Package for Tourism Training · Web viewNi Ketut Citra Yuni, SS Nila K. Hidayat, SE Nurrohmat Pisa Ramli R. Felix Hadimulyanto Rina Arlianti Rina Suprina, Dra Rochmani Dwiastuty S,

Develop and Maintain the General Knowledge Required by GuidesUnit Code: PARUJPFTG03CCompetency 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 (ANTAAustralian Agency for International Development (AusAID)Tourism Training Australia (TTA)

Indonesia Australia Partnership for Skills Development iTravel and Tourism ProjectDraft 1 Develop and Maintain the General Knowledge Required by Guides 07 09 00

PT. Abacus Distribution Systems IndonesiaIn 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

AA. Gede Oka Geria ,SS

Agung DS Daniswara

Alex Kahu Lantum, Drs., M.S

Amrullah, Drs

Arief Faizal Rachman

Bambang Gunardjo, BA

Beatrix L.L.R Marbun

Budi A. Sambas, S.Pd

Dedi Supriyadi

Diah Utari B.R., Dra., M.Si

Diksa Kuntara, SE

Djamang Ludiro, Drs

Edi Kustanto, Drs., MM

Efrin I. Panhar, Drs

Eleanore Lanny

Elizabeth Pujianti

Erick Y. Pasaribu, BA

Etty Sulistyawati

Eva Mora mangunsong, Dra

Eveline Adhiyasa

Handono Eko Prabowo, T, Drs, MBA

Heben Ezer

Herry Maridjo, H, Drs, M.Si

I Gusti Ayu Waliwati, Dra

I Made Wardhana, Drs

I Nyoman Sukasanjaya, SS

Joko Prayitno, Drs

Joko Priyadi

Joko Purwanto, Drs

Joko Siswanto, FA., Drs, MM, Akt

Katamsi Nurrasa

Leo Muda Limbong

Lisia Apriyani, SE, Akt

Maharani Leksmono, SE

Mahfuddin Akhyar

Melly Selibulgani

Misbach Malik

MT Sirait

Muchlis Anwar

Nani Harsojo

Ni Ketut Citra Yuni, SS

Nila K. Hidayat, SE

Nurrohmat

Pisa Ramli

R. Felix Hadimulyanto

Rina Arlianti

Rina Suprina, Dra

Rochmani Dwiastuty S, S.Pd

Rubiyanto, P., Drs, MM

Rukiah

Santi Palupi, Dra, MM

Sudiarto

Tetty Ariyanto

Tigor Tambunan

Titus Odong Kusumajati, Drs, MA

Tri Harsono Udjianto

Trikarya Satyawan

Trisnawati Rahayu, M. SE, Akt

Triwanggono, A, Drs, M.S

Uday Aliwidaya

Wahyu Ari Andriyanto, Chr, Y, SE, Akt

Wahyu Hadad

Yudi Yuniarto, A, SE, MBA

Yuliati, S.Pd

Yusef Widya Karsono, SE, MBA

Indonesia Australia Partnership for Skills Development iiTravel and Tourism ProjectDevelop and Maintain the General Knowledge Required by Guides July 2002

Contents Page

Section No

Section Headings Page

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 Literacy2 Ability to understand complex relationships within texts

and provide detailed interpretation of information verbally and in writing.

Level Literacy1 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 iiiTravel and Tourism ProjectDevelop and Maintain the General Knowledge Required by Guides July 2002

Section 1 Introduction to this GuideWelcome 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.

DefinitionsIn 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.

How long will this competency take to achieveUnder 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.

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

Symbol Meaning

HO Handout for trainees

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

Assessment TaskAssessment Task to be completed

Task Task or Activity to be completed

GlossaryAccess and EquityRefers to the fact that training should be accessible to everyone regardless of age, gender, social, cultural, religious or educational background.AssessmentThe formal process ensuring training meets the standards required by industry. This process is performed by a qualified assessor within a nationally agreed framework.CompetentAble 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 TrainingTraining that is concerned with what people must be able to do and measures performance against agreed standards.Critical Aspects of AssessmentExplains the central point of the assessment and the key points to look for when assessing.Context of AssessmentSpecifies where, how and by what methods assessment should occur.ElementsThe skills which make up a unit of competence.

Evidence GuideThese are guidelines on how a unit should be assessed.FairDoes not disadvantage particular candidates.FlexibleAcknowledges that there is no single approach to the delivery and assessment of performance in a competency-based system.Formative AssessmentThese 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 AbilityAbilities 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 capabilityLevel Characteristics1 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 UnitsDescribes 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 StandardsNationally agreed statements of the skills, knowledge and attitude people need at work and the standards of performance that are required.Performance CriteriaThis is used to judge whether an individual has achieved competence in a unit.Qualified AssessorA person who is qualified to assess.Range of VariablesThis details the range of different contexts that may apply to a particular unit.

ReliableUses 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 InstituteMinistry 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 AssessmentThe assessment done after training of the completed unit of competence to ensure that trainees have achieved the performance criteria.

Underpinning Skills and KnowledgeDefines the skills and knowledge required to be competent at the specified level.Unit descriptorA general description of the competency standard.ValidJudgment on the same evidence and criteria will produce the same assessment outcomes from different assessors.

Section 2 Help for the TrainerA 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 trainerOne 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.

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

Training aids needed to deliver this competencyStandard 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 informationSources of information may include some of the following categories:

Travel Indonesia MagazinePublisher: PT. Travia DutaTelp: (62 21) 380 5555 Ext 76006Fax: (62 21) 38406143

Teacher Associations - PPPGJl.Raya Parung KM.22-23 Bojongsari, Sawangan – BogorTelp: (021) 7431271

The Association of the Indonesian Tourism Attractions (PUTRI)Gedung Sasana GriyaA 15 Lt IITaman Mini Indonesia Indah, JakartaTelp: (021)- 8401-719Fax: (021)-8400-709

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

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

Indonesia Congress and Convention Association INCCAHotel WisataArcade 13A, JakartaTelp: (021)-3140-982Fax: (021)-334-470

Indonesian Guides Association (HPI)Ade SumatriTelp: (021)-9133-921Fax: (021)-5213-257 (Via Dinas Pariwisata DKI)

Internet sitesDirektorat Dikmenjurhttp://dikmenjur.freehosting.net / SMK 8 Makassarhttp://www.geocities.com/smkknupg / Boeing Companyhttp://www.boeing.com/Environmental Informationhttp://www.boris.qub.ac.uk/cvni/info.html / Green Nethttp://www.gn.apc.org/Internet World Travel Guidehttp://www.iwtg.com / Planet Earth Home Pagehttp://www.planetearth.net/info.html / Tourism Training Australia http:// www.tourismtraining.com.au / United Nations Development Programhttp://www.undp.org/Virtual Tourist IIhttp://www.vtourist.com/vrt/World Tourism Organization: World Tourism Information Centrehttp://www.world-tourism.org/

You can add your own list of resources for delivering this competency...........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................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.

http://www.world-tourism.org/

http://www.vtourist.com/vrt/

http://www.undp.org/

http://www.tourismtraining.com.au/

http://www.planetearth.net/info.html

http://www.iwtg.com/

http://www.gn.apc.org/

http://www.boris.qub.ac.uk/cvni/info.html

http://www.boeing.com/

http://www.geocities.com/smkknupg

http://dikmenjur.freehosting.net/

Section 3 Competency StandardUse 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 TitleDevelop and Maintain the General Knowledge Required by Guides

Unit DescriptorThis 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 Criteria01 Research

information1.1 Information sources frequently used by guides are accurately

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 maintain general knowledge

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 visitors

2.1.4 Local facilities.

2.2 New knowledge is incorporated into guiding activities in a culturally appropriate way.

Range of VariablesThis 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

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 KnowledgeTo demonstrate competence, evidence of skills and knowledge in the following areas is required: Research skills General knowledge of Indonesia and local region.

Context of AssessmentThis 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 AssessmentLook 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.

The knowledge focus of this unit will vary according to the industry sector and individual workplace.

Linkages to Other UnitsThis 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 LevelCollecting, 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 competencyLevel 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.

Section 4 - Delivery StrategyA The Content PlanNote: 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 VariablesInformal 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 regionCritical Aspects of Assessment – Look for: Ability to source and update information on a range of topics

appropriate to the sector or workplace.

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


1.3. Information is obtained in a culturally and environmentally appropriate way.

Range of VariableInformal 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


1.4. Information is assessed and selected according to the needs of existing and potential customers.


Talking and listening to local 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 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


1.5. Where appropriate, personal reference material are created and updated in a filling system, which allows quick, efficient access.


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 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.



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 region2.1.3 Current events of interest to visitor2.1.4 Local facilities


Talking and listening to local experts Personal on site observation/exploration Organising information from own memory and experiences Watching TV, videos and films

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



Range of VariableInformal 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

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.



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

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

How will I transfer the skills, knowledge and attitude to the trainee?

1.1 Information sources frequently used by guides are accurately identified and accessed.

Note: Refer to Content Plan for: Appropriate Range of Variables Appropriate Underpinning Skills and Knowledge Appropriate Critical Aspects of Assessment.

Trainer to advise trainees of all information sources that may be available to use.

OHT 1 HO 2

Trainer to explain the need for accurate information.

OHT 2 HO 3

Trainer to explain the method by which information is accessed in industry.

Trainer to set Task 1.

Task 1Trainer to provide feedback to the trainees and then share findings with group members.

1.2 Credibility and reliability of information sources are evaluated.


Trainer to explain how to identify credible information.

OHT 3 HO 4

Trainer to identify the characteristic s of suitable information.

OHT 4 HO 5

Trainer to explain the methods by which relevant information is evaluated.

OHT 5 HO 6


Indonesia Australia Partnership for Skills Development 18Travel and Tourism ProjectDevelop and Maintain the General Knowledge Required by Guides July 2002



Task 2Trainer to evaluate trainee competence, provide feedback and conduct group discussion.

1.3 Information is obtained in a culturally and environmentally appropriate way.


Trainer to explain how to obtain the information in a culturally appropriate way.

OHT 6 HO 7

Trainer to identify appropriate ways of obtaining information by providing some examples.

OHT 7 HO 8

Trainer to provide trainer with Task 3.

Task 3Trainer to provide feedback to trainees on the outcomes of their tasks and conduct group discussion.

1.4 Information is assessed and selected according to the needs of existing and potential customers.


Trainer to identify and describe the scope of information, which may be given to customers.

OHT 8 HO 9

Trainer to describe situations in which it is not possible to provide all available information to customers.

Trainer to show how to select and match information relevant to customer needs

OHT 9,10 HO 10,11


TASK 4Trainer to evaluate trainee tasks, provide feedback and conduct group discussion.




1.5 Where appropriate, personal reference materials are created and updated in a filing system, which allows quick, efficient access.


Trainer to explain the importance of creating personal reference materials in developing and maintaining the general knowledge required by guides.

OHT 11 HO 12

Trainer to identify the steps involved to create an efficient filing system.

OHT 12 HO 13

Trainer to stress the importance of updating filed materials.

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 5Trainer to evaluate the outcomes of Task 5 and provide feedback to trainees.

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 region2.1.3 Current events of interest to visitor2.1.4 Local facilities

Note: Refer to Content Plan for:

Trainer to discuss how to distinguish formal and informal research and describe the features of each in detail.

Trainer to discuss the importance of updating general knowledge of particular items such as:1. Indonesia (economic and political development)2. Local region3. Current events of interest to visitor4. Local facilities.




Appropriate Range of Variables Appropriate Underpinning Skills and Knowledge Appropriate Critical Aspects of Assessment.

OHT 15 HO 16

Trainer to set a Task 6 for trainees to consider and carry out.

Task 6

Trainer to evaluate trainee tasks, provide feedback and conduct group discussion.



Trainer to explain the need for incorporating new knowledge into guiding activities in a culturally appropriate way.

Trainer to demonstrate a range of options/strategies by which new knowledge may be incorporated into guiding activities in a culturally appropriate way.


Task 7

Trainer to evaluate trainee tasks, provide feedback and conduct group discussion.


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.

Indonesia Australia Partnership for Skills Development 22Travel and Tourism ProjectDevelop and Maintain the general Knowledge Required by Guides July 2002

OHT 1 HO 2

Research InformationSources 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.

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

23

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).


24

OHT 1 (Continued 2) HO 2 (Continued)

Training materialsFor 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.


25

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.


26

OHT 3 HO 4


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


Characteristics of Suitable Information are that it is:

Valid

Creditable

Accurate

Reliable

Relevant.


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OHT 5 HO 6


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 InformationInformation 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


Obtaining information may also involve some environmental considerationsRemember : Take only photos and leave only footprintsFor 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


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 InformationSelecting 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


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


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 InformationSteps 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 InformationInformation must remain current and accurateTherefore it is essential that files are regularly updated by adding new information and removing out of date dataSuch 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


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.


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OHT 15 HO 16

Updating KnowledgeThis 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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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 UnitWhat 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 assessorsThis 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 CompetenceAn 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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AssessmentSuggested Assessment for Develop and Maintain the General Knowledge Required by GuidesSuggested Evidence Gathering MethodsAssessment 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.


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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 regionUnderpinning knowledge

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.


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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?


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Suggested assessor checklist forDevelop and Maintain the General Knowledge Required by GuidesCandidate Name: Assessor Name:Has the candidate provided sufficient evidence to show that he/she can:

Notes

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. Indonesia2. The local region3. Current events of interest to visitors4. 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.).


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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).


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Competency Assessment SheetUnit: 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

SignaturesThe trainee has been informed of the assessment result and the reasons for the decision

Signature of assessor:

Date:

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

Signature of trainee:

Date:

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

Documents

Package for Tourism Training · Web viewNi Ketut Citra Yuni, SS Nila K. Hidayat, SE Nurrohmat Pisa Ramli R. Felix Hadimulyanto Rina Arlianti Rina Suprina, Dra Rochmani Dwiastuty S,