AM Train The Trainer ASEAN National Trainer 101016

Train the Trainer – ASEAN
National Trainer
NTA 1.1
Assessor Manual
Train the Trainer –
ASEAN National
Trainer
NTA 1.1
Assessor Manual
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie
Project Manager Jim Irwin
Chief Writer: Alan Hickman
Subject Writer: Alan Hickman
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu
The Association of Southeast Asian Nations (ASEAN) was established on 8 August

1967. The Member States of the Association are Brunei Darussalam, Cambodia,
Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet
Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website:
www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on
“Process Refinement and Training of ASEAN Tourism Master Trainers and Master
Assessors”
This publication is supported by the Australian Government’s aid program through

the ASEAN-Australia Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2016.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or
omissions. However, you should conduct your own enquiries and seek professional
advice before relying on any fact, statement or matter contained in this book. The
ASEAN Secretariat and William Angliss Institute of TAFE are not responsible for
any injury, loss or damage as a result of material included or omitted from this
course. Information in this module is current at the time of publication. Time of
publication is indicated in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock
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copyright owners and as such are non-transferable and non-exclusive. Clip arts,
font images and illustrations used are from the Microsoft Office Clip Art and Media
Library. Some images have been provided by and are the property of William
Angliss Institute.
Additional images have been sourced from Flickr and SXC and are used under
Creative Commons licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: 754311587.docx
Table of contents
Competency Based Assessment (CBA) – An Introduction for Assessors..1
Competency Standard...............................................................................11
Oral questions........................................................................................... 19
Written questions...................................................................................... 27
Answers to written questions...................................................................43
Observation checklist............................................................................... 59
Third Party Statement...............................................................................61
Competency recording sheet....................................................................63
© ASEAN 2016
Assessor Manual
Train the Trainer – ASEAN National Trainer
© ASEAN 2016
Assessor Manual
Competency Based Assessment (CBA) – An introduction for assessors
Competency Based Assessment

(CBA) – An Introduction for
Assessors
Assessment is the process of identifying a participant’s current
knowledge, skills and attitudes sets against all elements of competency
within a unit of competency.
Suggested Assessment Methods
For each unit of competency a number of assessment tools have been

identified including:
 Work Projects
 Oral Questions
 Written Questions
 Third Party Statements
 Observation Checklists.
Instructions and Evidence Recording Sheets have been identified in this
Assessment Manual for use by Assessors.
Alternative Assessment Methods
Whilst the above mentioned assessment methods are suggested

assessment methods, the assessor may use an alternate method of
assessment taking into account:
a) The nature of the unit

b) The strengths of participants
c) The number of participants in the class
d) Time required to complete assessments
e) Time dedicated to assessment
f) Equipment and resources required.
Alternate assessment methods include:
 Practical demonstrations
 Practical demonstrations in simulated work conditions
 Problem solving
 Portfolios of evidence
Assessor Manual
Train the Trainer – ASEAN National Trainer 1
 Critical incident reports

 Journals
 Oral presentations
 Interviews
 Videos
 Visuals/slides/audiotapes
 Case studies
 Log books
 Projects and Role plays
 Group projects
 Recognition of Prior Learning.
Whilst there is no specific instruction or evidence collection documents
for all the alternative assessment methods, assessors can record
competency in the ‘Other’ section within the ‘Competency Recording
Sheet’.
Selection of Assessment Methods
Each assessor will determine the combination of Assessment Methods

to be used to determine Competency for each Competency Unit on a
student by student basis.
‘Sufficient’ evidence to support the ‘Pass Competent’/’Not Yet

Competent’ decision must be captured.
In practice this means a minimum of 2 – 3 Assessment Methods for each

candidate for each Competency Element is suggested.
At least one method should provide evidence of practical demonstration

of competence.
The following assessment methods deemed to provide evidence of

practical demonstration of competence include:
 Practical Work Projects

 Third Party Statement
 Observation Checklist.
Assessing Competency
Competency based assessment does not award grades, but simply

identifies if the participant has the knowledge, skills and attitudes to
undertake the required task to the specified standard.
Assessor Manual
2 Train the Trainer – ASEAN National Trainer
Therefore, when assessing competency, an assessor has two possible

results that can be awarded:
 ‘Pass Competent’ (PC)

 ‘Not Yet Competent’ (NYC).
Pass Competent (PC)
If the participant is able to successfully answer or demonstrate what is

required, to the expected standards of the performance criteria, they
will be deemed as ‘Pass Competent’ (PC).
The assessor will award a ‘Pass Competent’ (PC) if they feel the
participant has the necessary knowledge, skills and attitudes in all
assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the

desired standard, they will be deemed to be ‘Not Yet Competent’ (NYC).
This does not mean the participant will need to complete all the
assessment tasks again. The focus will be on the specific assessment
tasks that were not performed to the expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be

‘Pass Competent’.
Regional Qualifications Framework and Skills Recognition System
The ‘Regional Qualifications Framework and Skills Recognition System’,

also known as the ‘RQFSRS’ is the overriding educational framework for
the ASEAN region.
The purpose of this framework is to provide:
 A standardised teaching and assessment framework

 Mutual recognition of participant achievement across the ASEAN
region. This includes achievement in individual Units of Competency
or qualifications as a whole.
The role of the ‘RQFSRS’ is to provide, ensure and maintain ‘quality
assurance’ across all countries and educational providers across the
ASEAN region.
Recognition of Prior Learning (RPL)
Recognition of Prior Learning is the process that gives current industry

professionals who do not have a formal qualification, the opportunity to
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Assessor Manual 3
benchmark their extensive skills and experience against the standards

set out in each unit of competency/subject.
This process is a learning and assessment pathway which

encompasses:
 Recognition of Current Competencies (RCC)

 Skills auditing
 Gap analysis and training
 Credit transfer.
Code of Practice for Assessors
This Code of Practice provides:
 Assessors with direction on the standard of practice expected of

them
 Candidates with assurance of the standards of practice expected of
assessors
 Employers with assurance of the standards maintained in the
conduct of assessment.
The Code detailed below is based on the International Code of Ethics
and Practice (The National Council for Measurement in Education
[NCME]):
 The differing needs and requirements of the person being assessed,

the local enterprise and/or industry are identified and handled with
sensitivity
 Potential forms of conflict of interest in the assessment process
and/or outcomes are identified and appropriate referrals are made, if
necessary
 All forms of harassment are avoided throughout the planning,
conducting, reviewing and reporting of the assessment outcomes
 The rights of the candidate are protected during and after the
assessment
 Personal and interpersonal factors that are not relevant to the
assessment of competency must not influence the assessment
outcomes
 The candidate is made aware of rights and process of appeal
 Evidence that is gathered during the assessment is verified for
validity, reliability, authenticity, sufficiency and currency
 Assessment decisions are based on available evidence that can be
produced and verified by another assessor
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 Assessments are conducted within the boundaries of the assessment

system policies and procedures
 Formal agreement is obtained from both the candidate and the
assessor that the assessment was carried out in accordance with
agreed procedures
 The candidate is informed of all assessment reporting processes
prior to the assessment
 The candidate is informed of all known potential consequences of
decisions arising from an assessment, prior to the assessment
 Confidentiality is maintained regarding assessment results
 The assessment results are used consistently with the purposes
explained to the candidate
 Opportunities are created for technical assistance in planning,
conducting and reviewing assessment procedures and outcomes.
Instructions and Checklist for Assessors
Instructions
General instructions for the assessment:
 Assessment should be conducted at a scheduled time that has been

notified to the candidate
 Facilitators must ensure participants are made aware of the need to
complete assessments and attend assessment sessions
 If a participant is unable to attend a scheduled session, they must
make arrangements with the Assessor to undertake the assessment
at an alternative time
 At the end of the assessment the Assessor must give feedback and
advise the participant on their PC/NYC status
 Complete the relevant documentation and submit to the appropriate
department.
Preparation
 Gain familiarity with the Unit of Competency, Elements of

Competency and the Performance Criteria expected
 Study details assessment documentation and requirements
 Brief candidate regarding all assessment criteria and requirements.
Briefing Checklist
 Begin the assessment by implementing the following checklist and

then invite the candidate to proceed with assessment.
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Assessor Manual 5
Checklist for Assessors

Remark
Prior to the assessment I have: Tick ()
s
Ensured the candidate is informed about the venue

and schedule of assessment.
Received current copies of the performance criteria

to be assessed, assessment plan, evidence gathering
plan, assessment checklist, appeal form and the
company’s standard operating procedures (SOP).
Reviewed the performance criteria and evidence plan

to ensure I clearly understood the instructions and
the requirements of the assessment process.
Identified and accommodated any special needs of

the candidate.
Checked the set-up and resources for the

assessment.
During the assessment I have:
Introduced myself and confirmed identities of

candidates.
Put candidates at ease by being friendly and helpful.
Explained to candidates the purpose, context and

benefits of the assessment.
Ensured candidates understood the assessment

process and all attendant procedures.
Provided candidates with an overview of performance

criteria to be assessed.
Explained the results reporting procedure.
Encouraged candidates to seek clarifications if in

doubt.
Asked candidates for feedback on the assessment.
Explained legal, safety and ethical issues, if

applicable.
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After the assessment I have:
Ensured candidate is given constructive feedback.
Completed and signed the assessment record.
Thanked candidate for participating in the

assessment.
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Assessor Manual 7
Instructions for Recording Competency
Specifications for Recording Competency
The following specifications apply to the preparation of Evidence

Gathering Plans:
 A Competency Recording Sheet must be prepared for each candidate

to ensure and demonstrate all Performance Criteria and Competency
Elements are appropriately assessed. This Sheet indicates how the
Assessor will gather evidence during their assessment of each
candidate
 This Competency Recording Sheet is located at the end of the
Assessment Plan
 It is the overriding document to record competency
 The Assessor may vary the Competency Recording Sheet to
accommodate practical and individual candidate and/or workplace
needs
 Assessor must place a tick () in the ‘Assessment Method’ columns
to identify the methods of assessment to be used for each candidate
 Multiple Competency Elements/Performance Criteria may be
assessed at the one time, where appropriate
 The assessor and participant should sign and date the Competency
Recording Sheet, when all forms of evidence and assessment have
been completed
 The assessor may provide and feedback or clarify questions which
the participant may have in regards to the assessment grade or
findings
 All documents used to capture evidence must be retained, and
attached to the Competency Recording Sheet for each candidate for
each Competency Unit.
Instructions for Different Assessment Methods
Specifications for Work Project Assessment
These guidelines concern the use of work projects.
The work projects identified in the Training Manuals involve a range of

tasks, to be performed at the discretion of the Assessor.
Work project tasks can be completed through any form of assessment

as identified in the Trainer and Trainee Manuals and stated at the start
of this section.
Assessors should follow these guidelines:
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 Review the Work Projects at the end of each ‘Element of

Competency’ in the Trainee Manual to ensure you understand the
content and what is expected
 Prepare sufficient resources for the completion of work activities
including:
 Time – whether in scheduled delivery hours or suggested time par-
ticipants to spend outside of class hours
 Resources – this may involve technical equipment, computer, in-
ternet access, stationery and other supplementary materials and
documents
 Prepare assessment location (if done in class) making it conducive to
assessment
 Explain Work Projects assessment to candidate, at the start of each
Element of Competency. This ensures that participants are aware of
what is expected and can collate information as delivery takes place
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Assessor Manual 9
 Assessors can use the following phrase as a guide (where an ‘X’ is

identified, please input appropriate information):
“At the end of each Element of Competency there are Work Projects
which must be completed. These projects require different tasks that
must be completed.
These work projects are part of the formal assessment for the unit of
competency titled X:
 You are required to complete these activities:

a) Using the ‘X’ method of assessment
b) At ‘X’ location
c) You will have ‘X time period’ for this assessment
 You are required to compile information in a format that you feel
is appropriate to the assessment
 Do you have any questions about this assessment?”
 Commence Work Project assessment:
 The assessor may give time for participants to review the ques-
tions at this time to ensure they understand the nature of the
questions. The assessor may need to clarify questions
 Participants complete work projects in the most appropriate
format
 Participants must submit Work Project evidence to the assessor
before the scheduled due date
 Assessor must assess the participant’s evidence against the
competency standards specified in each Element of Competency and
their own understanding. The assessor can determine if the
participant has provided evidence to a ‘competent’ standard
 Transcribe results/details to Competency Recording Sheet
 Forward/file assessment record.
Specifications for Oral Question Assessment

These guidelines concern the use of oral questioning.
Assessors should follow these guidelines.
 Prepare Assessment Record for Oral Questioning. One record for

each candidate:
 Enter Student name
 Enter Assessor name
 Enter Location
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 Familiarise self with Questions to be asked

 Prepare assessment location (table and chairs) making it conducive
to assessment
 Explain Oral Questioning assessment to candidate, using the
following phrase as a guide (where a ‘X’ is identified, please input
appropriate information):
“These oral questions are part of the formal assessment for the unit
of competency titled X.
There are X questions and you are required to answer all of them to
the best of your ability and I will record whether or not you have
answered correctly.
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Assessor Manual 11
We have 60 minutes for this assessment.

 I will give you feedback at the end of the assessment
 Commence Oral Questioning assessment:
 Complete Assessment Record for the Oral Questioning by:
a) Ticking PC or NYC, as appropriate
b) Entering ‘Remarks’ as required
c) Completing Oral Questioning within 60 minutes
 Complete Oral Questioning and provide feedback to candidate
Specifications for Written Question Assessment

These guidelines concern the use of written questioning.
Assessors should follow these guidelines:
 Familiarise self with Questions and Answers provided

 Print and distribute copies of ‘Written Questions’ for participants.
Ideally this should take place with adequate time for participants to
answer all questions before the expected due date
 Explain Written Questioning assessment to candidate, using the
following phrase as a guide (where a ‘X’ is identified, please input
appropriate information):
“These written questions are part of the formal assessment for the
unit of competency titled X.
There are X questions and you are required to answer all of them to
the best of your ability.
You may refer to your subject materials, however where possible try
to utilise your existing knowledge when answering questions.
Where you are unsure of questions, please ask the Assessor for
further instruction. This may be answering the question orally or
asking the assessor to redefine the question.
We have X time for this assessment:
 The due date for completion of this assessment is X
 On this date you must forward the completed questions to the as-
sessor by X time on the date of X
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 The assessor may give time for participants to review the questions
at this time to ensure they understand the nature of the questions.
The assessor may need to clarify questions
 Participants may record written answers (where possible)
 Participants must submit the written answers to the assessor before
the scheduled due date
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Assessor Manual 13
 Assessor must assess the participant’s written answers against the

model answers provided as a guide, or their own understanding. The
assessor can determine if the participant has answered the
questions to a ‘competent’ standard
Specifications for Observation Checklist
These specifications apply to the use of the Observation Checklist in

determining competency for candidates.
Only an approved assessor is authorised to complete the Observation

Checklist.
The assessor is required to observe the participant, ideally in a

simulated environment or their practical workplace setting and record
their performance (or otherwise) of the competencies listed on the
Observation Checklist for the Competency Unit.
To complete the Observation Checklist the Assessor must:
 Insert name of candidate

 Insert assessor name
 Insert identify of location where observations are being undertaken
 Insert date/s of observations – may be single date or multiple dates
 Place a tick in either the ‘Yes’ or ‘No’ box for each listed Performance
Criteria to indicate the candidate has demonstrated/not
demonstrated that skill
 Provide written (and verbal) feedback to candidate – as/if appropriate
 Sign and date the form
 Present form to candidate for them to sign and date
 Transcribe results/details to Competency Recording Sheet for
candidate
 Forward/file Observation Checklist.
This source of evidence combines with other forms of assessment to
assist in determining the ‘Pass Competent’ or ‘Not Yet Competent’
decision for the participant.
Specifications for Third Party Statement
These specifications relate to the use of a relevant workplace person to

assist in determining competency for candidates.
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The Third Party Statement is to be supplied by the assessor to a person

in the workplace who supervises and/or works closely with the
participant.
This may be their Supervisor, the venue manager, the Department

Manager or similar.
The Third Party Statement asks the Supervisor to record what they
believe to be the competencies of the participant based on their
workplace experience of the participant. This experience may be gained
through observation of their workplace performance, feedback from
others, inspection of candidate’s work etc.
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Assessor Manual 15
A meeting must take place between the Assessor and the Third Party to
explain and demonstrate the use of the Third Party Statement.
To complete the Third Party Verification Statement the Assessor must:
 Insert candidate name

 Insert name and contact details of the Third Party
 Tick the box to indicate the relationship of the Third Party to the
candidate
 Present the partially completed form to the Third Party for them to
finalise
 Collect the completed form from the Third Party
 Transcribe results/details to Competency Recording Sheet for
candidate
 Forward/file Third Party Statement.
The Third Party must:
 Record their belief regarding candidate ability/competency as either:

 Pass Competent = Yes
 Not Yet Competent = No
 Unsure about whether candidate is competent or not = Not Sure
 Meet briefly with the assessor to discuss and/or clarify the form.
This source of evidence combines with other forms of assessment to
assist in determining the ‘Pass Competent’ or ‘Not Yet Competent’
decision for the candidate.
A separate Third Party Statement is required for each Competency Unit

undertaken by the candidate.
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16 Assessor Manual
Competency standard
Competency Standard
UNIT TITLE: Train the Trainer – ASEAN National Trainer NOMINAL HOURS: 50
UNIT NUMBER: NTA 1.1

UNIT DESCRIPTOR: This unit deals with the skills, knowledge and attitudes required to deliver vocational training
using an ASEAN competency standard.
ELEMENTS AND PERFORMANCE UNIT VARIABLE AND ASSESSMENT GUIDE
CRITERIA
Element 1: Review essentials of Unit Variables

vocational training delivery using
The Unit Variables provide advice to interpret the scope and context of
ASEAN Toolboxes
this unit of competence. It relates to the unit as a whole and facilitates
1.1 Identify elements underpinning the holistic assessment.
Toolbox project
Elements underpinning the Toolbox project will include:
1.2 Define Competency Based Training
 Common ASEAN Tourism Curriculum
and Competency Based
Assessment  Regional Qualifications Framework and Skills Recognition System
1.3 Characterise role of ASEAN  ASEAN Common Competency Standards for Tourism Professionals
national trainers and assessors  Mutual Recognition Arrangement on Tourism Professionals
1.4 Detail structure of vocational  National Tourism Professionals Board
training using ASEAN Toolboxes
 Tourism Professionals Certification Board
1.5 Describe components of an ASEAN
 ASEAN Tourism Professionals Registration System
Toolbox
 ASEAN Tourism Professionals Monitoring Committee
Element 2: Implement training of an
Assessor Manual
Competency standard
ASEAN Competency Standard  Recognition of Prior Learning

2.1 Discuss the learning process  Regional Secretariat MRA-TP
2.2 Detail competency standard
assessment requirements
2.3 Plan and prepare for the delivery Competency Based Training and Competency Based Assessment will
of an ASEAN Competency include:
Standard
 Definition of Competency Based Training
2.4 Conduct training of an ASEAN
 Rationale for Competency Based Training
Competency Standard
 Benefits of Competency Based Training
2.5 Evaluate an ASEAN training
delivery  Definition of Competency Based Assessment including Principles of
Assessment and Rules of Evidence
 Role of Competency Based Assessment in Competency Based Training
and its relationship to Competency Based Training.
Role of ASEAN national trainers and assessors will include:
 Definition of roles and responsibilities of an ASEAN national trainer
 Explanation of nature of relationship between ASEAN national trainers
and assessors
Structure of vocational training using ASEAN Toolboxes will include:
 Identification of Labour Divisions
 Identification of Unit Titles for ASEAN Toolboxes developed
 Identification of qualifications available under the ASEAN Regional
Qualifications Framework and Skills Recognition System
Assessor Manual
Competency standard
 Explanation of concept of Packaging Rules to develop ASEAN

qualifications
Components of an ASEAN Toolbox will include:
 Identification and explanation of contents of an ASEAN Toolbox
Competency Standard
 Identification and explanation of contents of an ASEAN Toolbox
Trainee Manual:
 Identification and explanation of contents of an ASEAN toolbox
PowerPoint slide show
 Identification and explanation of contents of an ASEAN toolbox Trainer
Guide
 Identification and explanation of contents of an ASEAN toolbox
Assessor Manual:
Learning process will include:
 Learning as a voluntary behaviour
 The learning/training process
 Learner characteristics and learning styles
 Barriers to learning.
Competency standard assessment requirements will include:
 Principles of competency assessment
 Types of assessment
 Evidence rules
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Assessor Manual 19
Competency standard
 Types of evidence
 Assessment methods
 Developing an assessment matrix
 Developing an assessment strategy.
Plan and prepare for the delivery of an ASEAN Competency Standard will
include:
 Review of Competency Standard
 Identification of resources required
 Identification of training methods/strategies
 Establishment of delivery parameters
 Determination of learner numbers and profiles
 Preparation of relevant plans
 Integration of learning principles
 Scheduling of training
 Preparation of resources for delivery
 Development and acquisition of training materials
 Organisation of training environment.
Conduct training of an ASEAN Competency Standard will include:
 Following plans
 Use of Trainer Guide
 Use of Trainee Manual
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Competency standard
 Use of PowerPoint presentations and Classroom Activities

 Application of effective facilitation skills
 Learner support
 Monitoring of delivery.
Evaluate an ASEAN training delivery will include:
 Completion of required training records
 Evaluation of training environment used
 Evaluation of resources used
 Evaluation of personal approach and orientation
 Evaluation of content
 Communication of outcomes and findings.
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Competency standard
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
 Ability to access resources and materials provided to support
implementation of training relevant to the units being delivered
 Knowledge of and ability to apply Competency Based Training.
Linkages To Other Units

 Train the Trainer – ASEAN Master Trainer (MTA1.1).
 Train the Trainer – ASEAN Master Assessor (MTA 2.1)
 Train the Trainer – ASEAN National Assessor (NTA 2.1).
Critical Aspects of Assessment

Evidence of the following is essential:
 Demonstrated ability to use Competency Based Training to deliver
training for an identified toolbox to a nominated student cohort
including preparation of necessary support materials and
documentation which must include:
 Learning/Training Program
 Learning/Training Plan Self Review
 Two Session Plans
Assessment must include practical demonstration of training delivery of a
nominated ASEAN toolbox to a student group.
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Competency standard
Context of Assessment
This unit may be assessed in a training institution or a workplace:
 Training delivery must include use of ASEAN Trainee Manual, ASEAN
PowerPoint presentation and Classroom Activities.
Resource Implications
Training and assessment to include access to a suitably equipped training
facility that provides the candidate with an opportunity to demonstrate
application of training learners in the competencies and requirements of a
nominated ASEAN Toolbox.
Assessment Methods
The following methods may be used to assess competency for this unit:
 Observation of practical performance
 Oral and written questions
 Portfolio of evidence/written work
 Third party reports.
Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
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Assessor Manual 23
Competency standard
Key Competencies Leve Examples

l
Collecting, organising and 3 Researching learner background/s

analysing information and preferences
Generating training materials
Communicating ideas and 3 Sharing resources, techniques,

information results and findings
Planning and organising 2 Scheduling training delivery

activities Developing training plans and time
tables
Arranging materials and resources
Working with others and in 2 Liaising with trainers and assessors

teams Cooperating with participants to
accommodate legitimate needs,
constraints and issues impacting
learning
Using mathematical ideas 2 Managing cost and learner numbers

and techniques to align with organisational
parameters
Solving problems 2 Addressing institutional and

participant issues related to learning
and/or training delivery
Using technology 2 Using technology to deliver training
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Competency standard
Using technology to demonstrate

workplace competencies
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Assessor Manual 25
Competency standard
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26 Assessor Manual
Oral questions
Oral questions
Student name
Assessor name
Location/venue
Unit of Train the Trainer – ASEAN National Trainer

competency
NTA 1.1.1
Instructions 1. Ask student questions from the attached list to confirm

knowledge, as necessary
2. Place tick in boxes to reflect student achievement
(Pass Competent ‘PC’ or Not Yet Competent ‘NYC’)
3. Write short-form student answer in the space provided
for each question.
Response
Questions NY
PC
C
1. Identify and describe three elements underpinning the  
Toolbox project.
Assessor Manual
Oral questions
Response
Questions NY
PC
C
2. In your own words define Competency Based Training.  
3. In your own words define Competency Based Assessment.  
4. Tell me what you believe are the roles and responsibilities  

of an ASEAN national trainer.
Assessor Manual
Oral questions
Response
Questions NY
PC
C
5. Explain the nature of the relationship which should exist  
between ASEAN national trainers and assessors.
6. What are the six Labour Divisions to which the Toolboxes  

apply?
7. Name six competency standards/units provided for under  

the Qualifications Framework.
© ASEAN 2016
Assessor Manual 29
Oral questions
Response
Questions NY
PC
C
8. Where would you go/what would you do to obtain copies  
of the competency standards which have been approved
for delivery?
9. Identify one Labour Division and name the qualifications  

provided for under the Qualifications Framework.
10. Name one qualification and describe the Packaging  

Rules which apply to units for that qualification.
© ASEAN 2016
30 Assessor Manual
Oral questions
Response
Questions NY
PC
C
11. Name and describe five elements of an ASEAN toolbox  
Competency Standard.
12. In your own words identify and explain the contents of  

an ASEAN Toolbox ‘Trainee Manual’.
13. What is the ‘Presenter’s view’ of the PowerPoint  

presentation for ASEAN toolboxes and what
detail/information do they contain?
© ASEAN 2016
Assessor Manual 31
Oral questions
Response
Questions NY
PC
C
14. In your own words identify and explain the contents of  
an ASEAN Toolbox ‘Trainer Guide.
15. What assessment tools/items are provided for in the  

Assessor Manual of an ASEAN toolbox?
16. In addition to assessment tools/items what other  

information is provided in the Assessor Manual of an
ASEAN toolbox?
© ASEAN 2016
32 Assessor Manual
Oral questions
Response
Questions NY
PC
C
17. What implications are there for trainers in the fact that  
learning is a ‘voluntary behaviour’?
18. Explain how learning/training can be seen as a  

‘process’.
19. Identify and differentiate between three types of  

assessment illustrating when/how each might be
used/applied.
© ASEAN 2016
Assessor Manual 33
Oral questions
Response
Questions NY
PC
C
20. Name and differentiate between the three types of  
evidence that may be used to make the ‘C/NYC’ decision.
21. Identify a competency standard under the  

Qualifications Framework that you have presented and
use this to illustrate the planning and preparation you
undertook prior to delivery.
22. Discuss the actual delivery of the unit you used in your  
response to the previous question.
© ASEAN 2016
34 Assessor Manual
Oral questions
Response
Questions NY
PC
C
23. For the unit you have just told me about, what did you  
do to evaluate your training delivery and what were the
results of your evaluation?
© ASEAN 2016
Assessor Manual 35
Written questions
Written questions
Train the Trainer – ASEAN National Trainer – NTA 1.1
Student Name: __________________________________________________________
Answer all the following questions and submit to your Trainer.
1. What two things were the MRA-TP designed to do?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What are the three objectives of the MRA-TP?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What does NTPB stand for and what function does it have?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Assessor Manual
Written questions
______________________________________________________________________________
Assessor Manual
Written questions
4. What does TPCB stand for and what is its main role?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. What does ATPRS stand for and what is its role?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. What does RQFSRS stand for? How many units are there under it?
How many qualifications are provided for under the RQFSRS?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
38 Assessor Manual
Written questions
7. What does CATC stand for and what is it?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. What are the five functions of the Regional Secretariat MRA-TP?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. Define ‘competency’.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
Assessor Manual 39
Written questions
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. In your own words describe/define CBT.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
11. In your own words describe/define CBA.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
12. Identify six of the common roles and responsibilities of an ASEAN

national Trainer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
40 Assessor Manual
Written questions
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
Assessor Manual 41
Written questions
13. Name the six factors which should characterise the nature of the
relationship between ASEAN national Trainers and Assessors.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
14. Give four reasons which illustrate the importance of/need for a
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
15. List three ways ASEAN national Trainers and Assessors can create
and maintain the necessary relationship required between them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
16. What are the six Labour Divisions to which the Qualifications
Framework/CATC applies?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
42 Assessor Manual
Written questions
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
17. What is the name of the website where you can access all the
competency standards and toolbox resources?
______________________________________________________________________________
18. Name all the qualifications provided for under one of the Labour
Divisions under the Qualifications Framework.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
19. What is the role/function of Packaging Rules for qualifications

under the RQFSRS?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
20. How can you identify the Packaging Rules for a qualification under
the RQFSRS?
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
Assessor Manual 43
Written questions
21. Identify and describe 10 of the elements/components of a

Competency Standard developed under the CATC.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
22. What is identified in the notes as ‘the heart of the Trainee Manual’?
______________________________________________________________________________
23. Name six common components of the ASEAN toolbox Trainee

Manual.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
44 Assessor Manual
Written questions
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
Assessor Manual 45
Written questions
24. What are the two components which comprise the slides in an
ASEAN toolbox PowerPoint presentation?
______________________________________________________________________________
______________________________________________________________________________
25. Is it compulsory for Trainers to use the ‘Classroom Activities’

contained in the ASEAN toolbox PowerPoint presentations when
delivering their training?
______________________________________________________________________________
26. What is the role of the Trainer Guide supplied as part of ASEAN
toolboxes, and where can Trainers obtain a copy?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
27. List six standard components of all ASEAN toolbox Assessor

Manuals.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
28. Identify the four generic barriers to ASEAN Toolbox training as

identified in the notes.
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
46 Assessor Manual
Written questions
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
Assessor Manual 47
Written questions
29. What are the five principles of CBA?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
30. What are the topics for the ‘Rules of Evidence’ for CBA?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
31. Discuss the need for/importance of planning and preparation as the

basis of all successful and effective training.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
32. Why is there a need to review the Competency Standard as part of

the planning and preparation process prior to delivering training?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
48 Assessor Manual
Written questions
33. List five important considerations when selecting training

methods/strategies to use.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
34. Identify and describe three training delivery options.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
Assessor Manual 49
Written questions
35. List four ways a trainer can determine learner profiles for upcoming
training delivery.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
36. What is the role of a learning/training plan?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
37. What is a learning/training program and what information will it

contain?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
50 Assessor Manual
Written questions
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
38. List five key points about a session plan.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
39. Trainer must focus their planning and preparation for vocational
ASEAN Toolbox training on designing learning experiences which
integrate learning principles with training practice: identify five of
these requirements.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
Assessor Manual 51
Written questions
40. List five standard requirements for all resources/materials used in

training delivery.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
41. Describe six activities which may need to be addressed when

organising the physical environment and equipment for training.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
42. Give five reasons why the plans prepared for the training must be
followed.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
52 Assessor Manual
Written questions
43. Even though the plans for the training must be followed, why is
there a need for trainers to remain ‘flexible’?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
Assessor Manual 53
Written questions
44. Identify when trainers should distribute the Trainee Manual to

learners and describe five activities which should accompany this.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
45. In what ways can the Trainee Manual be used by the Trainer when
conducting training?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
46. Give six examples of ‘facilitation skills’ a trainer may need to apply
when conducting training.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
54 Assessor Manual
Written questions
______________________________________________________________________________
© ASEAN 2016
Assessor Manual 55
Written questions
47. Give five examples of activities which can provide learner support
during training delivery.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
48. Identify five activities which will assist monitoring actual training
delivery.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
49. Identify four examples of documentation which a trainer may need

to complete in relation to training delivery.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
56 Assessor Manual
Written questions
50. Explain the importance of evaluation to the training process.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
51. List four generic topics which should be addressed as part of the
evaluation process.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
52. Name five ways a trainer may evaluate their training.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© ASEAN 2016
Assessor Manual 57
Answers to written questions

Train the Trainer – ASEAN National Trainer – NTA 1.1
The following are model answers only – Trainers/Assessors must use

discretion when determining whether or not an answer provided by a
Student is acceptable or not.
1. What two things were the MRA-TP designed to do?
 Address the imbalance between supply and demand for tourism

jobs across the ASEAN region
 Establish a mechanism for the free movement of skilled and cer-
tified tourism labour across the ASEAN region.
2. What are the three objectives of the MRA-TP?
 Facilitate mobility of Tourism Professionals

 Encourage exchange of information on best practices in compet-
ency-based education and training for Tourism Professionals
 Provide opportunities for cooperation and capacity building
across ASEAN Member States.
3. What does NTPB stand for and what function does it have?
 The National Tourism Professional Board

 The NTPB has the function of quality control of the education
and training system – the Common ASEAN Tourism Curriculum
that delivers the qualifications recognized in the MRA.
4. What does TPCB stand for and what is its main role?
 The Tourism Professionals Certification Board

 The Tourism Professionals Certification Board will apply national
competency standards, assess and certify tourism professionals
and also support the ASEAN Tourism Professionals Registration
System.
5. What does ATPRS stand for and what is its role?
 The ASEAN Tourism Professionals Registration System

 The ASEAN Tourism Professionals Registration System is a web-
based facility designed to disseminate details about qualified
tourist professionals in ASEAN Member States and provide a
Assessor Manual
comparative understanding of the scope, content and equivalent

value (or status) of a tourism qualification awarded in any one of
the ASEAN Member States.
Assessor Manual
6. What does RQFSRS stand for? How many units are there under it?
How many qualifications are provided for under the RQFSRS?
 RQFSRS stands for Regional Qualifications Framework and Skills

Recognition System and it is the overriding educational frame-
work for the ASEAN region.
 The RQFSRS comprises 52 qualifications from Certificate II to
Advanced Diploma Level, spread across the six identified Labour
Divisions.
 Qualifications can be selected be users (according to mandatory
Packaging Rules) to suit individual need from the 242 Units for
which Competency Standards were developed and Toolboxes
produced.
7. What does CATC stand for and what is it?
 The Common ASEAN Tourism Curriculum

 The Common ASEAN Tourism Curriculum (CATC) is the ap-
proved common curriculum for ASEAN Tourism Professionals
as mutually agreed upon by the ASEAN Tourism Ministers
upon recommendation by the ASEAN NTOs.
8. What are the five functions of the Regional Secretariat MRA-TP?
 (1) To enhance awareness and provide capacity building on the

implementation of the MRA TP including marketing and promo-
tion of the services offered by the Secretariat;
 (2) To develop, maintain and update the ATPRS including its
database management and resources for implementation of the
MRA;
 (3) To formulate, update and recommend the necessary mechan-
ism including certification and assessment to enable the smooth
implementation of the MRA-TP;
 (4) To ensure effective and efficient use of human, financial and
capital resources of the Secretariat; and
 (5) To perform such other functions and responsibilities that may
be assigned to it by the Governing Council.
9. Define ‘competency’.
Answer needs to address:

“Competency refers to the ability to perform particular tasks and
duties to the standard of performance expected in the workplace.
© ASEAN 2016
60 Assessor Manual
Competency requires the application of specified knowledge, skills

and attitudes relevant to effective participation, consistently over
time and in the workplace environment.
The essential skills and knowledge are either identified separately
or combined.
Knowledge identifies what a person needs to know to perform the
work in an informed and effective manner.
Skills describe the application of knowledge to situations where un-
derstanding is converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain
knowledge or why skills are performed in a specified manner.
Competency covers all aspects of workplace performance and in-
volves:
 Performing individual tasks
 Managing a range of different tasks
 Responding to contingencies or breakdowns
 Dealing with the responsibilities of the workplace
 Working with others.”
10. In your own words describe/define CBT.
No model answer.
11. In your own words describe/define CBA.
No model answer.
12. Identify six of the common roles and responsibilities of an ASEAN

national Trainer.
 Being responsible to their employer/the Training Provider they

work for
 Being responsible to their students
 Making delivery of quality training a constant objective and pre-
dominant priority
 Conducting instruction and demonstration
 Checking student/learner performance
 Reviewing personal training performance and finalising docu-
mentation
 Growing training expertise through further training and by enga-
ging with new and varied training experiences.
© ASEAN 2016
Assessor Manual 61
 Liaising with Assessors.
13. Name the six factors which should characterise the nature of the
 Openness
 Fact-based communication
 Cooperation
 Collaboration
 Harmony
 Mutual learning.
© ASEAN 2016
62 Assessor Manual
14. Give four reasons which illustrate the importance of/need for a
The relationship ASEAN national Trainers and Assessors is import-

ant because:
 The student/learner is reliant on both the Trainer and the As-
sessor for their outcomes
 The Assessor must understand/know what the learner is being
taught
 The Assessor must only assess what the learner has been
taught in accordance with the requirements of the nominated
Competency Standard
 The Assessor will always need to plan their assessments based
on the delivery schedule established by the Trainer
 Sometimes the focus of vocational training requires the Trainer
to contextualise the content of delivery to reflect/match identi-
fied employer, industry or workplace need and the Assessor
needs to adjust their assessment to accommodate this
 There will often be situations where the Trainer and the As-
sessor need to use the same equipment, resources and/or space
so they need to organise or negotiate a mutually satisfactory
outcome to this which does not disadvantage the learner/candid-
ate
 There needs to be feedback between the Trainer and the As-
sessor
15. List three ways ASEAN national Trainers and Assessors can create
and maintain the necessary relationship required between them.
 Communicating regularly
 Setting a meeting schedule
 Sharing information
 Having an open door policy in relation to working cooperatively
with the other person
 Acknowledging what others do.
16. What are the six Labour Divisions to which the Qualifications
Framework/CATC applies?
 Food Production
 Food and Beverage Service
 Front Office
© ASEAN 2016
Assessor Manual 63
 Housekeeping
 Tour Operation
 Travel Agencies.
© ASEAN 2016
64 Assessor Manual
17. What is the name of the website where you can access all the
competency standards and toolbox resources?
 www.ATPRS.org
18. Name all the qualifications provided for under one of the Labour
Divisions under the Qualifications Framework.
No model answer.
19. What is the role/function of Packaging Rules for qualifications under

the RQFSRS?
Packaging Rules prescribe mandatory requirements for creating a

qualification.
20. How can you identify the Packaging Rules for a qualification under
the RQFSRS?
Visit www.ATPRS.org.
21. Identify and describe 10 of the elements/components of a

Competency Standard developed under the CATC.
No model answer as such but response must name and describe

ten of the following:
 Unit Title
 Unit Number
 Nominal Hours
 Unit Descriptor
 Elements
 Performance Criteria
 Unit Variables
 Assessment Guide
 Linkages to other Units
 Critical Aspects of Assessment
 Context of Assessment
 Resource Implications
 Assessment Methods
 Key Competencies for the Unit.
© ASEAN 2016
Assessor Manual 65
22. What is identified in the notes as ‘the heart of the Trainee Manual’?
Notes/training content for the students – the information for the

unit.
23. Name six common components of the ASEAN toolbox Trainee

Manual.
No model answer.
24. What are the two components which comprise the slides in an
ASEAN toolbox PowerPoint presentation?
 Student’s view
 Presenter’s view.
25. Is it compulsory for Trainers to use the ‘Classroom Activities’

contained in the ASEAN toolbox PowerPoint presentations when
delivering their training?
No.
26. What is the role of the Trainer Guide supplied as part of ASEAN
toolboxes, and where can Trainers obtain a copy?
 Is intended for use only by the Trainer – and not intended for re-
lease to students
 Gives relevant information about the Unit to Trainers in one con-
venient location
 Should be used when planning and preparing training delivery
 May be released to Assessors – to support the positive relation-
ship which should exist between Trainers and Assessors
 Should be given to Trainers by the Training Provider when they
are allocated a Unit to deliver
 Is available at www.ATPRS.org
27. List six standard components of all ASEAN toolbox Assessor

Manuals.
Answer must name six of the following:

 Overview of CBA
 Copy of the competency standard
 Oral questions
 Written questions
© ASEAN 2016
66 Assessor Manual
 Answers to written questions

 Observation checklist
 Third party statement
 Competency recording sheet.
© ASEAN 2016
Assessor Manual 67
28. Identify the four generic barriers to ASEAN Toolbox training as

identified in the notes.
 The trainer
 The training environment
 The individual trainee
 English language/numeracy/literacy.
29. What are the five principles of CBA?
 Fairness
 Reasonable adjustment
 Reliability
 Flexibility
 Validity.
30. What are the topics for the ‘Rules of Evidence’ for CBA?
 Valid
 Sufficient
 Authentic
 Current.
31. Discuss the need for/importance of planning and preparation as the

basis of all successful and effective training.
Answer should address:

 It must precede all training – without exception
 It must never be overlooked or ignored
 The success or failure of any training session is determined be-
fore the Trainer even enters the training room/environment
 ‘Proper Preparation Prevents Poor Performance’ – ‘If you fail to
plan, you plan to fail’
 Planning and preparation allows Trainers to:
 Factor into their next session/s whatever happened (or did
not happen) in their last session/previous sessions
 Accommodate legitimate feedback/evaluation results into fu-
ture training
 Maintain currency of training content
 Ensure all required content is covered
© ASEAN 2016
68 Assessor Manual
 Sufficient and professional planning and preparation for training

gives the Trainer full knowledge about and immense confidence
in relation to:
 What they are going to deliver
 What they are going to do
 What they are going to say
 How they are going to do things
 How long things will take
 What resources and materials they will need
 How training will be assessed.
32. Why is there a need to review the Competency Standard as part of

the planning and preparation process prior to delivering training?
 Find out what the Unit is about – learn the details and content
contained in the Competency Standard.
 This provides the ‘feel’ for the Unit and creates initial under-
standing of what is required.
 Ensure all aspects of the Competency Standard are covered by
the training provided
 See how this Unit might fit with other Units in a qualification
which:
 May need to be delivered
 Have already been delivered.
33. List five important considerations when selecting training

methods/strategies to use.
 Should reflect any known learning preferences of the learners

 Need to be appropriate to the content of the individual Compet-
ency Standard
 Must enable delivery to occur within the known parameters of
the Unit – especially in relation to budget and time
 Should address and reflect the known assessment requirements
for the Unit
 Should introduce diversity into the training and help motivate
students
 Must be able to be accommodate all the learners
 Have to reflect the availability of supporting physical resources
 Will often be selected to best fit with individual Trainer:
© ASEAN 2016
Assessor Manual 69
 Personality
 Preference for teaching methods.
34. Identify and describe three training delivery options.
No model answer.
© ASEAN 2016
70 Assessor Manual
35. List four ways a trainer can determine learner profiles for upcoming
training delivery.
 Undertake pre-entry testing

 Meet with/interview individual learners as part of SOP and talk
to them/ask relevant questions to elicit information which will
create the required profile
 Talk to workplace supervisors where learners are employed to
obtain input from them
 Include questions on enrolment forms for applicants to present
details of their personal requirements/issues
 Apply TNA.
36. What is the role of a learning/training plan?
 Draws together relevant information from different sources

(Training Provider, Competency Standard/s, Industry employer/s,
students/learners) into the one document for ease of reference
 Provides a checklist to ensure all necessary information about
proposed training delivery for a Unit has been determined, has
been obtained and can be used by the Trainer for further plan-
ning and preparation
 Is a summary document providing an overview of important de-
tails relating to the delivery of the training.
37. What is a learning/training program and what information will it

contain?
A Learning/training program is:

 A series of individual training sessions
 A sequence of training events.
The document will contain headings/sections as follows to help dir-
ect the thinking of the Trainer as they plan and prepare for delivery:
 Delivery schedule
 Content
 Delivery method/s to be used
 Assessment linkages
 Resources available/to be used.
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Assessor Manual 71
38. List five key points about a session plan.
 May be known as a ‘lesson plan’

 A detailed description of each delivery session as identified in
the training program showing
 Each session shown in the learning/training program should have
a session plan prepared for it
 Is a planning document developed by the Trainer, for the Trainer
– the learners do not see them : the Trainer should develop
whatever they want which suits their personal needs and teach-
ing style best
 There are templates which can be used to develop these plans
but the layout and content of these plans is at the discretion of
the Trainer. Trainers should feel free to put whatever they want
in these plans as they are only for their personal use/reference.
39. Trainer must focus their planning and preparation for vocational
ASEAN Toolbox training on designing learning experiences which
integrate learning principles with training practice: identify five of
these requirements.
 Help learners become motivated to change

 Build on existing knowledge and skills
 Help learners effectively handle course information and experi-
ences
 Refer/relate to the previous experience/s of the learner
 Help learners develop knowledge, skills, values and/or creative
ideas
 ‘Explain’ rather than ‘impose’
 Help learners transfer their learning to the application environ-
ment
 Are relevant to their known/expected work
 Are active rather than passive
 Match the identified learning styles/preferences of learners
 Reflect workplace operations, standards, practices, materials
and parameters
 Are safe and legally complaint
 Feature practice and reinforcement
 Allow for and provide feedback
 Give reward for competency/success
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72 Assessor Manual
 Reduce or eliminate barriers to learning.
© ASEAN 2016
Assessor Manual 73
40. List five standard requirements for all resources/materials used in

training delivery.
 Reflect individual student need – learning style/preference and/or

requirement for extra content
 Address identified individual client/workplace need – to provide
organisation-specific information
 Are current, comprehensive and accurate
 Respond to different student groups
 Cover the specifics of the Competency Standard/s being de-
livered
 Can be created within the allowable budget
 Wherever possible, can be re-used in other sessions and/or by
other Trainers.
41. Describe six activities which may need to be addressed when

organising the physical environment and equipment for training.
 Book the training room/venue

 Ensure it is ready for use – and is clean, attractive and inviting.
 Tables and chairs have been organised and arranged to suit the
needs of the session
 Air conditioning has been adjusted, where possible
 Lights are operational and location of switches are known
 Globes in overhead projectors are working – and there is a spare
 Video-tapes/DVD are cued – and extension cords are available
for items if needed and the screen is placed where everyone can
see it
 As much as possible has been done to eliminate/minimise inter-
ruption and distractions from outside sources
 Catering, where/if required, has been arranged
 Checks have been made to ensure other required equipment and
other resources are present – and in working order.
42. Give five reasons why the plans prepared for the training must be
followed.
 The Trainer will have confidence in the presentation and deliv-

ery
 The trainer can arrive early and set up the area in advance for
the training
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74 Assessor Manual
 The learners will benefit because the Trainer is more self-as-

sured, confident and aware of what is happening
 The Unit will be delivered On time and Within budget
 All necessary content will be covered
 Sufficient/required resources will be available to support the
training
 Any arrangements made with other people can be honoured – be-
cause the plans will have indicated what is required/what is go-
ing to happen.
43. Even though the plans for the training must be followed, why is
there a need for trainers to remain ‘flexible’?
Answer must address:

 Even though the intention for Trainers is to deliver the training
as planned there will ALWAYS be situation where this is not pos-
sible
 A range of unpredictable issues can impact planned activities
and cause a revision of plans and/or other action to address/re-
dress what has taken place.
44. Identify when trainers should distribute the Trainee Manual to

learners and describe five activities which should accompany this.
The Manual could be distributed to learners as part of the first ses-

sion – when distributed the Trainer should:
 Give learners several minutes to look through it and get a gen-
eral feeling for the contents and layout
 Tell learners the TM belongs to them and is theirs to keep
 Spend a few minutes (with new/first-time learners only) explain-
ing CBT and CBA – as described/presented under ‘Introduction to
the Trainee Manual’
 Provide an overview of the contents of the Unit as presented un-
der ‘Unit Descriptor. In the TM
 Explain how learners can use the Assessment Matrix to help
them reference content when studying/preparing for assess-
ment/s
 Take time to explain the terms, phrases and acronyms as
presented in the Glossary
 Highlight the ‘Recommended Reading’ section which learners
can elect to use if they want extra information from various
sources.
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Assessor Manual 75
45. In what ways can the Trainee Manual be used by the Trainer when
conducting training?
 As a sole reference when conducting the training – Trainer may

choose not to use PowerPoints and deliver training using the TM
as the central source – this approach may be suitable where fa-
cilities for using PPTs do not exist or where the Trainer has de-
cided ‘chalk and talk’ delivery is appropriate
 To support the use of the Toolbox PPTs – this approach can be
used where:
 The Trainer uses the PPTs as the primary method of delivery
of content, screening the slides as provided
 The Trainer makes in-class reference to pages of the TM
which learners can refer to in- or out-of-class to gain addi-
tional information
 It can be reserved for private/individual study for learners and
not used at all during classes – while Trainer delivers the train-
ing using the PPTs
 To explain assessment requirements in relation to the Work Pro-
jects listed in the TM – ensuring the information provided to the
learners has been discussed with and agreed to/approved by the
Assessor.
46. Give six examples of ‘facilitation skills’ a trainer may need to apply
when conducting training.
 Creating a positive and comfortable learning environment –

which is conducive to learning
 Developing an organisational/workplace-like atmosphere, condi-
tions and/or environment for the learning – to add reality, per-
spective and context
 Involving and including the learners in decisions made about the
conduct of the class – where practicable to do so in order the
learners feel important, relevant and central to the process
 Explaining the training and assessment plans – so learners know
at the outset what is planned for them and what they are being
expected to do
 Setting and advising boundaries for the group – in terms of what
is acceptable and what is unacceptable in relation to participa-
tion, language, behaviour, commitment, submission of work
 Expressing expectations for the group – in terms of their attend-
ance, engagement, outcomes/results
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76 Assessor Manual
 Providing relevant motivation to learning – at the outset of train-

ing programs and individual sessions
 Integrating known workplace demands, protocols, requirements,
terms, SOPs, methods and/or equipment, plant, materials, in-
gredients and/or utensils into training delivery/content
 Engaging with and working with learners – before, during and
after training sessions
 Developing rapport and good working relationships – with the
group
 Monitoring group participation and interaction – with Each other,
Training content. Training methods and activities
 Intervening as required when sub-optimal conditions/circum-
stances are identified – which may require Altering planned de-
livery, activities, timing or other factors; Talking to, warning, or
separating learners who are creating disruption for others or
who are causing a problem for training delivery; Modifying the
training conditions/environment
 Controlling the class/delivery of the session – so identified con-
tent is covered, Training finishes on time, Learners feel safe, re-
spected, challenged and engaged.
© ASEAN 2016
Assessor Manual 77
47. Give five examples of activities which can provide learner support
during training delivery.
 Determining individual leaner characteristics, styles and prefer-

ences – and responding to them/including them as part of train-
ing delivery
 Preparing individual learning plans for certain learners – who
have been identified as having special needs or a particular
need for extra attention
 Providing one-on-one additional training for individuals – in situ-
ations (for example) where:
 Students have missed a session
 Learners appear to be struggling with content
 Trainees have requested extra help
 Supplying regular/ongoing verbal and non-verbal feedback to in-
dividuals in- and out-of-class – on their progress, success and ef-
fort/s
 Liaising with external stakeholders (such as employers, Training
Provider, Assessors) on behalf of learners – to negotiate
whatever needs to be addressed to optimise the learning of indi-
viduals.
48. Identify five activities which will assist monitoring actual training
delivery.
 Checking timing/pacing of delivery against session plan – in or-

der to Finish session on time; Cover content identified for the
session
 Observing the learning environment – to Maintain safety; Keep it
conducive to learning
 Watching interpersonal relationships between learners – so ac-
tion can be taken as appropriate/required to Defuse problems;
Facilitate positive connections
 Controlling the process – by Managing access to resources; Ad-
ministering/supervising activities and practice; Directing and
limiting actions
 Determining learning of individuals – through Observation; Ques-
tioning; Testing
 Assessing suitability of Training resources used; Teaching meth-
ods employed
 Seeking feedback from learners – on Their individual require-
ments – current and future; Issues arising; Their thoughts on the
© ASEAN 2016
78 Assessor Manual
relevancy, effectiveness and appropriateness of the training;

Readiness for assessment.
49. Identify four examples of documentation which a trainer may need

to complete in relation to training delivery.
 Budgets
 Rolls
 Staffing docs
 Workplace reports
 Trainer reports.
© ASEAN 2016
Assessor Manual 79
50. Explain the importance of evaluation to the training process.
Answer should address:

 Evaluation is an integral part of all training
 Payment for delivering training always includes a component for
not only ‘planning and preparation’ but also for evaluation
 The results/findings of evaluations are one of the main ways
Trainers can continue to refine and improve their training prac-
tice
 Outcomes/findings must serve as the basis for future action.
51. List four generic topics which should be addressed as part of the
evaluation process.
 Training environment
 Training resources used
 Trainer’s personal approach and orientation
 Training content.
52. Name five ways a trainer may evaluate their training.
 Feedback form
 Observation checklist
 Self-evaluation and reflection
 Undertaking self-evaluation by keeping a journal/diary of indi-
vidual training practice – and reflecting on what is recorded
 Asking for personal feedback from other Trainers, from trainees
or from another ‘trusted friend’
 Video/audio-taping in-class performance for later analysis
 Getting other Trainers to sit in on sessions and verbally give
their opinion – without using a formal/structured feedback sheet
or checklist
 Analysing the results of assessments with the Assessor – to
identify whether or not there is a consistent problem with
trainee competency in one area which may indicate a defi-
ciency/issue with training provision on that topic
 Asking trainee co-workers for feedback – are trainees any better
in the workplace now/after their training? Are they in need of
more/different training?
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80 Assessor Manual
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Assessor Manual 81
© ASEAN 2016
82 Assessor Manual
Observation checklist
Student name
Assessor name
Location/venue
Unit of competency Train the Trainer – ASEAN National Trainer

NTA 1.1
Dates of
observation
Instructions 1. Over a period of time observe the student

completing each of the following tasks:
a) Review essentials of vocational training
delivery using ASEAN Toolboxes
b) Implement training of an ASEAN Competency
Standard
2. Enter the date on which the tasks were
undertaken
3. Place a tick in the box to show they completed
each aspect of the task to the standard
expected in the enterprise
4. Complete the feedback sections of the form, if
required.
Did the candidate Ye No

s
Element 1:Review essentials of vocational training delivery using ASEAN

Toolboxes
Identify elements underpinning the Toolbox project  
Define Competency Based Training and Competency Based  

Assessment
Characterise role of ASEAN national trainers and assessors  
Detail structure of vocational training using ASEAN Toolboxes  
Assessor Manual
Did the candidate Ye No

s
Describe components of an ASEAN Toolbox  
Element 2: Implement training of an ASEAN Competency Standard
Discuss the learning process and detail competency standard  

assessment requirements
Plan and prepare for the delivery of an ASEAN Competency  

Standard
Conduct training of an ASEAN Competency Standard  
Evaluate an ASEAN training delivery  
Did the student’s overall performance meet the standard?  
Feedback to student and trainer/assessor
Strengths:
Improvements needed:
General comments:
Assessor Manual
Candidate signature Date
Assessor signature Date
© ASEAN 2016
Assessor Manual 85
Third party statement
Third Party Statement

Student name:
Name of third Contact

party: no:
Relationship to  Employ  Superviso  Colleague  Other

student: er r
Please specify:_______________________________________________
Please do not complete the form if you are a relative, close friend or have
a conflict of interest]
Unit of Train the Trainer – ASEAN National Trainer

competency:
NTA 1.1
The student is being assessed against industry competency standards

and we are seeking your support in the judgement of their competence.
Please answer these questions as a record of their performance while
working with you. Thank you for your time.
Do you believe the trainee has demonstrated the Not

following skills? Yes No sur
(tick the correct response] e
Reviews context and background to the Toolbox   

project identifying elements underpinning the Toolbox
project
Defines Competency Based Training and Competency   

Based Assessment
Characterises role of ASEAN national trainers and   

assessors, the relationship between them and knows
how to develop and sustain such a relationship
Details the structure of ASEAN hospitality, travel and   

tourism vocational training
Uses and differentiates between the component parts   

and elements of ASEAN Toolboxes
Discusses the learning process and details competency   

standard assessment requirements
Assessor Manual
Plans and prepares for the delivery of ASEAN   

Competency Standards
Conducts training of ASEAN Competency Standards   
Evaluates an ASEAN toolbox training delivery   
Assessor Manual
Comments/feedback from Third Party to Trainer/Assessor:
Third party signature: Date:
Send to:
© ASEAN 2016
88 Assessor Manual
Competency recording sheet

Name of Student
Name of Assessor/s
Unit of Competency Train the Trainer – ASEAN National Trainer NTA 1.1
Date assessment
commenced
Date assessment finalised
Assessment decision Pass Competent / Not Yet Competent (Circle one)
Follow up action required

(Insert additional work and
assessment required to
achieve competency)
Assessor Manual
Comments/observations by
assessor/s
Assessor Manual
Place a tick () in the column to reflect evidence obtained to determine Competency of the student for each
Performance Criteria.
3rd Party Oral Written

Observation Work
Element & Performance Criteria Statemen Question Question Other
of skills Projects
t s s
Element 1: Review essentials of vocational

training delivery using ASEAN Toolboxes
Identify elements underpinning the Toolbox

project
Define Competency Based Training and

Competency Based Assessment
Characterise role of ASEAN national

trainers and assessors
Detail structure of vocational training using

ASEAN Toolboxes
Describe components of an ASEAN Toolbox
Element 2: Implement training of an ASEAN

Competency Standard
Discuss the learning process
Detail competency standard assessment

requirements
© ASEAN 2016
Assessor Manual 91
Place a tick () in the column to reflect evidence obtained to determine Competency of the student for each
Performance Criteria.
3rd Party Oral Written

Observation Work
Element & Performance Criteria Statemen Question Question Other
of skills Projects
t s s
Plan and prepare for the delivery of an

ASEAN Competency Standard
Conduct training of an ASEAN Competency

Standard
Evaluate an ASEAN training delivery
Candidate signature: Date:
Assessor signature: Date:
© ASEAN 2016
92 Assessor Manual
© ASEAN 2016
Assessor Manual 93

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Train the Trainer – ASEAN

The Association of Southeast Asian Nations (ASEAN) was established on 8 August

This publication is supported by the Australian Government’s aid program through

Competency Based Assessment

Suggested Assessment Methods

For each unit of competency a number of assessment tools have been

Alternative Assessment Methods

Whilst the above mentioned assessment methods are suggested

a) The nature of the unit

 Critical incident reports

Selection of Assessment Methods

Each assessor will determine the combination of Assessment Methods

‘Sufficient’ evidence to support the ‘Pass Competent’/’Not Yet

In practice this means a minimum of 2 – 3 Assessment Methods for each

At least one method should provide evidence of practical demonstration

The following assessment methods deemed to provide evidence of

 Practical Work Projects

Competency based assessment does not award grades, but simply

Therefore, when assessing competency, an assessor has two possible

 ‘Pass Competent’ (PC)

If the participant is able to successfully answer or demonstrate what is

Not Yet Competent’ (NYC)

If the participant is unable to answer or demonstrate competency to the

The participant may be required to:

a) Undertake further training or instruction

b) Undertake the assessment task again until they are deemed to be

Regional Qualifications Framework and Skills Recognition System

The ‘Regional Qualifications Framework and Skills Recognition System’,

The purpose of this framework is to provide:

 A standardised teaching and assessment framework

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is the process that gives current industry

benchmark their extensive skills and experience against the standards

This process is a learning and assessment pathway which

 Recognition of Current Competencies (RCC)

Code of Practice for Assessors

This Code of Practice provides:

 Assessors with direction on the standard of practice expected of

 The differing needs and requirements of the person being assessed,

 Assessments are conducted within the boundaries of the assessment

Instructions and Checklist for Assessors

General instructions for the assessment:

 Assessment should be conducted at a scheduled time that has been

 Gain familiarity with the Unit of Competency, Elements of

 Begin the assessment by implementing the following checklist and

Checklist for Assessors

Ensured the candidate is informed about the venue

Received current copies of the performance criteria

Reviewed the performance criteria and evidence plan

Identified and accommodated any special needs of

Checked the set-up and resources for the

During the assessment I have:

Introduced myself and confirmed identities of

Put candidates at ease by being friendly and helpful.

Explained to candidates the purpose, context and

Ensured candidates understood the assessment

Provided candidates with an overview of performance

Explained the results reporting procedure.

Encouraged candidates to seek clarifications if in

Asked candidates for feedback on the assessment.

Explained legal, safety and ethical issues, if

After the assessment I have:

Ensured candidate is given constructive feedback.