Event Management Proceduer

Implement event management systems
and procedures
D2.TCS.CL5.16
Trainer Guide
Implement event
management systems
and procedures
D2.TCS.CL5.16
Trainer Guide
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie
Project Manager Jim Irwin
Chief Writer: Alan Hickman
Subject Writer: Dianne Whelan
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu, Cindy Curran
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Tourism Labour Divisions for Travel Agencies and Tour Operations”.
This publication is supported by the Australian Government’s aid program through the ASEAN-
Australia Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2015.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of
TAFE are not responsible for any injury, loss or damage as a result of material included or omitted
from this course. Information in this module is current at the time of publication. Time of publication is
indicated in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
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and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art
and Media Library. Some images have been provided by and are the property of William Angliss
Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: TG_Impl_event_mgt_sys_and_proc_290415
Table of contents
Competency Based Training (CBT) and assessment – An introduction for trainers .......... 1
Competency standard ..................................................................................................... 11
Notes and PowerPoint slides .......................................................................................... 21
Recommended training equipment ................................................................................. 73
Instructions for Trainers for using PowerPoint – Presenter View ..................................... 75
Appendix – ASEAN acronyms ........................................................................................ 77
© ASEAN 2015
Trainer Guide
Implement event management systems and procedures
© ASEAN 2015
Trainer Guide
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency Based Training (CBT) and

assessment – An introduction for trainers
Competency
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
 Performing individual tasks
 Managing a range of different tasks
 Responding to contingencies or breakdowns
 Dealing with the responsibilities of the workplace
 Working with others.
Unit of competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a ‘unit’.
Each unit of competency identifies a discrete workplace requirement and includes:
 Knowledge and skills that underpin competency
 Language, literacy and numeracy
 Occupational safety and health requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
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Trainer Guide 1
Element of competency
An element of competency describes the essential outcomes within a unit of competency.

The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an ‘element’.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate

achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:
 Training
 Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
 On-the-job – in the workplace
 Off-the-job – at an educational institution or dedicated training environment
 As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning approaches
This manual will identify two avenues to facilitate learning:

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

Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in learning
It is important to note that flexibility in training and assessment strategies is required to

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

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

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

 Be ‘job ready’ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant’s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic. It is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorise and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energising and it helps the reserved and less literate
to express their feelings.
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Simulation games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /group exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalise the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)
Principle of Competency Based Assessment

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

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

 Practical demonstrations
 Practical demonstrations in simulated work conditions
 Problem solving
 Portfolios of evidence
 Critical incident reports
 Journals
 Oral presentations
 Interviews
 Videos
 Visuals: slides, audio tapes
 Case studies
 Log books
 Projects
 Role plays
 Group projects
 Group discussions
 Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
 Recognition of Current Competencies (RCC)
 Skills auditing
 Gap analysis and training
 Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participant’s current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
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Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
 Pass Competent (PC)
 Not Yet Competent (NYC).
Pass Competent (PC)
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as ‘Pass Competent’
(PC).
The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be ‘Not Yet Competent’ (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’.
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Competency standard
Competency standard
UNIT TITLE: IMPLEMENT EVENT MANAGEMENT SYSTEMS AND PROCEDURES NOMINAL HOURS: 70
UNIT NUMBER: D2.TCS.CL5.16
UNIT DESCRIPTOR: This unit deals with skills and knowledge required to implement, monitor and evaluate event management systems and procedures.
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Confirm event requirements Unit Variables

1.1 Review identified requirements for the event The Unit Variables provide advice to interpret the scope and context of this unit of competence,
allowing for differences between enterprises and workplaces. It relates to the unit as a whole and
1.2 Meet with relevant personnel
facilitates holistic assessment.
1.3 Review existing event management systems This unit applies to organisations that offer events as part of their products and services whether in a
and procedures stand-alone capacity or in conjunction with other providers menu within the labour divisions of the
1.4 Develop additional event management systems hotel and travel industries and may include:
and procedures, as required 1. Travel Agencies
1.5 Submit systems and procedures for approval 2. Tour Operation
1.6 Communicate event systems and procedures Identified requirements for the event may be related to:
to relevant parties
 Type and nature of the event
Element 2: Implement event systems and
procedures  Location of the event
 Numbers attending
2.1 Integrate event management systems and
procedures into standard operating procedures  Activities and entertainment involved
 Public profile of the event
 Timing
 Budget.
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Competency standard
2.2 Provide training for staff in application of Relevant personnel will include:
systems and procedures
 Event organiser
2.3 Apply the approved systems and procedures to
the operation of the event  Internal departmental managers with responsibility for service provision to the event
2.4 Capture and record data in relation to the  External contractors

conduct of the event  Emergency services, where appropriate
2.5 Supervise implementation of the established  Suppliers.
Review existing event management systems and procedures may be related to:
2.6 Take remedial action to address problems or
deficiencies in the established systems and  Assessing the suitability of existing protocols against the individual requirements of the event
procedures
 Ensuring support structures for the established protocols are in effect – including record-keeping
Element 3: Evaluate event management systems systems, allocation of roles and responsibilities, determination of scopes of authority, key
and procedures performance indicators (KPIs) and internal documentation
3.1 Evaluate the effectiveness of the systems and  Becoming familiar with internal requirements that may not be regularly used
procedures used
 Identifying the purpose and need for existing protocols.
3.2 Seek feedback on the event management
systems and processes Systems and procedures may relate to planning, controlling, recording, delivery and evaluation of
activities that may include:
3.3 Archive lessons learned from the event
management system and procedures for future  Customer service
reference  Catering
 Accommodation
 Office administration
 Reservations
 Cleaning and maintenance
 Quality assurance
 Security and safety
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Competency standard
 Stock movement and usage

 And in relation to events these may particularly relate to:
 Preparing event proposals
 Developing event concepts
 Selecting event sites and venues
 Conducting pre-event briefings
 Processing event registrations
 Integrating technological requirements into the event
 Managing the involvement of contractors
 Providing on-site event management services
 Organising infrastructure for outdoor events.
Develop additional event management systems and procedures should include:

 Updating systems and procedures that are dated by virtue of organisational changes
 Complying with changes to legislated requirements
 Seeking input from others as to internal needs regarding systems and procedures
 Producing new systems and procedures to address areas previously not covered
 Producing hard copy systems and procedures
 Producing internal documentation, as required, to support the new and revised protocols
 Identifying the purpose and need for new or revised protocols.
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Competency standard
Submit systems and procedures for approval should relate to:

 Providing management and others with written copies of proposed new and revised systems and
procedures
 Obtaining clearance from management to apply new and revised protocols
 Checking with relevant internal managers to ensure new and revised protocols meet with their
operational needs.
Communicate event systems and procedures may include:

 Verbally advising staff of the new and revised protocols
 Posting information in staff areas
 Conducting staff briefings.
Integrate event management systems and procedures may include:

 Including new and revised protocols into existing staff and operational manuals
 Conducting trials of the new and revised protocols.
Training for staff may include:

 Demonstrations
 Verbal explanations
 Trial runs
 Opportunity for practice
 Assessment of competency levels.
Apply the approved systems and procedures may include:

 Implementing the systems and procedures as planned and designed to the conduct of the event.
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Competency standard
Capture and record data may include:

 Entering event related information into the established event and accounting files – including
information relating to costs, monies received, registrations, correspondence, requirements and
requests
 Providing supporting documentation for data, where applicable
 Ensuring accuracy and comprehensiveness of data collected.
Supervise implementation may include:

 Conducting regular staff briefings
 Providing event sheets for staff
 Explaining expectations and operational requirements to be followed/delivered
 Observing activities
 Assisting staff
 Providing advice and suggestions
 Decision-making to enable resolution of issues arising
 Liaising with event organiser.
Evaluate the effectiveness of the systems and procedures used may include:
 Assessing the practical operational performance of the systems and procedures against
organisational requirements
 Discussing operational issues and results with staff and management
 Making notations of suggestions for future changes to systems and procedures
 Capturing evidence of the success or failure of the systems and procedures
 Collecting feedback from the event organiser.
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Competency standard
Feedback on the event management systems and procedures may include verbal and written
feedback from :
 Event organisers
 Those who attended the event
 Contractors and suppliers
 Enterprise staff who attended and/or worked on the event.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
 Enterprise policies and procedures in regard to event management including supporting systems
and procedures essential for the planning and delivery of events
 Principles of event planning and management
 Ability to use management, leadership, monitoring and control techniques
 Ability to use analytical and forecasting techniques
 Knowledge of standard operating procedures for the host enterprise
 Knowledge of host country legislation that applies to events
 Knowledge of local authority requirements that apply to event management.
Linkages To Other Units

 Implement occupational health and safety procedures
 Work effectively with colleagues and customers
 Establish and maintain a business relationship
 Maintain quality customer/guest service
 Produce documents, reports and worksheets on a computer
 Plan and establish systems and procedures
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Competency standard
 Develop and implement operational policies

 Manage special events
 Develop and update tourism industry knowledge
 Establish and maintain a safe and secure workplace
 Maintain the security of premises and property
 Organise functions
 Follow safety and security procedures
 Build and maintain a team approach to service delivery
 Develop conference programs
 Develop and manage business strategies
 Maintain a secure financial accounting system
 Manage contractual agreements/commitments
 Manage and control operational costs
 Lead and manage a development team
 Monitor workplace operations.
Critical Aspects of Assessment

Evidence of the following is essential:
 Understanding of host enterprise policies and procedures in regard to event management
including the supporting systems and procedures essential for the planning and delivery of events
 Demonstrated ability to implement and monitor provided systems and procedures (and, where
necessary, establish new or revised systems and procedures) in the management of a nominated
event
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Competency standard
 Demonstrated ability to communicate, and provide necessary training for, identified systems and
procedures to staff and contractors working on a nominated event
 Demonstrated ability to evaluate the effectiveness and applicability of designated systems and
procedures for event management following the implementation at a nominated event.
Context of Assessment
Assessment must ensure:
 Actual or simulated workplace implementation of an event.
Resource Implications
Training and assessment must include a real event including real people, real commodities and
activities, and prescribed event management systems and procedures.
Assessment Methods
The following methods may be used to assess competency for this unit:
 Observation of practical candidate performance
 Portfolio of documentation developed as part of the event management process – including
information supplied by event organisers, copies of new and revised systems and procedures,
records event implementation and written feedback from event organisers
 Feedback from the event organiser, contractors and other relevant event participants
 Case studies
 Oral and written questions
 Third party reports completed by a supervisor
 Project and assignment work.
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Competency standard
Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
Key Competencies Level Examples
Collecting, organising and analysing 1 Obtain event details and requirements from the
information event organiser
Confirm existing systems and procedures
Communicating ideas and information 2 Advise staff and contractors in relation to

Planning and organising activities 3 Develop new and revised systems and
procedures to accommodate individual event
needs
Working with others and in teams 2 Liaise with management and other to identify
requirements for new or revised systems and
procedures
Using mathematical ideas and 2 Record event data

techniques
Solving problems 2 Resolve event issues as they arise
Using technology 1 Use project management and planning

software
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Competency standard
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Notes and PowerPoint slides

Slide
Slide No Trainer Notes
1. Trainer introduces class to the unit.
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Trainer Guide 21
Slide
2. Trainer advises this Unit comprises two Elements, as listed on the slide explaining:
 Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail
 Trainees can obtain more detail from their Trainee Manual
 At times the course presents advice and information about various protocols but
where their workplace requirements differ to what is presented, the workplace
practices and standards, as well as policies and procedures must be observed.
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Slide
3. Trainer advises that assessment for this Unit may take several forms all of which are
aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates the methods of assessment that will be applied to them for this Unit.
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Slide
4. Trainer introduces the six performance criteria which comprise element 1.
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Slide
5.  Consider the bullet list under ‘Style of Event’ and ask learners how many they are
familiar with or indeed have attended. Explain as needed those events that learners
are likely to be less familiar with such as Trade shows, stage productions, AGMs
etc.
 View the links as needed to give an indication of different types of event
 Elizabeth Andrews deals with corporate occasions
 Pattis hire is of course and equipment hire company the other two are event
management companies.
Detail the MICE acronym and ask:
 What types of events are associated with each category? Have each group list
three answers for each category.
 Why is the MICE sector very appealing to hotels as a key market to attract?
 Now explain and indicate how lucrative this industry is. The link to MICE magazine
will provide information on upcoming events (AUST & New Zealand) and other
news as well as lots of images
 What website or industry magazine is available in your country for you to stay
informed in this area?
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Slide
6.  Cover points as needed. Encourage learners to think outside the square and
consider some more unusual locations depending on numbers. Train stations,
desert, fields, and remote islands
 Activity – research 3 unusual locations an event has been held and report back to
the group. What was it for, how many people, what type of event was it?
 Emphasise that type of room can vary greatly depending on the event in question.
Give some examples
 Numbers attending may impact the type of catering provided and produce or
products used
 Availability
 Specially grown
 Supply and demand
 Size of supplier
 Logistics
 Question learners on their understanding of technical equipment. Do they think
small scale or large scale. Brainstorm the answers. Connect to the links. AVD and
Staging Connections are well known reputable companies in Australia. Explore their
site to give learners an insight into what is possible. Find a company sight for your
country as well
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 Access, Bump-in/out – consider things such as car shows, home shows, garden
shows, food and wine shows, gala weddings and dinners with media attendance.
Logistics with coordinating deliveries, construction, IT and AV, events pre and post
the event in question which can cause time constraints now consider smaller
occasions - family weddings and celebrations and small business events and
awards nights. Tell learners you will show them some images to consider shortly.
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Trainer Guide 27
Slide
7.  Consider the logistics with this. Can be as simple as balloons and place cards
through to quite complicated (as discussed on the previous slide) involving much
planning
 Discuss these points according to learners’ knowledge and experience. Have them
consider the systems and procedures they would rely on to manage and maintain
order and control or the various different types of events and occasions
 View web links to show the variation of events and consider all points discussed so
far
Themes and decorations
Style and format
Room layout
 Plus
 Type of event
 Style of event
 MICE
 Venue location
 Size and type of room
 Numbers attending
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 Technical equipment
 Access
 Bump-in and bump-out.
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Slide
8.  Again consider the logistics with this based on size of event and seek any personal
experiences from learners they wish to share
 Other consideration not mentioned in trainer manual.
Security
 Could alcohol cause behaviour issues?
 Are there valuable items on display?
 If external security is brought in, will they work with or separately to any venue
security?
Media
 The number in attendance
 Is it just photographers or will TV stations be interviewing or broadcasting?
 Will they be roaming the venue or in a fixed location?
External suppliers
 This list can be extensive. Have learners brainstorm a list within their group.
Compare who has the longest list. This could be a reward challenge if energy is
low. Have sweets or something for the winners
 Refer back to any relevant images from web links to emphasise key points from
these topics.
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Slide
9.  Review the list of stakeholders in the TM. Learners to indicate the involvement of
each stakeholder and why they or their position within the event needs to be
considered?
 Event liaison and management is a critical point. Discuss and give examples of
lines of authority and liaison particularly with events involving many stakeholders.
Ask learners to share any personal experience that is relevant
 Purpose is to confirm learners are aware of the many different people involved in an
event and the responsibility they have to each of them. Effective systems and
procedures will support them to do a good job and in some cases protect them
when things go bad.
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Slide
10.  Continue to remind learners events are not just about large dinners in hotel banquet
rooms
 Ask learners to list 3 different types of event from this list
 View the list of people learners might talk to on the next two slides and ask the
learners to list which people from the list they need to talk to under each chosen
event and why? What needs to be talked about with that person regarding the event
in question?
 Can they add anyone who is not listed in the TM?
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Slide
11. Refer to notes on previous slide for student learning activity – this slide lists relevant
venue personnel who might be consulted.
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Slide
12. Refer to notes on previous two slides for student learning activity – this slide lists
outside authorities and contractors/suppliers who might be consulted.
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Slide
13. Trainer to use example systems and procedures to lead the discussion in to examples
derived from student workplaces – both current and past.
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Slide
14.  As listed in glossary. Have a range of examples to show. Almost all administrative
procedures need to be completed on one of these.
Template
 A document with pre listed sections serving as a guide for details to be completed
 Proforma
 Denoting a standard document or form, especially an invoice sent in advance of or
with goods supplied: a pro forma invoice
 1.2(Of a financial statement) showing potential or expected income, costs, assets,
or liabilities, especially in relation to some planned act or situation:
 Source - http://www.oxforddictionaries.com/definition/english/pro-
forma?q=proforma&searchDictCode=all
 See next slide for examples.
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Slide
15.  Discuss each of these as needed referring to TM notes and ensuring learners have
had personal experience with or are familiar with their existence
 Have examples available.
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Slide
16.  Discuss each of these points in relation to the necessity for following system or
procedures or creating them if they do not or are ineffective
 Have samples of documents completed or as templates to show.
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Slide
17. Trainer to present example documents from local venues and lead a discussion on the
systems and procedures operating in student workplaces.
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Trainer Guide 39
Slide
18.  Working with the notes in the TM, ensure learners are familiar with each of the
bullet points listed.
Activity
 Choose three large or major events from your city
 In small teams allocate an event to each team. It may be appropriate to have the
event allocated twice for comparison reasons later
 Complete an event management plan covering each of the bullet points listed in the
TM
 Purpose – work in teams; allocate roles, source information, present to group.
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Slide
19.  Working with the notes in the TM, ensure learners are familiar with each of the
bullet points listed.
Activity
 Working in the same teams, identify the impact the points listed in the TM may have
on the event learners detailed in the event management plan
 Purpose – Considering contingency plans and accountability to stakeholders.
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Slide
20.  Refer to the conference checklist in the TM and discuss as necessary.

Ask learners
 Who uses checklists currently?
 Do you review the checklists to ensure they are relevant?
 Whose responsibility is it to ensure the checklist is completed within your work
area?
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Slide
21.  Discuss systems for Mise en place. Ultimately this can mean using a checklist to
ensure nothing is missed
 Discuss addressing problems using points in TM. It is essential learners make note
that maintaining a visible presence and being actively engaged in the task will be
key to identifying problems early enough to stop them or at least have a suitable
plan of action
 Remind them that as a customer we like to be reassured that the manager or owner
of the company is taking an interest and overseeing activities
 Discuss programmed decisions. Who knows about these or has used them? In
what situation? Do you think they are a good idea?
 Key point. If you are able to deal with a customer and provide a clear and decisive
course of action based around using a company programmed decision, you are
likely to win the customer over with your professionalism. Be sure you have
practiced what needs to be said so you don’t stumble over the words or the
opposite impression will be given
 Share any relevant stories on good and bad managers/owners that relate to this
topic
 Have 1-2 scenarios prepared based on the learners area of work to practise a
response. Do this in front of the group or in small teams. Ask the learners to film
each other with their phones to review their actions and speech. (only if they want
to)
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Slide
22.  Discuss importance of updating event information for all stakeholders

 Brainstorm changes that might have a big impact on the event. EG; dietary
requirements, expected numbers, arrival times, an activity added or taken out,
change of date, cancellation and so on
 Discuss using version control on documents and ensure all learners know how to
do this on the computer. Version control needs to be large enough for stakeholders
to identify the correct version quickly. For example it would be unwise to have the
version control as an 8pt footer on the page that is unnoticeable
 Have examples of version control to show. Some venues also identify people or
departments at the top of the page to clearly show who is in the communication
loop
 Staffing – identify who has experience with rostering staff. Do they consider the mix
of staff in this process?
 Discuss in detail as needed based on learner knowledge and experience in this
area
 Ask learners to consider their workplace and identify skill levels and experience
required in areas or on particular days
 Explain the steps associated with staffing a catered event. Have an activity for
learners to allocate staffing to ensuring a good staffing mix
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 Event liaison – brainstorm examples when learners did not know who was in charge
and how the situation could have been avoided. Consider small occasions to large
events with multiple managers and departments
 Finalising event - Ensure awareness of the next event to make best use of current
staff on duty for preparation. Checklists are key to ensuring everything is packed
down properly.
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Slide
23.  Review and discuss points in TM as needed

 Identify who has had experience with dealing with external contractors. Any relevant
stories to share?
 If sourcing providers is a regular task then a file of reputable one’s you have dealt
with is recommended so you can build a relationship.
Catering
 Review the points that impact catering from the TM and provide or brainstorm
examples or reasons this point is included. Have a few sample event information
packs to show learners what customers make their selection from
 Ensure they understand the different types of packages available and what would
be included in them and the price point.
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Slide
24.  Review and discuss points in TM as needed

 Discuss knowledge and experience with registrations. They are no different to a
hotel reception desk
 Need to be in a good location, tidy, efficient, safe with good signage and skilled,
friendly staff and able to cope with queues. Look at the variation in points for
conferences, exhibitions, sports events
 Click on the link and click on the ‘register’ tab top right of page. Follow through to
show what a registration page looks like. Explore other tabs. Reed gift fairs are very
large exhibitions for the retail industry. They are for trade only not the public
 Consider the importance of good systems and procedures with capturing data and
ensuring smooth operation of such events. Knowledgeable and experienced staff
are a valuable resource
 Identify steps associated with handling event registrations
 Ask the following questions
 Explain why it is important to monitor the progress of registrations on a regular
basis
 Identify documents used to help finalise registrations
 Identify materials that need to be prepared before an event such as a
conference or expo
 Identify considerations when setting up a registration table.
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Outdoor events
 Discuss the points throughout this topic. Gauge learner knowledge and experience
in working at or attending such events. Have learners complete the activity
encouraging questions on any point they are unsure of. This should be a large
activity requiring an in-depth checklist and thorough review of notes. The focus
should be systems and procedures for ensuring smooth running. All managers will
be accountable for success or failure.
Activity
 In groups of approx.6 choose a manager for the group
 Consider your venue (a 5 star international brand hotel) has a large marquee at a
large food and wine festival. It seats 100 people and has a buffet and bar. You are
also selling a range of house made products, breads, chutneys, spices, cakes and
so on from a retail point adjoining the marquee .Your venue is running a shuttle bus
service to and from the event for house guests
 This is a ticketed event to the dining and bar area so access must be controlled
 Work from the notes in the TM to determine what infrastructure you will you need to
put in place
 Explain how you would monitor the implementation of these items to ensure they
are operationally ready for an event
 As a group make a checklist and delegate responsibility and reporting lines.
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Slide
25.  Identify if learners have been involved with creating or updating systems and
procedures
 Is there a system or procedure that comes to mind that should be revised or should
be implemented within their workplace now? Learners to provide examples
 Has any learner had to consider the business plan when considering systems and
procedures?
 Brainstorm most common procedures for:
 Specific operations conducted within the business
 Staff conduct, grooming, dress and appearance
 Safety
 Security
 Client interactions
 Environmental control
 Staff remuneration/compensation.
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Slide
26. Observing current practise

 Observe, take film or photos, and make notes. Essentially time and motion studies
to gauge efficiency and effectiveness prior to making changes. Needs to be done in
an open way to keep staff on side.
Conferring with others
 Discuss importance of talking to staff, stakeholders, outside experts and customers
in various situations. A decision that takes in a number of viewpoints can often be
more effective.
Legal requirements, Insurance requirements and lease restrictions
 Discuss relevant points and check on knowledge and experience in these areas.
Not always relevant when implementing or adjusting system and procedures on a
daily operations level but need to be considered
 Capability of incorporating technology
 A key area where systems and procedure need to be revised or completely re-
written. Discuss with learners how they would do this?
Identify and analyse internal and external factors
 Discuss points and complete activity. Discuss finding with the group.
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Slide
27.  Ask learner to keep TMs closed. Show slide and brainstorm this question?
 Follow on with why should inputs be sought. Have discussion
 Review TM and discuss key points for last two topics for this criteria
 Acquire approval or consensus
 Considerations in the process.
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Slide
28.  Discuss key points and complete activity in TM

 Complete Work Projects for this Element from Trainee Manual as time allows either
individually or in work groups. If no time then direct learners to complete as
homework.
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Slide
29. Trainer to introduce the performance criteria from Element 2.
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Slide
30. Discuss points raised and question students on their experience in this area in their
current or past workplaces.
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Slide
31.  Have a discussion with learners about training. Make relevant notes on whiteboard
or flipchart for the class
 What constitutes good or bad training? Training they have been involved in or have
seen that was good or bad. Was the training useful? If they were conducting
training how would they do it? What would they do differently?
 Explain learners will be required to create a training plan that incorporates systems
and procedures
 Discuss importance of bullet points for each topic.
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Slide
32.  Identify that OSH has been included here as it is essential that all staff are trained in
the systems and procedures in every workplace everywhere. Often systems and
procedures in this area are not enforced or are ineffective or out dated.
Operational safety of the learner
Equipment safety
 Brainstorm training topics relating to systems and procedures that may be
conducted within the learners field of employment that would require safety
consideration
 Bed making, using knives, floor cleaning, moving tables and chairs, operating
espresso machine, cooking, using guillotine and so on
 Refer to notes in TM to recap.
OSH as a training topic
Safe place versus safe person
 Review the notes as needed.
Providing explanations
 Review bullet points in TM as these are key points.
Factoring in the environment
 Enquire where learners may have conducted training or have been trained
previously. Was it appropriate and suitably equipped? Was it last minute?
 Review TM notes.
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Slide
33.  Trainer, please note this activity can take in excess of 2-4 hours depending on class
numbers. Consider logistics of delivery, planning and presentation
 Complete discussion and coverage of each of the remaining topics in performance
criteria 2.2. Inform learners at the end they will need to prepare a small training
session for demonstration and peer review. It will be not more than 15 minutes in
total including discussion, demonstration, training, practice and debrief with trainee.
 Purpose - to ensure a standard training system or procedure is documented and
followed within the company for consistency. Note any assessment must be
consistent. Same times, standards, requirements and questions.
Activity
 Imagine you are opening a new events venue and you need to train the staff in
 This will be a trial phase pre-opening to identify any gaps or changes that need to
be made
 Knowledge, experience and skill level of staff is varied so you need to show
everyone regardless.
 Choose a very small task that you can demonstrate to one-two trainees. It could be
anything from taking an event enquiry, interpreting an event order, evacuation
procedure to assembly point, first aid procedure for heart attack or flesh wound,
finalising the account on completion of event (needs to tie in with event
management systems and procedures)
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 Have a training plan prepared as you are setting a standard for the supervisors who
will go on to train other staff. It is vital everyone is trained to the same standard and
assessed for competency the same way
 Use one of the templates provided in the TM to assist you
 Use the notes in the TM to help. The trainer will be available to give direction
 A time allowance of approximately 60 minutes should be given to prepare
 Presentation of training (suggest filming on phone for review if learner is happy to
do so)
 As time will likely be limited, 2-3 demonstrations should take place around the room
at the same time to 1-2 trainees. An observer needs to be allocated to each
demonstration to assess against a matrix provide by unit trainer. A time limit of 15
minutes should be set.
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Slide
34.  Discuss the points listed in the TM

 Discuss importance of keeping staff informed, and included which in turn will keep
them willing and happy to assist with changes and feeling valued within the
company or team.
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Slide
35.  Discuss registrations in relation to expos, conferences. Seminars, special events.

Online registration procedures now standard in most countries enabling tracking of
data, payments, personal guest information, statistics and so on
 Review the web links to give insight into electronic systems for managing events
and capturing data
 Note: the YouTube tutorial runs in excess of 1hour but is sectioned. Review for
relevant excerpts.
Use of databases
 Discuss the vast amount of information these programs can capture (see bullet
points in TM), the cost effectiveness by reducing labour and efficiency generated by
having information collated this way referring to key points under the following TM
headings
 Reasons for monitoring ongoing event registration
 Maintain accurate records
 Methods to monitor ongoing event registration.
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Slide
36.  Refer to TM for types of correspondence and ensure learners have an

understanding of each
 Writing letters of confirmation or press releases may be completed using a pro-
forma or event management personnel may be required to follow a template or
specific procedure for consistency. See bullet points and samples in TM.
Preparing the account
Methods of payment
 Discuss in relation to systems or procedures learners may be required to follow
currently in their workplace.
Complete administration documentation
 Check understanding of each point. A checklist would be suitable for this to ensure
nothing is missed.
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Slide
37.  Discuss as needed and complete activity.

Activity
 Consider you have installed a new electronic event management system (let's say
Summit Pro as reviewed) in your venue. (event manager, event staff, admin and
accounts staff need to use the system – say 15 staff in total)
 Taking into consideration the notes from the TM what strategy and time allowance
will you put in place for the system to be completely integrated into current
procedure
 In small groups identify you strategy and time frame from informing staff,
introduction, training, transferring current data, on-job integration and so on
 2.5 PPT Discuss/explain why making recommendations for the future is an
important element of ‘supervising and evaluating’ Action Plans
 2.5 PPT 4. Discuss from a Supervisors point-of-view the importance/need to know
about the ‘introductory’ phase and how it impacts on their responses to
infractions/non-compliance
 2.5 PPT Discuss the statement: “How well you manage to achieve the Action Plans
for which you have responsibility will be seen by management as an indicator of
your level of competency/ability”.
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Slide
38.  Discuss points in TM as needed

 There can be so many details to inform staff about a template for briefings is a good
idea so points are not forgotten.
Other key points to keep in mind
 Don’t make the briefing too long – people will switch off
 It is a briefing not a lecture
 Will staff be allowed to sit down if it needs to be a long briefing? This helps with
focus
 Consider where the briefing will be held
 Away from distraction
 Away from noise
 Ensure everyone can hear – watch for body language
 Ask clarifying questions to ensure staff are following you
 Allow suitable time so you are not rushed
 Encourage note taking
 Have important points on a whiteboard or notice board for staff to review. Many
people cannot take onboard a lot of verbal instruction. Remember learning styles.
Many staff will need to see images, diagrams or key points listed so they can
visualise or read again for themselves
 Ensure Event Order is available for staff to have an overview of the event.
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Slide
39.  Discuss as needed. Have sample action plans to show

 Use TM notes and complete activity.
Activity
 Consider you have been appointed Event Manager to an events company currently
losing money and poorly run. The company has 25 full time employees 15 Part time
employees and casual staff. You currently have three fixed venues you lease where
you can hold events. You need to create an Action Plan to improve systems,
procedures, staff morale, reputation and profit
 In small groups identify what you will include in your action plan and time frame
 Once complete, consider an end result requiring you to make recommendations.
Refer to TM for notes.
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Slide
40.  Discuss points as needed referring to notes in TM. Seek learner experience in
adjusting systems and procedures. What was it they had input into?
homework.
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Slide
41. Trainer to introduce the performance criteria from Element 3.
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Slide
42.  Discuss points as needed from TM notes

 Consider evaluation from a management viewpoint based against Business Plan
and Action Plan as well as a daily operational viewpoint.
Conduct debriefing session
 Not all points discussed at every de-brief
 Again consider location, tired staff, not too long a debrief, encourage staff feedback
and opinion and try to finish on a high note so staff leave feeling good.
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Slide
43.  Discuss points as needed using TM notes

 Have sample feedback forms available to show. Many available on the internet.
Activity
 Feedback forms are created at different levels depending on what information you
are trying to obtain. Basic to in-depth
 Create a template with questions for seeking feedback from staff or clients.
 The purpose of this is to think about how a business can use feedback to
conduct qualitative and quantitative research in order to maintain or improve
systems and processes
 You need to consider what information you would like to gather
 How can you make the survey eye catching and worth the customers effort of
completing?
 Think about feedback forms that you have completed. What encouraged you to take
part? How did you rate the questions asked? Was the time taken worthwhile?
 What is an appropriate number of questions?
 Give a short introduction as to the purpose of the feedback questionnaire for the
customer
 Consider how much time is required by the customer to complete the survey and
acknowledge and thank them appropriately.
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 Provide an answer scale

 Scale – no more than 2 different types
 Scale direction – across the page is better to reduce space
 Could be numbers 1-5 or 1-10, words such as likely, most likely not at all
 Or poor, average, good, very good, excellent. Note – an odd number of
answers always works best
 Be sure that all of your questions;
 Are relevant to the purpose of the feedback
 Have appropriate answers or a suitable scale
 Are combined when seeking the same type of information
 For example;
 How do you rate the food service?
 How do you rate the beverage service?
 This can be - How do you rate the food and beverage service?
 Questions are personal opinion so try things like
 How do you rate……
 In your opinion………
 Did you enjoy……….
 We welcome comments and suggestions
 Finish the survey with thanks (and encourage the guest to return)
 Ensure you have provided space for additional comments/feedback
 Be thankful and appreciative. These customers are valuable to your business
 Consider presentation of your feedback form
 What size will it be? A4, A5, folded card, single sided, back-to-back
 Will it be black & white or colour?
 Will it have images, graphics or borders?
 Consider font size & type and text spacing.
© ASEAN 2015
Trainer Guide 69
Slide
44.  Discuss as necessary. Are learners familiar with such practises?

homework.
© ASEAN 2015
70 Trainer Guide
Slide
45. Trainer advises learners on what assessment is required and how it is to be conducted.
© ASEAN 2015
Trainer Guide 71
© ASEAN 2015
72 Trainer Guide
Recommended training equipment

Administration and invoice documentation
Banquet Kit
Booking conditions
Communication documents used in workplace
Computer with internet and email access
Conference Kit
Enquiry Form
Emergency procedures
Equipment manuals
Event Brief
Event Contract
Event Order
External supplier information
Feedback forms
Floor Plan
Job descriptions
Layout SOPs for room set ups
Locations – including access to different types of banquet room set ups, business centre,
storage areas, restaurants, bars, kitchens, accommodation rooms
Menus – food and beverage including package menus (Including meeting room &
equipment)
Operational checklists
Organisational Chart
Promotional packages
Proposal / quotation
Running Sheet/Running Order
Standard Operating Procedures (SOP’s)
Technical equipment list – specific to those used in an event
Themes and decorations
© ASEAN 2015
Trainer Guide 73
© ASEAN 2015
74 Trainer Guide
Instructions for Trainers for using PowerPoint – Presenter View
Instructions for Trainers for using

PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers’
instructions.
In PowerPoint, on the Slide Show menu, click Set up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
© ASEAN 2015
Trainer Guide 75
Instructions for Trainers for using PowerPoint – Presenter View
© ASEAN 2015
76 Trainer Guide
Appendix – ASEAN acronyms

AADCP ASEAN – Australia Development Cooperation Program
ACCSTP ASEAN Common Competency Standards for Tourism Professionals
AEC ASEAN Economic Community
AMS ASEAN Member States
ASEAN Association of Southeast Asian Nations
ASEC ASEAN Secretariat
ATM ASEAN Tourism Ministers
ATPMC ASEAN Tourism Professionals Monitoring Committee
ATPRS ASEAN Tourism Professional Registration System
ATFTMD ASEAN Task Force on Tourism Manpower Development
CATC Common ASEAN Tourism Curriculum
MRA Mutual Recognition Arrangement
MTCO Mekong Tourism Coordinating office
NTO National Tourism Organisation
NTPB National Tourism Professional Board
RQFSRS Regional Qualifications Framework and Skills Recognition System
TPCB Tourism Professional Certification Board
© ASEAN 2015
Trainer Guide 77
© ASEAN 2015
78 Trainer Guide

Event Management Proceduer

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Implement event management systems

Competency Based Training (CBT) and

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

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

This manual will identify two avenues to facilitate learning:

Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.

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

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

Competency Based Training (CBT)

Principle of Competency Based Training

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

Competency Based Assessment (CBA)

Principle of Competency Based Assessment

Competency must be proven regardless of:

A range of assessment methods to assess competency include:

UNIT NUMBER: D2.TCS.CL5.16

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Confirm event requirements Unit Variables

2.4 Capture and record data in relation to the  External contractors

 Stock movement and usage

Develop additional event management systems and procedures should include:

Submit systems and procedures for approval should relate to:

Communicate event systems and procedures may include:

Integrate event management systems and procedures may include:

Training for staff may include:

Apply the approved systems and procedures may include:

Capture and record data may include:

Supervise implementation may include:

Linkages To Other Units

 Develop and implement operational policies

Critical Aspects of Assessment

Key Competencies in this Unit

Key Competencies Level Examples

Communicating ideas and information 2 Advise staff and contractors in relation to

Using mathematical ideas and 2 Record event data

Solving problems 2 Resolve event issues as they arise

Using technology 1 Use project management and planning

Notes and PowerPoint slides

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1. Trainer introduces class to the unit.

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4. Trainer introduces the six performance criteria which comprise element 1.

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20.  Refer to the conference checklist in the TM and discuss as necessary.

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