Presented byAlan Maguire

Project Manager and Chief Editor

Angliss Consulting

ASEAN – Australia Development Cooperation Program (AADCP) Phase II

Toolbox Development for a Priority Tourism Labor Division

National Workshop

Slide 1

Role of Project Manager: Select and supervise writers Set guidelines for writers and publishing staff to maintain

consistency e.g. in length, format, style and language Report regularly on progress: inception, monthly updates,

draft and final report Assist in organisation of national and

regional workshops.

Methodology of Toolbox ProductionChallenges and Approach

Slide 2

Role of Chief Editor: Edit or delegate editing of all writers’ work: Trainee Manuals,

Power Point slides, Assessment Manuals Request changes or additions from writers where needed Liaise with desktop publishing staff to produce final product Provide assistance to writers in specialist area e.g. English

language toolboxes.

Methodology of Toolbox ProductionChallenges and Approach

Slide 3

General Approach: Select writer according to vocational background, skill and

experience in writing Oral and written guidelines given to writer on how to use the

agreed Template and its components e.g. Trainee Manual, PowerPoint slides, Assessment Manual etc.

How to write concisely and use Plain English Determining length based on nominal hours Producing meaningful class activities Devising meaningful assessment tasks – simulated or

workplace based

Methodology of Toolbox ProductionChallenges and Approach

Slide 4

Challenges: Mixture of experienced and inexperienced writers Even experienced writers need time to adapt to a new

toolbox template and may require a lot of guidance Need to write and produce 46 Toolboxes in 7 months Writers need to be aware of nominal hours and what can

practically be achieved in a limited class time - more likely to write too much than too little

Desktop publishing staff working to tight timetables dependent on writers completing their work on time – writers’ contracts issued with strict timelines

Methodology of Toolbox ProductionChallenges and Approach

Slide 5

Six English Language toolboxes (1 Core, 5 Electives)Why have they been included? English is a second language in the majority of ASEAN

Member States English is a common means of communication between

members Tourism and hospitality client groups communicate mainly in

English Toolboxes are written to be delivered in English Tourism employees require good communicative English but

not everyone has to do English toolboxes (5 are electives)

English language units – a practical demonstration

Slide 6

Slide 7

Core: Converse in English at a Basic Operational Level

Elective: Respond Effectively to Instructions given in English

Elective: Start Conversations and Develop Good Relations with Guests

Slide 8

Elective: Communicate Effectively in English on a Telephone

Elective: Read General Information Texts or Media

Elective: Write a Short Message in English

Different approach to writing English toolboxes: English language students need foundation language skills

to be able to study other toolboxes Language used for instructions in English language

toolboxes must be plainer and more concise Competency-based vocational training is designed to impart

knowledge and provide practice in performing tasks English units must provide foundation skills while also

providing content to stimulate interest including knowledge of standard procedures and cultural differences

English language units – a practical demonstration

Slide 9

The Challenge in writing English language toolboxes:To design Trainee Manuals, PowerPoint slides, activities and assessment tasks which at the same time:

(a) Impart knowledge of standards and procedures e.g. ‘Welcome guests appropriately’, ‘Introduce Self and Others’

(b) Provide the building blocks of language needed to understand instructions and implement procedures such as basic and specialised vocabulary, common phrases and foundational grammar e.g. tenses, regular and irregular verbs

(continued)

English language units – a practical demonstration

Slide 10

The Challenge in writing English language toolboxes:

(c) Provide opportunities for practice and extension in all 4 language skills: listening, speaking, reading, writing:

Listening: trainees need to listen to genuine real life conversations in their vocational area: therefore we have embedded audiofiles and video situations (Internet links to U tube) of authentic conversations in Trainee Manuals and PowerPoint slides with attached tapescripts for trainer

Speaking: activities, games and role plays are provided to the trainer to encourage practice of new vocabulary and grammar learnt in situations where trainees are encouraged to express themselves

(continued)

English language units – a practical demonstration

Slide 11

Reading: trainees are introduced to a variety of short and longer texts at varying degrees of difficulty and complete different comprehension exercises e.g. filling in gaps, writing answers to questions, matching words to definitions, true and false answers

Writing: trainees are given practice writing for different workplace situations e.g. summarising phone conversations, giving short instructions (menus etc.), leaving instructions for next shift, reporting etc.

English language units – a practical demonstration

Slide 12

Let’s look at some examples from the Toolboxes

(1) Which toolboxes focus mostly on listening? speaking? reading? writing? (some toolboxes focus more on one area but all include practice in the 4 skills)

(2) Which sections in the Training Manual for ‘Start Conversations and Develop Good Relations with Guests’:

(a) Impart knowledge of standards and procedures?

(b) Provide the building blocks of language needed to understand instructions and implement procedures?

(c) Provide opportunities for practice and extension in each of the four language skills: listening, speaking, reading, writing?

Let’s do some of the exercises as we go!

English language units – a practical demonstration

Slide 13

What is the best way to use the toolbox components?

Discuss in pairs or in a small group: Trainee Manual: The only reference or just one resource

among others? When should it be used – in class only, home only or a combination of both?

PowerPoint slides: Provide knowledge or provide stimulation for discussion and class activities?

Assessment: Work projects and oral and written questions: diagnostic or formative? – examine for pass/fail or to provide prepare trainees for success in vocational toolboxes?

English language units – a practical demonstration

Slide 14

Alan MaguireManager, International ProjectsWilliam Angliss InstituteMelbourne, Australia

For further information or queries:alanm@angliss.edu.auwww.angliss.edu.au

Thank you.

Slide 15

Divide into 4 groups of even numbers Choose a group where you have some specialist knowledge

or have read and are familiar with the toolboxes to be discussed

Choose a person to lead your group (Group leader) Choose a person to record key points (Group recorder) Choose a person to report back key feedback later (Group

reporter) Use your feedback sheets to record comments and hand to

trainers later Try to contribute to the discussion where you can

Feedback Sessions

Slide 16

Feedback Sessions in Specialist Groups:

Choose one of four groups:

1. Common Core

2. Housekeeping

3. English Language

4. Human Resources Development

Feedback Sessions (1)

Slide 17

Feedback Sessions in Specialist Groups:

Choose one of four groups:

1. Security Services

2. Customer Service, Sales and Marketing

3. General and Financial Administration

4. Resource Management

Feedback Session (2)

Slide 18

If group is mostly familiar with toolboxes: Work through each of the toolboxes in your specialist areas,

give your opinion on the content of the toolbox, what could also be included or changed and record on your feedback sheets. Use laptop/s for reference.

If group are not very familiar with toolboxes: Choose a toolboxes in your specialist area and work through

and discuss the content of a Trainee Manual and/or PowerPoint slides and give your opinion on the content of the toolbox, what you liked or didn’t like and record on your feedback sheets.

Feedback Sessions: Instructions

Slide 19

Group reports: analyzing results from feedback sessions – one person to report back to whole group

Group discussion: Finalising recommendations for change

Feedback sessions

Slide 20

Break into 4 discussion groups, choose a group leader, group recorder and group reporter and discuss: Think about the best teacher or trainer that you ever had: what

were the qualities that made him/her an excellent teacher? Think about the toolboxes you have seen here today: what

special skills and abilities will a Master Trainer and Assessor need to be able to train others in their use?

How important is (a) knowledge of how to teach (b) knowledge and experience in the vocational area (e.g. housekeeping) they will teach in and (c) industry experience?

How will your country choose its Master Trainers and Assessors? Can the same person be both a Trainer and Assessor?

Identifying Master Trainer and Master Assessors: selection criteria

Slide 21

Please complete the Evaluation Sheet and hand it to the Trainers along with any feedback sheets you have

If you didn’t have enough time to complete feedback sheets you can send them later to alanm@angliss.edu.au

Feel free to contact us if you have any further comments or queries: Wayne Crosbie: waynec@angliss.edu.au Alan Maguire: alanm@angliss.edu.au Alan Hickman: alanh@angliss.edu.au

Thank you for your attendance today

Slide 22