Train the Trainer – ASEAN Master trainer

1. MTA 1 Train the Trainer – ASEAN Master trainer

2. Train the Trainer – ASEAN Master Trainer This Unit comprises four Elements : 1. Identify operational context 2. Identify ASEAN toolbox components 3. Characterise role of ASEAN trainers 4. Implement training of an ASEAN Competency Standard

3. Assessment Assessment for this unit may include: • Oral questions • Written questions • Work projects • Exercises • Demonstration of practical skills • Observation of skills • Report from Third Party

4. Element 1 – Identify operational context Performance Criteria for this Element are: • Explain background to the ASEAN-Australia Development Cooperation Program Phase I • Describe elements of the ASEAN-Australia Development Cooperation Program Phase I • Define Competency Based Training and Competency Based Assessment • Review training/learning theory

5. Explain background to AADCP Phase I Rationale for program: • Increasing awareness of tourism as economic driver • Tourism identified as target for priority development and ASEAN integration • Need to provide safe and secure environment for tourists underpinned by quality service • Need to facilitate movement of skilled labour between ASEAN countries

6. Explain background to AADCP Phase I Impediments to ASEAN tourism growth have been: • Lack of common tourism curriculum • Great variations in standards/skill levels of staff • No mutual recognition • Demand for safe/secure environments • Need for authentic regional experiences coupled with consistent quality service

7. Explain background to AADCP Phase I Start of this initiative: • Established to support VAP and MRA • ASEAN Tourism Ministers decided to establish CATC to harmonise tourism curriculum/training between AMS • Designed to facilitate movement of trained/qualified tourism professionals between AMS to better address demand

8. Explain background to AADCP Phase I Major stakeholders: • Australian Government – AusAID: ASEAN Australia Development Cooperation Program • The 10 AMS • ASEAN Secretariat

9. Explain background to AADCP Phase I General overview of process: • Tourism focus building on CATC • Builds on work already done by William Angliss Institute for tourism training: • Qualifications Framework • Competency Standards • Packaging Rules for qualifications

10. Explain background to AADCP Phase I Development process: • Based on Competency Based principles • Reflects options and models from across the globe

11. Explain background to AADCP Phase I Aim was to produce a system which is: • Industry-based • Flexible • Structured

12. Explain background to AADCP Phase I The development process: • Featured collaboration between WAI and AMS • Reflected feedback/input from 1,000+ ASEAN representatives • Gained endorsement of Qualifications Framework, and Competency Standards from all AMS

13. Explain background to AADCP Phase I WAI also undertook: • Gap Analysis of Implementation of MRA on Tourism Professionals • Feasibility Study for the Establishment of a Regional Secretariat for ASEAN Tourism Professionals

14. Explain background to AADCP Phase I William Angliss Institute: • Melbourne-based with offices Australia-wide and in many overseas countries • Has annual enrolment of around 25,000 students • Is largest specialist single purpose provider of tourism, hospitality and foods, education, training and consulting services in the Southern Hemisphere • Is Victorian Government designated Specialist Centre for Tourism, Hospitality and Culinary Arts industries

15. Describe elements of AADCP Phase I Key elements: • CATC – Common ASEAN Tourism Curriculum • RQFSRS – Regional Qualifications Framework and Skills Recognition System • ACCSTP – ASEAN Common Competency Standards for Tourism Professionals • MRA – Mutual Recognition Arrangement • RPL – Recognition of Prior Learning • Regional Secretariat

16. Describe elements of AADCP Phase I CATC: • Developed 5-level RQFSRS • Developed 242 Competency Standards • Based on 6 Labour Divisions • Underpins MRA • Will provide consistency of training

17. Describe elements of AADCP Phase I RQFSRS: • Has 52 qualifications ranging from Certificate II to Advanced Diploma • Contains mandatory Packaging Rules • Provides maximum flexibility for all users

18. Describe elements of AADCP Phase I ACCSTP: • Provides ‘blueprints’ to support CBT/CBA • Provides minimum standards/requirements for professionals • Is the basis of all accredited training • Gives detailed guidance to Trainers and Assessors

19. Describe elements of AADCP Phase I MRA – critical element underpinning whole project: • Ensures standard/quality of training and those who have been trained across all AMS • Ensures recognition of qualifications by all AMS • Allows ease of movement of qualified professionals between AMS • Encourages exchange of vocational training information between AMS • Enhances conformity to Competency Based principles (Continued)

20. Describe elements of AADCP Phase I • Those who hold a qualification of a recognised Foreign Tourism Professional may be eligible to work in another AMS country • Eligibility will still be subject to prevailing domestic laws and regulations • TPCB has recognised over 30 job titles for this purpose across all 6 Labour Divisions

21. Describe elements of AADCP Phase I RPL: • Enables those with skills to gain formal qualifications regardless of how those skills were gained • Successful RPL application gives ‘advanced standing’ towards a recognised qualification under the Qualifications Framework

22. Describe elements of AADCP Phase I Regional Secretariat: • Flows from MRA • Manages/monitors Tourism Professionals in the region • Serves to oversee activities at regional level including ATPRS and ATPMC

23. Define CBT and CBA ‘Competency’: • Refers to the ability to perform particular tasks and duties to the standard of performance expected in the workplace • Includes separately or in combination: • ‘Knowledge’ • ‘Skills’ • ‘Attitudes’ (Continued)

24. Define CBT and CBA • Covers all aspects of work performance and includes • Performing tasks • Managing tasks • Responding to contingencies • Dealing with workplace responsibilities • Working with others

25. Define CBT and CBA CBT: • Evolved from mid-1900s from America • Now recognised as best vocational training method • Emphasises ability to demonstrate competency as opposed to completing a training course/program

26. Define CBT and CBA CBT: • Requires ability to perform • Is not time-based • Measures outcomes against a Competency Standard • Is industry-relevant (Continued)

27. Define CBT and CBA • Based on CATC for required skills • Includes concept of RPL • Incorporates learning strategies and materials via the Toolboxes • Uses RQFSRS as the system for recognition of skills and knowledge

28. Define CBT and CBA CBA: • There must be CBA for there to be effective CBT • CBA does not exist on its own • Results are ‘Pass Competent’ or ‘Not Yet Competent’ not ‘Pass/Fail’ or percentage

29. Define CBT and CBA CBA: • Is a process of gathering evidence to make a judgement of competency based against a prescribed standard • Evidence/proof may be obtained from variety of sources such as: • Observations of work/actions • Reports from supervisors/others regarding performance • Sighting examples of work done

30. Define CBT and CBA To be ‘Competent’ candidate must demonstrate they can: • Perform at acceptable skill level • Organise required tasks • Respond/react appropriately when things go wrong • Fill a workplace role as required • Transfer skills/knowledge to new situations

31. Define CBT and CBA Principles of CBA: • Fairness • Reasonable adjustment • Reliability • Flexibility • Validity

32. Define CBT and CBA ‘Evidence rules’ – evidence must be: • Valid • Sufficient • Authentic • Current

33. Define CBT and CBA Overview of CBT and CBA: • Job analysis is basis of competency • Focus of training is performance of competency • Trainees have access to competency statements, standards required and assessment to be used • Assessment is appropriate to competency • Results related to competency achieved • Detailed records are maintained

34. Review training/learning theory Learning is voluntary behaviour: • People cannot be forced to learn • Learners must want to learn • Trainers have an obligation to motivate learners

35. Review training/learning theory Learning as a process: • Person has a need to learn • Person seeks a solution to their need to learn • Person learns

36. Review training/learning theory Learner characteristics and learning styles: • All learners are unique • People have different learning styles/preferences • Training delivery should suit/reflect these different learning styles/preferences • There is a need to get to know individual learners and their different learning styles/preferences and adapt delivery to suit

37. Review training/learning theory Principles of adult learning: • Growth in knowledge • Development of skills • Changes in attitudes, values and perceptions

38. Review training/learning theory Malcolm Knowles offers: • Adult learners want to be self-directed • Adults bring lots of experience to the learning process which should be used as the basis for future learning • Adults want to learn to meet an identified need • Adult learning must be relevant to identified need

39. Review training/learning theory Based on Knowles: • Learning/training must be active • Learning/training must be relevant • Learning/training must be holistic (Continued)

40. Review training/learning theory • Learning/training is concerned with first and last impressions • Learning/training must be practised and reinforced • Learning/training must feature feedback • Learning/training must be rewarded

41. Review training/learning theory Training is a shared process between: • The trainer • Analyses need/s • Finds the information • Organises/presents information • Facilitates learning (Continued)

42. Review training/learning theory • The learner: • States their needs • Relates training objectives to their needs • Engages with training • Applies learning

43. Review training/learning theory Common barriers to learning: • The trainer: • Proper attitude is critical • Preparation is essential • Training environment must be safe and appropriate (Continued)

44. Review training/learning theory • The learner: • Must have necessary language and literacy skills • Must be ready, willing and motivated to learn • Must attend when required

45. Review training/learning theory ‘English’ language as potential barrier to learning: • Entire CATC is written in English • English is foreign language to most learners • Currently no way to determine English skills of learners and no entry level English language guidelines • English language can be challenging for both trainers and learners (Continued)

46. Review training/learning theory • Trainers may not have experience with modern delivery methods • Inherent language skills include: • Learners not competent due to low levels of English • Trainers unable to deliver units effectively • Difficulties inherent in classes with mixed language abilities • Not meeting curriculum outcomes

47. Review training/learning theory Training as a system: • Identify training needs • Determine entry level/s • Specify outcomes/objectives • Determine content and sequence (Continued)

48. Review training/learning theory • Select appropriate delivery strategies • Deliver training • Assess learner • Evaluate trainer performance and training resources

49. Review training/learning theory TNA: • Not all workplaces use it • Many workplaces train all staff in set content regardless of whether they need it or not • Some workplaces use TNA to determine starting point/s for worker training

50. Review training/learning theory A TNA : • Should be applied to every employee • Seeks to identify difference between actual and required performance • Will reveal ‘training gap’ • Training gap should provide basis for training delivery