of their competence from supervisors, co-workers and
customers
o Sighting samples of work they have done.
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Trainer Guide 53
Slide

36. Trainer states 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.
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Slide

37. Trainer provides over view 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.
ASEAN 2016
Trainer Guide 55
Slide

38. Trainer discusses Assessor pre-requisites:
All ASEAN Member States strive to ensure their vocational Assessors provide
rigorous and professional assessment of vocational training
To do this they set non-negotiable standards/criteria which every Assessor must
comply with in order to be deemed eligible to assess accredited industry training
These standards/criteria while they may differ slightly between individual countries
are similar across ASEAN Member States and relate to:
A minimum number of years experience in a relevant industry which may be
required at a given position level, or above
A base industry-specific/trade or vocational qualification
A nominated and accredited vocational assessing (or training and assessing)
certification issued by a recognised provider.
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Slide

39. Trainer advises about National Trainer (and National Assessor) courses which have
been developed:
To supplement and facilitate the professional delivery of ASEAN Toolbox training and
assessment, National Trainer and National Assessor courses have been developed.
These two courses (Train the Trainer ASEAN National Trainer: NTA 1.1 and Train
the Trainer ASEAN National Assessor: NTA 2.1) duplicate certain aspects of the
Master Trainer and Master Assessor competency standards
Train the Trainer ASEAN National Trainer course is 50 hours
Train the Trainer ASEAN National Assessor course is 35 hours.
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Trainer Guide 57
Slide

40. Trainer states 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
Organising assessment planning and preparing for assessment by:
Reading and digesting the Competency Standard for the Unit to be assessed in
order to gain an appreciation of:
o Content in terms of Elements and Performance Criteria
o The stated Assessment Guide
o Critical Aspects of Assessment
o Context of Assessment
o 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
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58 Trainer Guide
Liaising with the Trainer to:

o Determine the content the Trainer is delivering to help serve as a basis
for determining competency of candidates
o Time-table/schedule planned assessments to integrate with training
delivery plans
o Discuss and confirm planned assessment activities are valid and
appropriate to the content being delivered.
Liaising and communicating with other Assessors to:
o Learn from their activities and initiatives
o 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.
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Trainer Guide 59
Slide

41. Trainer continues identifying common roles and responsibilities of a Trainer:
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
Ensuring the actual assessments reflect:
o What the candidates were told to expect
o 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 PC
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
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60 Trainer Guide
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
Liaising with Trainers see following slides.
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Trainer Guide 61
Slide

42. Trainer notes:
The score/rating participants receive on completion of Master Trainer and Master
Assessor training will determine to a large extent their roles and responsibilities
The primary role of the Master Assessor training is to give participants the
knowledge, skills and attitudes required to successfully deliver training on how to
use the Toolboxes to conduct vocational assessments to other teachers and
educators in their respective countries and in the other ASEAN Member States.
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43. Trainer observes in order to fulfil their primary role Master Trainers are required to:
Promote the ASEAN Toolboxes project and their use
Assist with selection of candidates for undertaking the program
Train Master Assessor candidates in the use of ASEAN Toolboxes to conduct
assessments and to become Master Assessors in their own right applying all the
issues identified under roles and responsibilities of assessors (on earlier slides)
Monitor the progress of the Program and the participants
Provide assistance to other Trainers and Master Trainers on an ongoing basis
Give feedback to relevant personnel and bodies regarding progress,
implementation, problems and opportunities and potential for extending and
improving the project.
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Trainer Guide 63
Slide

44. Trainer discusses evaluation and rating of Master Trainers and Master Assessors
stating:
On completion of Master Trainer and Master Assessor training participants will be
rated into one of four Levels based essentially on their:
Attitude
Aptitude
Vocational knowledge
Vocational experience
Ability to train.
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Slide

45. Trainer continues discussing evaluation and rating of Master Trainers and Master
Assessors indicating criteria for classification:
Communicative competence (including English language ability)
Knowledge of CBT/CBA
Knowledge of CATC, MRA
Knowledge of specialist or common core toolboxes
Personal characteristics.
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Trainer Guide 65
Slide

46. Trainer presents and explains classifications under the scoring/rating system advising
participants will be scored out of a maximum score of 30 points, as follows:
Level 1: (25 30) Outstanding Master Trainer and/or Assessor
This Master Trainer or Master Assessor has demonstrated:
In-depth understanding of the background to vocational training in the ASEAN
context, the MRA and the toolbox project
In-depth understanding of the structure, purpose and application of CBT/CBA
In-depth understanding of the ASEAN context and the MRA
A high level of English language (listening, speaking, reading, writing)
Ability to train trainers and/or assessors nationally
Ability to train trainers and/or assessors in other AMS.
Level 2: (19 24) Competent Master Trainer and/or Assessor
All of the above in Level 1 but at a reduced level of ability and experience
Able to train Trainers and/or Assessors at a national level but may not yet be at a
suitable level of ability to train Trainers and/or Assessors at a multi-national level.
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47. Trainer continues explaining scoring/rating system:
Level 3: (15 19) Competent Trainer and/or Assessor
The candidate has many of the skills and abilities mentioned in (1) and (2) but needs
further development in:
English, and/or
CBT, and/or
CBA, and/or
Developing a training program, and/or
Developing an assessment schedule.
Suitable to train vocational trainees but not yet other Trainers and/or Assessors
Level 4: (0 14) Not Yet Competent Trainer and/or Assessor:
Unsuitable to perform the role of Master Trainer and/or Assessor either due to certain
character faults or lack of knowledge, ability, aptitude, attitude or communicative ability
(in English and/or native language) or requires more intensive study and vocational
experience in order to be able to train other trainees or other Trainers/Assessors.
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Trainer Guide 67
Slide

48. Trainer discusses interpretation of Ratings:
Based on the scoring system above Master Trainers or Assessors will be graded
into four levels on completion of this Unit:
Category (a) = Outstanding Master Trainer or Assessor: Master Trainers or
Assessors who have the ability to train Trainers or Assessors nationally and in
other AMS
Category (b) = Competent Master Trainer or Assessor: are competent to train
Master Trainers or Assessors nationally but not yet multi-nationally
Category (c) = Competent Trainer or Assessor: they have many of the skills and
abilities of national Master Trainers/Assessors but need more development in
English, CBT/CBA understanding or in developing training or assessment
programs
Category (d) = Not Yet Competent Trainer or Assessor: they are unsuitable to
perform the role of Master Trainer and/or Assessor either due to some personal
characteristics or lack of knowledge, ability, aptitude, attitude or communicative
ability in English and/or mother language.
Classroom Activity Handout
Trainer distributes and discusses Grading tool (as provided in Trainee Manual).
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49. Trainer notes there must be an active working relationship between ASEAN Toolbox
Assessors and Trainers and 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/candidate for assessment
Collaboration there will be times when Assessors and Trainers 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/candidate
Harmony there should be no tension, mistrust or negative feelings between the
two individuals
Mutual learning the relationship (see following slides) is rich with opportunities for
both Assessor and Trainer to learn from what the other can contribute to the
association.
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50. Trainer explains the relationship ASEAN Toolbox Trainers and Assessors is important
because:
The student/candidate is reliant on both the Assessor and the Trainer for their
outcomes/results of their training
The Assessor must understand/know what the candidate 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 subsequent matching 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 so the Assessor has a full appreciation of the
training to be conducted and can use this input/knowledge to assist with the
development of their assessment planning activities.
The Assessor must only assess what the learner/candidate has been taught in
accordance with the requirements of the nominated Competency Standard.
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51. Trainer continues identifying importance of relationship between Assessors and
Trainers:
The Assessor will always need to plan their assessments based on the delivery
schedule established by the Trainer training obviously 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 assessment to accommodate this where applicable.
There will often be situations where the Assessor and the Trainer 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 Assessor and the Trainer for example:
The Assessor can advise the Trainer of areas (topics, Elements, Performance
Criteria) where candidates have not performed well and this information can require
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 PC results.
The Assessor may be told by candidates (learners) about good and bad aspects
of, or thoughts about, their training experiences which can be shared with the
Trainer so future delivery take these comments into account
The Assessor needs to inform the Trainer when assessments have been completed
and what the outcomes are.
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Slide

52. 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
Assessors and Trainers 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.
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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.
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Slide

53. Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
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Slide

slide.
What Qualifications do you know/thin this initiative provides?
What is the difference between the different levels of qualifications that exist?
What is meant by Packaging Rules?
Why is it important to know what the Packaging Rules are for a qualification?
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56. Trainer advises there are 52 qualifications available under the ASEAN Regional
Qualifications Framework and Skills Recognition System across the six Labour
Divisions, as follows:
Food and Beverage Service: 2 x Cert II; 2 x Cert III; 3 x Cert IV; 1 x Diploma; 1 x
Advanced Diploma
Food Production: 2 x Cert II; 3 x Cert III; 3 x Cert IV; 1 x Diploma; 1 x Advanced
Diploma
Front office: 1 x Cert II; 1 x Cert III; 1 x Cert IV; 1 x Diploma; 1 x Advanced Diploma
Housekeeping: 1 x Cert II; 1 x Cert III; 1 x Cert IV; 1 x Diploma; 1 x Advanced
Diploma
Tour Operation: 2 x Cert II; 3 x Cert III; 4 x Cert IV; 2 x Diploma; 1 x Advanced
Diploma
Travel Agencies: 3 x Cert II; 3 x Cert III; 3 x Cert IV; 1 x Diploma; 1 x Advanced
Diploma.
Trainer provides opportunity for learners to access www.ATPRS.org and determine the
titles/names of all the 52 ASEAN qualifications.
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Slide

57. Trainer presents description of qualification levels:
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.
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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.
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Slide

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.
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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.
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Slide

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.
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62. Trainer introduces Packaging Rules explaining:
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.
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Slide

63. Trainer describes operational imperatives relating to Packaging Rules:
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.
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64. Trainer continues describing operational imperatives relating to Packaging Rules:
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.
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.
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Slide

65. Trainer introduces concept of Clusters stating:
These form the basis of determining which Units/Competency Standards can be
used when applying the Packaging Rules (see later slides) 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.
Trainer provides supervised opportunity for learners to access, navigate and gain
understanding of Clusters as presented on www.ATPRS.org
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66. Trainer presents benefits of Packaging Rules as they apply to ASEAN qualifications:
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.
Classroom Activity Internet research
Trainer provides supervised viewing of www.ATPRS.org so learners can view an
assortment of Packaging Rules.
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slide.
What are the Labour Divisions?
Why were they decided on?
What are some examples of unit titles kin each Labour Division?
Do you think some units might occur/be available under more than one Labour
Division? Why?
What do you think are the assessment-related elements of an ASEAN toolbox?
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Slide

69. Trainer advises 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.
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70. Trainer states 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.
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Slide

71. Trainer discusses Unit Titles stating:
A total of 242 Toolboxes (plus one for Master Trainer and 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:
o FP = Food Production
o FB = Food and Beverage Service
o FO = Front Office
o HK = Housekeeping
o TA = Travel Agencies
o TO = Tour Operation.
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72. Trainer notes the list of Unit Titles (and all resources) can be accessed through
www.ATPRS.org.
Trainer provides supervised opportunity for learners to access, navigate and gain
understanding of www.ATPRS.org
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Slide

73. Trainer explains:
Each of the 242 Units under the Qualifications Framework is underpinned by a
Competency Standard
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.
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74. Trainer advises the Competency Standards may be used for:
Job design
Job descriptions
Performance appraisal
Selection criteria
Career path development
Identification of training needs
Development of training programs
Certification.
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Slide

75. Trainer gives more information about competency standards:
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 www.ATPRS.org
Classroom Activity Handout/s
Trainer distributes at least one sample competency standard which will be used as the
basis for exploring and learning about the structure and composition of ASEAN toolbox
competency standards.
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76. Trainer discusses and explains elements of Competency Standards:
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.
Classroom Activity Reference to Handout/s
Trainer uses previous Competency Standard/s to reference, discuss and explain the
elements of a competency standard as stated on the slide.
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Slide

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.
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78. Trainer advises each Unit Title comprises four parts:
Part 1
D1 refers to all the Units in the Hotel Services classifications
D2 refers to all the Units in the Travel Services classifications.
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Slide

79. Trainer continues presenting information about Unit Titles :
Part 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.
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Part 2
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.
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Slide

Part 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.
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Part 2
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.
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Slide

Part 2
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 Operation
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Part 2
TCS = Travel Services, Customer Service, Sales and Marketing
TTO = Travel Services, Tour Operation
TGA = Travel Services, General Administration
TFA = Travel Services, Financial Administration
TRD = Travel Services, Human Resource Development
TRM = Travel Services, Resource Management.
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Slide

Part 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.
Part 4
The final two-digit number indicates the position of the Unit within the Cluster.
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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.
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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.
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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.
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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 (see following slides) of the
Competency Standard.
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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.
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Assessment Guide
This aspect of the Competency Standard lists the skills and knowledge which must
be assessed as part of this Unit.
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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.
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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 Pass 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.
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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).
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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.
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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 Pass 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.
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Slide

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
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.
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98. Trainer introduces Assessor Manual stating:
The Assessor Manual underpins the implementation of competency based
assessment for units from the ASEAN Qualifications Framework
Every Unit has an Assessor Manual
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 www.ATPRS.org
Format the same for every AM.
Trainer distributes a sample AM for learners to use as reference for this topic.
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99. Trainer identifies contents of AM:
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
Code of Practice for Assessors
Instructions and Checklists for Assessors
Instructions for recording competency
Instructions for different assessment methods.
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.
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Trainer references AM which was distributed to illustrate points on slide.
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100. Trainer continues identifying content of AM:
Oral Questions
These are questions which Assessors may use as part of their evidence gathering
to determine the Pass Competent or Not Yet Competent decision. There is at least
one Oral Question for every Performance Criteria.
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
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 Pass
Competent/Not Yet Competent decision will be made
Convert Oral Questions to Written Questions.
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.
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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 Pass
Competent or Not Yet Competent decision
There is at least one Written Question for every Performance Criteria
Allocation of Written Questions to Performance Criteria is shown in Assessment
Matrix at start of the Trainee Manual
Written Questions are not mandatory Assessors may choose to:
Use none of them
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 Pass
Convert Written Questions to Oral Questions.
A section titled Specifications for Written Question Assessment is contained at the
start every Assessor Manual.
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Answers to Written Questions

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.
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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 Pass Competent/Not Yet Competent decision
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 Pass 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.
A section titled Specifications for Third Party Statement is contained at the start
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Competency Recording Sheet
The final document in the assessor manual is the Competency Recording Sheet.
One Competency Recording Sheet 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 Pass Competent/Not yet
Competent decision
Contains room to enter:
o Student and Assessor name
o Dates assessment commenced and was completed
o Follow-up action required by student in the event they initially failed to
achieve competency
o Observations made by the Assessor about the candidate and/or the
assessment process if deemed necessary/appropriate
o Indication of the types of assessment used to capture evidence on a
Performance Criteria-by- Performance Criteria basis
Signatures (with dates) of:
o Assessor to authenticate the document
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o 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
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slide.
What do you think are competency standard assessment requirements?
Why do you think it is important for assessors to know what these are?
What is involved in planning and preparation for assessments?
What units have you assessed?
Who have you assessed? What units/qualifications?
When and where was the assessment conducted?
What assessment techniques did you use?
What were the outcomes/results?
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Slide

107. Trainer identifies principles of CBA stating it operates under the following principles:
Fairness
Reasonable Adjustment
Reliability
Flexibility
Validity.
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108. Trainer discusses first Principle of CBA:
Fairness
Assessments applied must be equitable to all groups of learners
Assessment procedure and criteria must be made clear to all learners before
assessments are undertaken
Assessments must be mutually developed
Assessment must be able to be challenged.
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109. Trainer discusses second Principle of CBA:
Refers to measures or actions taken to provide a student with a disability the same
educational opportunities as everyone else
To be reasonable, adjustments must be appropriate for that person, must not create
undue hardship.
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110. Trainer discusses third Principle of CBA:
Reliability
Means the results/outcomes (evidence) must be consistent
Techniques must be consistent in the results they give
Activities/assessments must be regularly reviewed to ensure all assessors are
making decisions in a consistent manner.
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Slide

111. Trainer discusses fourth Principle of CBA:
Flexibility
Must provide for the recognition of knowledge and skills regardless of how they
have been acquired refer RPL
Must be made accessible to learners through a variety of modes/options.
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112. Trainer discusses fifth Principle of CBA:
Validity
Must assess the range of skills and knowledge needed to demonstrate competency
Must provide evidence drawn from a number of occasions.
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Slide

113. Trainer indicates under the CATC training system assessment is quite different from the
formal examinations and tests most people remember from their school days explaining
evidence is gathered to demonstrate competence in the skills and knowledge required
by the units of competency and identifying there are five types of assessment to
consider:
Diagnostic undertaken before learning takes place to evaluate/determine
(diagnose) level of learner and to help identify their training needs. Includes
actions such as TNAs and trade tests
Formative ongoing assessment throughout the period of practice/learning
Summative assessment of performance which occurs at the end of the period of
practice/learning
Holistic an assessment approach that covers, in an integrated way, multiple
elements and/or units from the Competency Standards
Recognition of prior/current learning/competency.
Classroom Activity Discussion
Trainer asks class:
For definition of each type of assessment listed on slide
Examples of when and how and why they might be applied in a vocational training
and assessment context.
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114. Trainer discusses 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.
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Slide

115. Trainer advises class of the Rules of Evidence for CBA as stated on slide mentioning:
These will be expanded on in following slides
All of these must be observed/complied with.
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116. Trainer discusses first Rule of Evidence:
Valid
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.
Classroom Activity Discussion/Q&A session
Trainer asks class:
How they can ensure the evidence they obtain as a result of assessments conforms
with the requirements of the Rule of Evidence identified on the slide
What they should do if they suspect or know the evidence fails to meet the required
standard of the Rule.
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Slide

117. Trainer discusses second Rule of Evidence:
Sufficient
The evidence must:
Be enough to enable the Pass Competent/Not Yet Competent decision to be
made
Be demonstrated over a period of time
Cover all aspects of the competency.
Trainer asks class:
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Slide

118. Trainer discusses third Rule of Evidence:
Authentic
The evidence must:
Be the trainees own work
Be able to be verified as genuine.
Trainer asks class:
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Slide

119. Trainer discusses fourth Rule of Evidence:
Current
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.
Trainer asks class:
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Slide

120. Trainer discusses evidence noting it may be seen as being:
Direct evidence this is evidence/proof gained through first-hand observation by
the Assessor
Indirect evidence this is evidence/proof obtained through other assessment
activities such as role plays, projects, assignments simulations, and third party
reports
Supplementary evidence this is evidence/proof gathered (such as through third
party questions both oral and written) where additional information is required to
make the Pass Competent/Not Yet Competent decision.
Trainer asks class to identify/give examples of each type of evidence listed on the slide.
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Slide

121. Trainer talks about assessment methods stating there are a variety of assessment
methods to choose from and the assessment methods selected:
Must enable the required evidence to be generated and captured to support or
enable the Pass Competent/Not Yet Competent decision to be made
Must combine to collect sufficient evidence the candidate can perform the action/s
required to the required standard
Refers to what the candidate will be doing to demonstrate competency
Will be entered into the Assessment Matrix against the relevant content
Will dictate the assessment tool/instrument to be used in the assessment process.
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Slide

122. Trainer tells class Practical skills can assessed through the following:
Real work observation, using:
Checklists
Projects
Project teams
On-the-job practical tasks.
Simulated work/demonstrations observation, using:
Checklists
Projects
Assignments
Role Plays.
Classroom Activity Q&A session
Trainer asks class to:
Give examples of the above options
Indicate when, why and how they might be applied
Tell of experiences they have had using these options for assessment.
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Slide

123. Trainer tells class Knowledge can assessed using:
Written format such as:
Multiple choice questions
Short answer questions
Assignments
Projects
Essays
True/False questions.
Oral format such as:
Oral questions
Role plays
Interviews
Presentations by the learner
Discussion groups
On- and off-the-job questions.
Classroom Activity Q&A session
Give examples of the above options
Indicate when, why and how they might be applied
Tell of experiences they have had using these options for assessment.
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124. Trainer introduces Assessment Matrix stating it identifies:
The Competency Standard being assessed presenting it by Element and
The name of the student being assessed
The various methods of assessment which will be used to capture the evidence
which has been identified as being necessary to support the Pass Competent/Not
Yet Competent decision.
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Slide

125. Trainer provides example of Assessment Matrix and discusses its use.
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Slide

126. Trainer introduces and explains assessment strategy stating it describes how the
students will be assessed for a qualification.
Assessment strategy is used by the assessor to guide their assessment of the student,
and is a unique document developed on a one-off basis for every student who is to be
assessed.
The assessment strategy should address the following:
Name and description of the qualification so there is certainty about what is being
assessed
Details showing the packaging Rules for the qualification have been accessed and
complied with to guarantee the qualification that is issued will be valid/legitimate
and will have conformed with the requirements of the system
Details of all the competency standards that comprise the qualification so there is
certainty about the mix/blend of units the individual student has elected to study.
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127. Trainer continues presenting information about role of assessment strategy:
Evidence of having interpreted the assessment-related requirements of all
competency standards for the specific situation/context so the assessment is
unique to the individual and their context/situation and reflects personal need/s
Coverage of how RPL/RCC will be included in this assessment if/where
applicable.
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128. Trainer continues presenting information about role of assessment strategy:
List of assessment methods to be used to give a single point of reference to see if
(for example) there is variety/diversity in the types of assessment used, and to help
with overall planning
Specification of assessment tools to be used on a unit-by-unit basis to assist in
general planning and preparation
Details of resources required for the assessments to help ensure budget and
other constraints are complied with.
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Slide

129. Trainer introduces the planning and preparation of CBA by re-capping some basic
aspects of Competency Based Assessment:
Competency
The word competency represents an expansion of the term skill.
Competency is a combination of the knowledge, manual and attitudinal requirements
and their application to the standard expected in the workplace.
For example in relation to a person pouring wine from a bottle to a guests glass:
Attitude = accepting the need to be courteous to the guest when pouring the wine
Knowledge = the ability to state the characteristics of the different wine varieties
Skill = pouring the wine from bottle to glass.
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Slide

130. Trainer continues giving introductory information/background to planning and
preparation for CBA:
CBA defined
Competency based assessment is a process of systematically collecting evidence and
making a judgement of a person performance against the prescribed competency
standard.
To be assessed as competent this also means the Trainee is 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.
CBA seeks evidence/proof of trainee competency, in relation to the endorsed Industry
Competency Standards against which they are being assessed.
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Slide

131. Trainer explains 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.
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132. Trainer highlights competent performance comprises five key elements:
Task skills which relates to performing at an acceptable level of skills
For example, in a Front Office situation it can refer to all the tasks which have to
be undertaken to handle a reservation.
Task management skills which relates to managing a range of different tasks
For example, in the Front Office situation it can refer to answering a phone
which is ringing, while dealing face-to-face with a guest and checking someone
in.
Contingency management skills which refers to responding appropriately when
things go wrong
For example, in the Front Office situation it looks at being able to handle/deal
with a situation where there is a double booking for the same room.
Job/role environment skills involving fulfilling the responsibilities and expectations
of the workplace
For example, in the Front Office situation it may include coordinating with other
staff to ensure rooms are ready to sell.
Transfer skills which looks at passing on knowledge, skills and attitudes to others
In the Front Office this can include teaching a new staff member how to operate
the reservation system for the property.
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Slide

133. Trainer identifies the need to address the questions identified on the slide when making
their decision about competency.
Trainer asks class to give examples 9of the above requirements for an industry
assessment situation.
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134. Trainer explains before beginning the planning of any assessment there must be a full
understanding of the Competency Standard to be assessed. This is the starting point of
any assessment process.
Trainers need to review the Competency Standard before they start their training, and
Assessors need to do the same.
A key way to gain this knowledge is to review the standard by reading and analysing it.
Rationale
There is a need to do this in order to:
Find out exactly what the Unit is about learn about the details and content
contained in the Competency Standard
Become familiar with all relevant assessment-related requirements for the
Competency Standard as listed in the Standard
Make sure a copy of the Competency Standard is at hand to refer to throughout
the planning process
Ensure all aspects of the Competency Standard are assessed as required
Determine whether or not any assessments can be grouped together to save time
and money and make the process more efficient.
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Slide

135. Trainer indicates keys to the review process of the Competency Standard:
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
www.ATPRS.org
The training provider.
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:
o Questions/issues which need to be followed up/clarified
o Thoughts which immediately come to mind regarding possible assessment
techniques/methods/options
o Possibilities for locations/venues for undertaking assessment
o Ideas which occur in relation to timing of assessments.
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.
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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 assessment records as well as
(possibly) for internal reporting requirements.
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Slide

136. Trainer continues discussing review of Competency Standard:
Spend some time looking at the detail provided under Unit Variables to:
Gain appreciation for how they align with Performance Criteria and Elements.
Note the requirements and suggestions listed for assessment under:
Assessment Guide
Assessment Methods.
Classroom Activity Handout and Discussion
Trainer distributes and discusses a sample Competency Standard with reference to:
Unit Title: Statement about what is to be done in workplace
Unit Number: Unique number identifying the competency
Unit Descriptor: General information describing the competency
Element: What has to be achieved (there are often several)
Performance Criteria: Level of performance to be demonstrated for each element
within the unit of competency
Unit Variables: A guide to different situations and the context in which the
performance criteria applies in the workplace
Assessment Guide: Specifies the skills and knowledge required to be competent in
the unit
Linkage to other units: Identifies other units which have relevance to the unit
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Critical aspects of assessment: Summary of the assessment outcome

Context of Assessment: Defines the where, how and what of assessment
Resource implications: General advice regarding the resources needed to deliver
training (and hence to conduct assessment)
Assessment methods: Suggestions as to how assessment may be conducted
Key Competencies: Gives type and level of key competencies needed to perform the
competency. In some standards this information is listed separately.
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137. Trainer explains the review of the Competency Standard should allow Assessors to
answer key questions about the CS such as:
What is a description of the work activity/duty?
What does the work involve?
What are the parts that make up this duty?
How is performance of this work measured?
What are the conditions under which the work is performed?
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138. Trainer continues explaining the review of the Competency Standard should allow
Assessors to answer key questions about the CS such as:
What are the skills and knowledge needed to perform this work activity?
What evidence is needed to prove the work has been performed as required?
Where and/or when should evidence of competency be gathered?
What resources are required to gather the evidence?
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139. Trainer indicates when Competency Standard has been reviewed it can be useful to:
Talk to the Training Provider:
About their expectations and requirements for assessment
About budgets for assessment for materials/consumables
Regarding time allocations for preparing, conducting and post-assessment
activities
To identify any requirements or preferences for where assessments need to be
conducted
To determine any requirements or preferences for the timing and/or duration of
assessments
So they can provide names and contact details of relevant Trainers and
other/previous Assessors
To identify if there are any existing assessment resources/materials available.
Meet with:
The Trainer/s for the Unit to:
o Initiate the necessary relationship
o Exchange contact details
o Learn about content to be delivered
o Share and exchange ideas about assessment.
Previous Assessors to:
o Talk to them
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o Learn from their experience

o Obtain tips and advice
o Obtain resources and materials which can be used.
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140. Trainer discusses determination of the assessment approach saying this can be
determined using the Assessment Checklist:
Review Competency standard
Consult the critical aspects of assessment as listed in the Competency Standards
to identify what is important for the assessment decision
Identify and align the Elements/Performance Criteria to the domains of knowledge
and skill which need to be assessed
Develop an assessment matrix
Select the appropriate mix of assessment methods from the matrix to ensure the
necessary/identified evidence is captured as a result of the assessment process
Acquire or design the assessment tools the Toolbox provides several assessment
tools but there is always opportunity (and sometimes a need) to develop others
Test the assessment tools to ensure they meet the rules of evidence.
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141. Trainer explains next step is to formulate an Assessment Plan stating this may
contain/combine:
Name/title of Competency Standard being assessed
Determination of types of assessment required diagnostic, formative, summative,
holistic, RPL
Identification of the assessment methods and tools to be used as identified in the
Assessment Matrix
Development of an Assessment Decision Grid
Identification of the time, date and venue for the assessment
Communication of assessment arrangements with candidates and negotiation of
reasonable adjustment.
There will always be a need to liaise with the Trainer to finalise this stage of the
assessment process.
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142. Trainer explains to collect evidence assessment tools will need to be used highlighting
these can be used in combination or by themselves provided that they test, measure
the competency and stressing they need to reflect the nature of the assessment
method/s to be used for example:
If doing an Interview a Questionnaire might be used
If conducting an observation of learner actions, a Checklist could be used
If watching a demonstration, a Checklist would be suitable
If asking Oral Questions a sheet listing the questions and able to capture answers
would be used.
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143. Trainer reminds class all Toolboxes contain:
Oral questions
Written Questions
Work projects
Observation checklists
Third party statements.
There is no compulsion to use any or all of the above assessment tools.
Identify how the assessment tools provided in the Toolboxes might be used
Describe how they might use them
Detail other assessment tools they might use.
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144. Trainer indicates there may sometimes be a need to develop additional assessment
tools and where this is the case the following are important considerations:
The format can vary to suit individual (Assessor, candidate, Competency Standard)
requirements
It is critical the tool reflects authentic workplace activities or relevant current
knowledge
The tool should include instructions for the trainee
The tool should Include how the assessment is to be conducted and recorded
Assessment Criteria should be developed
Model answers should be provided.
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145. Trainer introduces the Assessment Decision Grid observing it may be developed to:
Assist with/help demonstrate the Critical evidence required have been achieved
Ensure the Evidence collected meet the Rules of Evidence.
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Slide

146. Trainer presents discusses and explains use of Assessment decision Grid with
reference to a nominated Competency Standard highlighting:
Reasons the Grid is used
Requirements for assessment of Master Assessor.
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147. Trainer discusses scheduling of assessment activities stating planning and preparing for
assessment of an ASEAN Competency Standard must address scheduling (time-
tabling) of each selected assessment method for every candidate and needs to:
Ensure the assessment time is suitable for the candidate so they can attend the
assessment
Verify required equipment is available at the time and at the place where the
assessment is to occur.
Many assessment areas and/or resources (plant, machinery, equipment,
systems, technology and utensils) are used by multiple other users for training
and for other assessments.
Fall within any budgeted constraints which might apply to the conduct of
assessments.
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148. Trainer points to need to liaise with trainer/s indicating planning/preparing for
assessments must included communication with the Trainer who has delivered the
training for which assessment is to be conducted explaining this may be done in
order to:
Gain input/suggestions from the Trainer regarding relevant assessment methods
which could/should be used
Verify the methods proposed for assessment arte legitimate in terms of determining
competency for the individual Competency Standard
Make sure conditions and criteria incorporated into assessments are valid and
match content which has been delivered/is applicable in the workplace
Check the content being assessed aligned with the material/content which was
actually delivered in the training
Identify materials (resources, consumables, equipment) which are available to use
in the assessments to be conducted
Arrange Assessor attendance at training sessions so they can:
Gain a better understanding/appreciation of the skills being taught
Meet the learners/candidates
Explain assessment requirements (methods, schedules) to candidates.
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149. Trainer explains the Assessor is also responsible for organising the assessment
environment/are and this may involve:
Booking the room/area so there are no clashes between use of the location for
assessment and any other activity
Ordering consumables required for the assessment tasks to be undertaken and:
Making sure they have been delivered/are available as ordered
Checking to make sure they are sufficient and suitable to be used for the
assessment tasks to be applied
Laying them out ready for use by the candidate.
Preparing assessment tools as required for the assessment and ensuring they are
available for use in sufficient numbers as required
Cleaning the area if required
Setting-up equipment and other items especially where practical tasks are being
assessed there can be a need for the Assessor to prepare items to be used so they
are ready for use by the candidate
Taking action to ensure:
Distractions are eliminated to the best extent possible
Privacy is optimised for the candidate
Access to the areas by others is restricted
Safety is guaranteed which will require checking equipment/machinery and
the environment itself.
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150. Trainer notes when all arrangements for assessment/s have been finalised:
There is a need to communicate and confirm these with relevant others who may
include:
The candidates
Trainers
Other Assessors/Co-assessors
Employers
Nominated personnel within the Training Provider organisation.
There is commonly use of the following ways to communicate final assessment
arrangements:
Meeting face-to face at scheduled meetings
Using hard copy advice/notification
Using emails.
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151. Trainer notes communications need to address:
Names of candidates to be assessed
Details of the Competency Standard to be assessed including details of:
Elements and/or Performance Criteria as appropriate
Other Competency Standards to be assessed/co-assessed at the same time
Assessment venue, date and time
Expected duration of assessment.
Identification of materials/items candidates are required to bring with them
Description and details of the assessment method/task
Explanation of relevant conditions and criteria which will form the basis of the
assessment.
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152. Trainer identifies actions Assessors might need to take before assessment commences
to prepare/ready candidates for assessment:
Make candidate feel at home in the assessment location because many learners
feel threatened/uneasy about being assessed
Confirm candidate is ready to be assessed
Advise candidate of applicable Appeals Processes available to them as developed
by the Training Provider
Explain the assessment in relation to:
What is to be assessed
How it will be achieved
Why the assessment is being done/why the candidate is being assessed.
Provide the candidate with the standard against which they will be assessed this
will help prove to them their assessment is going to reflect exactly what they have
been taught.
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153. Trainer continues identifying actions Assessors might need to take before assessment
commences to prepare/ready candidates for assessment:
Explain the concept of evidence
Outline any other persons who may be involved in the assessment process so
candidates fully understand who is to be involved and what everyone is doing in
relation to the assessment
Give them confidence for the assessment process
Allow the candidate to ask questions about the assessment
Help set the scene for the assessment and discuss the assessment process
Begin/develop the process of creating a relationship/rapport between the candidate
and the Assessor.
Classroom Activity Demonstration and Practical
Trainer demonstrates how to meet with and explain assessment to candidate and
provides opportunity for class members to do the same.
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Slide

154. Trainer recaps principles of CBA:
Fairness
Reliability
Flexibility
Validity.
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155. Trainer reminds class of the Rules of Evidence for CBA as stated on slide mentioning:
These will be expanded on in following slides
All of these must be observed/complied with.
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Slide

156. Trainer identifies Assessors are expected to support candidates who are being
assessed stating this means:
It is acceptable to communicate with candidates during the assessment process
such as:
Verbally giving feedback Yes, thats correct, or You are doing well
Providing non-verbal feedback by way of nodding or smiling.
It is acceptable to give candidates a break during their assessment if they ask for
one or if it seems appropriate to do so
It may be necessary to take action to maintain safety such as adjusting the
environment (temperature, lighting, noise) or helping the individual (by getting them
a drink of water, a tissue)
It could be necessary to remind candidates they have more opportunities to
demonstrate competency/undertake assessments thereby removing perceived
pressure they must succeed.
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157. Trainer discusses use of Work Projects stating:
At the end of each Element there are Work Projects and these.
Are suggested/optional assessment items for the Element they are not
mandatory and Trainers/Assessors can elect:
o Not to use them at all = and advise students of this in order learners do not
assume they are requirements for the course
o To use only some of them and incorporate them as necessary in their
Assessment Matrix
o To re-word or change them in any way deemed appropriate for the needs
of learners, workplaces and/or the focus of other assessments.
May be used as non-assessable exercises or in-class activities rather than as
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.
Classroom Activity Handout and Discussion
Trainer distributes several examples of Work Projects and discusses their
implementation as assessment options.
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158. Trainer explains Assessor Manual for each Competency Standard contains following
assessment items:
Oral Questions
Written Questions
Third Party Statement.
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159. Trainer discusses use of Oral Questions as provided in Assessor Manual stating:
These are questions which Assessors may use as part of their evidence gathering
to determine the Pass Competent or Not Yet Competent decision
There is at least one Oral Question for every Performance Criteria for each Unit
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 none of them
Develop their own series of Oral Questions
Use them as non-assessable exercises or in-class activities rather than as
Convert Oral Questions to Written Questions.
Classroom Activities Handout and Discussion
Trainer distributes and discusses use of Oral Question sheets provided in Assessor
Manuals for a selection of Toolboxes with special reference to:
Completing the sheets when questions are answered
Specifications for Oral Question Assessment as contained at the start every
Assessor Manual.
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Slide

160. Trainer discusses use of Written Questions as provided in Assessor Manual stating:
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 Pass
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 none of them
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 Pass
Convert Written Questions to Oral Questions.
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Trainer distributes and discusses use of Written Question sheets and Model Answers
provided in Assessor Manuals for a selection of Toolboxes with special reference to:
Showing allocation of these questions in the Matrix at the start of the Trainee
Manual
Specifications for Written Question Assessment as contained at the start every
Assessor Manual
Highlighting need for Assessors to use common sense when using Model Answers
to guide marking of candidate responses.
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Slide

161. Trainer discusses use of Observation Checklist as provided in Assessor Manual
stating:
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 Pass Competent/Not Yet Competent decision.
Classroom Activities Handout, Discussion and Demonstration
Trainer distributes and discusses use of Observation Checklists provided in Assessor
Specifications for Observation Checklist as contained at the start every Assessor
Manual
Highlighting completion of sheets:
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
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Space is provided for both Assessor and student to sign the document:
o The Assessor signs to authenticate the observations
o The student signs to acknowledge they have received the feedback as a
result of the observations.
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162. Trainer discusses use of Third Party Statement as provided in Assessor Manual stating:
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 Pass 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.
Trainer distributes and discusses use of Third Party Statements provided in Assessor
Specifications for Third Party Statements as contained at the start every Assessor
Manual
Highlighting completion of sheets:
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
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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.
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163. Trainer states legitimate assessment includes use of RPL reminding class it (or
Recognition of Current Competency) is an assessment method requiring a candidate to
provide evidence that through life, education and/or work experience they can
demonstrate the requirements of the competency.
For the Assessor RPL can be seen as comprising five steps:
Determine the information required
Determine types of evidence required
Review evidence presented against the Rules of Evidence
Develop RPL competency interview questions
Determine competence.
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164. Trainer refreshes class about RPL stating:
Recognition of Prior Learning involves a formal recognition of the skills and
knowledge that a person has gained through previous studies, work and life
experiences
The assessment determines the extent to which the individual has already achieved
some or all of the required competencies for a particular qualification
RPL may also be known as Skills Recognition
Candidates for RPL may be awarded full or part qualifications on the basis of RPL
assessment
Candidates/applicants for RPL will have their existing skills and knowledge
assessed so previous studies, work and/or life experiences can count towards all or
part of their qualification and shorten the period of training
RPL can fast track applicants through competencies quickly so they can
concentrate on gaining new skills in other areas avoiding the need to repeat
undertaking training for things they already know/can do
A cost may apply to RPL applications to cover the cost of time involved in
completing the assessment process
For RPL to be a useful and/or successful means of assessment/assessment option
it needs to be effectively promoted to students and costs associated with it need to
be controlled so they are kept at affordable rates.
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165. Trainer advises as part of the assessment the following may be taken into account:
Work-related training courses
On-the-job skills and work experience
Volunteer and community work
A combination of all of the above.
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166. Trainer presents Case Study for class to illustrate RPL.
Classroom Activity Handouts and Case Study
Trainer distributes Case Study information and worksheets and:
Explains how to achieve requirements of Case Study
Guides class through the requirements of the case Study:
Determining the information required
Determining types of evidence required
Reviewing evidence presented against the Rules of Evidence
Developing RPL competency interview questions
Determining competence.
Provides advice and assistance as required
Reviews and de-briefs results/decisions reached.
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167. Trainer talks about making the assessment decision noting:
When the assessment has been completed the assessment decision needs to be
made,
This is the decision deciding if the candidate is Pass Competent or Not Yet
Competent
There is a non-negotiable need to ensure and retain the integrity of all assessment
decisions made
The decision must be made by a qualified Assessor under the ASEAN training
system this person can seek input from relevant others when making their
decision such as:
Trainers
Workplace supervisors and co-workers.
The decision must be made on the evidence which was gathered as part of the
assessment process a key in this decision making process is another Assessor
should be able to:
View the evidence captured
Compare it to the requirements of the Competency Standard
Come to the same conclusion/decision.
The assessor can defer their decision to capture additional evidence where there
is uncertainty about the decision/about certain aspects of the candidates
performance.
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168. Trainer continues talking about making the assessment decision:
An objective decision must be made Assessors must never allow personal
feelings or bias to influence their interpretation or analysis of the evidence which
has been obtained
The Assessor verifies to themself:
The Rules of Evidence haven been complied with
The principles of CBA have been observed.
The assessment should reflect actual workplace/industry practice or requirements
The Pass Competent decision can only be made when the candidate has provided
evidence all aspects of the Competency Standard are held and can be
demonstrated/applied in an industry context
The decision must be communicated to:
The Trainer
The Candidate.
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169. Trainer continues talking about making the assessment decision:
When communicating Not Yet Competent decisions to candidates this
process should include:
Discussing, identifying and organising follow-up additional training
Deciding and arranging on additional assessment required
Accessing and reviewing the assessments which were undertaken and the
evidence obtained as a result
Notifying the candidate of any Appeals Process the Training Provider has in
place allowing the student to contest/challenge the decision or in the event they
have a complaint about how the assessment was conducted.
Agreeing on the decision made by the Assessor
Validation processes (internal meetings between Assessors, Moderation,
Engagement with industry groups and similar other activities) should be established
and implemented to maintain the quality and consistence of assessment and
decisions made
The decision made must be recorded and the assessment process/procedures
also need to be reviewed with a view to continual improvement.
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170. Trainer discusses provision of feedback to candidate after assessment decision stating
after assessments have been undertaken it is standard practice for the Assessor to
meet with each candidate and present and discuss their result and the following
provides a basis for conducting these sessions:
Welcome the candidate to the session
Ask the candidate how they feel they performed those who achieve a NYC
outcome usually know this and asking this question allows them to acknowledge
their deficiencies without the Assessor having to point them out
What the candidate says can provide a useful starting point for the
support/discussion which follows generally speaking, candidates tend to be
more critical about their performances than the evidence suggests.
Reinforce positive aspects of their performance it is important for this feedback
session to be a positive experience for the students so it is important Assessors are
able to point to the encouraging and up-beat
Ask where they think they can improve again, candidates are often well aware of
where they need extra work, practice, training or study
The fact the candidate identifies these deficiencies helps invest them in the
work necessary in the process of gaining the competencies still required.
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171. Trainer continues discussing provision of feedback to candidate after assessment
decision:
Discuss specific problem areas and identify why they are an issue in relation to
the PC/NYC decision and in terms of what is required by industry/workplaces
If necessary, discuss further evidence required and negotiate when and how this
is to be obtained
Inform the candidate of the decision with reference to the evidence which is
available and gain their agreement or note their comments regarding the decision
Discuss gaps in relation to the NYC decision discussing possible training
solutions to address these gaps
Arrange a training plan to reflect the agreed/required training.
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172. Trainer continues discussing provision of feedback to candidate after assessment
decision:
Review the assessment process with the candidate
Ask for feedback from the candidate about issues such as:
Types of assessment methods used
Timing of and venues for the assessment activities
Role of the Trainer and the Assessor
Any topics deemed relevant by the candidate.
Close on a positive note which can entail:
Mentioning the good work they have demonstrated
Encouraging them in their future endeavours
Advising of the action the assessor will take after the meeting to
facilitate/enable the decisions agreed on
Thanking the candidate for their attendance.
Trainer demonstrates how to provide results and support to candidate after assessment
decision has been reached and provides opportunity for learners to do the same.
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173. Trainer identifies requirements after assessments have been completed:
Evaluate their assessments in order to learn lessons for future reference
Assist in validation procedures
Complete required documents/records.
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174. Trainer identifies and discusses records and documentation which may need to be
completed following completion of assessments:
Competency Recording Sheet
The Competency Recording Sheet is the final document provided in every Assessor
Manual. It is used to record the assessment which has been undertaken/completed for
each candidate. 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 Pass 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:
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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.
Internal and/or external documentation
The Training Provider may require completion of internal reports which can ask the
Assessor to provide:
Numbers of candidates assessed
Names of the Competency Standards and Qualifications involved
Names of candidates
Outcomes of the assessments
Details of issues/problems encountered as part of the assessment procedures
Suggestions to enhance/improve the assessment process such as:
Topics for investigation
Recommendations for additional/different resources and/or support.
Details of resources used which can relate to:
Time needed by the Assessor for the assessment process (planning, conduct
and post- assessment activities)
Budget/s
Consumables.
Attendance rolls
In some cases there may be a need for the Assessor to complete an internal
Attendance Roll showing attendances and/or absences of candidates in relation to
scheduled assessment sessions.
Classroom Activity Handouts, Discussion and Demonstration
Trainer distributes and discusses/demonstrates completion of sample documentation as
identified on the slide.
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175. Trainer discusses processing of documents noting completed records may need to be:
Filed for future reference
Shared with others Trainers, other Assessors, administrators, nominated others
Forwarded to a designated person or department for their use or processing.
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176. Trainer identifies a range of issues/topics need to be considered as part of the
evaluation process:
The assessment environment
Resources used
Personal approach and orientation
Activities/items and procedures used
The assessment decisions made.
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177. Trainer discusses evaluation of assessment environment used stating Assessors
should reflect on the assessment environments used by asking a series of questions
such as:
Did the assessment environment match the training environment?
Did the assessment environment reflect the workplace environment?
Was the assessment environment safe?
Was the location of the assessment environment convenient and accessible?
Were there any problems accessing assessment environments when required?
Did the assessment environment provide a secure/private location for the
candidate?
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178. Trainer discusses evaluation of resources used stating Assessors should reflect on this
by asking a series of questions such as:
Were there sufficient resources available to enable the assessment to occur as
planned?
Did Trainers allow Assessors access to resources used as part of the training
process?
Did the resources reflect those used as part of the training process?
Were the resources reflective of what is used in industry?
Were the resources safe?
Was the budget sufficient to support the required level of assessment and, where
necessary, extra training where NYC decisions were made?
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179. Trainer discusses evaluation of personal approach and orientation stating Assessors
should reflect on this by asking a series of questions such as:
Was there sufficient communication with:
Trainers?
Other Assessors?
Employers?
Did the Assessor communicate well with candidates and advise them suitable
regarding all relevant elements of the assessment process?
Did the Assessor create a safe and positive assessment environment for the
assessments which encouraged and supported candidate work?
Was the Assessor fair, approachable, honest and respectful when dealing with
candidates? Or was the Assessor biased, vindictive or prejudiced in the way they
handled the assessment of and/or dealings with certain candidates?
Was the Assessor professional in their approach in terms of:
Did they set up and prepare properly for each assessment?
Was sufficient time allocated to planning for assessments?
Did they use professional language when interacting with candidates?
Was their personal presentation and appearance appropriate and professional?
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180. Trainer discusses evaluation of assessment activities/items and procedures used
stating Assessors should reflect on this by asking a series of questions on assessment
methods used such as:
Were they appropriate to what needed to be assessed and the evidence which had
to be obtained in order to make the PC/NYC decision?
Were the methods cost-effective and time-effective?
Did the assessment methods used reflect what the candidates were told to expect?
Did they generate evidence which aligned with the Rules of Evidence and Principles
of CBA?
What aspects of the items used can be re-used next time or used elsewhere (or
modified) for use in the assessment of other Competency Standards?
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181. Trainer discusses evaluation of assessment activities/items and procedures used
stating Assessors should reflect on this by asking a series of questions on paper-based
resources/assessment tools such as:
Were there sufficient copies of tests, written questions, assignments and similar to
ensure all candidates received a copy at the appropriate time?
Were there spelling mistakes or errors which need attention?
Did these documents genuinely reflect what the Trainer and Assessor told the
candidates they could expect in relation to the assessment that would be applied to
them?
Did the documents really assess the requirements of the Competency Standard as
identified in the planning stage of the assessment process?
Did the resources capture the evidence expected in order to allow/enable the
PC/NYC decision?
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182. Trainer discusses evaluation of the assessment decision stating Assessors should
reflect on this by asking a series of questions such as:
Was the correct decision made? Why, why not?
Would another Assessor come to the same decision using the same evidence
which was captured?
Would the Assessor make the same decision in 12 months time when faced with
the same evidence? Why. Why not?
Is there a need to use an alternative assessment strategy/methods to better obtain
evidence of competency on which to make the decision?
Was the PC/NYC decision communicated in a timely manner to relevant
stakeholders?
Could the PC/NYC decision be justified when challenged/questioned? Why, why
not?
Did employers/Trainers agree with the PC/NYC decision? Why, why not?
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183. Trainer advises results and findings of evaluations need to be communicated and
shared in order to:
Advise others of relevant issues identified during the process so:
Action can be taken to address them
Lessons can be learned for future reference.
Avoid making the same mistakes again it is imperative any identified deficiency in
assessment is addressed and rectified next time
Demonstrate professionalism in the process by engaging in self-reflection and
evaluation of personal performance which is indicative of professionalism
Comply with policies requiring evaluation of assessments which may be imposed
by the Training Provider or external authorities
Maintain integrity of the evaluation process:
By scrutinising it and holding Assessors accountable for their decisions and for
their actions
In terms of supporting and informing the validation process.
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Slide

184. Trainer notes sharing of results needs to occur with:
Trainers
Other Assessors
Employers.
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185. Trainer observes 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 Assessors 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.
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slide.
What do you think are the principles inherent in adult learning?
What experience have you had in training other professionals to be assessors?
Why is it necessary to learn how to train National Assessors?
Why is there a need for consistency in the training and quality of ASEAN National
Assessors?
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192. Trainer discusses learning as voluntary behaviour:
Trainers must bear in mind learning is really voluntary behaviour
People cannot be forced to learn
For Trainers this means:
National Assessors will learn more effectively (quicker, deeper, better) if they
want to learn this means they have a need to learn
Trainers must motivate National Assessors to learn if they do not voluntarily
want to learn Trainers must give National Assessors a reason to learn to
stimulate this voluntary behaviour.
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193. Trainer presents learning/training as a process:
There are various ways to view and describe this process for example, in a work
context:
Person has a need to learn. The individual has a need (motivation) to seek
change. They could be motivated by:
o Money; Status; Knowledge; Survival; Promotion; Job enrichment.
Person seeks a solution to their need to learn. The solution may require a
change in:
o Skill; Knowledge; Attitude.
Person learns. They may:
o Engage in self-directed learning
o Learn by reading, watching, doing and/or talking to others
o Seek intervention/help from others.
A work colleague
A friend outside the workplace
A workplace Trainer
A teacher in formal training institution.
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194. Trainer discusses learner characteristics and learning styles:
All Master Assessors must be aware of the fact all National Assessors are
individuals and therefore unique
Inherent in this orientation is realisation people can have different learning
styles/preferences
Training delivery to adults in a vocational setting is certainly not a case of one size
fits all
Training/learning theory stresses the need to:
Get to know the learner/s and their learning styles and preferences
Select and apply a range of different delivery strategies which match the
identified individual needs of the learner/s.
Classroom Activity Internet research and discussion
Visit http://www.youtube.com/watch?v=Ek-i8NIYi_g (Kolbs Learning Style Inventory &
How To Use It Effectively: 8 mins 29 secs) to:
Identify Kolbs Experiential Learning Model and what it is based on
Learn about the four learning styles he identified in his inventory:
Accommodating; Assimilating; Converging; Diverging.
Assist with completion of the Kolb Learning Style Profile.
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195. Trainer introduces barriers to learning noting all training/learning situations may be
impacted by barriers to learning and common barriers which need to be taken into
account include:
The Trainer:
Trainer attitude is critical when training National Assessors they must be:
o Positive; Approachable; Supportive; Open; Honest; Unbiased and
unprejudiced.
Trainers must be properly prepared:
o Preparation for training is like an iceberg people only see the third above
the waterline, the other two thirds are below the water line; Lack of
adequate planning and preparation by the Trainer is one of the biggest
barriers to learning.
The training environment:
o The training room/are must be appropriate; The place must be
appropriately equipped; Lighting must be adequate; Temperature must be
comfortable
o Distractions must be eliminated or minimised.
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196. Trainer continues discussing barriers to learning:
The National Assessors presenting for training:
They must have the necessary language and literacy skills and suitable
numeracy skills
They must be ready, willing and motivated to learn
They need to attend when required.
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197. Trainer introduces this section stating Implementation of all training can be seen as a
three-stage process and the delivery of National Assessor training is no different:
Planning and preparing the training
Conducting the training
Evaluating training delivery.
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198. Trainer states proper planning and preparation is the basis of all successful and
effective National Assessor training noting keys and important points to remember are:
It must precede all National Assessor 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
Ensure all required content is covered.
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.
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199. Trainer highlights an important starting point is to review the National Assessor
Competency Standard stating there is a need to do this in order to:
Confirm what the Unit is about refresh details and content contained in the
Competency Standard.
Ensure all aspects are covered by the training provided
Identify and determine delivery of National Assessor training to incorporate existing
training and assessment qualifications in own country
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200. Trainer indicates keys to the review process of the National Assessor Competency
Standard:
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 National Assessor toolbox - Trainer Guide and Assessor Manual
www.ATPRS.org
The training provider.
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:
o Questions/issues which need to be followed up/clarified
o References or contacts which immediately come to mind as being
useful/relevant
o 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.
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201. Trainer continues discussing review of Competency Standard:
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
Assessment Methods.
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.
Think about the information presented in relation to Key Competencies:
To grasp the level/complexity of the Unit
To see how these key competencies might apply.
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202. Trainer indicates when the National Assessor Competency Standard has been
reviewed it can be useful to:
Talk to the Training Provider/person organising the training:
About what their expectations and requirements are
To show interest in the work and professionalism in the approach.
Ask them to:
Answer questions identified when reading the Competency Standard
Clarify issues
Identify where training is to be delivered
Identify delivery parameters such as hours, budget, numbers and other
relevant factors
Provide names and contact details of other/previous Trainers of National
Assessor training
Identify resources and materials available to support/enable delivery.
Meet with:
Previous National Assessor Trainers to talk to them, learn from their
experience, obtain tips and advice, and 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.
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203. Trainer indicates resource requirements for National Assessor can be classified as:
Generic resources
Generic resources are those which exist in a normal classroom situation/standard
training environment.
See Class Activity below.
Competency-specific (National Assessor) resources
These are resources specific to National Assessor training. Examples include:
National Assessor toolbox materials
Notes and handouts
Blank forms/documents to be used by learners as the basis for creating their own,
for example, training plans and session plans
Samples such as examples of completed plans, assessment items and evaluations
Classroom Activity Question and Answer
Trainer asks class to identify examples of generic resources answers can 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.
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204. Trainer discusses determination of resources required stating the National Assessor
Competency Standard has a very general overview of resources required under the
heading Resource implications and in addition Trainers are advised to:
Read the Recommended training equipment section of the National Assessor
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
Check the library to see what learning resources are available
Read the National Assessor Competency Standard again with a focus of trying to
determine the resources required.
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205. Trainer notes important considerations relating to resources are to ensure:
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
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 by Assessors in their
workplaces
Where an absence or shortage of necessary resources has been identified this
must be raised at the earliest opportunity with the Training Provider/those
organising the training to seek their help and advice about addressing the
situation.
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206. Trainer observes Trainers have the right and freedom to choose whatever training
methods and strategies they want when delivering National Assessor training
highlighting 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 Competency Standard as it changes
between Elements and Performance Criteria
Must enable delivery to occur within the known parameters especially in relation
to budget and time.
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207. Trainer continues discussing important considerations regarding selection of training
methods/strategies:
Should address and reflect known assessment requirements
Should introduce diversity into the training and help motivate learners 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.
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208. Trainer discusses Demonstration as a delivery method:
This is the most popular method for practical tasks.
It is very successful in situations where the learners have to learn a new skill that
can be broken down into steps.
Standard advice to implement this training option is:
Give a short spoken overview of the whole skill
Demonstrate the whole skill silently and at normal speed
Demonstrate again, slowly, and describe each step
Check that the learners understand any new information
Observe the learners as they perform the skill
Check the learners 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.
Classroom Activity Demonstration
Trainer requires learners to prepare and deliver a 10-minute session using the
demonstration method of delivery.
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209. Trainer discusses Brainstorming as a training method:
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.
Classroom Activity Brainstorm session
Trainer divides class into country-based groups and asks one participant to lead a
session on the topic What are the must-see tourism attractions of their country?
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210. Trainer discusses Role Plays highlighting the following points about them:
Involves acting out a situation
Is a great learning tool for training where there is interaction between people
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.
Classroom Activity Role play
Trainer asks learners to develop and trial a role play for a toolbox they are familiar with.
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211. Trainer looks at group discussion as a training method:
This is a talk/conversation between learners around a set topic or issue
Learners discuss and record the groups 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 learners and is
not dominated by some or excludes others.
Classroom Activity Group Discussion
Trainer conducts a group discussion on the advantages and disadvantages of group
discussion as a training method.
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212. Trainer discusses questioning as a training method stating 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.
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213. Trainer discuses 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.
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214. Trainer continues discussing techniques in effective questioning:
Use a mix of question types:
Open questions:
o Assess understanding
o Allow learners to give opinion/feelings
o Start with how, what, why.
Closed questions:
o Require only one word or very short answers
o 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:
o Deal with made-up situations
o Assist in case study work.
Settler questions to:
o Settle learners at the start of a session/class
o Set learners 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.
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215. Trainer highlights need to identify parameters which might be provided for training as
determined/imposed by:
The Training Provider , and/or
Whoever is organising the training, and/or
The learners who are being trained to a far lesser extent.
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216. Trainer notes the Training Provider or whoever is organising the National Assessor
training will set limitations and/or requirements regarding the training delivery in terms of
issues such as:
Number of learners to be trained in the class
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
Internal codes of practice.
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217. Trainer states learners may influence National Assessor 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.
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218. Trainer stresses trainers must identify expected learner numbers as part of the planning
process before training delivery commences explaining 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 learners will require
more room/space
It helps mentally prepare the Trainer for the amount of learners they will be dealing
with.
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219. Trainer indicates relevant issues relating to learner numbers:
Training Providers (or those who arrange the training) will usually set maximum
numbers for classes
They will often set a minimum number 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 National Assessor classes can be expected to be in the range of 12
20 but these may vary depending on circumstances
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220. Trainer explains the following generally applies to determining learner numbers for
National Assessor training:
Training Provider/those organising training will advise Trainers of numbers
Trainer may be required to recruit learners which may involve:
Placement of advertising in the media
Undertaking promotional talks at NTOs
Meeting with organisations to encourage them to send Assessors to training.
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221. Trainer explains Learner profile refers to the overall picture/composition of individual
learners which will impact training delivery it embraces:
Age and gender of learner
Language skills of the person
Experience and ability of the learner
Individual preferences for learning
Special needs.
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222. Trainer indicates ways to identify learner profiles:
Undertake pre-entry testing which 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 relevant others in the workplace where the Assessor is employed to obtain
input from them
Include questions on enrolment forms for applicants to present details of their
personal requirements and issues.
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223. Trainer explains standard practice when planning for the delivery of training requires the
preparation of relevant plans noting there can be a need to prepare:
A learning/training plan
A learning/training program
Session plans.
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224. Trainer discusses the learning/training plan observing it:
Draws together relevant information from different sources (Training Provider,
whoever is organising the training, Competency Standard, employer/s, 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 see Classroom Activity (below).
Trainer distributes and discusses sample learning/training plan.
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225. Trainer introduces Learning/training program stating it is:
A series of individual training sessions
A sequence of training events.
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226. Trainer explains the Learning/training program 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 will 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 indicating activities to be used
Resources available/to be used listing resources, training materials and
references which can/will be used as part of the delivery.
Trainer distributes and discusses sample learning/training program.
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227. Trainer indicates 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.
Trainer distributes and discusses sample session plan/s.
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228. Trainer stresses trainers must focus their planning and preparation for National
Assessor 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.
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229. Trainer continues addressing need for adult learning principles to be integrated into
delivery so they:
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.
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230. Trainer continues addressing need for adult learning principles to be integrated into
delivery so they:
Are safe and legally complaint
Feature practice and reinforcement
Allow for and provide feedback
Give reward for competency/success
Reduce barriers to learning
Relate directly to:
The Competency Standard
The assessment which will be applied.
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231. Trainer mentions 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.
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232. Trainer discusses 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:
o CBT is not time-based
o Training Providers may not allow the time indicated as Nominal Hours (35
hours) in the National Assessor Competency Standard.
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).
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233. 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.
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234. Trainer advises basic options for 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.
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235. Trainer explains it is vital to ensure in all situations the resources/materials:
Reflect individual learner need learning style/preference and/or requirement for
extra content
Are current, comprehensive and accurate
Respond to special needs of different learner groups
Cover the specifics of the National Assessor Competency Standard
Can be created within the allowable budget
Wherever possible, can be re-used in other sessions and/or by other Trainers.
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236. Trainer gives advice regarding preparation of chalk boards or white boards in readiness
for class/session use indicating 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.
Trainer demonstrates activities as identified/as appropriate from slide above.
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237. Trainer discusses preparation for use of overhead projectors and acetate/overhead
sheets:
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.
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238. Trainer gives more advice re use of OHPs:
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.
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239. Trainer continued giving advice on use of OHPs:
Trainers may hand draw their own OH sheets, or computer-generate them and then
photocopy them onto an acetate sheet
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.
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240. Trainer discusses use of actual examples/samples as training resources/materials:
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.
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241. Trainer discusses use of projects and exercises identifying 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.
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242. Trainer continues discussing use of projects and exercises identifying keys are:
Use known terms, names, abbreviations, policies, SOPs wherever possible to give
projects, practices and exercises relevance and realism
Use actual workplace documents, 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 learner 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 learner and others have nothing to do having some sort of bank of exercises
constantly available for learners to work on is a good thing to have and obviously a
consideration when planning/preparing for sessions.
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243. Trainer discusses use/preparation of videos/DVDs noting considerations are:
Consider commercially produced 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
Cue video/DVD before in advance 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.
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244. Trainer re-visits use of demonstrations stating 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
so learners have ready access to what they need
Check the equipment works and is safe
Consider providing a written set of instructions to supplement the demonstration.
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245. Trainer discusses preparing to use Handouts:
Are useful when Trainers need to be sure learners go away with certain information
The Trainee Manual for National Assessor is essentially a mass of handouts
Computers have made this a 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 words/steps
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.
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246. Trainer talks about Guest Speakers identifying points to note are:
These can be extremely useful they provide a new and knowledgeable face for
the learners to listen to, and a new and different learning resource
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.
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247. Trainer continues talking about using Guest Speakers:
They can be in-house personnel or external 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
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.
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248. Trainer explains the following options exist for acquiring training resources;
Produce them yourself as above
Purchase them from professional suppliers of training support materials
Use the National Assessor toolbox
Share them with other organisations
Seek government funding for their acquisition
Partner with industry and ask them to donate money/items.
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249. Trainer emphasises the physical environment and equipment needs to be prepared
prior to training delivery to create an environment conducive to learning and the
following may need to be addressed:
Book the training room/venue if this is required to ensure availability as required
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.
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250. Trainer continues presenting issues relating to preparing the training environment:
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
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.
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251. Trainer notes if delivering training in a new, unfamiliar site Trainers should 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
elses environment.
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252. Trainer discusses reasons to follow plans for training highlighting plans which were
prepared for the training must be followed because 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
Training will be delivered:
On time by the planned/required completion date/within the allocated hours
Within budget the preparation undertaken will have ensured all resources,
materials and consumables fit within the allocation of funds for the training.
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253. Trainer continues exploring need to follow planning when delivering training:
All necessary content will be covered this may address:
Requirements as listed in the National Assessor Competency Standard
Obligation to include additional 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:
o If the plans identified there would be 20 learners then sufficient handouts
would have been prepared for this number
o 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) can be honoured because the plans will have
indicated what is required/what is going to happen.
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254. Trainer highlights:
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.
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255. Trainer gives examples of issues which can impact training delivery:
Late or non-arrival of learners
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/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.
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256. 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.
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257. Trainer identifies action which could be taken to address issues arising when delivering
training:
Spend extra time out-of-class with learners 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
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/those who organise training will not 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:
o Replacing demonstration and practice with lecture
o 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
o 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:
o Must know content which MUST be delivered regardless of any factors
or constraints
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o Should know content which it is important for learners to be aware of

o 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.
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258. Trainer discusses use of TG in delivery of training stating:
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:
o Relevant definitions competency, CBA, CBT
o Active learning.
Provide alternatives for training methods if Trainer believes the planned
strategies:
o Cannot be applied due to issues arising/unexpected issues
o Are not working such that learners appear to not be engaging with the
planned learning strategy listed in the session plan
o Need to be changed to adjust the pace of delivery to keep the session
running in accordance with the plan for the class
o 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:
o 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.
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o Providing instructions in how to use/operate the PowerPoints.
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259. Trainer discusses use of TM in delivery of training.
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.
Trainer demonstrates how to distribute and explain/discuss use of the TM and provides
opportunity for learners to do the same.
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260. Trainer continues discussing use of TM in delivery of training.
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.
When training delivery has been completed the Trainer should encourage learners to
complete and return the Trainee evaluation sheets which are situated at the rear of
each TM Trainer may choose to photocopy these pages and distribute them as
handouts rather than have learners tear them out of their own TMs.
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261. Trainer discusses background to use of the PPTs in training delivery:
PowerPoint slides have been developed to support delivery of National Assessor
training
The use of PPTs is optional and not mandatory but it is compulsory to delivery all
the content listed in the National Assessor 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.
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262. Trainer discusses general use of the PPT slides:
Prior to training sessions
If using the PPT slides Trainers should:
Obtain the PPT slide presentation which can be obtained from:
www.ATPRS.org
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.
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263. Trainer continues talking about prep for using PPTs in training:
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
Presenters view
Organising Guest Speakers
Obtain data projector and screen to enable showing of slides
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 Presenters view.
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Slide

264. Trainer continues talking about using PPTs in training:
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:
o Referring to personal experience
o Using the material provided in the Presenters view of the slides
o Referring learners to nominated pages of the TM
o Taking the points on the slides as the basis for class discussion.
Trainer demonstrates use of National Assessor PPTs to accompany training delivery
and provides opportunity for learners to do the same.
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Slide

265. Trainer identifies examples of Classroom Activities provided for in PPT presentations:
Discussions
Guest Speakers
Handouts
Demonstrations
Practical Work
Role plays
Group work
Internet Research.
Classroom Activity Examples
Trainer uses actual examples of Classroom Activities from the National Assessor
toolbox to illustrate the examples listed on the slide.
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Slide

266. Trainer explains facilitation skills are the skills required by a Trainer to create and
maintain a positive learning environment which will encourage and optimise learning
highlighting 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
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.
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Slide

267. Trainer continues explaining use of facilitation skills in training:
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
Engaging with and working with learners before, during and after training
sessions.
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Slide

268. Trainer continues explaining use of facilitation skills in training:
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.
Controlling the group/delivery of the session so:
Identified content is covered
Training finishes on time
Learners feel safe, respected, challenged and engaged.
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Slide

269. Trainer introduces concept of learner support stating:
There is a strong link between facilitation skills 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.
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Slide

270. Trainer gives examples of providing learner support during training:
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:
Learners have missed a session
Learners appear to be struggling with content
Learners have requested extra help
Supplying regular/ongoing verbal and non-verbal feedback to individuals in- and
out-of-class on their progress, success and effort/s.
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Slide

271. Trainer explains 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:
Defuse problems
Facilitate positive connections
Controlling the process by:
Managing access to resources
Administering/supervising activities and practice
Directing and limiting actions.
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Slide

272. Trainer continues discussing monitoring of delivery of the training in-class:
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.
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Slide

273. Trainer highlights professional delivery of National Assessor training does not end when
delivery of the sessions has finished explaining many things need to occur to finalise
the process including completing identified documentation which may need to be
completed:
By the Assessor on their own
In conjunction with the Trainer
After each session
At the end of each training program/course.
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Slide

274. Trainer advises in relation to documentation 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.
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Slide

275. Trainer states 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
Attendance rolls to record names of learners and their attendance at each
session. Rolls should also be marked to indicate:
Late arrival of learners
Learners who departed before class finished/was dismissed
Staffing documentation for specific classes/programs identifying:
Hours worked start and finish times
Days/dates worked
Overtime.
Classroom Activity Handouts
Trainer distributes and discusses documentation as identified on the slide.
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Slide

276. Trainer continues discussing documentation which may need to be completed after
training:
Workplace training reports where training occurs in a workplace there can be a
need to complete a standard report which details issues such as:
Material/content covered to date
Progress of individual learners
Problems encountered with learners in terms of issues including:
o 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:
o 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
o Topics for future training
o Problems/issues arising.
Trainer reports where Trainers work for Training Provider there can be need for
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
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Provides statistical data on:

o Numbers trained; Number of hours delivered; Titles of Units delivered; Start
and completion rates; Ratio of Pass Competent to NYC achieved.
Classroom Activity Handouts
Trainer distributes and discusses documentation as identified on the slide.
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Slide

277. Trainer notes evaluation must also address:
The training environment in which the training was actually conducted
The resources/training materials used to provide/support training delivery
The personal approach and orientation/attitude of the Trainer towards learners, and
their training practice their planning/preparation and actual training delivery when
in-class
The content of the training which was delivered.
Trainer asks group to identify topics/issues which could be addressed and questions
which could be asked to obtain evidence on which to make evaluations of training
delivery in respect of the topics listed on the slide.
(Sample topics and questions are presented in the TM)
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Slide

278. Trainer presents and discusses ways of undertaking evaluations stating 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) and indicating:
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
Trainee Feedback Forms may be used:
At the end of every session
On completion of selected classes
Following completion of a training program.
Trainer distributes and discusses documentation identified on the slide.
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Slide

279. Trainer continues discussing ways of undertaking evaluations identifying and explaining
use of:
This can be used by a trusted friend, colleague or another Trainer to provide
feedback on listed aspects of the training.
Self-evaluation and Reflection sheet/s:
They can be used to assist Trainers evaluate and reflect on their own training
delivery.
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Slide

280. Trainer continues discussing ways of undertaking evaluations:
Using the Trainee Evaluation Sheets provided at the end of the National Assessor
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 learners or from another
trusted friend.
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Slide

281. Trainer continues discussing ways of undertaking evaluations:
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 to identify whether or not there is a
consistent problem with learner competency in one area which may indicate a
deficiency/issue with training provision on that topic.
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Slide

282. Trainer notes 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.
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Slide

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Slide

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Slide

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Slide

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Slide

Trainer thanks trainees for their attention and encourages them to apply course content
as required in their workplace activities.
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Recommended training equipment

Full range of training equipment which may include:
Suitable training venue/classroom

Lap top computer and data projector with screen
Overhead projector and screen
Photocopier, white boards and blackboards
DVD player, TV screen, video player.
Consumables:
Whiteboard pens and eraser with whiteboard cleaner

Overhead pens and overhead transparencies
Paper and butchers paper
Industry products, equipment, materials and raw materials relevant to training
topics/Toolboxes.
Sample documentation (hard and soft copies) of:
All components of all Toolboxes

Assessment items
Observation Checklists
Sample questions and answers
Sample Classroom Activities
Self-evaluation and Reflection sheets
Trainee Evaluation Sheets.
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Instructions for Trainers for using PowerPoint Presenter View
Instructions for Trainers for using

PowerPoint Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers
instructions.
In PowerPoint, on the Slide Show menu, click Setup Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
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Instructions for Trainers for using PowerPoint Presenter View
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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 ASEAN Tourism Ministers
ATPMC ASEAN Tourism Professionals Monitoring Committee
ATPRS ASEAN 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 Board
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What is the purpose of this document?

What is the purpose of this document?

What organizations are involved in ASEAN?

What organizations are involved in ASEAN?

Train the Trainer ASEAN Master

Competency Based Training (CBT) and

An element of competency describes the essential outcomes within a unit of competency.

Performance criteria indicate the standard of performance that is required to demonstrate

This manual will identify two avenues to facilitate learning:

Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.

It is important to note that flexibility in training and assessment strategies is required to

Makes effective use of resources A variety of teaching resources can be employed

Competency Based Training (CBT)

Principle of Competency Based Training

Be able to become confident, equipped and flexible managers of the future

Competency Based Assessment (CBA)

Principle of Competency Based Assessment

Competency must be proven regardless of:

A range of assessment methods to assess competency include:

ASEAN toolbox Definition of Competency Based Training

Assessment-related elements of an ASEAN toolbox will include:

Need to support candidates

Learning process will include:

Third Party Statement provided in the toolbox

Key Competencies in this Unit

Key Competencies Level Examples

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