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ASEAN Common CoreStandard Competency for
Tourism Professionals
:An Awareness Program
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What Is ACCSTP?
ASEAN Common Competency Standardsfor Tourism Professional
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Purpose of ACCSTP
The general objectives for developing theACCSTP are:
To determine the potential for manpowermobility and the establishment of an MRAwithin ASEAN.
To develop a strategic plan for the regional
implementation of ACCSTP and asustainable network to facilitate theapplication of an MRA.
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The Policy Background to theACCSTP
AFAS (ASEAN Framework Agreement onServices)- 1995
ASEAN Concord II (Bali Concord II) - 2003
ATA (ASEAN Tourism Agreement)
Roadmap for Integration of Tourism Sector
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AFAS (ASEAN Framework Agreement onServices)- 1995
The Plan of Action states that the ASEAN FrameworkAgreement on Services (AFAS) will strengthen servicesuppliers and introduce more competition into thislarge and important sector of ASEAN countries and
open new doors for service suppliers in the region.
The AFAS is based upon three pillars towards ASEANintegration: liberalization, cooperation, and facilitation.
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Recalling the ASEAN Tourism Agreementof 4 November 2002, specifically Article 8
(point 1) on Human Resource
Development
ASEAN Tourism Agreement(ATA)
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ASEAN Tourism Agreement(ATA)
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ASEAN Tourism Agreement (ATA) - ctdARTICLE 8
HUMAN RESOURCES DEVELOPMENT
3. Upgrading tourism education curricula and skills andformulating competency standards and certificationprocedures, thus eventually leading to mutual recognition of
skills and qualifications in the ASEAN Region:
4. Strengthening public-private partnerships in human resourcedevelopment; and
5. Cooperating with other countries, groups of countries and
international institutions in developing human resources fortourism.
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ASEAN Concord II
(Bali Concord II) - 2003
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ASEAN Framework Agreement for TheIntegration of Priority Sectors
1. Agro- based product
2. Air Travel3. Automotive
4. E-ASEAN
5. Electronic
6. Fisheries
7. Health Care
8. Rubber-basedproduct
9. Textiles and apparels
10. Tourism
11. Wood basedproducts
12. Logistic Service
PRIORITY SECTORS
Bali Concord II , 7 Oct.2003
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The objectives of this initiative are to :
Achieve full integration of the Tourism sector acrossall ASEAN Member Countries in moving towards the
end-goal of an ASEAN Economic Community asdirected by Leaders at the Bali Summit in October2003.
Strengthen regional integration effort throughliberalisation, facilitation, and promotion measures toensure full integration of the Tourism sector by 2010
Objectives
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Member States shall integrate trade in services by :
1. Setting clear targets and schedules for progressiveliberalisation for each round of negotiations towardsachieving freer flow of trade in services earlier than 2020;
2. Accelerating the service liberalisation for the prioritysectors by 2010;
3. Accelerating the development of Mutual RecognitionArrangement by 1 January 2008;
4. Applying the ASEAN-X formula; and
5. Promoting joint ventures and cooperation, including thirdcountry markets. (article 5)
TRADE IN SERVICES
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What Is Competency BasedTraining (CBT)?
A structured approach to training andassessment that is directed towardspecific outcomes. This approach helps
individuals to acquire skills, knowledge,and attitude so they are able to perform atask to a specified standard under certain
conditions. (Cert.IV in Training at Workplace and AssessmentModule)
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Competence Is
The ability to carry out a task to a definedstandard(Training with NLP, Joseph OConnor & John Seymour, 1994)
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Why CBT?
The Background
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The Background
1960s Business environment relatively stable
Organization concentrated on the best way of
doing things Competence was seen in terms of mastering
specific techniques----- mastering skills andknowledge in a specific field was the order of the
day General Motivational Theories based on broad
human needs
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The Background
1970s early 1980s The uncertainty of business atmosphere
No best way of doing things--- it depended on
what we want to be achieved & Strategy Employees seen as cost of doing business
Reduce the cost reduce the organization to hardcore of effective employees/ cutting the
deadwoods Organization wanted flexible workers
Understanding of human motivation stress onindividual differences.
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The Background
Mid of 1980s Business Environment --- competitive threat
Workforces were slimmed down --- levels of
supervision were reduced, resulted the need togive individual more control over their ownactivities
Employees were viewed as asset --- investment
needed to add value to them
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The Background
1990s Present Balancing Act by Management
Individual who can help to define the situation is
needed Managers to be able to confront, understand and
deal with the forces outside the organization
Managers to produce combination of excellence
and manage tension within the organizationconstructively
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Recruitmentand Selection
Classificationand
Compensation
PerformanceManagement
Development
COMPETENCIESThe Common
Language
Why Competencies?In general: Competencies provide a common
language
Workforce Needed ToMeet Organizational
Objectives(now and for thefuture)
Cert.IV TAA-4010-.I.Turnbull.ver2006
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What Happened in EducationSectors?
Vocational Training Approach dominated by theoffer
Incompatibility program provided by V.T and the
economy changes
Qualification was irrelevant to the needs ofworkers/ Industry.
School-leavers were not prepared for the worldof work
Technology was eliminating many unskilled andsemi skilled job
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CBT v.s Traditional Training (1/2)
Traditional Training CBT
Content based Competency based
Time based Performance based
Emphasized on inputs Emphasize on output
Group need Individual need
Subject Unit/ Modular
Little/ No Recognition PriorLearning (RPL)
RPL is an integrated part
Train the trainer Train the facilitator/ mentor
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CBT v.s Traditional Training (2/2)
Traditional Training CBT
Norm referenced Criteria referenced
Evaluation is emphasized on
knowledge
Assessment is emphasized
on competency
Final result Competent or Not YetCompetent
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Competency
Standards
Learning Stratgy &
MaterialAssessment
Qualification Framework
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CBT
CompetencyStandards
(ACCSTP)
Assessment
(CATC)
Learning Strategy &Learning Material
(CATC)
QualificationFrameworks
Components of Competency BasedTraining
The skills, knowledge andattitude required to do a job
Process to judge if peoplehave the required skills,
knowledge and attitude
How do we help people toget the skills and
knowledge
System for recognition ofcompetency
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Competency Standards(Component #1(ACCSTP Proj.))
An Industry- determined specification ofperformance which sets out the skills,knowledge and attitudes required to
operate effectively in employment.Competency Standards are made up ofelements of competency, together with
performance criteria, a range of variablesand an evidenceguide(National Volunteer Skills
Centre- Handbook- A Guide to Writing Competency Based TrainingMaterials)
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Types Of Standard
Industry Standards (Hotel & RestaurantStd, Garment Std.,Automotive Std., etc.)
Enterprise ( Company) Standards(Mandarin Hotel, Hyatt Hotel,Toyota Std.,Fiat Std., Etc.)
Cross- Industry Standards (Unit
Competency : Assessment, Training, etc)
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A Competent Worker
COMPETENT
Skill
Knowledge
Attitude
Task skills
Task Management Skills
Contingency Management Skills
Environment Skills
Transfer skills
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5 Aspects/ Dimension ofCompetency
1. Task Skills- able to perform individual tasks.
2. Task Management Skills- able to manage a number ofdifferent tasks within the job
3. Contingency Management Skills- able to responseirregularities and breakdowns in routine
4. Environment Skills- able to deal with responsibilities and
expectations of the work environment
5. Transfer Skills- able to transfer the competencies into anygiven situation (new situation/ new work place, etc)
Th C l A t d T
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The Commonly Accepted Typesof Competency
Practical competenceCan the personDOwhat is required?
Foundational competence
Does the personUNDERSTANDwhat they areDOINGand
WHYthey are doing it? Reflective competence
Can the personADAPTwhat they do under different sets ofcircumstances, based on their understanding of what they do?
Applied competenceCan we see from the persons behaviour that theyKNOWwhatto do,UNDERSTAND what they are doing and canAPPLYthis combination of knowledge and understanding to their work?
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Common Format of Competency Standard
Unit Code: ___________ Unit Title: ___________________________
Unit Descriptor: ___________________________________________
Element: __________ Performance Criteria:
Range of Variable: ______________________________________________
Evidence Guide :Underpinning Skills and Knowledge
Context of AssessmentCritical Aspects of AssessmentLinkages to Other Units
Key Competency
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LEARNING STRATEGY AND LEARNINGMATERIAL
(Component #2 CTAC Proj.)
Learning Strategy: guidance on howtraining program may be organized toassist individuals to achieve the required
competencies.
Learning Materials: information toteachers and trainers on how to develop
training program
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Competency Standards v.s Curriculum
Module TitleModule Objective
Time Required
Passing Grade
Pre-conditionSummary of Research
Evaluation Criteria
Coverage
Situation
Methods of Delivery
Method of Evaluation
CompetencyStandard
Element PerformanceCriteria
Range of Variable
Evidence Guide
Ref: National Education Dept. Of Rep.Indonesia-ILO.Indo.ver.2004
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ASSESMENT(component #3)(CTAC Proj. include this?)
Assessment is a systematic process ofcollectingevidence, then comparing thisevidence against the competency standards
and making a judgement about whether aperson has achieved the competency.
Evidence Criteria
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ASSESSMENT PROCEDURES
STEP ONE
PLAN & ORGANISE
STEP TWOPREPARING CANDIDATE
STEP THREECOLLECT & JUDGE EVIDENCE
STEP FOURRECORD ASSESSMENT
STEP FIVEFEEDBACK ASSESSMENT
STEP SIX
REPORT
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Qualification Framework(Component #4)
System for recognition of competencySee-CATC Project
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ACCSTP, CBAMT and CTAC
ACCSTPProj.(Phase I)
CCS
CTAC
Project
ASEANTourism
Curriculum
CBAMT(Phase II)
VET
Competent workerMRA