Develop and Maintain the General Knowledge Require by guide

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					Develop and Maintain the
General Knowledge
Required by Guides
Unit Code: PARUJPFTG03C
Competency Standard
Teacher Focused & Student Centred Materials
Assessment Tasks



Acknowledgements

Indonesia Australia Partnership for Skills Development
Travel and Tourism Project Team gratefully
acknowledges the contribution and support of the
following organizations and businesses


Association of the Indonesian Tours and Travel Agencies (ASITA)
Indonesian Guides Association (HPI)
Society of Indonesian Professional Conference Organisers (SIPCO)
Indonesia Congress and Convention Association (INCCA)
Association of Indonesian Tourism Attractions (PUTRI)
Ministry of Culture and Tourism (MOCT)
Ministry of Manpower and Transmigration (MOMT)
Ministry of National Education (MONE)
Australian National Training Authority (ANTA
Australian Agency for International Development (AusAID)
Tourism Training Australia (TTA)
PT. Abacus Distribution Systems Indonesia

Indonesia Australia Partnership for Skills Development                           i
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Draft 1 Develop and Maintain the General Knowledge Required by Guides 07 09 00
In addition, the Project Team would like to thank the following individuals for their
valuable input into the writing and production of these materials


Ade Soemantri                                       Lisia Apriyani, SE, Akt
AA. Gede Oka Geria ,SS                              Maharani Leksmono, SE
Agung DS Daniswara                                  Mahfuddin Akhyar
Alex Kahu Lantum, Drs., M.S                         Melly Selibulgani
Amrullah, Drs                                       Misbach Malik
Arief Faizal Rachman                                MT Sirait
Bambang Gunardjo, BA                                Muchlis Anwar
Beatrix L.L.R Marbun                                Nani Harsojo
Budi A. Sambas, S.Pd                                Ni Ketut Citra Yuni, SS
Dedi Supriyadi                                      Nila K. Hidayat, SE
Diah Utari B.R., Dra., M.Si                         Nurrohmat
Diksa Kuntara, SE                                   Pisa Ramli
Djamang Ludiro, Drs                                 R. Felix Hadimulyanto
Edi Kustanto, Drs., MM                              Rina Arlianti
Efrin I. Panhar, Drs                                Rina Suprina, Dra
Eleanore Lanny                                      Rochmani Dwiastuty S, S.Pd
Elizabeth Pujianti                                  Rubiyanto, P., Drs, MM
Erick Y. Pasaribu, BA                               Rukiah
Etty Sulistyawati                                   Santi Palupi, Dra, MM
Eva Mora mangunsong, Dra                            Sudiarto
Eveline Adhiyasa                                    Tetty Ariyanto
Handono Eko Prabowo, T, Drs, MBA                    Tigor Tambunan
Heben Ezer                                          Titus Odong Kusumajati, Drs, MA
Herry Maridjo, H, Drs, M.Si                         Tri Harsono Udjianto
I Gusti Ayu Waliwati, Dra                           Trikarya Satyawan
I Made Wardhana, Drs                                Trisnawati Rahayu, M. SE, Akt
I Nyoman Sukasanjaya, SS                            Triwanggono, A, Drs, M.S
Joko Prayitno, Drs                                  Uday Aliwidaya
Joko Priyadi                                        Wahyu Ari Andriyanto, Chr, Y, SE, Akt
Joko Purwanto, Drs                                  Wahyu Hadad
Joko Siswanto, FA., Drs, MM, Akt                    Yudi Yuniarto, A, SE, MBA
Katamsi Nurrasa                                     Yuliati, S.Pd
Leo Muda Limbong                                    Yusef Widya Karsono, SE, MBA


Indonesia Australia Partnership for Skills Development                                  ii
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Develop and Maintain the General Knowledge Required by Guides July 2002
Contents Page

  Section Section Headings                                                Page
    No
       1        Introduction to this Guide                                  1

       2        Help for the Trainer                                        5

       3        Competency Standard                                         8

      4A        The Content Plan                                           11

      4B        How to Teach the Competency Standard                       18

      4C        Teacher Support Materials                                  22

       5        How to Assess This Unit                                    44




Effective undertaking of the coursework involved to enable
competency requires the following level of literacy and
numeracy


 Level             Literacy
        2          Ability to understand complex relationships within texts
                   and provide detailed interpretation of information verbally
                   and in writing.




 Level            Literacy
        1         Ability to use basic symbols, diagrams and mathematical
                  terminology in familiar and predictable contexts and be able
                  to communicate mathematically.




Indonesia Australia Partnership for Skills Development                           iii
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Develop and Maintain the General Knowledge Required by Guides July 2002
Section 1 Introduction to this Guide
Welcome to this guide.
This guide uses competency-based training to teach workplace skills. It is
based on a competency standard that is a nationally agreed statement of the
skills, knowledge and attitude needed for a particular task. The major
emphasis is on what an individual can do as a result of training. One of the
most important characteristics of competency-based training is its focus on
training individuals for actual jobs in the workplace.
This guide will help you teach, provide student centred activities and assess
in line with the competency standard titled Develop and Maintain the
General Knowledge Required by Guides.
This unit deals with the skills knowledge and attitude required to research
information needed by all guides. It highlights the need for on-going research
to update and expand guides knowledge.
This unit underpins effective performance in all other guiding units.
Combined delivery/assessment may be appropriate especially with units
such as:
  PARUJPFTG06C Prepare and Present Tour Commentaries
  PARUJPFTG10C Research and Share General Information on Ethnic
   Indonesian Cultures
 PARUJPFTG07C Present Interpretive Activities
 PARUJPFTG08C Develop Interpretive Content for Eco tourism Activities.
Trainers should structure their sessions according to the:
    needs of their trainees
    requirements of their organization
    time available for training
    training situation.
A delivery strategy, including a content plan, has been provided for trainers.
The suggested content gives an indication of what needs to be covered in the
program to meet the competency standard.
The delivery strategy used and assessment provided in this package are not
compulsory and should be used as a guide. Trainers are encouraged to
utilize their own industry knowledge, experience, local examples and
products to adapt the materials or develop their own resources, in order to
ensure the relevance of the training.

Definitions
In the training materials, a person attempting to achieve competence is
referred to as a trainee. In your own training situation this person may be
referred to as a student, a learner, or a participant. Similarly, a person
teaching this competence is referred to as a trainer. In your own training
situation, this person may be referred to as a teacher, mentor, facilitator or
supervisor.




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How long will this competency take to achieve
Under competency-based training, the focus should be on achieving
competence, not on fulfilling a particular time requirement, as different
trainees may take different lengths of time to be competent in a particular
skill.

Symbols
Throughout the training package you will see a range of symbols. This is
what they mean:

           Symbol                                         Meaning
                                   Handout for trainees
    HO

                                   Overhead Transparency of information to be
   OHT                             transferred to a chalkboard or flipchart for
                                   trainer

                                   Assessment Task to be completed
   Assessment Task



                                   Task or Activity to be completed
    Task


Glossary
Access and Equity
Refers to the fact that training should be accessible to everyone regardless of
age, gender, social, cultural, religious or educational background.
Assessment
The formal process ensuring training meets the standards required by
industry. This process is performed by a qualified assessor within a
nationally agreed framework.
Competent
Able to do the job and has all the necessary skills, knowledge and attitude to
perform effectively in the workplace, according to agreed standards.
Competency-Based Training
Training that is concerned with what people must be able to do and
measures performance against agreed standards.
Critical Aspects of Assessment
Explains the central point of the assessment and the key points to look for
when assessing.
Context of Assessment
Specifies where, how and by what methods assessment should occur.

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Elements
The skills which make up a unit of competence.
Evidence Guide
These are guidelines on how a unit should be assessed.
Fair
Does not disadvantage particular candidates.
Flexible
Acknowledges that there is no single approach to the delivery and
assessment of performance in a competency-based system.
Formative Assessment
These are small assessment tasks done during training. They assist in
making sure that learning is taking place and also give the trainees feedback
on their progress.
Key Ability
Abilities that underpin all work performance. These are collecting, analysing
and organizing ideas and information, communicating ideas and
information, planning and organizing activities, working with others and in
teams, solving problems, using technology, using mathematical ideas and
techniques.
These abilities are graded in different levels as follows:
 Level of ability to be demonstrated in achieving this capability
 Level     Characteristics
 1         Undertakes routine tasks within established procedures and is subject to
           frequent progress checks by supervisor.
 2         Undertakes broader and more complex tasks with increasing personal autonomy
           for own work. Supervisor upon completion checks work.
 3         Undertakes complex and non-routine activities, is self directed and responsible
           for the work of others.


Linkages to Other Units
Describes the role of the unit and its place within the full set of
competencies specified by industry. It provides guidance as to which units
may be assessed together.
National Competency Standards
Nationally agreed statements of the skills, knowledge and attitude people
need at work and the standards of performance that are required.
Performance Criteria
This is used to judge whether an individual has achieved competence in a
unit.
Qualified Assessor
A person who is qualified to assess.



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Range of Variables
This details the range of different contexts that may apply to a particular
unit.
Reliable
Uses methods and procedures that engender confidence that competency
standards and their levels are interpreted and applied consistently in all
contexts and to all trainees.
Standards and Certification Institute
Ministry of Manpower (MOM) has given authority to the Association of
Indonesian Travel Agents (ASITA) and the Indonesian Hotels and
Restaurants Association (PHRI) to establish the Institute for the
Standardisation and Certification of the Competency of Indonesian workers
in the Tourism, Hotels and Restaurant Industries. The Institute will develop
competency standards and information systems for the standardisation and
certification of competencies, administer competency tests and certify
Indonesian workers in the tourism industry.
Summative Assessment
The assessment done after training of the completed unit of competence to
ensure that trainees have achieved the performance criteria.

Underpinning Skills and Knowledge
Defines the skills and knowledge required to be competent at the specified
level.
Unit descriptor
A general description of the competency standard.
Valid
Judgment on the same evidence and criteria will produce the same
assessment outcomes from different assessors.




Indonesia Australia Partnership for Skills Development                         4
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Develop and Maintain the General Knowledge Required by Guides July 2002
Section 2 Help for the Trainer
A competency standard is a nationally agreed statement of the three
interrelated components of skills, knowledge and attitude needed to carry
out a particular task effectively.
The range of training activities that has been suggested for delivering this
competency may include:
    practical tasks
    projects and assignments
    case studies
    lectures
    videos and references
    group activities
    role plays and simulations.
Trainers should select training strategies that are appropriate for the
competency being taught, the situation and the needs of the learners. For
example, if practicing on the job is not possible, varied simulations and role-
plays may be appropriate.

The role of the trainer
One of your roles as a trainer is to ensure high standards of service through
effective training. In order to train trainees in this competency you must be
competent in all aspects of it.
To ensure that you are ready to start working on this competency with
trainees, consider the following questions.
     How confident do you feel about your own expertise of workplace
       skills, knowledge and attitude required to deliver each element?
     Is there any new information or laws that you may need to access
       before you start training?
     Do you feel confident about demonstrating the practical tasks?
     Will you be able to clearly explain the underlying knowledge that your
       trainee will need to do the job properly?
     Are you aware of the scope of industry situations in which the
       competency may apply?
     Are you aware of the language, literacy and numeracy skills your
       trainees need to demonstrate competence in this competency
       standard?
     Have you considered access and equity issues in planning the delivery
       of this training program?
From an assessment perspective, it is assumed that appropriate attitudes
are integrated into the assessment of skills and knowledge specified within
the competency standard.

Regulations
Be aware of relevant laws and guidelines that affect your operations, and
make sure that your trainees comply.



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Training aids needed to deliver this competency
Standard theory delivery requirements:
Classroom space for delivery to trainees, whiteboard / blackboard, overhead
projector, overhead projector screen, flip chart, flip chart paper.
Specialized delivery requirements:
None

Where to get more information
Sources of information may include some of the following categories:


Travel Indonesia Magazine
Publisher: PT. Travia Duta
Telp: (62 21) 380 5555 Ext 76006
Fax: (62 21) 38406143


Teacher Associations - PPPG
Jl.Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Telp: (021) 7431271


The Association of the Indonesian Tourism Attractions (PUTRI)
Gedung Sasana Griya
A 15 Lt II
Taman Mini Indonesia Indah, Jakarta
Telp: (021)- 8401-719
Fax: (021)-8400-709

Association of The Indonesian Tours and Travel Agencies (ASITA)
Komp Golden Plaza Blok A/30
Jl RS Fatmawati No 15, Jakarta
Telp: (021)-7590-0094-95
Fax: (021)-7507-537

Society of Indonesian Professional Conference Organisers (SIPCO)
Setia Travel
Jl H.Anshari No 33 B Jakarta
Telp: (021)-6385-8611
Fax: (021)-6386-4182

Indonesia Congress and Convention Association INCCA
Hotel Wisata
Arcade 13A, Jakarta
Telp: (021)-3140-982
Fax: (021)-334-470
Indonesia Australia Partnership for Skills Development                    6
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Develop and Maintain the General Knowledge Required by Guides July 2002
Indonesian Guides Association (HPI)
Ade Sumatri
Telp: (021)-9133-921
Fax: (021)-5213-257 (Via Dinas Pariwisata DKI)


Internet sites
Direktorat Dikmenjur
http://dikmenjur.freehosting.net/
SMK 8 Makassar
http://www.geocities.com/smkknupg/
Boeing Company
http://www.boeing.com/
Environmental Information
http://www.boris.qub.ac.uk/cvni/info.html/
Green Net
http://www.gn.apc.org/
Internet World Travel Guide
http://www.iwtg.com/
Planet Earth Home Page
http://www.planetearth.net/info.html/
Tourism Training Australia
http://www.tourismtraining.com.au/
United Nations Development Program
http://www.undp.org/
Virtual Tourist II
http://www.vtourist.com/vrt/
World Tourism Organization: World Tourism Information Centre
http://www.world-tourism.org/


You can add your own list of resources for delivering this competency.
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The need for updating your own skills and knowledge.
Due to the constantly changing nature of the industry, trainers should
critically review and update resources and maintain current knowledge of all
industry practices.


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Develop and Maintain the General Knowledge Required by Guides July 2002
Section 3 Competency Standard
Use this section to:
    Identify what trainees have to do
    Identify what trainees have already done
    Check trainees’ progress
    Ensure that you have covered all Elements and Performance Criteria
      in training
    Ensure that you have covered all Elements and Performance Criteria
      if assessing.
Unit Title
Develop and Maintain the General Knowledge Required by Guides

Unit Descriptor
This unit deals with the skills knowledge and attitude required to research
information needed by all guides. It highlights the need for on-going research
to update and expand guides knowledge.


  Element               Performance Criteria
  01 Research           1.1   Information sources frequently used by guides are accurately
     information              identified and accessed.
                        1.2   The credibility and reliability of information sources is
                              evaluated.
                        1.3   Information is obtained in a culturally and environmentally -
                              appropriate way.
                        1.4   Information is assessed and selected according to the needs
                              of existing and potential customers.
                        1.5   Where appropriate, personal reference materials are created
                              and updated in a filing system, which allows quick, efficient
                              access.
  02 Develop and        2.1   Informal and formal research is used to update general
     maintain                 knowledge of:
     general                    2.1.1 Indonesia (economic and political development)
     knowledge
                                 2.1.2   The local region
                                 2.1.3   Current events of interest to visitors
                                 2.1.4   Local facilities.
                        2.2   New knowledge is incorporated into guiding activities in a
                              culturally appropriate way.

  Range of Variables
  This unit applies to guides working in all sectors of the tourism industry.
  Informal and formal research may include but is not limited to:
   Talking and listening to local experts
     Talking and listening to traditional owners (pemuka-pemuka adat)
     Personal on site observation/exploration

Indonesia Australia Partnership for Skills Development                                        8
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     Organising information from own memory and experiences
     Watching TV, videos and films, CD’s
     Listening to radio
     Reading newspapers, books and other references
     Internet
     Industry association membership.
     Attending industry events
  Knowledge and information may include but is not limited to:
  General information on Indonesia or local/region information such as:
   Climate
     Geography
     Flora and fauna
     History - indigenous, non-indigenous, natural , folklore
     Cultural elements including popular culture
     Heritage
     Government and politics
     Economy
     Education
     Food
     Lifestyle
     Shopping
     Local industry
     Local customs
     Practical and operational information about the tour:
     Features at particular tour stops
     Location of facilities such as banks, toilets, restaurants etc
     Optional activities
     Social and cultural considerations.

  Underpinning Skills and Knowledge
  To demonstrate competence, evidence of skills and knowledge in the following areas is
  required:
   Research skills
     General knowledge of Indonesia and local region.

  Context of Assessment
  This unit may be assessed on or off the job. Assessment should include a form of
  practical demonstration either in the workplace or through simulation. This should be a
  range of methods to assess underpinning knowledge.

  Critical Aspects of Assessment
  Look for:
   General knowledge of Indonesia and the region in question
     Ability to source and update information on a range of topics appropriate to the sector
      or workplace.

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Develop and Maintain the General Knowledge Required by Guides July 2002
  The knowledge focus of this unit will vary according to the industry sector and individual
  workplace.

  Linkages to Other Units
  This unit underpins effective performance in all other guiding units.
  Combined delivery/assessment may be appropriate especially with units such as:
   PARUJPFTG06C Prepare and Present Tour Commentaries
     PARUJPFTG10C Research and Share General Information on Ethnic Indonesian
      Cultures
     PARUJPFTG07C Present Interpretive Activities
     PARUJPFTG08C Develop Interpretive Content for Eco tourism Activities.


  Key abilities to be demonstrated in this unit                             Task Level
  Collecting, organizing and analysing information                                 2
  Communicating ideas and information                                              2
  Planning and organizing activities                                               2
  Working with others and in teams                                                 2
  Using mathematical Ideas and techniques                                          -
  Solving problems                                                                 2
  Using technology                                                                 2


  Level of ability to be demonstrated in achieving this competency
  Level      Characteristic
      1      Undertakes routine tasks within established procedures and is subject to
             frequent progress checks by supervisor.
      2      Undertakes broader and more complex tasks with increasing personal
             autonomy for own work. Work is checked by supervisor upon completion.
      3      Undertakes complex and non-routine activities, is self directed and
             responsible for the work of others.




Indonesia Australia Partnership for Skills Development                                     10
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Develop and Maintain the General Knowledge Required by Guides July 2002
Section 4 - Delivery Strategy
A       The Content Plan
Note: In delivering the material below, trainers, trainees and assessors
ensure compliance with full details spelled out in the competency standard.


1.1     Information sources frequently used by guides are accurately
        identified and accessed.
Range of Variables
Informal and formal research may include but is not limited to:
         Talking and listening to local experts
         Talking and listening to traditional owners
         Personal on site observation/exploration
         Watching TV, videos and films, CD’s
         Listening to radio
         Reading newspapers, books and other references
         Internet
         Organising information from own memory and experiences
Knowledge and information may include but is not to:
 General information on Indonesia or local/regional information such as:
         Climate
         Geography
         Flora and Fauna
         Cultural elements, including popular culture
         Government and politics
         Economy
         Education
         Shopping
         Local industry
         Local custom
         Practical and operational information about the tour
         Features at particular tour stops
         Location of facilities such as: banks, toilets, restaurants, etc
         Optional activities
         Social and cultural consideration
         Features at particular tour stops.
Underpinning Skills and Knowledge
 General knowledge of Indonesia and local region
Critical Aspects of Assessment – Look for:
   Ability to source and update information on a range of topics appropriate
    to the sector or workplace.


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1.2.    Credibility and reliability of information sources are evaluated.
Range of Variable
Informal and formal research may include but is not limited to:
         Talking and listening to local experts
         Talking and listening to traditional owners
         Personal on site observation/exploration
         Organising information from own memory and experiences
         Watching TV, videos and films, CD’s
         Listening to radio
         Reading newspapers, books and other reference
         Internet
         Industry association membership
         Attending industry events.
Knowledge and information may include but is not limited to:
 General information on Indonesia or local/regional information such as:
         Climate
         Geography
         Flora and fauna
         History - indigenous, non-indigenous
         Cultural elements including popular culture
         Heritage
         Government and politics
         Economy
         Education
         Food
         Lifestyle
         Shopping
         Local industry
         Local customs
         Practical and operational information about the tour
         Features at particular tour stops
         Location of facilities such as banks, toilets, restaurants etc
         Optional activities
         Social and cultural considerations.
Underpinning Skills and Knowledge
 Research skills
 General knowledge of Indonesia and local region.
Critical Aspects of Assessment – Look for:
   General knowledge of Indonesia and the region in question
   Ability to source and update information on a range of topics appropriate
    to the sector or workplace.



Indonesia Australia Partnership for Skills Development                      12
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1.3.    Information is obtained in a culturally and environmentally
        appropriate way.
Range of Variable
Informal and formal research may include but is not limited to:
         Talking and listening to local experts
         Talking and listening to traditional owners
         Personal on site observation/exploration
         Organising information from own memories and experiences
         Watching TV, videos and films, CD’s
         Listening to radio
         Reading newspapers, books and other references
         Internet
         Industry association membership
Knowledge and information may include but is not to:
 General information on Indonesia or local/regional information such as:
         Geography
         Climate
         History - indigenous, non-indigenous, natural, folklore
         Cultural elements including popular culture
         Government and politics
         Economy
         Education
         Food
         Lifestyle
         Local customs
         Practical and operational information about the tour
         Location of facilities such as: banks, toilets, restaurants
         Social and cultural consideration.
Underpinning Skills and Knowledge
 General knowledge of Indonesia and local region.
Critical Aspects of Assessment – Look for:
   Ability to source and update information on a range of topics appropriate
    to the sector or workplace.


1.4.    Information is assessed and selected according to the needs of
        existing and potential customers.
Range of Variable
   Informal   and formal research may include but is not limited to:
               Talking and listening to local
               Talking and listening to traditional owners
               Personal on site observation/exploration
               Organising information from own memory and experiences

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Develop and Maintain the General Knowledge Required by Guides July 2002
         Watching TV, videos and films, CD’s
         Listening to radio
         Reading newspapers, books and other references
         Internet
         Industry association membership.
         Attending industry events
 General information on Indonesia or local/regional information such as:
         Climate
         Geography
         Flora and fauna
         History - indigenous, non-indigenous, natural, folklore
         Cultural elements including popular culture
         Heritage
         Government and politics
         Economy
         Education
         Food
         Lifestyle
         Shopping
         Local industry
         Local customs
         Practical and operational information about the tour
         Features at particular stops
         Location of facilities such as banks, toilets, restaurants etc
         Optional activities
         Social and cultural considerations.
Underpinning Skills and Knowledge
 General knowledge of Indonesia and local region.
Critical Aspects of Assessment – Look for:
   General knowledge of Indonesia and the region in question
   Ability to source and update information on a range of topics appropriate
    to the sector or workplace.


1.5.    Where appropriate, personal reference material are created and
        updated in a filling system, which allows quick, efficient access.
Range of Variable
   Informal   and formal research may include but is not limited to:
               Talking and listening to local experts
               Talking and listening to traditional owners
               Personal on site observation/exploration
               Organising information from own memory and experiences
               Watching TV, videos and films, CD’s
               Listening to radio

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         Reading newspapers, books and other references
         Internet
         Industry association membership.
         Attending industry events
 General information on Indonesia or local/regional information such as:
         Climate
         Geography
         Flora and fauna
         History - indigenous, non-indigenous, natural, folklore
         Cultural elements including popular culture
         Heritage
         Government and politics
         Economy
         Education
         Food
         Lifestyle
         Shopping
         Local industry
         Local customs
         Practical and operational information about the tour
         Features at particular stops
         Location of facilities such as banks, toilets, restaurants
         Optional activities
         Social and cultural considerations.
Underpinning Skills and Knowledge
 Research skills
 General knowledge of Indonesia and local region.
Critical Aspects of Assessment – Look for:
   General knowledge of Indonesia and the region in question
   Ability to source and update information on a range of topics appropriate
    to the sector or workplace.


2.1. Informal and formal research is used to update general knowledge
     of:
     2.1.1 Indonesia (economic and political development)
     2.1.2 The local region
     2.1.3 Current events of interest to visitor
     2.1.4 Local facilities
Range of Variable
   Informal   and formal research may include but is not limited to:
               Talking and listening to local experts
               Personal on site observation/exploration
               Organising information from own memory and experiences
               Watching TV, videos and films
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            Listening to radio
            
            Reading newspapers, books and other references, Internet,
            
            Industry association membership.
Knowledge and information may include but is not limited to:
 General information on Indonesia or local/region information such as:
         Climate
         Geography
         Flora and fauna
         History - indigenous, non-indigenous, natural, folklore
         Cultural elements including popular culture
         Heritage
         Government and politics
         Economy
         Education
         Food
         Lifestyle
         Shopping
         Local industry
         Local customs
         Practical and operational information about the tour
         Features at particular tour stops
         Location of facilities such as banks, toilets, restaurants etc
         Optional activities
         Cultural considerations.
Underpinning Skills and Knowledge
 General knowledge of Indonesia and local region.
Critical Aspects of Assessment – Look for:
   General knowledge of Indonesia and local region in question
   Ability to source and update information on a range of topics appropriate
    to the sector or workplace.

2.2     New knowledge is incorporated into guiding activities in a
        culturally appropriate way.
Range of Variable
Informal and formal research may include but is not limited to:
               Personal on site information/exploration
               Organising information from own memory and experiences
               Watching TV, videos and films, CD’s
               Listening to radio
               Reading newspapers, books and other references
               Internet
               Industry association membership
               Attending industry events
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General information on Indonesia or local/region information:
           Climate
           Geography
           Flora and fauna
           History - indigenous, non-indigenous, natural, folklore
           Cultural elements including popular culture
           Heritage
           Government and politics
           Education
           Local industry
           Local customs
           Practical and operational information about the tour
           Economy
           Lifestyle
           Features at particular tour stops
           Location of facility such as banks, toilets, restaurants etc
           Optional activities
           Social and cultural considerations.
Underpinning Skills and Knowledge
 Research skills
 General knowledge of Indonesia and local region.
Critical Aspects of Assessment – Look for:
   General knowledge of Indonesia and the region in question
   Ability to source and update information on a range of topics appropriate
    to the sector or workplace.




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B       How to Teach the Competency Standard
This section shows tasks/activities, overhead transparencies and handouts that correspond to the competency standard.


  What skills, knowledge and attitude do I want          How will I transfer the skills, knowledge and attitude to the trainee?
  the trainee to have?
  1.1 Information sources frequently used by             Trainer to advise trainees of all information sources that may be available to use.
      guides are accurately identified and
      accessed.
                                                          OHT 1             HO 2

  Note: Refer to Content Plan for:                       Trainer to explain the need for accurate information.
      Appropriate Range of Variables
      Appropriate Underpinning Skills and                OHT 2             HO 3
         Knowledge
      Appropriate Critical Aspects of                   Trainer to explain the method by which information is accessed in industry.
         Assessment.
                                                         Trainer to set Task 1.

                                                           Task 1
                                                         Trainer to provide feedback to the trainees and then share findings with group members.
  1.2 Credibility and reliability of information         Trainer to explain how to identify credible information.
      sources are evaluated.
                                                          OHT 3             HO 4
  Note: Refer to Content Plan for:
      Appropriate Range of Variables                    Trainer to identify the characteristic s of suitable information.
      Appropriate Underpinning Skills and
         Knowledge                                        OHT 4             HO 5
      Appropriate Critical Aspects of
         Assessment.                                     Trainer to explain the methods by which relevant information is evaluated.



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  What skills, knowledge and attitude do I want          How will I transfer the skills, knowledge and attitude to the trainee?
  the trainee to have?


                                                          OHT 5             HO 6
                                                         Trainer to set Task 2.

                                                           Task 2
                                                         Trainer to evaluate trainee competence, provide feedback and conduct group discussion.
  1.3 Information is obtained in a culturally and        Trainer to explain how to obtain the information in a culturally appropriate way.
      environmentally appropriate way.
                                                          OHT 6             HO 7
  Note: Refer to Content Plan for:
      Appropriate Range of Variables                    Trainer to identify appropriate ways of obtaining information by providing some examples.
      Appropriate Underpinning Skills and
         Knowledge                                        OHT 7             HO 8
      Appropriate Critical Aspects of
         Assessment.                                     Trainer to provide trainer with Task 3.

                                                           Task 3
                                                         Trainer to provide feedback to trainees on the outcomes of their tasks and conduct group
                                                         discussion.
  1.4 Information is assessed and selected               Trainer to identify and describe the scope of information, which may be given to customers.
       according to the needs of existing and
       potential customers.
                                                          OHT 8             HO 9

  Note: Refer to Content Plan for:                       Trainer to describe situations in which it is not possible to provide all available information to
      Appropriate Range of Variables                    customers.
      Appropriate Underpinning Skills and               Trainer to show how to select and match information relevant to customer needs

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  What skills, knowledge and attitude do I want          How will I transfer the skills, knowledge and attitude to the trainee?
  the trainee to have?
          Knowledge
       Appropriate Critical Aspects of                   OHT 9,10                HO 10,11
          Assessment.
                                                         Trainer to set Task 4.

                                                           TASK 4
                                                         Trainer to evaluate trainee tasks, provide feedback and conduct group discussion.
  1.5 Where appropriate, personal reference              Trainer to explain the importance of creating personal reference materials in developing and
      materials are created and updated in a             maintaining the general knowledge required by guides.
      filing system, which allows quick, efficient
      access.
                                                          OHT 11            HO 12

  Note: Refer to Content Plan for:                       Trainer to identify the steps involved to create an efficient filing system.
      Appropriate Range of Variables
      Appropriate Underpinning Skills and                OHT 12            HO 13
         Knowledge
      Appropriate Critical Aspects of                   Trainer to stress the importance of updating filed materials.
         Assessment.
                                                          OHT 13            HO 14
                                                         Trainer to summarise the steps involved in creating a useful personal reference file.

                                                          OHT 14            HO 15
                                                         Trainer to set Task 5 for Trainees to consider and carry out.

                                                           Task 5
                                                         Trainer to evaluate the outcomes of Task 5 and provide feedback to trainees.
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  What skills, knowledge and attitude do I want          How will I transfer the skills, knowledge and attitude to the trainee?
  the trainee to have?
  2.1 Informal and formal research is used to            Trainer to discuss how to distinguish formal and informal research and describe the features of
      update general knowledge of:                       each in detail.
      2.1.1 Indonesia (economic and political            Trainer to discuss the importance of updating general knowledge of particular items such as:
             development)
                                                            1. Indonesia (economic and political development)
       2.1.2 The local region                               2. Local region
       2.1.3 Current events of interest to visitor          3. Current events of interest to visitor
       2.1.4 Local facilities
                                                            4. Local facilities.


  Note: Refer to Content Plan for:                        OHT 15           HO 16
      Appropriate Range of Variables
      Appropriate Underpinning Skills and               Trainer to set a Task 6 for trainees to consider and carry out.
         Knowledge
      Appropriate Critical Aspects of                     Task 6
         Assessment.
                                                         Trainer to evaluate trainee tasks, provide feedback and conduct group discussion.
  2.2 New knowledge is incorporated into                 Trainer to explain the need for incorporating new knowledge into guiding activities in a culturally
      guiding activities in a culturally                 appropriate way.
      appropriate way.
                                                         Trainer to demonstrate a range of options/strategies by which new knowledge may be
  Note: Refer to Content Plan for:                       incorporated into guiding activities in a culturally appropriate way.
      Appropriate Range of Variables                    Trainer to set Task 7.
      Appropriate Underpinning Skills and
         Knowledge                                         Task 7
      Appropriate Critical Aspects of
         Assessment.
                                                         Trainer to evaluate trainee tasks, provide feedback and conduct group discussion.




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C       Teacher Support Materials
(Overhead Transparencies / Handouts etc)



                                                                              HO 1

Trainee Assessment Sheet
(Underpinning Skills and Knowledge )


Develop and Maintain the General Knowledge
Required by Guides

Trainee Name: ............................................................



Group: ....................................................................


1.      Identify a range of information sources that can be used by a guide to
        develop and update knowledge
2.      Identify and use a range of research techniques that may be used to
        develop and update information to be used by guides.




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                                                                    OHT 1   HO 2

Research Information
Sources of Information may include:
 Your own memory and experiences
        The first source of information is your own knowledge,
        eg: history you get during formal education, the way you
        live
 Word of Mouth
            Talking and listening to
                    Local experts, residents
                    Friends or relatives
                    The owner of particular place of interest
                    Other guides or coach drivers or colleagues in the
                     industry
 Media
            Watching TV, Video, Films
            Listening to radio
            Reading newspaper (daily or trade press)
 Magazines
            Specialist travel magazines
            National Geographic
            Leisure and lifestyle articles
            In flight magazines, deal with flight airways
             schedules and special interest stories.
 Libraries
            Local library
            University library
            National library
            Oral history collection: transcription, interviewer,
             tape, recordings of National Folklore.
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                               OHT 1 (Continued 1)                 HO 2 (Continued)

 Computers
            Internet
            CD ROM
 Government and other departments
             Government departments such as
                          Tourism and Culture
                          Lands
                          Conservation, Agriculture and Fisheries
                          Environment
                          National information service
                          National Parks and Wildlife
                          National Bureau of statistics
                          National Trust
             Tourist bureaux eg Tourism Promotion
              Boards
 Industry associations
    For example:
             WTO (World Tourism Organization)
             IATA (International Air Transport Association)
             PATA (Pacific Asia Travel Association)
             WFTGA (World Federation of Tour Guides
             Association)
             HPI (Himpunan Pramuwisata Indonesia= Indonesia
             Tour Guides Association)
             IATG (Institute of Australian Tourist Guides)
             IATM (International Association of Tour Managers)
             AFTA (Australian Federation of Travel Agents)
             ASITA (Association of the Indonesian Tour and
             Travel Agencies).

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                              OHT 1 (Continued 2)                  HO 2 (Continued)

 Training materials
    For example:
     Travel
         OAG (Official Airline Guide)
         ABC Cruise and Ferry Guide.
         Thomas Cook Rail Timetable
         OHG (Official Hotel Guide),
                       Volume 1 has USA A-N
                       Volume 2 has USA N-Z plus Canada, Mexico
                        and the Caribbean
                       Volume 3 has Europe, Asia, Africa, Australia
                        and Pacific.
         TIM (Travel Information Manual)
         Reference Books: Reader’s Digest, Atlas, Guinness
          Book, etc.
         Company’s brochures and manual
         Maps
         Festivals and Events Publications.




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                                                                    OHT 2   HO 3


Research Information


You must ensure information is credible and
reliable. Therefore it is not sufficient to trust
word of mouth information unless you check it
against a second or a third source and if
possible a reference book.
Even information collected from the internet is
not always reliable. People produce their own
site and write information they want.
Information produced by a large company is
usually reliable and accurate.
To ensure information is accurate, you must
carry out the following steps:

            Update your file of factual information
             regularly eg if an attraction opens/closes,
             change in population
            Make notes of additional information as it
             becomes available
            Update information of current events
             regularly, etc
            Always check the information you have is
             the latest available
            Where possible, personally experience the
             activity and/or visit the site.

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                                                                    OHT 3   HO 4

Research Information

 You never know whether all the information
  you have gathered is true, valid or current

 Information may be gained from many
  sources, which vary in reliability.

    For example:

    Reliable sources are usually
               Government publications
               Text books
               Professional journal articles
               Facts obtained or determined by a process
                of peer review.

    Semi-reliable sources include:
               Popular journals (mass media)
               Newspapers
               Respected leaders in the community
               Opinions of industry practitioners
               Internet.




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                                 OHT 3 (Continued)                 HO 4 (Continued)




In order to establish reliability and accuracy of
the information obtained, judgement must be
based on the evidence presented.

One method that may assist with this process
is:

          To have the data checked against two or more
          independent sources which are credible. If they
          agree the data is likely to be true.

If information is gained from one source only, it is not
always possible to say categorically that the
information is correct. One can only say that as
anecdotal.

There is anecdotal evidence.




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                                                                    OHT 4   HO 5


Research Information

Characteristics of Suitable Information
are that it is:

                              Valid

                              Creditable

                              Accurate

                              Reliable

                              Relevant.




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                                                                    OHT 5   HO 6


Research Information

The process for evaluating information
involves:
             Establishing the credibility of the
              information

             Establish the reliability of the
              source of information

             Ensuring the currency of your
              information ie its up to date

             Establishing and checking that the
              information you have gathered
              matches your needs or goals.




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                                                                    OHT 6   HO 7


Research Information
Information should be obtained in a
culturally appropriate way
Factors to consider may include:

 Know as much as you can about the
  culture before beginning to obtain more
  detailed information ie do some
  preliminary reading

 An appreciation of cultural differences,
  such as where people come from, their
  interests, their habits, special customs,
  etc

 How you retrieve the information eg talk
  to a village elder prior to meetings with
  local people

 Ensuring you are polite and courteous

 Avoiding offensive and sensitive topics

 Not showing prejudice or bias.



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                                                                    OHT 7   HO 8

Research Information

Obtaining information may also involve
some environmental considerations
Remember : Take only photos and leave
only footprints
For example:
 If you are going through plantations to a mountain
  to do your research, take care not to damage the
  flora and fauna

 In researching in or near a volcano, do not cut the
  branches or leaves of attractive trees or flowers,
  and do not dig sulphur from rocks

 When visiting and researching coffee and tea
  plantations, do not pick blooms, branches or
  produce.

Remember
Much information is available from secondary
sources such as books, videos, Internet,
magazines, etc.




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                                                                    OHT 8   HO 9

Research Information

Types of information about Indonesia
which may be of interest to visitor
includes:
                 Geographic features
                 History and folklore
                 Indonesia ethnic groups
                 Government and politics
                 Economics issues
                 Natural history, fauna and flora
                 People and culture, including the
                  arts, religion, popular entertainment
                 Education
                 Sports and sporting events
                 Food
                    General lifestyle and customs
                    Major tourist regions and sites
                    Shopping
                    Tipping
                    Transport
                    Public holidays
                 Major industries.


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                                                                   OHT 9   HO 10

Research Information
Selecting information relevant to customer
needs requires careful planning
Before escorting a tour group, it is important to
establish where the customers are from and
what their interest are.
By doing that, you will be able to select relevant
information to give them from all the
information at your disposal.
For example:
Geographic origin
             If your customers are from another province, then
              focus on local information
             If your customers are from overseas, you would
              ensure that you give them a broader view of
              Indonesia.
Age differences
             Different ages have different interests. Information
              of interest to a retired group may not be of interest
              teenagers
Educational levels
             The higher the educational level, the more facts and
              figures they will require.
And similarly special interest groups will require a
more detailed and specialised presentation.



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                                                                   OHT 10   HO 11


Research Information

Some customers may also have special
needs such as:
             Wheelchairs

             Assistance because they are blind

             Help with baggage eg: elderly

             Assistance of translators, linguistic
              guides

             Dietary or clothing requirements.

It is very important that you have
knowledge of all facilities and services
available
For example:
             Location of lifts, ramps

             Availability of special equipment

             Where to buy items especially requested
              by customers


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                                                                   OHT 11   HO 12

Research Information

Identifying and accessing personal reference
materials suitable for guiding can provide lots
of information on a particular topic and make
the trip more enjoyable and memorable.
The advantage of maintaining a personal file is
that it enables you to provide some unique
experiences for the customers

For example:

 Taking customers to a particular restaurant
  because a special local meal is presented

 Knowing a particular place that is very good
  for taking photos

It is important to check that this information
remains:
                    Accurate
                    Correct
                    Up to date
                    Relevant.




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                                                                   OHT 12   HO 13

Research Information
Steps to creating an Efficient Filing System
include:
 Using manila folders to store information
                 Decide how you want to file eg by title,
                  island, region, etc
                 Use sticky labels to identify what
                  information is in each.
                 File them in alphabetical order.
 Splitting folders as they grow. You can divide
  them to include more information, eg:
            If you started with a basic file on Jakarta you
            divide this into new folders headed: Central
            Jakarta-North Jakarta-East Jakarta-South
            Jakarta and West Jakarta.

 Cross reference the folders – information can
  often be used for more than one subject and
  needs to be referenced from one file to
  another, eg:
            Information in Banten Baduy could be filed
            under West Java

 Compile the contents pages – as your
  information grows you should compile a list
  of what is stored in each file:
            Type up a list of contents for each one so that
            it will give a quick reference guide of what is in
            the file.


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                                                                   OHT 13   HO 14


Research Information
Information must remain current and
accurate
Therefore it is essential that files are
regularly updated by adding new
information and removing out of date data
Such information may relate to:
                 Changes in statistics eg population

                 Opening/closing of attractions,
                  hotels, resorts

                 The political or economic situation

                 Other current events eg effects of a
                  natural disaster

                 New infrastructure developed eg
                  airport, tollway.




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                                                                   OHT 14   HO 15


Research Information


Summary of useful hints to create a
useful personal reference file
         Research your information from
          more than one source
         Make sure the information is
          accurate and current
         Update the information regularly
          and store in a filing system,
          which is easy to use, able to be
          accessed quickly and efficiently
         Establish an index and cross-
          referencing system for easy
          access.




Indonesia Australia Partnership for Skills Development                          39
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                                                                   OHT 15   HO 16

Updating Knowledge
This may relate to:
To enable you to think through the question as
to why updating general knowledge is so
important, consider:
1. General Information on Indonesia, eg:
            The economy
            Political situation
            Social trends

2. The Local Regions of Indonesia

            Changes in political situation eg Aceh, Moluccas
            New business developments


3. Current items of interest to visitor
             Value of the rupiah/dollar (for international visitors
              shopping)
             New nature based activities (eco tourism)

4. Local facilities such as:
             Banks (today’s exchange rates)
             Post office (cost of overseas stamps)
             Availability, cost and use of hand phones
             New shopping centres
             Availability and cost of transport




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Note: The tasks detailed below may be done using a simulated environment
      or in the workplace.



    Task 1

Information sources frequently used by guides are accurately
identified and accessed.
You are a guide working for a travel agent in your local area. You need to
obtain information in order to guide a tour in 3 weeks time. Your tour will be
going to Sunda Kelapa Harbour.
    Identify sources of information you need in order to obtain the required
     information
    Access the information you need of Sunda Kelapa Harbour
    Write up your research outcomes and present it to your trainer for
     evaluation and feedback.



    Task 2

The credibility and reliability of information sources is
evaluated.
Please establish current, accurate credible and reliable information on each
of the following facts about Indonesian.
           When was Indonesia proclaimed?
           Who had proclaimed the freedom of the country?
           Approximately how many islands are there in Indonesia?
           On what island is Jakarta located?
           At which part of the island is the Borobudur located?
           What is the climate of Indonesia?
           How many islands of Indonesia are inhabited?
           Name the most fertile islands of Indonesia?
           On which islands does the equator run through
 Show that you gathered current, accurate, credible, and reliable
   information on each topic. You can use the criteria given in OHT1-5,
   HO2-6 to enable you to validate each statement.
 Write up your findings in the form of a report.
Present it to your trainer for evaluation of your competence and feedback.




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    Task 3

Information is obtained in a culturally and environmentally-
appropriate way.
You are escorting a group on tour to Bogor Botanical Garden. Using the
methods describe by your trainer, request the following information:
  Using culturally and environmentally appropriate methods, obtain the
   following information
                 Types of plants in the gardens
                 The number of plant-types
                 When the gardens were opened
                 By whom the gardens were made
                 Features of the gardens
                 Significance of the gardens.
 Show that you have used culturally and environmentally appropriate
   methods obtaining your information.
Write up your outcomes in the form of a report. Present it to your trainer for
evaluation and feedback.



    Task 4

Information is assessed and selected according to the neeeds
of existing and potential customers.
You are preparing to guide a new group of highly educated English speaking
foreigners through the National Museum in Jakarta. Your group of 20
consists of 2 people whom will need special help with wheelchairs.
    Access information on the National Museum in Jakarta, which you
     believe to meet this client need.
    Write up your findings in the form of a short report and present it to your
     trainer for evaluation and feedback.



    Task 5

Where appropriate, personal reference materials are created
and updated in a filing system which allows quick, efficient
access.
You have researched and found materials for your next group of Tours you




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Develop and Maintain the General Knowledge Required by Guides July 2002
plan to hold in the next 6 months. This includes data on Sumatra, Bali, and
Lombok.
  Create a suitable filing system using the principles given by your trainer
  Show that your proposed system allows quick and efficient access
  Explain how you would update your proposed filing system accurately
   and to industry standard.
Write up your response to these tasks in the form of a report.
Submit it to your trainer for evaluation and feedback.



    Task 6

Informal and formal research is used to update general
knowledge of Indonesia (economic and political
development), the local region, current events of interest to
visitors and local facilities.
You are working as a guide in a travel agency in Jakarta. You have been
asked by your supervisor to update your information on Bali in time for your
next tour.
Using formal and informal research methods, establish current, accurate
and reliable information in each of the following:
                 The local region
                 Shopping hours
                 Types/costs of artefacts
                 Music (where to hear various forms)
                 New sites to visit
                 The economic and political environment.
Write up your research finding in the form of a report and present it to your
trainer for evaluation and feedback.



    Task 7

New knowledge is incorporated into guiding activities in a
culturally-appropriate way.
Do some reseach into the current economic situation in Indonesia.
Explain how you would incorporate this data presentation to a tour group
from Europe.
Write up your response in the form of a report and present it to your trainer.
For evaluation and feedback.




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Section 5 How to Assess This Unit
What is assessment?
Assessment is the process of collecting evidence and making judgments on
progress towards satisfying the performance criteria set out in the
competency standard. At the appropriate point, judgment is made as to
whether competence has been achieved.
Assessment identifies the achievements of the trainee rather than relating
the performance of the trainee to other trainees.

What do we mean by competent?
Ask the question, “What does an employee really need to be able to do?” The
answer will tell you what we mean by the word “competent”. To be
competent in a work related skill implies that the person is able to:
 perform at an acceptable level of skill
 organize the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.
When you assess this competency you must take into account all of the
above issues to reflect the real nature of work.

Qualifications of assessors
This unit must be assessed by a qualified assessor, or a trainer qualified to
assess.
Those qualified to assess, may choose from the methods offered in this
guide, or develop their own. Assessors must look at the evidence guides in
the competency standard before choosing at the assessment methods.
The following pages list some methods to assess this competency. The
assessments have been designed to address each element, performance
criteria and underpinning skills and knowledge for the competency.
Results of successful assessment should indicate sufficient and relevant
knowledge and understanding to be able to infer competence.
It is not appropriate to provide a numeric mark, since the 30% a candidate
did not get right may be the most important aspect of the competence. The
trainee is assessed as either competent or not yet competent.

Recognition of Current Competence
An integrated national assessment system provides for the recognition of
current competencies regardless of where they have been acquired.
Assessment recognizes that individuals can achieve competence in a variety
of ways including prior qualifications or informal learning.
Recognition of Current Competence gathers evidence to assess an individual
against competency standards to determine if they have achieved the
required competence for a job or for a formal qualification.


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Develop and Maintain the General Knowledge Required by Guides July 2002
Assessment
Suggested Assessment for Develop and Maintain the General
Knowledge Required by Guides
 Suggested Evidence Gathering Methods
 Assessment of practical demonstration in the workplace may include
 observation of the trainee:
  Undertaking processes to develop and/or update knowledge
  Sharing knowledge with customers and colleagues.


 Third party/documentary evidence may include:
  Peer or supervisor report (written or oral)
  Details of previous training, work experience
  Customer report (written or oral)
  Details of professional development activities undertaken by the candidate
  Research techniques
  Portfolios of information/reference systems developed by the candidate
  Commentary scripts developed by the candidate.


 In off the job assessment, simulated activities could be used to allow the trainee
 to provide evidence of skills through practical demonstration, for example:
  Development of an information portfolio to meet a specific need
  Development of a general Indonesia/local region fact file
  Project to use a particular research method to update information (eg.
     Internet, local expert consultation)
  Development of commentary prompt cards for ongoing use by the
     candidate (possibly as part of a larger project incorporating commentary
     skills)
  Project to research a particular area of knowledge.




Indonesia Australia Partnership for Skills Development                        45
Travel and Tourism Project
Develop and Maintain the General Knowledge Required by Guides July 2002
 Sample Role Plays, Case Studies, Projects


     Assessment Task 1



 You have been asked to take a group of newly arrived overseas exchange
 students on a day tour of your local area. Prepare a commentary for the tour,
 providing a general introduction to Indonesia lifestyle for young people and
 more detailed information on the attractions and facilities you will visit on the
 tour. This example can also be used to assess unit PARUJPFTG06C Prepare
 and Present Commentaries.


     Assessment Task 2



 Develop a reference portfolio on Indonesia and your local area for use in your
 work as a guide. Incorporate Internet research into the process.


     Assessment Task 3



 You are part of a team of four guides who will conduct four different post-
 conference tours for delegates attending an environmental protection
 conference in your area. The tours will provide delegates with an opportunity
 to visit and learn more about regional Indonesia in general and to experience
 the area’s national parks. As a team, work out the best areas to visit and
 research the information you will need for the tours. Construct the tours;
 prepare the commentary and test out the product on some friends or other
 team members. This example can also be used to assess unit PARUJPFTG06C
 Prepare and Present Tour Commentaries and PARUJPFTG07C Present
 Interpretive Activities.
 Questioning Should Focus On:
 Techniques and processes


     Assessment Task 4



 Name five ways in which you could seek to update your general knowledge of
 Indonesia and/or the local region.


     Assessment Task 5



 Explain the advantages of using personal exploration as a method of updating
 knowledge of the local region
 Underpinning knowledge


Indonesia Australia Partnership for Skills Development                       46
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     Assessment Task 6



 Describe three of Indonesia’s best-known natural attractions.


     Assessment Task 7



 Outline Indonesia’s system of government at a provincial, district and regional
 level.


     Assessment Task 8



 What are the attractions that draw visitors to your local area?
 Organization and planning

     Assessment Task 9


 Explain how you would organise the process of collecting information on a
 given topic.
 Communication with others


     Assessment Task 10



 What issues do you need to take into consideration when consulting the local
 ethnic community about their history and culture?
 Problem solving


     Assessment Task 11



 You are faced with two sources of information that seem to conflict. What do
 you do?
 Health, safety and security


     Assessment Task 12



 What sorts of information does a guide need to ensure the health and safety
 of customers and self?



Indonesia Australia Partnership for Skills Development                     47
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Suggested assessor checklist for
Develop and Maintain the General Knowledge Required by
Guides
Candidate Name:                        Assessor Name:
Has the candidate provided sufficient evidence to show that               Notes
he/she can:
Apply the skills and knowledge as specified in linkages to other
units:
Recommended:
 Relevant guiding units.
Demonstrate Knowledge:
   Demonstrate a general knowledge of Indonesia and local
    region (eg. Climate, geography, flora and fauna, history,
    government and politics, lifestyle)
   Outline a range of research techniques and information
    sources that can be used by a guide to develop and update
    knowledge.
Perform technical skills / procedures to the standard required
by the enterprise, including correct use of any equipment:
 Accurately identify and access information sources
    frequently used by guides
 Evaluate the credibility and reliability of information
    sources
 Obtain information in a culturally and environmentally-
    appropriate way
 Assess and select information according to the needs of
    existing and potential customers
 Create and update, where appropriate, personal reference
    materials in a filling system which allows quick, efficient
    access
 Use informal and formal research to update general
    knowledge of:
    1. Indonesia
    2. The local region
    3. Current events of interest to visitors
    4. Local facilities
 Incorporate new knowledge into guiding activities in a
    culturally appropriate way.
Plan and organise activities effectively:
   Organise information in logical and orderly manner
   Complete a research process in a logical manner (eg.
    Identify objectives, gather material, etc.).


Indonesia Australia Partnership for Skills Development                            48
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Develop and Maintain the General Knowledge Required by Guides July 2002
Work and communicate with colleagues and customers:
  Identify and work with other people who can provide
   assistance to a guide in developing and updating general
   knowledge
 Interact with others in a culturally appropriate way when
   researching information.
Respond to problems that may occur with the work activity:
   Respond to a situation where you are asked at the last
    minute to give customers information on Indonesia
    government and politics (when you know very little about
    this subject).
Integrate health, safety and security procedures:
   Identify any health and safety implications in knowledge
    gained and incorporate these into day-to-day guiding
    activities (eg. Advise guests about how to behave with local
    fauna).




Indonesia Australia Partnership for Skills Development                    49
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Competency Assessment Sheet
Unit: PARUJPFTG03C

Develop and Maintain the General Knowledge
Required by Guides

Trainee Name: ...........................................................................


Assessor Name: ........................................................................



The Trainee was assessed as:                               Competent                        
                                                           Competency to be achieved        
Feedback to Trainee




Signatures
The trainee has been informed of the                         Signature of assessor:
assessment result and the reasons for the
decision

                                                             Date:




I have been informed of the assessment result                Signature of trainee:
and the reasons for the decision


                                                             Date:




Indonesia Australia Partnership for Skills Development                                      50
Travel and Tourism Project
Develop and Maintain the General Knowledge Required by Guides July 2002

				
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