Train the Trainer – ASEAN Master assessor

TRAIN THE TRAINER – ASEAN MASTER ASSESSOR

Slide 1

MTA 2

Train the Trainer – ASEAN Master AssessorThis Unit comprises four Elements:

1. Identify operational context

2. Identify ASEAN toolbox components

3. Characterise role of ASEAN assessors

4. Implement assessment of an ASEAN Competency Standard

Slide 2

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

Slide 3

Element 1 – Identify operational contextPerformance Criteria for this Element are:

Explain background to the ASEAN-Australia Development Cooperation ProgramPhase I

Describe elements of theASEAN-Australia DevelopmentCooperation Program Phase I

Define Competency Based Training and Competency Based Assessment

Review training/learning theory

Slide 4

Explain background to AADCP Phase IRationale 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

Slide 5

Explain background to AADCP Phase IImpediments 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

Slide 6

Explain background to AADCP Phase IStart 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 and qualified tourism professionals between AMS to better address demand

Slide 7

Explain background to AADCP Phase I

Major stakeholders:

Australian Government – AusAID: ASEAN Australia Development Cooperation Program

The 10 AMS

ASEAN Secretariat

Slide 8

Explain background to AADCP Phase IGeneral 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

Slide 9

Explain background to AADCP Phase IDevelopment process:

Based on Competency Based principles

Reflects options and models from across the globe

Slide 10

Explain background to AADCP Phase I

Aim was to produce a system which is:

Industry-based

Flexible

Structured

Slide 11

Explain background to AADCP Phase IThe 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

Slide 12

Explain background to AADCP Phase IWAI also undertook:

Gap Analysis of Implementation of MRA on Tourism Professionals

Feasibility Study for the Establishmentof a Regional Secretariat for ASEAN Tourism Professionals

Slide 13

Explain background to AADCP Phase IWilliam 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

Slide 14

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

Slide 15

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

Slide 16

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

Slide 17

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

Slide 18

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)

Slide 19

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

Slide 20

Describe elements of AADCP Phase I RPL:

Slide 21

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

Describe elements of AADCP Phase I Regional Secretariat:

Flows from MRA

Manages and monitors Tourism Professionals in the region

Serves to oversee activities at regional level including ATPRS and ATPMC

Slide 22

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)

Slide 23

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

Slide 24

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

Slide 25

Define CBT and CBA

CBT:

Requires ability to perform

Is not time-based

Measures outcomes against a Competency Standard

Is industry-relevant

(Continued)

Slide 26

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

Slide 27

Define CBT and CBA

Slide 28

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

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

Slide 29

Define CBT and CBA

To be ‘Competent’ candidate must demonstrate they can:

Perform at acceptable skill level

Organise required tasks

Respond and react appropriately when things go wrong

Fill a workplace role as required

Transfer skills and knowledge to new situations

Slide 30

Define CBT and CBA

Principles of CBA:

Fairness

Reasonable adjustment

Reliability

Flexibility

Validity

Slide 31

Define CBT and CBA

‘Evidence rules’ – evidence must be:

Valid

Sufficient

Authentic

Current

Slide 32

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

Slide 33

Review training and learning theory

Learning is voluntary behaviour:

People cannot be forced to learn

Learners must want to learn

Trainers have an obligation to motivate learners

Slide 34


Learning as a process:

Person has a need to learn

Person seeks a solution to their need to learn

Person learns

Slide 35


Learner characteristics and learning styles:

All learners are unique

People have different learning styles and preferences

Training delivery should suit and reflect these different learning styles and preferences

There is a need to get to know individual learners and their different learning styles and preferences and adapt delivery to suit

Slide 36


Principles of adult learning:

Growth in knowledge

Development of skills

Changes in attitudes, values and perceptions

Slide 37


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 toidentified need

Slide 38


Based on Knowles:

Learning and training must be active

Learning and training must be relevant

Learning and training must be holistic

(Continued)

Slide 39


Learning and training is concerned with first and last impressions

Learning and training must be practised and reinforced

Learning and training must feature feedback

Learning and training must be rewarded

Slide 40


Training is a shared process between:

The trainer

• Analyses need/s

• Finds the information

• Organises and presents information

• Facilitates learning

(Continued)

Slide 41


Slide 42

The learner:

• States their needs

• Relates training objectives to their needs

• Engages with training

• Applies learning


Common barriers to learning:

The trainer:

• Proper attitude is critical

• Preparation is essential

• Training environment must be safe and appropriate

(Continued)

Slide 43


Slide 44

The learner:

• Must have necessary language and literacy skills

• Must be ready, willing and motivated to learn

• Must attend when required


‘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)

Slide 45


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

Slide 46


Training as a system:

Identify training needs

Determine entry level/s

Specify outcomes/objectives

Determine content and sequence

(Continued)

Slide 47


Select appropriate delivery strategies

Deliver training

Assess learner

Evaluate trainer performance andtraining resources

Slide 48


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 points for worker training

Slide 49


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

Slide 50


Steps in conducting TNA:

Slide 51

Research benchmark

Observe and record performance

Compare performance

Determine training gap


Training plans:

Required to support professional training delivery

Are a summary document containing information such as:

• Client name

• What else? (Classroom Activity)

Slide 52


Slide 53

A training program must also be prepared:

A detailed document showing:

• Delivery schedule

• Content

• Delivery method/s

• Resources available/to be used


Learning and session plans must be prepared for every session:

Available in many formats

Role is to assist the trainer

Content taken from training program

• Content

• Sequencing

• Time allocated for each topic

• Information to assist delivery

Details of additional references

Slide 54


Assessment:

Must be competency based

Systematic collection of evidence to allow the ‘PC’ or ‘NYC’ decision to be made

Slide 55


Assessment must:

Embrace RPL where applicable

Reflect requirements of Competency Standard

Be appropriate to the Competency Standard

Ensure candidates know how, where and when they will be assessed

(Continued)

Slide 56


Assess ONLY what learners have been told they will be assessed on

Conform to advice given about implementation of the assessment/s

Align with CBA principles

Comply with Evidence Rules

Slide 57


‘Content’:

Information provided to enable competency in relation of requirements of competency standard

Indicative content listed under ‘Unit Variables’ in competency standard

Trainee Manuals in Toolboxes contain all relevant content

Slide 58


When delivering training:

MUST cover content identified in competency standard

May deliver extra content – but MUST NOT remove any content

Extra content may be added to‘contextualise’ delivery

Slide 59


Training methods = delivery strategies:

Should reflect learning style of learners; be suitable to content; vary throughout the training

Always emphasise safety, support competency based principles, reflect assessment which will be applied

Take into account practicalities such as equipment/resources available, budget, available time

Slide 60


‘Training resources’:

Materials needed to deliver training

‘Toolboxes’ provide:

• Trainee Manual

• Trainer Guide

• Assessor Manual

• PowerPoint presentation

Slide 61


Slide 62

Training delivery:

Should align with planning which has been done

Should be flexible to deal with unforeseen circumstances

Should reflect and accommodate learner styles and preferences

Must address ‘identified need’

(Content)


May be provided:

• By one trainer

• By ‘subject experts’

• Through team teaching

• Using Guest Speakers

(Continued)

Slide 63


May occur:

• In classroom

• In simulated environment

• In workplace

• In blended scenario

(Continued)

Slide 64


Will often be customised to suit client/learner needs

Requires trainers to apply:

• Interpersonal skills

• Communication skills

• Class management skills

Slide 65

Summary – Element 1

When identifying operational context:

Appreciate the background and rationale for the program

Realise the scope and aims of the project

Describe the products which have been developed to support the initiative

(Continued)

Slide 66


Refer to the Common ASEAN Tourism Curriculum and Regional Qualifications Framework and Skills Recognition System

Emphasise the role, benefits and importance of the Mutual Recognition Arrangement and the Regional Secretariat

Acknowledge the role played by Recognition of Prior Learning

(Continued)

Slide 67


Explain and stress the principles attached to and the value of Competency Based Training and Assessment in the delivery of vocational training

Locate the delivery of vocational training within acknowledged theory relating to the training of adults

Slide 68

Element 2 – Identify ASEAN Toolbox components Performance Criteria for this Element are:

Name Labour Divisions to which toolboxes apply

Identify the Unit Titles of ASEAN toolboxes developed

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

Explain concept of Packaging Rules to develop ASEAN qualifications

(Continued)

Slide 69

Element 2 – Identify ASEAN Toolbox components Describe the Elements of an ASEAN toolbox

Competency Standard

Describe the components of an ASEAN toolbox Trainee Manual

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

Describe the components of an ASEAN toolbox Trainer Guide

Describe the components of an ASEAN toolbox Assessor Manual.

Slide 70

Name Labour Divisions to which ASEAN toolboxes applyThe requirements for development of competency standards were provided to William Angliss as needing to address:

Hotel Services – Restaurant Services

Hotel Services – Front office and Housekeeping

Travel – Travel and Tour Services

Slide 71

Name Labour Divisions to which ASEAN toolboxes applyCurriculum Framework required to be structured across six Labour Divisions:

Food production (FP)

Food and beverage service (FB)

Front office (FO)

Housekeeping (HK)

Travel operation (TO)

Travel agencies (TA)

Slide 72

Identify the Unit Titles of ASEAN toolboxes developedUnit Titles:

There are 242 across the 6 Labour Divisions

Some are specific to only one Labour Division

Some apply to more than one Labour Division

Some apply to all Labour Divisions

Slide 73

Identify the Unit Titles of ASEAN toolboxes developedTo access list of Unit Titles and all ASEAN resources:

Go to waseantourism.com

Username = guest

Password = guest1

Click on ‘Approved Toolboxes’..

Slide 74

Identify the Unit Titles of ASEAN toolboxes developed‘Clusters’:

All competency standards are positioned within three Competency Standards menus

If a Unit/competency standard has more than one Unit Number it means it is located in more than one Cluster

Clusters form the basis of Packaging Rules

Slide 75

Identify the qualifications available under the ASEAN RQFSRSThere are 52 qualifications across the six Labour Divisions ranging from Certificate II to Advanced Diploma as follows:

FB – 9 qualifications

FP – 10 qualifications

FO – 5 qualifications

HK – 5 qualifications

TO – 12 qualifications

TA – 11 qualifications

Slide 76

Identify the qualifications available under the ASEAN RQFSRSCertificate II - Cert II - Cert 2:

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

Slide 77

CERTIFICATE II

Identify the qualifications available under the ASEAN RQFSRSCertificate III - Cert III - Cert 3:

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

Slide 78

Certificate III

Identify the qualifications available under the ASEAN RQFSRS

Slide 79

Certificate IV

Certificate IV - Cert IV - Cert 4:

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

Identify the qualifications available under the ASEAN RQFSRSDiploma - Dip:

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

Slide 80

Identify the qualifications available under the ASEAN RQFSRSAdvanced Diploma - Adv. Dip:

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

Slide 81

Explain concept of Packaging Rules to develop ASEAN qualificationsPackaging Rules:

Prescribe requirements for creating a qualification

Define the mix/blend of:

• Core and Generic competencies required

• Functional competencies required

Slide 82

Explain concept of Packaging Rules to develop ASEAN qualificationsIn relation to Packaging Rules:

More units/competency standards required for higher level qualifications

Higher level qualifications give access to more management-oriented competency standards

Lower levels give students far less choice/options

Students can enter the Qualifications Framework at any level

(Continued)

Slide 83

Explain concept of Packaging Rules to develop ASEAN qualifications They allow students to switch between qualifications

Students can select Functional competencies

Selected units may differ in terms of ‘Hours’ but qualifications/CBT is not time-based

The one qualification may comprise different units/competency standards

Slide 84

Explain concept of Packaging Rules to develop ASEAN qualificationsBenefits of ASEAN Packaging Rules:

Flexibility for students

Flexibility for employers/industry

A structured pathway

Will deliver industry-based training endorsed by AMS

Guidance about selection of units to reflect Job Titles

Extra content can be added to any Competency standard

Slide 85

Describe the elements of an ASEAN toolbox Competency StandardCompetency Standards:

Form the essence/basis of all Units in the Qualifications Framework

Describes the skills and knowledge required

Underpins CBT and CBA

Slide 86

Describe the elements of an ASEAN toolbox Competency StandardCompetency Standards can be used in a variety of ways:

Job design and Job descriptions Performance appraisal Selection criteria Career path development Identification of training needs Development of training programs Certification

Slide 87

Describe the elements of an ASEAN toolbox Competency StandardCompetency Standards:

Have all been endorsed by representatives from AMS

Have been reviewed and revised, as necessary

Contain detail to assist with unit selection

Are all written following the same format

Are all available at waseantourism.com

Slide 88

Describe the elements of an ASEAN toolbox Competency StandardUnit title:

Name of the unit/competency standard

Title indicates nature of the unit/content

Begins with a verb

Are not of a standard length

Slide 89

Describe the elements of an ASEAN toolbox Competency StandardUnit Number:

Every unit has at least one number

If a unit is located in more than one Labour Division it will have more than one number

Eg: D1.HBS.CL5.01 and D2.TTG.CL3.02

Slide 90

Describe the elements of an ASEAN toolbox Competency StandardEach Unit Title has 4 parts – Part 1:

D1 = all Units in Hotel Services classification

D2 = all Units in Travel Services classification

(Continued)

Slide 91

Describe the elements of an ASEAN toolbox Competency StandardPart 2 – three letter code indicates the nature/classification of the Cluster the Unit belongs to:

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

(Continued)

Slide 92

Describe the elements of an ASEAN toolbox Competency Standard 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

(Continued)

Slide 93

Describe the elements of an ASEAN toolbox Competency StandardPart 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

(Continued)

Slide 94


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

(Continued)

Slide 95


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 Operations

(Continued)

Slide 96


TCS = Travel Services, Customer Service, Sales and Marketing

TTO = Travel Services, Tour Operations TGA = Travel Services, General

Administration TFA = Travel Services, Financial

Administration TRD = Travel Services, Human Resource Development TRM = Travel Services, Resource Management

(Continued)

Slide 97


Cluster number the Unit/Competency Standard is located in

Part 4:

Final 2-digit number merely indicates the position of the Unit/Competency Standard within the Cluster – it has no other weighting or meaning

Slide 98

Describe the elements of an ASEAN toolbox Competency StandardNominal Hours:

Indicative time required to deliver the Unit

Not mandatory

Used as basis for planning and funding

Determined based on content, complexity and experience of Trainers with similar units

Slide 99

Describe the elements of an ASEAN toolbox Competency StandardUnit Descriptor:

A brief description/overview of the unit

Often used by Providers in advertisements and Student Handbooks to help explain/describe the contents of courses/qualifications

Slide 100

Describe the elements of an ASEAN toolbox Competency StandardElements:

All Competency Standards contain Elements

No fixed/required number of Elements

Three to five is the common number

They identify/describe key tasks/activities of the Unit

Slide 101

Describe the elements of an ASEAN toolbox Competency StandardPerformance Criteria:

All Elements comprise a number of Performance Criteria – no set number per Element (5 – 8 is common)

They are sub-sets of Elements and state action needed for competency in the Element

Parts written in italics have details provided under ‘Unit Variables’

Slide 102

Describe the elements of an ASEAN toolbox Competency StandardUnit Variables:

Provides advice to interpret Unit allowing for differences between enterprises and workplaces

Relates to Unit as a whole and facilitates holistic assessment

Identifies the Labour Division/sto which the Unit applies

Gives key points relating to italicised parts of Performance Criteria which the Trainer should cover in training

Slide 103

Describe the elements of an ASEAN toolbox Competency StandardAssessment Guide:

Lists skills and knowledge which must be assessed as part of the Unit

Important for Trainer and Assessor to liaise in relation to this

Slide 104

Describe the elements of an ASEAN toolbox Competency StandardLinkages to other Units:

Indicates related competency standards

These other units may contain useful/relevant information for Trainer

They are NOT pre-requisite Units

Slide 105

Describe the elements of an ASEAN toolbox Competency StandardCritical aspects of assessment:

Indicates essential evidence required for determining ‘Pass Competent’ decision

Supports the Assessment Guide

Must be addressed and taken into account by Trainer when delivering training

Slide 106

Describe the elements of an ASEAN toolbox Competency StandardContext of Assessment:

Provides framework and perspective for assessment

Emphasis is on CBA

Assessment may be ‘real-life’, ‘workplace-based’ or in a mock/simulated environment

Slide 107

Describe the elements of an ASEAN toolbox Competency Standard

Slide 108

Resource Implications:

Gives generic overview/indication regarding the resource necessary/required to deliver the training (and by implication the assessment also)

Resources listed here are supplemented by those listed in Trainer Guide under ‘Recommended Training Equipment’

Describe the elements of an ASEAN toolbox Competency StandardAssessment Methods:

Lists options for assessment

They are suggestions only

Slide 109

Describe the elements of an ASEAN toolbox Competency StandardKey Competencies for the Unit:

These detail the type and level of ‘key competencies’ needed by successful candidates to perform the requirements of the Competency Standard in a workplace

There are 7 key competencies

Each key competency may be graded from “-” (0 = not applicable at all) to 3 (most applicable)

Slide 110

Describe the components of an ASEAN toolbox Trainee ManualRole of Trainee Manual:

Distributed to students – theirs to keep

Available from waseantourism.com

Provides training content as listed in competency standard for the Unit – endorsed by AMS

Is the basis of training provision for students

Can be supplemented by other material if required

Slide 111

Describe the components of an ASEAN toolbox Trainee ManualAll RMs structured the same way as endorsed by AMS:

Cover page

Generic information

Table of Contents

(Continued)

Slide 112


Introduction to Trainee Manual

Unit Descriptor

(Continued)

Slide 113


Assessment Matrix

Glossary of Terms

(Continued)

Slide 114

Describe the components of an ASEAN toolbox Trainee Manual Notes/training content:

• Heart of the training for students

• Provides details of the content

• Presented in accord with competency standard

• Summary presented at end of each Element

• Trainers can add to it and/or contextualise the material

• Trainers can refer to it when using PowerPoint

(Continued)

Slide 115


Work Projects

‘Presentation of Written Work’ advice to students

(Continued)

Slide 116


Recommended Reading

Trainee Evaluation Sheet

Trainee Self-Assessment Checklist

Slide 117

Describe components of ASEAN PowerPoint slide showPowerPoint (PPT) slide show/presentation:

Provided for every Unit

Are an option for training delivery – their use is not compulsory and they can be used in a variety of ways

(Continued)

Slide 118

Describe components of ASEAN PowerPoint slide show

PowerPoint slides consist of 2 parts:

Student view

Presented view

Slide 119

Describe components of ASEAN PowerPoint slide showPPTs – can be obtained from waeantourism.com and all slide shows follows same format:

Title slide

List of Elements

Assessment overview

Performance Criteria for Element 1

(Continued)

Slide 120

Describe components of ASEAN PowerPoint slide show

Content

Classroom Activities

Slide 121

Describe components of ASEAN toolbox Trainer GuideTrainer Guide (TG) – one for every Unit and available at waseantourism.com:

Same format for each TG

Intended just for Trainer (and/or Assessor) use

A planning tool

Slide 122

Describe components of ASEAN toolbox Trainer GuideTG contents:

Information on CBA and CBT

Competency Standard for the Unit

Copt of PPTs for the Unit

(Continued)

Slide 123

Describe components of ASEAN toolbox Trainer Guide Recommended Training Equipment

Instructions for using PPT – Presented View

Appendix – ASEAN acronyms

(Continued)

Slide 124

Describe components of ASEAN toolbox Assessor ManualAssessor Manual (AM) provided for every Unit and available at waseantourism.com:

For use by Assessor

May be released to Trainer

A planning tool for Assessors

Format the same in every AM

Slide 125

Describe components of ASEAN toolbox Assessor ManualAM contents:

Information about CBA

Copy of the Competency Standard for the Unit

(Continued)

Slide 126

Describe components of ASEAN toolbox Assessor Manual Oral Questions

Written Questions

Observation Checklist

Third Party Statement

Competency Recording Sheet

(Continued)

Slide 127


When identifying ASEAN toolbox components:

Know the six Labour Divisions to which the Toolboxes apply and gain a general appreciation for the nature of the units which apply to each

Recognise the 242 competency standards provided for under the Qualifications Framework

Be aware of the Clusters which relate to various Standards Menus within the Labour Divisions

(Continued)

Slide 128


Recognise the 52 qualifications and various streams provided for across the six Labour Divisions

Know how to access and use the Packaging Rules which govern the creation of qualifications

Be able to access, describe and interpret elements of all ASEAN toolbox competency standards

(Continued)

Slide 129


Be able to access and describe the contents of a toolbox Trainee Manual

Be able to access and describe the components of the PowerPoint slide presentation which supports ASEAN toolboxes and their delivery

(Continued)

Slide 130


Be able to access and describe generic inclusions in an ASEAN toolbox Trainer Guide

Be able to access and describe the components of an ASEAN toolbox Assessor Manual

Slide 131

Element 3 – Characterise role of ASEAN AssessorsPerformance Criteria for this Element are:

Explain pre-requisites for eligibility to become an ASEAN toolbox assessor and Master Assessor

Define roles and responsibilities of an ASEAN toolbox Assessor and Master Assessor

Explain nature of relationship between ASEAN toolbox assessors and trainers

Slide 132

Explain pre-requisites to become ASEAN toolbox assessor and Master Assessor

Assessor pre-requisites:

Minimum years of industry experience

A basic trade qualification

A nominated vocational training/assessment certificate

Slide 133


Slide 134

Train the Trainer – ASEAN National Trainer: NTA 1 has also been developed (50 hours)

Train the Trainer – ASEAN National Assessor: NTA 2 has also been developed (35 hours)


Factors determining eligibility of applicants to become Master Assessor:

Personal attributes

Training qualifications

Training experience

(Continued)

Slide 135


Academic and vocational qualifications

Industry experience

Knowledge and skills

Other desirable qualities

Slide 136


Application process – formal and standard:

Completion of application or EOI form

Vetting and short-listing of applicants

Interview with NTO

(Continued)

Slide 137

Explain pre-requisites to become ASEAN toolbox assessor and Master Assessor Rating by Selection Panel using scoring sheet based on

Key selection Criteria and results of interview

Nomination and notification of successful applicants

Completion of letter from applicant:

• Endorsement by employer

• Commitment for 2 years

Slide 138

Define roles and responsibilities of an ASEAN assessor and Master Assessor

Common roles/responsibilities of assessor:

Being responsible to their employer

Being responsible to their students

Making quality assessment of vocational training a constant objective and predominant priority

Organising assessment

(Continued)

Slide 139

Define roles and responsibilities of an ASEAN assessor and Master Assessor Conducting assessments

Reviewing personal assessment performance

Finalising documentation

Growing expertise with vocational assessment

Liaising with Trainers

Slide 140


Roles and responsibilities of Master Assessors (MA):

Individual score/rating will determine this to large extent

Primary role of 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

Slide 141


To fulfill primary roles MAs are required to:

Promote ASEAN toolboxes and their use

Assist with MA candidate selection

Train MA candidates

Monitor progress of program and participants

Assist MT and MA candidates

Give feedback or individuals and the project

Slide 142


MTs and MAs will be evaluated and rated on completion of training based on their:

Attitude

Aptitude

Vocational knowledge

Vocational experience

Ability to train

(Continued)

Slide 143

Define roles and responsibilities of an ASEAN assessor and Master Assessor Communication competence

Knowledge of CBA/CBT

Knowledge of CATC and MRA

Knowledge of specialist or common core toolboxes

Personal characteristics

Slide 144


Scoring/rating is undertaken out of 30 and candidates are classified into one of four Levels:

Level 1: (25 – 30) Outstanding Master Trainer and/or Assessor

Level 2: (19 – 24) Competent Master Trainer and/or Assessor

(Continued)

Slide 145


Level 3: (15 – 19) Competent Trainer and/or Assessor

Level 4: (0 – 14) Not Yet Competent Trainer and/or Assessor

Slide 146


Based on ratings, candidates will be classified as:

Category A

Category B

Category C

Category D

Slide 147


Relationship needs to be characterised by:

Openness

Fact-based communication

Cooperation

Collaboration

Harmony

Mutual learning

Slide 148


The relationship is important because:

Learner is reliant on both Assessor and the Trainer

Assessor must know what learner is being taught

Assessor must only assess what is taught

(Continued)

Slide 149

Explain nature of relationship between ASEAN toolbox assessors and trainers Assessment needs to be based on delivery of training

Trainer may need to contextualise training and Assessor needs to be aware of this

May be need to share the same equipment/resources

Needs to be feedback between the two on a variety of issues

Slide 150


Ways to create/maintain required relationship:

Communicate regularly

Set a meeting/communication schedule

Share information

Have an ‘open door’ policy

Acknowledge what the other person does

Slide 151


When characterising role of ASEAN assessors:

Determine eligibility requirements to become a toolbox assessor

Understand the eligibility requirements for becoming a Master Assessor

Know the application procedure and selection criteria to become a Master Assessor

(Continued)

Slide 152


Be aware of the role of National Trainer and Assessor training

Define and describe the roles and responsibilities of toolbox assessors and Master Assessors

(Continued)

Slide 153


Be aware of and be able to interpret the rating scheme for evaluating Master Assessors

Explain the nature of the relationship necessary between assessors and trainers when using the ASEAN toolboxes to deliver and assess vocational training

Slide 154

Element 4 – Implement assessment of an ASEAN Competency StandardPerformance Criteria for this Element are:

Plan and prepare for assessment of an ASEAN Competency Standard

Conduct assessment of an ASEAN Competency Standard

Evaluate ASEAN assessment

Slide 155

Plan and prepare for assessment of an ASEAN Competency StandardSome background to introduce planning and preparation for CBA:

‘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

Slide 156

Plan and prepare for assessment of an ASEAN Competency StandardCBA is a process of systematically collecting evidence and making a judgement of a person performance against the prescribed competency standard.

To be assessed ‘Competent’ candidate must be able to:

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

Slide 157

Plan and prepare for assessment of an ASEAN Competency StandardThe ‘evidence’ may be obtained by:

Observing their work

Obtaining reports of their competence from others

Sighting samples of work they have done

Slide 158

Plan and prepare for assessment of an ASEAN Competency StandardCompetent performance comprises five key elements:

Task skills

Task management skills

Contingency management skills

Job/role environment skills

Transfer skills

Slide 159

Plan and prepare for assessment of an ASEAN Competency Standard5 key considerations:

Has the task been performed:

In a hygienic manner?

Safely?

With due regard to customer courtesy?

In a logical and appropriate manner?

Can the individual respond appropriately when a mistake is made?

Slide 160

Plan and prepare for assessment of an ASEAN Competency StandardStarting point for all planning/preparation for assessment is reviewing the Competency Standard – this is done to:

Find out exactly what the Unit is about

Become familiar with all relevant assessment-related requirements

Make sure a copy of the Standard is at hand

Ensure all aspects of the Standard are assessed

Determine whether or not any assessments can be grouped together

Slide 161

Plan and prepare for assessment of an ASEAN Competency StandardKey review activities:

Obtain soft and hard copy of Competency Standard

Read and re-read – take notes

Identify nominal hours

Determine the basic data (unit name and number)

(Continued)

Slide 162

Plan and prepare for assessment of an ASEAN Competency Standard Look at ‘Unit Variables’ detail/information

Note assessment requirements as stated under:

Assessment Guide

Critical Aspects of Assessment

Context of Assessment

Assessment Methods

Slide 163

Plan and prepare for assessment of an ASEAN Competency StandardReview should enable key questions to be answered:

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?

(Continued)

Slide 164

Plan and prepare for assessment of an ASEAN Competency Standard 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?

Slide 165

Plan and prepare for assessment of an ASEAN Competency StandardAfter the review:

Talk to the Training Provider and ask them relevant questions

Talk to Trainer/s

Talk to previous Assessor/s

Slide 166

Plan and prepare for assessment of an ASEAN Competency StandardDetermination of assessment approach can be done using Assessment Checklist:

Review Competency Standard

Consult Critical Aspects of Assessment

Identify/align Element/PerformanceCriteria to domains of knowledge and skill

Select mix of assessment methods

Acquire/design assessment tools

Test assessment tools

Slide 167

Plan and prepare for assessment of an ASEAN Competency StandardDevelop an Assessment Plan which may contain:

Name/title of the Competency Standard

Assessment types required

Assessment Decision Grid

Time, date and venue for assessments

Communication with candidate

‘Reasonable adjustment’

Slide 168

Plan and prepare for assessment of an ASEAN Competency StandardTypes of assessment:

Diagnostic

Formative

Summative

Holistic

RPL

Slide 169

Plan and prepare for assessment of an ASEAN Competency Standard‘Evidence’ may also be seen as:

Direct

Indirect

Supplementary

Slide 170

Plan and prepare for assessment of an ASEAN Competency StandardAssessment methods selected must:

Enable required evidence to be obtained

Combine to deliver sufficient evidence

Relate to what the candidate will be doing

Be entered into the Assessment matrix

Dictate assessment tools/items to be used

Slide 171

Plan and prepare for assessment of an ASEAN Competency Standard‘Practical skills’ can be assessed using:

Actual, on-the-job ‘real work’

Simulated work, demonstrations, mock scenarios

Slide 172

Plan and prepare for assessment of an ASEAN Competency Standard‘Knowledge’ can be assessed using:

Written format

Oral format

Slide 173

Plan and prepare for assessment of an ASEAN Competency StandardAssessment tools:

Used to collect evidence

Can be used in any combination

Must reflect/match the assessment method/s being used

Slide 174

Plan and prepare for assessment of an ASEAN Competency StandardAll Toolboxes contain:

Oral questions

Written questions

Work projects

Observation checklists

Third party statements

Slide 175

Plan and prepare for assessment of an ASEAN Competency StandardIf there is need to develop additional assessment tools:

Format can vary

Tool must reflect workplace needs

It must include instructions/directions to candidate

Should detail conduct and recording of assessment

Assessment criteria need to be established

Model ‘answers’ may be included where appropriate

Slide 176

Plan and prepare for assessment of an ASEAN Competency StandardAssessment Matrix - identifies:

Competency Standard being assessed

Name of student/candidate being assessed

Various methods of assessment to be used

Slide 177


Method of Assessment

Element Oral questions

Third party reports

Case study Observation Checklist

Written test

1.1

1.2

1.3

1.4

1.5

Slide 178

Plan and prepare for assessment of an ASEAN Competency StandardAssessment Decision Grid – developed to help ensure:

‘Critical evidence required’ is obtained

‘Rules of Evidence’ are complied with

Slide 179


ASSESSMENT DECISION GRID

Slide 180

The competency standard being assessed: __________________________________________Critical evidence required

Evidence collected

Does it relate to the standards being assessed? (Is it Valid?)

Is there enough of it? (Is it Sufficient?)

Is it up to date? (Is it Current?)

Is it the candidate’s own work? (Is it Authentic?)

Plan and prepare for assessment of an ASEAN Competency StandardScheduling of assessment:

Must ensure assessment time is suitable

Needs to verify required equipment is available

Has to align with budget constraints

Slide 181

Plan and prepare for assessment of an ASEAN Competency StandardLiaison with Trainer as part of planning is needed to:

Verify assessment methods are legitimate

Make sure assessment conditions and criteria are correct

Check assessment matches content delivered

Identify materials to use in assessment

Arrange for Assessor to attend training sessions (if required)

Slide 182

Plan and prepare for assessment of an ASEAN Competency StandardAssessor must also organise assessment venue/location:

Book the room/space

Order materials required

Prepare assessment tools

Clean and set-up equipment etc

Create/ensure a safe and comfortable environment

Slide 183

Plan and prepare for assessment of an ASEAN Competency StandardAfter arrangements have been made for assessments there is a need to communicate:

These arrangements to relevant others – candidates, Trainers, Co-Assessors, Employers

Using standard protocols – face-to-face meeting, emails, hard copy notifications

Slide 184

Plan and prepare for assessment of an ASEAN Competency StandardCommunications in this regard should address:

Names of candidates

Details of the assessment to be undertaken

Identification of materials candidates need to bring with them

Details and description of assessment type and tasks

Explanation of conditions and criteria which will apply

Slide 185

Conduct assessment of an ASEAN Competency StandardPrinciples of CBA:

Fairness

Reasonable adjustment

Reliability

Flexibility

Validity

Slide 186

Conduct assessment of an ASEAN Competency StandardFairness – assessment/s:

Must be equitable to all

Must be made clear to candidates

Must be mutually developed

Must be able to be challenged

Slide 187

Conduct assessment of an ASEAN Competency StandardReasonable adjustment:

Refers to action taken to allow assessment/s to accommodate needs of those with ‘special needs’

Adjustments must be appropriate to the individual

Adjustments must not raise undue hardship

Slide 188

Conduct assessment of an ASEAN Competency StandardReliability – means:

Outcomes/results of assessment/s must be consistent

Techniques must be consistent in the results they give

Activities/assessments must be regularly reviewed to ensure assessors are making decisions in a consistent manner

Slide 189

Conduct assessment of an ASEAN Competency StandardFlexibility:

Must provide for recognition of skills and knowledge regardless of how it was gained

Must be accessible through a variety of options

Slide 190

Conduct assessment of an ASEAN Competency StandardValidity:

Must assess skills and knowledge needed to demonstrate competency

Must provide evidence from multiple occasions

Slide 191


Slide 192

Valid Sufficient

Current Authentic

Evidence

Conduct assessment of an ASEAN Competency StandardValid – 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

Slide 193

Conduct assessment of an ASEAN Competency StandardSufficient – the evidence must:

Be enough to demonstrate the PC/NYC decision

Be demonstrated over a period of time – not just ‘once’

Cover all aspects of the Competency

Slide 194

Conduct assessment of an ASEAN Competency StandardAuthentic – evidence must:

Be candidate’s own work and not someone else’s

Be able to be verified as genuine

Slide 195

Conduct assessment of an ASEAN Competency StandardCurrent – evidence must:

Slide 196

Reflect candidate ability at the time of the assessment

Demonstrate current skills/knowledge used in the workplace

Reflect skills/knowledge which comply with current standards

Conduct assessment of an ASEAN Competency StandardTo prepare candidate’s for assessment Assessors need to:

Make candidate feel comfortable

Confirm readiness for assessment

Advise of Appeals process

Explain assessment

Provide standard against which assessment will occur

(Continued)

Slide 197

Conduct assessment of an ASEAN Competency Standard Explain concept of ‘evidence’

Identify others who may be present

Give them confidence

Allow candidate to ask questions

Set the scene and discuss the process

Initiate rapport

Slide 198

Conduct assessment of an ASEAN Competency StandardSupporting candidates:

It is acceptable to communicate with candidates during assessment

It is OK to give candidates a break

Action MUST be taken to maintain safety

It is OK to remind candidates they have other opportunities to be assessed

Slide 199

Conduct assessment of an ASEAN Competency StandardUse of Work Projects:

Provided at end of every Element

Are suggested not mandatory assessments

Can be varied/altered if required

May be ignored/not used at all

May be used as non-assessable activities

Referenced in the Matrix at the start of each Trainee Manual

Slide 200

Conduct assessment of an ASEAN Competency StandardAll Toolboxes for every Competency Standard contain an ‘Assessor Manual’ which contain the following assessment items:

Oral questions

Written questions

Observation checklist

Third party statement

Slide 201

Conduct assessment of an ASEAN Competency StandardUse of Oral Questions:

Assessors may choose to use all, some or none of them

Assessors can develop their own or re-writer the ones provided

Assessors can use them as non-assessable activities

Assessors may convert them to Written Questions

Slide 202

Conduct assessment of an ASEAN Competency StandardUse of Written Questions:

Address text in the Trainee Manual

Not mandatory

May be used, changed or ignored

They have model answers provided for them

Slide 203

Conduct assessment of an ASEAN Competency StandardUse of Observation Checklist:

To record practical performance – can be used for on-the-job demonstration or for simulated work

Must have all necessary ‘fields’ completed

Assessor and candidate must sign the document

Slide 204

Conduct assessment of an ASEAN Competency StandardUse of Third Party Statements:

Completed by a ‘third person/party’ to provide additional evidence

Third person may be supervisor, manager or business owner

Third party needs to agree and be trained in use of the form

Slide 205

Conduct assessment of an ASEAN Competency StandardLegitimate assessment must embrace RPL – there are 5 steps:

Determine information required

Determine types of evidence required

Review evidence against Rules of Evidence

Develop RPL competency interview questions

Determine competence

Slide 206

Conduct assessment of an ASEAN Competency StandardRPL:

Involves formal recognition of skills and knowledge gained through previous studies, work and life experiences

Also known as ‘Skills Recognition’

May result in full or partial awarding of qualification

Can ‘fast track’ progress

Needs to be promoted to be successful/useful

Cost may attach to application

Slide 207

Conduct assessment of an ASEAN Competency StandardAs part of the assessment for RPL the following may be taken into account:

Work-related training courses completed by the applicant

On-the-job skills and work experience

Volunteer and community work

Any combination of the above

Slide 208


Slide 209

Recognition of Prior Learning Case Study:

“You are a qualified ASEAN Master Assessor working for a hospitality school. You have received an application from Bagus who is seeking to be credited with the Unit “ Work Effectively with Customers and Colleagues”

Bagus has been advised that to be considered for a Recognition of Prior Learning credit he will need to provide supporting documentation, a portfolio of evidence, and attend a competency interview

Instructions

Reference: www.waseantourism.com

User name: ‘guest’

Password: ‘guest1’

http://www.waseantourism.com/ft/Approved%20Toolboxes/Work%20effectively%20with%20customers%20and%20colleagues/AM_Work_effectively_with_cust_%26_colleagues_280812.pdf

Complete the following activities

Activity 1 Determine the information required

Activity 2. Determine types of evidence required

Activity 3. Review evidence presented against the rules of evidence

Activity 4. Develop RPL competency interview questions

Activity 5. Determine competence

http://www.waseantourism.com/

http://www.waseantourism.com/ft/Approved%20Toolboxes/Work%20effectively%20with%20customers%20and%20colleagues/AM_Work_effectively_with_cust_&_colleagues_280812.pdf

http://www.waseantourism.com/ft/Approved%20Toolboxes/Work%20effectively%20with%20customers%20and%20colleagues/AM_Work_effectively_with_cust_&_colleagues_280812.pdf

Conduct assessment of an ASEAN Competency StandardThe assessment decision – PC/NYC:

To be made when assessments completed

Integrity of decisions must be maintained

Must be made by qualified Assessor

Must be based on evidence gathered

May be deferred till more proof is obtained, if needed

Should be same as another Assessor would make

(Continued)

Slide 210

Conduct assessment of an ASEAN Competency Standard Must be an objective decision

Must ensure Rules of Evidence are met

Must ensure Principles of CBA have been observed

Must reflect workplace practice

Must cover all of the Standard

Must be communicated

(Continued)

Slide 211

Conduct assessment of an ASEAN Competency Standard Must include detailed communication of outcome and

options with candidate

Needs to be agreed to by candidate

Must be subject to validation processes

Must be recorded

Slide 212

Conduct assessment of an ASEAN Competency StandardFeedback to candidates after assessment decision:

Welcome candidate to session

Ask candidate how they feel they performed

Reinforce positive aspects

Ask where they feel they can improve

(Continued)

Slide 213


Slide 214

Discuss problem areas

Discuss any extra evidence needed

Give decision

Discuss gaps where it is NYC decision

Arrange training plan if required

(Continued)


Review assessment process

Ask for feedback

Close on a positive note

Slide 215


After assessments are completed:

Records need to be completed

Evaluations need to occur

Assistance with validation needs to occur

Slide 216


Records to be completed:

Competency Recording Sheet

Range of internal and/or external documentation or reports

Attendance rolls

Slide 217


Processing of records – completed documents may need to be:

Filed

Shared with others

Forwarded to designated person/department

Slide 218


Issues to be evaluated:

Assessment environment

Resources used

Personal approach and orientation

Activities/items and procedures used

Assessment decisions made

Slide 219


Evaluation of assessment environment:

Did it match training environment?

Did it reflect workplace?

Was it safe?

Was it convenient and accessible?

Was it available when required?

Was it private/secure?

Slide 220


Evaluation of resources used:

Sufficient physical resources?

Accessible and available?

Reflective of what was used in training?

Matches what industry uses?

Safe?

Sufficient financial resources?

Slide 221


Evaluation of personal approach and orientation:

Sufficient communication with others?

Was safe and positive environment created/ensured?

Was attitude respectful, fair, honest and approachable?

Was genuine professionalism demonstrated?

Slide 222


Evaluation of assessment methods:

Were they appropriate?

Were they cost- and time-effective?

Did they reflect what candidates were told to expect?

Did they generate legitimate evidence?

What can be re-used next time?

Slide 223


Evaluation of paper-based resources assessment tools:

Sufficient?

Any mistakes?

Was content same as what candidates expected?

Did they actually assess the requirements of the Competency Standard?

Did they generate evidence to enable the assessment decision to be made?

Slide 224


Slide 225

Evaluation of the assessment decision:

Was it correct? Why? Why not?

Would another Assessor make same decision?

Would same decision be made in 12 months time?

Are better strategies available to capture proof?

Could decisions be defended if challenged?

Did employers/Trainers agree with PC/NYC decision?


Results/findings of evaluations need to be shared to:

Advise others of relevant issues

Avoid repeating mistakes

Demonstrate professionalism

Comply with policies

Maintain integrity of validation process

Slide 226


Results/findings need to be shared with:

Trainers

Other Assessors

Employers

Slide 227


Ways to communicate/share findings:

Writing and circulating a report

Talking about it at meetings

Holding ‘information sessions’

Conducting small group/one-on-one sessions

Slide 228


When implementing assessment of an ASEAN Competency Standard:

Obtain, review and learn about the Competency Standard to be assessed

Confirm the requirements of the Competency Standard to be assessed

Liaise with the Trainer/s

Determine the assessment approach to be taken and the assessment methods and tools to be used

(Continued)

Slide 229


Develop an Assessment Plan, an Assessment Matrix and an Assessment Decision Grid as appropriate

Use the assessment tools provided in the Toolbox or develop suitable alternatives

Schedule the assessment activities

Organise the assessment environment

(Continued)

Slide 230


Communicate and confirm assessment requirements with candidates and Trainers

Gather quality evidence during assessments

Observe the principles of CBA

Abide by the Rules of Evidence for Competency Based Assessment

(Continued)

Slide 231


Verify assessments with candidates before starting

Support candidates during assessments

Follow the Assessment Plan

Apply RPL where applicable

(Continued)

Slide 232


Make the assessment decision based on objective evidence

Capture additional evidence if required

Communicate and discuss the assessment decision providing feedback to candidates

Evaluate the assessment process and share the findings to learn lessons for future reference, support validation processes and avoid repetition of previous mistakes

Slide 233

Documents

Train the Trainer – ASEAN Master assessor