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Perform clerical
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Trainer Guide
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

Chief Writer: Alan Hickman
Subject Writer: Birgitta March
Project Manager/Editor: Alan Maguire
DTP/Production: Daniel Chee, Mai Vu, Jirayu Thangcharoensamut

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 “Toolbox
Development for Priority Tourism Labour Division”.
This publication is supported by Australian Aid through the ASEAN-Australia Development
Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2012.
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. 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 various stock photography
suppliers and other third party copyright owners and as such are non-transferable and non-exclusive.
Additional images have been sourced from Flickr and are used under:
http://creativecommons.org/licenses/by/2.0/deed.en
http://www.sxc.hu/
File name: TG_Perform_clerical_procedurese_270812.docx
Table of contents

Competency Based Training (CBT) and assessment an introduction for trainers .............. 1

Competency standard ..................................................................................................... 11

Notes and PowerPoint slides .......................................................................................... 15

Recommended training equipment ................................................................................. 83

Instructions for Trainers for using PowerPoint – Presenter View ..................................... 85

Appendix – ASEAN acronyms ........................................................................................ 87

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 Competency Based Training (CBT) and assessment an introduction for trainers

Competency Based Training (CBT) and

assessment an introduction for trainers
Competency
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
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 understanding 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 involves:
Performing individual tasks
Managing a range of different tasks
Responding to contingencies or breakdowns
Dealing with the responsibilities of the workplace
Working with others.

Unit of Competency

Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a „unit‟.
Each unit of competency identifies a discrete workplace requirement and includes:
Knowledge and skills that underpin competency
Language, literacy and numeracy
Occupational health and safety requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.

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Element of Competency

An element of competency describes the essential outcomes within a unit of competency.

The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an „element‟.

Performance criteria

Performance criteria indicate the standard of performance that is required to demonstrate

achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.

Learning

For the purpose of this manual learning incorporates two key activities:
Training
Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
On-the-job – in the workplace
Off-the-job – at an educational institution or dedicated training environment
As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.

Learning Approaches

This manual will identify two avenues to facilitate learning:

Competency Based Training (CBT)
This is the strategy of developing a participant‟s competency.
Educational institutions utilise a range of training strategies to ensure that participants are
able to gain the knowledge and skills required for successful:
Completion of the training program or qualification
Implementation in the workplace.
The strategies selected should be chosen based on suitability and the learning styles of
participants.

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Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.

Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.

Flexibility in Learning

It is important to note that flexibility in training and assessment strategies is required to

meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for Participant Diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
Consider individuals‟ experiences, learning styles and interests
Develop questions and activities that are aimed at different levels of ability
Modify the expectations for some participants
Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each other‟s learning.
Participant Centred Learning
This involves taking into account structuring training and assessment that:
Builds on strengths – Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
Acknowledges prior knowledge and experience – The learning activities should be
planned with participants‟ prior knowledge and experience in mind
Understands learning objectives – Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
Teaches for understanding – The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
Teaches for independent learning – Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning

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Enhances motivation – Learning is most effective when participants are motivated.

Various strategies should be used to arouse the interest of participants
Makes effective use of resources – A variety of teaching resources can be employed
as tools for learning
Maximises engagement – In conducting learning activities, it is important for the minds
of participants to be actively engaged
Aligns assessment with learning and teaching – Feedback and assessment should be
an integral part of learning and teaching
Caters for learner diversity – Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active Learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through encouragement and personal
example, and by allowing participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants also come to realise that
their classmates (and their trainers) are partners in learning and solving.
Trainers can also encourage cooperative learning by designing appropriate group
learning tasks, which include, for example, collecting background information, conducting
small-scale surveys, or producing media presentations on certain issues and themes.
Participants need to be reminded that, while they should work towards successful
completion of the field tasks, developing positive peer relationships in the process is an
important objective of all group work.

Competency Based Training (CBT)

Principle of Competency Based Training

Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training Strategies
The aims of this curriculum are to enable participants to:
Undertake a variety of subject courses that are relevant to industry in the current
environment
Learn current industry skills, information and trends relevant to industry
Learn through a range of practical and theoretical approaches
Be able to identify, explore and solve issues in a productive manner

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Be able to become confident, equipped and flexible managers of the future

Be „job ready‟ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of Training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant‟s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/Tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group Discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topi. It is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role Play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorize and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energizing and it helps the reserved and less literate
to express their feelings.

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Simulation Games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /Group Exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case Study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalize the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field Visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group Presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice Sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.

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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.

Competency Based Assessment (CBA)

Principle of Competency Based Assessment

Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:
Training and development programs
Formal education
Life experience
Apprenticeships
On-the-job experience
Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the „collection of evidence‟ in determining overall
competence.
This evidence can be collected:
Using different formats
Using different people
Collected over a period of time.
The assessor who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
Flexibility in Assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.

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Competency must be proven regardless of:

Language
Delivery Method
Assessment Method.
Assessment Objectives
The assessment tools used for subjects are designed to determine competency against
the „elements of competency‟ and their associated „performance criteria‟.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of Assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:
Work projects
Written questions
Oral questions
Third Party Report
Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative Assessment Tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
Evidence is simply proof that the assessor gathers to show participants can actually do what
they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there are
many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues to
gather evidence about performance.

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A range of assessment methods to assess competency include:

Practical demonstrations
Practical demonstrations in simulated work conditions
Problem solving
Portfolios of evidence
Critical incident reports
Journals
Oral presentations
Interviews
Videos
Visuals: slides, audio tapes
Case studies
Log books
Projects
Role plays
Group projects
Group discussions
Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
Recognition of Current Competencies (RCC)
Skills auditing
Gap analysis and training
Credit transfer.
Assessing competency
As mentioned, 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.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
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.

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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‟

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 Competency standard

Competency standard
UNIT TITLE: PERFORM CLERICAL PROCEDURES NOMINAL HOURS: 15 hours

UNIT NUMBER: D1.HRS.CL1 11, D1.HOT.CL1.05, D2.TCC.CL1.09

UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to perform clerical procedures in a range of settings within the six
labour divisions of the hotel and travel industries.

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Process office documents Unit Variables

1.1 Process documents with appropriate office The Unit Variables provide advice to interpret the scope and context of this unit of
equipment in accordance with enterprise competence, allowing for differences between enterprises and workplaces. It relates to the
procedures and within designated timelines unit as a whole and facilitates holistic assessment
1.2 Identify and rectify and/or report This unit applies to performing clerical procedures in a range of settings within the labour
malfunctions promptly in accordance with divisions of the hotel and travel industries and may include:
enterprise procedures 1. Front Office
1.3 Use office equipment to process documents 2. Housekeeping
Element 2: Draft correspondence 3. Food and Beverage Service
2.1 Write text using clear and concise language 4. Food Production
2.2 Ensure text is without spelling, punctuation 5. Travel Agencies
and/or grammatical errors
6. Tour Operation.
2.3 Check information for accuracy prior to
sending Documents may include:
Mail, such as incoming and outgoing correspondence, guest mail and courier
Files, such as customer records, correspondence, financial records, receipts, invoices

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Competency standard

and orders
Element 3: Maintain document systems Correspondence, such as letters, facsimiles, memos and reports
3.1 File/store documents in accordance with Menus.
enterprise procedures
Process refers to:
3.2 Modify and/or update records management
Collating
systems in accordance with enterprise
procedures Binding
Photocopying
Mailing
E-mailing
Filing.
Office equipment may include:
Photocopier
Facsimile
Computer
Printer
Scanner.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
The enterprise‟s policies and procedures in regard to processing office documents
The enterprise‟s policies and procedures in regard to using the filing system
Demonstrated ability to draft correspondence, process documentation and maintain
document systems.

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 Competency standard

Linkages to other units

This is a core unit that underpins effective performance in all other units. Combined training
and assessment may be appropriate.
Critical Aspects of Assessment
Evidence of the following is essential:
Demonstration of the ability to accurately process a range of office documentation within
enterprise acceptable timeframes
Demonstration of the ability to produce documents that are easily understood and error
free.
Context of Assessment
This unit may be assessed on or off the job
Assessment should include practical demonstration either in the workplace or through a
simulation, supported by a range of methods to assess underpinning knowledge
Assessment must relate to the individual‟s work area or area of responsibility
Demonstration of skills across an operating period to address an adequate range of
clerical procedures/tasks
Performance of clerical procedures within typical workplace time constraints.
Resource Implications
Training and assessment to include access to a real or simulated office environment; and
access to industry-current equipment.
Assessment Methods
The following methods may be used to assess competency for this unit:
Observation of candidate performance
Oral and written questions
Practical exercises/case studies.

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Competency standard

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 and reshaping tasks

Key Competencies Level Examples

Collecting, organizing and Identify what information to include in

1
analysing information written correspondence

Communicating ideas and

1 Produce written correspondence
information

Planning and organizing Plan content and layout of written

1
activities correspondence; file documentation

Working with others and in Produce written documentation for

1
teams Others

Using mathematical ideas and

-
techniques

Solving problems 1 Resolve equipment malfunctions

Use routine software to produce routine

Using technology 1
office documents

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 Notes and PowerPoint slides

Notes and PowerPoint slides

Slide

Slide No Trainer Notes

1. Trainer to introduce purpose and content of unit.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

2. Class room requirements: this unit can be only be delivered in:

A computer room
With an interactive whiteboard or data projector.

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Slide

Slide No Trainer Notes

3. Explain to trainees the 5 work projects are due by a date agreed to by you, the trainer,
and graded.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

4. Trainer to hand out TM.

Trainer to show glossary and background notes in Trainee Manual.

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Slide

Slide No Trainer Notes

5. Ask trainees: Who has relevant work experience in terms of use of use of office
equipment, writing correspondence, filing, etc.?

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

6. Discuss office duties. Can you think of any more not listed here?

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Slide

Slide No Trainer Notes

7. Ask trainees for their experience in industry guidelines in their workplace

Link it to your own
Bring in some samples
Ask students to bring in non-sensitive correspondence or office documentation to
show consistency across the board.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

8. Trainer to explain types of computers and his/her own experience.

Notebook or Laptop
These are portable computers which are used by people “on the go”. A notebook is
similar in size to a standard book. A laptop is larger than a notebook. They are both
lightweight, very convenient but are not as fast as a fixed PC, have a shorter battery life
and can easily be damaged if not taken care of.
Touch Screen PC
This is a PC that can be held in the hand. A touch screen looks similar to a
notebook/laptop monitor, though they can vary in style. A special pen is used to access
different menu options on the touch screen. There is no keyboard or mouse.
Palmtops
Mini computers are designed to perform basic computer functions and fit in the palm of
the hand. Many are used in conjunction with a normal PC. There are different styles
available. Two common types are shown. You can transfer data from your PC to the
Palmtop as reference or to edit on the go. The palmtop is not as powerful as a PC.
Palmtops can be connected to the internet, or to a PC and are useful when travelling to
send and receive email.
Tablets/I pads and I phones
IPads and android tablets are a combination of a modern smart phone and a laptop
computer. Business owners often use tablets to get tasks done on the run, create
presentations for meetings and update websites and blogs. They are lightweight,
compact and affordable. They can easily be synchronised with your computer when
returning to the office.

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Slide

Slide No Trainer Notes

9. Trainer to explain:
Hardware
The physical components of a computer system - everything that you can touch - are
called hardware.
Software
The programs used on a computer are called software. This includes system software
(such as Windows, Mac OS etc.) and application software such as Microsoft Word,
Microsoft Excel, etc. System software is necessary in order to run a computer and all
applications within it.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

10. Discuss office hardware:

Can you think of any more not listed here?

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Slide

Slide No Trainer Notes

11. Trainer to explain the internet browsers available in their country (e.g. Internet
Explorer, Mozilla Firefox) and ask what trainees use at work and at home
Trainer to ask what software trainees use to do word processing: Word for
Windows? Or do they use Apple Mac and download Word onto it? Trainer to
explain there are different versions of Word e.g. 2003, 2007, 2010
Trainer to ask what spreadsheets trainees use (eg Excel) and what they feel is
good/not as good about it. Do they know how to sort it? Enter formulas?
Trainer to explain that engineers, for example, use a project management tool
called Microsoft Project which allows them to track projects
Trainer to explain that there are various packages to do accounting/bookkeeping
such as MYOB, Quicken
Trainer to explain that he/she uses Power Point – trainer to explain its advantages
for presentations.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

12. Explain how this works and link it to your own experience e.g. When I am at the
workplace, the procedure for routine maintenance is…. Or the procedure for
ordering Consumables is…..
Demonstrate how to do it: turn the keyboard upside down and gently tap the bottom
of the keyboard. Show trainees how to clean monitors with a damp cloth.
Demonstrate how you open the mouse, remove the panel, and clean the tracking
ball and the rollers inside the mouse
Ask trainees what their workplace experience is in relation to ordering new
consumables and organising maintenance? Do they have to use a log? Did they
get training on how to deal with this?

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

13. Trainer to bring in some consumables such as per picture.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

14. Trainer is to read the work project to trainees. Explain there are two separate parts: one
written, one oral presentation in pairs. Set a due date for this project to be handed in,
mark and return the projects to trainees
This is project 1 of 5.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

15. Trainer to explain the report requirements to trainees and assist them to find resources
to help them answer the questions. Trainer may give the trainees the option of working
individually, in pairs or in groups.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

16. Show trainees attached sample assessment:

Set standard of your expectations

Set due date for part A
Set due date for part B
Consider weight of this assessment.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

17. Show trainees attached sample assessment:

Set standard of your expectations

Set due date for part A
Set due date for part B
Consider weight of this assessment.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

18. Sample opening page.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

19. Resources and ideas for project.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

20. Resources and ideas for project.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

21. Resources and ideas for project.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

22. Resources and ideas for project.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

23. Resources and ideas for project.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

24. Resources and ideas for project.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

25. Resources and ideas for project.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

26. Resources and ideas for project.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

27. Resources and ideas for project.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

28. Resources and ideas for project.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

29. Ensure trainees have no questions about any of the material covered including
acronyms used, difference between hardware and software, consumables, etc.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

30. Start section 2:

Return marked assessment – Part A

Ensure trainees are on course with Part B delivery

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

31. Explain each business document by giving them samples you have brought along to
class.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

32. Discuss the above questions as a whole class.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

33. Discuss the basic steps involved in research.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

34. Discuss the basic principles involved in preparing documents.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

35. Trainer to go online and show trainees online dictionaries.

Ask trainees to look up the words „scope, pax, FIT‟ in all dictionaries and in the
thesaurus. Which one did they prefer? Why? Suggest to bookmark them as a favourite
on their computer for future use.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

36. Discuss the six steps to good writing.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

37. Trainer to ask trainees to bring a sample of each different style of letter as above.
Ask trainees which one is which.
Trainer to ask trainees to bring in samples and ask them to identify differences.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

38. Trainer to ask trainees to bring a sample of each different style of letter as above.
Ask trainees which one is which.
Trainer to ask trainees to bring in samples and ask them to identify differences.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

39. Trainer to ask trainees to bring a sample of each different style of letter as above.
Ask trainees which one is which.
Trainer to ask trainees to bring in samples and ask them to identify differences.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

40. Trainer to ask trainees to bring a sample of each different style of letter as above.
Ask trainees which one is which.
Trainer to ask trainees to bring in samples and ask them to identify differences.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

41. Discuss sample memo in slide.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

42. Discuss sample routine letter in slide.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

43. Discuss sample good news letter in slide.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

44. Discuss sample bad news letter in slide.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

45. Trainer is to show trainees how to download a memo template (office button- new-
memo template) as the basis of their assessment.
Trainer is then to:

Read the work project to trainees

Set a due date for this project to be handed in
Mark and return the projects to trainees.
This is work project 2 out of 5:

Remember to assess Part B of previous work project (oral presentation).

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

46. Rule of 7 Cs:

Clear - able to be understood in one reading by the recipient (time = money)

Concise - conveying what has to be stated with a minimum of words, sentences
and paragraphs
Complete - all of the information necessary to understand the correspondence is
passed on
Correct - all of the information conveyed is accurate.
Courteous - your tone is always polite as you are representing your organization
and wish to create goodwill
Clean - this means that there are no coffee stains, liquid paper, or crossing out on
your correspondence. It also means that your work is not cluttered and there is
plenty of white space so that the document looks appealing and professional
Checked - this means your work has been examined for spelling mistakes,
grammatical mistakes, format and layout and found to be mistake-free.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

47. Trainer is to do a very comprehensive class demonstration showing students how to do

the above.
Trainer is to give an exercise to the trainees so they can demonstrate competency.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

48. Trainer is to do a very comprehensive class demonstration showing students how to do

the above.
Trainer is to give an exercise to the trainees so they can demonstrate competency.

Holiday on the Mekong River – see next slides.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

49. Display this class exercise on the whiteboard/projector. Trainees are to follow
instructions on the following page. Trainer can print out copies of this class exercise for
easier reference.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

50. Students to complete the above exercise. Students should do this individually or in pairs
depending on the number of computers available.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

51. Trainer is to:

Read the work project to trainees

Set a due date for this project to be handed in
Mark and return the projects to trainees.
This is Workproject 3 out of 5.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

52. Refer trainees to their manual to see sample.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

53. Trainer to demonstrate how to type an envelope in Word.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

54. Show this chart to the trainees. Hand out A4 paper and ask them to fold according to
these instructions:

1. Begin with the first page of the letter facing towards you
2. Crease the letter along a fold one third from the bottom. Fold the letter up to a
point one third from the top, covering the writing on the letter
3. Make a second horizontal crease one third from the top of the letter where the
bottom of the letter had been folded to
4. Tuck the bottom into this crease and fold the top over it. The letter will be folded
into thirds. It will fit any standard envelope.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

55. Trainer is to:

Read the work project to trainees

Set a due date for this project to be handed in
Mark and return the projects to trainees.
This is Workproject 4 out of 5.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

56. Trainer to revise this element through the summary and provide a general class
discussion.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

57. At start of each element, trainer to explain the element in brief.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

58. Trainer to explain his/her own experience when filing according to industry guidelines.
Trainer to ask trainees their experience. “Did anyone ever have trouble finding files?
Why?” Or “What did you like about the filing system in use and why?”
Trainer to link the above with the various filing techniques:
Alphabetical
The most commonly used method of filing, the alphabetical system, places files in
alphabetical order according to the customer or business name e.g. the telephone book
Numerical
Each file or piece of information is filed in number order, from lowest to highest,
according to the number on the document (for example, invoice number) or the
customer number
Geographical
Information is indexed alphabetically according to geographical location.
States/Provinces are indexed first, followed by the city, town or suburb, then other
appropriate information e.g. customer name
Subject
Records are sorted according to the subject matter and filed alphabetically. This allows
information on the one topic, or subject, to be easily located.

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 Notes and PowerPoint slides

Key word
A particular word is used as the subject classification and specific descriptors are also
allocated to further classify the information. Keyword systems are usually used in large
organisations where the keywords are specifically designated.
Chronological
Chronological filing is used in conjunction with other filing methods and involves sorting
records according to their date.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

59. Trainer to do a class demonstration on document retrieval.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

60. Trainer to do a class demonstration on how to delete all files. Students to do this on
their computer.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

61. Trainer to do a class demonstration on emptying the recycling bin. Students to follow.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

62. REMIND – trainees to always save everything on a regular basis.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

63. Trainer to explain own experience with these and advantages/disadvantages he or she
experienced.
Ask trainees what they have used to date in the workplace.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

64. Trainer to explain own experience with these and advantages/disadvantages he/she
experienced.
Ask trainees what they have used to date in the workplace.
Explain that Access has templates for database management. Print-outs of reports.

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Notes and PowerPoint slides

Slide

Slide No Trainer Notes

65. Trainer is to:

Read the work project to trainees

Set a due date for this project to be handed in
Mark and return the projects to trainees.
This is work project 5 out of 5.

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 Notes and PowerPoint slides

Slide

Slide No Trainer Notes

66. Trainer to revise this element through the summary and provide a general class
discussion.

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Notes and PowerPoint slides

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 Recommended training equipment

Recommended training equipment

http://www.java2s.com/Tutorial/Microsoft-Office-Word-2007/CatalogMicrosoft-Office-
Word-2007.htm

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Recommended training equipment

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 Instructions for Trainers for using PowerPoint – Presenter View

Instructions for Trainers for using

PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers‟
instructions.
In PowerPoint, on the Slide Show menu, click Set Up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com

Note:

In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen

More Information

You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033

Note Regarding Currency of URLs

Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.

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Instructions for Trainers for using PowerPoint – Presenter View

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 Appendix – ASEAN acronyms

Appendix – ASEAN acronyms

AADCP ASEAN – Australia Development Cooperation Program.

ACCSTP ASEAN Common Competency Standards for Tourism Professionals.

AEC ASEAN Economic Community.

AMS ASEAN Member States.

ASEAN Association of Southeast Asian Nations.

ASEC ASEAN Secretariat.

ATM ASEAN Tourism Ministers.

ATPMC ASEAN Tourism Professionals Monitoring Committee.

ATPRS ASEAN Tourism Professional Registration System.

ATFTMD ASEAN Task Force on Tourism Manpower Development.

CATC Common ASEAN Tourism Curriculum.

MRA Mutual Recognition Arrangement.

MTCO Mekong Tourism Coordinating office.

NTO National Tourism Organisation.

NTPB National Tourism Professional Board.

RQFSRS Regional Qualifications Framework and Skills Recognition System.

TPCB Tourism Professional Certification Board.

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Appendix – ASEAN acronyms

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