Post on 03-Jan-2016
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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
Review training and learning theory
Learning as a process:
Person has a need to learn
Person seeks a solution to their need to learn
Person learns
Slide 35
Review training and learning theory
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
Review training and learning theory
Principles of adult learning:
Growth in knowledge
Development of skills
Changes in attitudes, values and perceptions
Slide 37
Review training and 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 toidentified need
Slide 38
Review training and learning theory
Based on Knowles:
Learning and training must be active
Learning and training must be relevant
Learning and training must be holistic
(Continued)
Slide 39
Review training and learning theory
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
Review training and learning theory
Training is a shared process between:
The trainer
• Analyses need/s
• Finds the information
• Organises and presents information
• Facilitates learning
(Continued)
Slide 41
Review training and learning theory
Slide 42
The learner:
• States their needs
• Relates training objectives to their needs
• Engages with training
• Applies learning
Review training and learning theory
Common barriers to learning:
The trainer:
• Proper attitude is critical
• Preparation is essential
• Training environment must be safe and appropriate
(Continued)
Slide 43
Review training and learning theory
Slide 44
The learner:
• Must have necessary language and literacy skills
• Must be ready, willing and motivated to learn
• Must attend when required
Review training and 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)
Slide 45
Review training and 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
Slide 46
Review training and learning theory
Training as a system:
Identify training needs
Determine entry level/s
Specify outcomes/objectives
Determine content and sequence
(Continued)
Slide 47
Review training and learning theory
Select appropriate delivery strategies
Deliver training
Assess learner
Evaluate trainer performance andtraining resources
Slide 48
Review training and 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 points for worker training
Slide 49
Review training and 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
Slide 50
Review training and learning theory
Steps in conducting TNA:
Slide 51
Research benchmark
Observe and record performance
Compare performance
Determine training gap
Review training and learning theory
Training plans:
Required to support professional training delivery
Are a summary document containing information such as:
• Client name
• What else? (Classroom Activity)
Slide 52
Review training and learning theory
Slide 53
A training program must also be prepared:
A detailed document showing:
• Delivery schedule
• Content
• Delivery method/s
• Resources available/to be used
Review training and learning theory
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
Review training and learning theory
Assessment:
Must be competency based
Systematic collection of evidence to allow the ‘PC’ or ‘NYC’ decision to be made
Slide 55
Review training and learning theory
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
Review training and learning theory
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
Review training and learning theory
‘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
Review training and learning theory
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
Review training and learning theory
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
Review training and learning theory
‘Training resources’:
Materials needed to deliver training
‘Toolboxes’ provide:
• Trainee Manual
• Trainer Guide
• Assessor Manual
• PowerPoint presentation
Slide 61
Review training and learning theory
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)
Review training and learning theory
May be provided:
• By one trainer
• By ‘subject experts’
• Through team teaching
• Using Guest Speakers
(Continued)
Slide 63
Review training and learning theory
May occur:
• In classroom
• In simulated environment
• In workplace
• In blended scenario
(Continued)
Slide 64
Review training and learning theory
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
Summary – Element 1
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
Summary – Element 1
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
Describe the elements of an ASEAN toolbox Competency StandardPart 2:
HSS = Hotel Services, Front Office and Housekeeping, Security Services
HSM = Hotel Services, Front Office and Housekeeping, Customer Service, Sales and Marketing
HGA = Hotel Services, Front Office and Housekeeping, General Administration
HFA = Hotel Services, Front Office and Housekeeping, Financial Administration
HHR = Hotel Services, Front Office and Housekeeping, Human Resource Development
(Continued)
Slide 95
Describe the elements of an ASEAN toolbox Competency StandardPart 2:
HRM = Hotel Services, Front Office and Housekeeping, Resource Management
TCC = Travel Services, Common Core TTA = Travel Services, Travel Agency –
Ticketing TTG = Travel Services, Tour Guide
Services TTO = Travel Services, Tour Operations
(Continued)
Slide 96
Describe the elements of an ASEAN toolbox Competency StandardPart 2:
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
Describe the elements of an ASEAN toolbox Competency StandardPart 3:
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
Describe the components of an ASEAN toolbox Trainee Manual
Introduction to Trainee Manual
Unit Descriptor
(Continued)
Slide 113
Describe the components of an ASEAN toolbox Trainee Manual
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
Describe the components of an ASEAN toolbox Trainee Manual
Work Projects
‘Presentation of Written Work’ advice to students
(Continued)
Slide 116
Describe the components of an ASEAN toolbox Trainee Manual
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
Summary – Element 2
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
Summary – Element 2
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
Summary – Element 2
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
Summary – Element 2
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
Explain pre-requisites to become ASEAN toolbox assessor and Master Assessor
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)
Explain pre-requisites to become ASEAN toolbox assessor and Master Assessor
Factors determining eligibility of applicants to become Master Assessor:
Personal attributes
Training qualifications
Training experience
(Continued)
Slide 135
Explain pre-requisites to become ASEAN toolbox assessor and Master Assessor
Academic and vocational qualifications
Industry experience
Knowledge and skills
Other desirable qualities
Slide 136
Explain pre-requisites to become ASEAN toolbox assessor and Master Assessor
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
Define roles and responsibilities of an ASEAN assessor and Master Assessor
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
Define roles and responsibilities of an ASEAN assessor and Master Assessor
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
Define roles and responsibilities of an ASEAN assessor and Master Assessor
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
Define roles and responsibilities of an ASEAN assessor and Master Assessor
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
Define roles and responsibilities of an ASEAN assessor and Master Assessor
Level 3: (15 – 19) Competent Trainer and/or Assessor
Level 4: (0 – 14) Not Yet Competent Trainer and/or Assessor
Slide 146
Define roles and responsibilities of an ASEAN assessor and Master Assessor
Based on ratings, candidates will be classified as:
Category A
Category B
Category C
Category D
Slide 147
Explain nature of relationship between ASEAN toolbox assessors and trainers
Relationship needs to be characterised by:
Openness
Fact-based communication
Cooperation
Collaboration
Harmony
Mutual learning
Slide 148
Explain nature of relationship between ASEAN toolbox assessors and trainers
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
Explain nature of relationship between ASEAN toolbox assessors and trainers
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
Summary – Element 3
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
Summary – Element 3
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
Summary – Element 3
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
Plan and prepare for assessment of an ASEAN Competency Standard
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
Plan and prepare for assessment of an ASEAN Competency Standard
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
Conduct assessment of an ASEAN Competency Standard
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
Conduct assessment of an ASEAN Competency Standard
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
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
Conduct assessment of an ASEAN Competency Standard
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)
Conduct assessment of an ASEAN Competency Standard
Review assessment process
Ask for feedback
Close on a positive note
Slide 215
Evaluate ASEAN assessment
After assessments are completed:
Records need to be completed
Evaluations need to occur
Assistance with validation needs to occur
Slide 216
Evaluate ASEAN assessment
Records to be completed:
Competency Recording Sheet
Range of internal and/or external documentation or reports
Attendance rolls
Slide 217
Evaluate ASEAN assessment
Processing of records – completed documents may need to be:
Filed
Shared with others
Forwarded to designated person/department
Slide 218
Evaluate ASEAN assessment
Issues to be evaluated:
Assessment environment
Resources used
Personal approach and orientation
Activities/items and procedures used
Assessment decisions made
Slide 219
Evaluate ASEAN assessment
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
Evaluate ASEAN assessment
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
Evaluate ASEAN assessment
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
Evaluate ASEAN assessment
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
Evaluate ASEAN assessment
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
Evaluate ASEAN assessment
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?
Evaluate ASEAN assessment
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
Evaluate ASEAN assessment
Results/findings need to be shared with:
Trainers
Other Assessors
Employers
Slide 227
Evaluate ASEAN assessment
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
Summary – Element 4
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
Summary – Element 4
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
Summary – Element 4
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
Summary – Element 4
Verify assessments with candidates before starting
Support candidates during assessments
Follow the Assessment Plan
Apply RPL where applicable
(Continued)
Slide 232
Summary – Element 4
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