Presented by Alan Maguire Project Manager and Chief Editor Angliss Consulting

1. ASEAN – Australia Development Cooperation Program (AADCP) Phase II Presented byAlan MaguireProject Manager and Chief EditorAngliss Consulting Toolbox Development for a Priority Tourism Labor Division National Workshop

2. Methodology of Toolbox ProductionChallenges and Approach Role of Project Manager: • Select and supervise writers • Set guidelines for writers and publishing staff to maintain consistency e.g. in length, format, style and language • Report regularly on progress: inception, monthly updates, draft and final report • Assist in organisation of national and regional workshops.

3. Methodology of Toolbox ProductionChallenges and Approach Role of Chief Editor: • Edit or delegate editing of all writers’ work: Trainee Manuals, Power Point slides, Assessment Manuals • Request changes or additions from writers where needed • Liaise with desktop publishing staff to produce final product • Provide assistance to writers in specialist area e.g. English language toolboxes.

4. Methodology of Toolbox ProductionChallenges and Approach General Approach: • Select writer according to vocational background, skill and experience in writing • Oral and written guidelines given to writer on how to use the agreed Template and its components e.g. Trainee Manual, PowerPoint slides, Assessment Manual etc. • How to write concisely and use Plain English • Determining length based on nominal hours • Producing meaningful class activities • Devising meaningful assessment tasks – simulated or workplace based

5. Methodology of Toolbox ProductionChallenges and Approach Challenges: • Mixture of experienced and inexperienced writers • Even experienced writers need time to adapt to a new toolbox template and may require a lot of guidance • Need to write and produce 46 Toolboxes in 7 months • Writers need to be aware of nominal hours and what can practically be achieved in a limited class time - more likely to write too much than too little • Desktop publishing staff working to tight timetables dependent on writers completing their work on time – writers’ contracts issued with strict timelines

6. English language units – a practical demonstration Six English Language toolboxes (1 Core, 5 Electives) Why have they been included? • English is a second language in the majority of ASEAN Member States • English is a common means of communication between members • Tourism and hospitality client groups communicate mainly in English • Toolboxes are written to be delivered in English • Tourism employees require good communicative English but not everyone has to do English toolboxes (5 are electives)

9. English language units – a practical demonstration Different approach to writing English toolboxes: • English language students need foundation language skills to be able to study other toolboxes • Language used for instructions in English language toolboxes must be plainer and more concise • Competency-based vocational training is designed to impart knowledge and provide practice in performing tasks • English units must provide foundation skills while also providing content to stimulate interest including knowledge of standard procedures and cultural differences

10. English language units – a practical demonstration The Challenge in writing English language toolboxes: To design Trainee Manuals, PowerPoint slides, activities and assessment tasks which at the same time: (a) Impart knowledge of standards and procedures e.g. ‘Welcome guests appropriately’, ‘Introduce Self and Others’ (b) Provide the building blocks of language needed to understand instructions and implement procedures such as basic and specialised vocabulary, common phrases and foundational grammar e.g. tenses, regular and irregular verbs (continued)

11. English language units – a practical demonstration The Challenge in writing English language toolboxes: (c) Provide opportunities for practice and extension in all 4 language skills: listening, speaking, reading, writing: • Listening: trainees need to listen to genuine real life conversations in their vocational area: therefore we have embedded audiofiles and video situations (Internet links to U tube) of authentic conversations in Trainee Manuals and PowerPoint slides with attached tapescripts for trainer • Speaking: activities, games and role plays are provided to the trainer to encourage practice of new vocabulary and grammar learnt in situations where trainees are encouraged to express themselves (continued)

12. English language units – a practical demonstration • Reading: traineesare introduced to a variety of short and longer texts at varying degrees of difficulty and complete different comprehension exercises e.g. filling in gaps, writing answers to questions, matching words to definitions, true and false answers • Writing: trainees are given practice writing for different workplace situations e.g. summarising phone conversations, giving short instructions (menus etc.), leaving instructions for next shift, reporting etc.

13. English language units – a practical demonstration Let’s look at some examples from the Toolboxes (1) Which toolboxes focus mostly on listening? speaking? reading? writing? (some toolboxes focus more on one area but all include practice in the 4 skills) (2) Which sections in the Training Manual for ‘Start Conversations and Develop Good Relations with Guests’: (a) Impart knowledge of standards and procedures? (b) Provide the building blocks of language needed to understand instructions and implement procedures? (c) Provide opportunities for practice and extension in each of the four language skills: listening, speaking, reading, writing? Let’s do some of the exercises as we go!

14. English language units – a practical demonstration What is the best way to use the toolbox components? Discuss in pairs or in a small group: • Trainee Manual: The only reference or just one resource among others? When should it be used – in class only, home only or a combination of both? • PowerPoint slides: Provide knowledge or provide stimulation for discussion and class activities? • Assessment: Work projects and oral and written questions: diagnostic or formative? – examine for pass/fail or to provide prepare trainees for success in vocational toolboxes?

15. Thank you. Alan Maguire Manager, International Projects William Angliss Institute Melbourne, Australia For further information or queries: alanm@angliss.edu.au www.angliss.edu.au

16. Feedback Sessions • Divide into 4 groups of even numbers • Choose a group where you have some specialist knowledge or have read and are familiar with the toolboxes to be discussed • Choose a person to lead your group (Group leader) • Choose a person to record key points (Group recorder) • Choose a person to report back key feedback later (Group reporter) • Use your feedback sheets to record comments and hand to trainers later • Try to contribute to the discussion where you can

17. Feedback Sessions (1) Feedback Sessions in Specialist Groups: Choose one of four groups: 1. Common Core 2. Housekeeping 3. English Language 4. Human Resources Development

18. Feedback Session (2) Feedback Sessions in Specialist Groups: Choose one of four groups: 1. Security Services 2. Customer Service, Sales and Marketing 3. General and Financial Administration 4. Resource Management

19. Feedback Sessions: Instructions If group is mostly familiar with toolboxes: • Work through each of the toolboxes in your specialist areas, give your opinion on the content of the toolbox, what could also be included or changed and record on your feedback sheets. Use laptop/s for reference. If group are not very familiar with toolboxes: • Choose a toolboxes in your specialist area and work through and discuss the content of a Trainee Manual and/or PowerPoint slides and give your opinion on the content of the toolbox, what you liked or didn’t like and record on your feedback sheets.

20. Feedback sessions • Group reports: analyzing results from feedback sessions – one person to report back to whole group • Group discussion: Finalising recommendations for change

21. Identifying Master Trainer and Master Assessors: selection criteria Break into 4 discussion groups, choose a group leader, group recorder and group reporter and discuss: • Think about the best teacher or trainer that you ever had: what were the qualities that made him/her an excellent teacher? • Think about the toolboxes you have seen here today: what special skills and abilities will a Master Trainer and Assessor need to be able to train others in their use? • How important is (a) knowledge of how to teach (b) knowledge and experience in the vocational area (e.g. housekeeping) they will teach in and (c) industry experience? • How will your country choose its Master Trainers and Assessors? • Can the same person be both a Trainer and Assessor?

22. Thank you for your attendance today • Please complete the Evaluation Sheet and hand it to the Trainers along with any feedback sheets you have • If you didn’t have enough time to complete feedback sheets you can send them later to alanm@angliss.edu.au • Feel free to contact us if you have any further comments or queries: • Wayne Crosbie: waynec@angliss.edu.au • Alan Maguire: alanm@angliss.edu.au • Alan Hickman: alanh@angliss.edu.au