Training Module - Competency Standard For Ecotourguides - ENG - July2013

TRAINING MANUAL AND MODULE
ECOTOURISM GUIDE – INDONESIA

based on Standard Kompentensi Kerja Nasional Indonesia
Table of Contents
1. Introduction................................................................................................................................... 1
2. Training Manual ............................................................................................................................ 3
2.1 Objectives.............................................................................................................................. 3
2.2 Level and The Trainees ....................................................................................................... 3
The training is conducted based on three levels of training: ................................................................. 3
2.3 Time and Place ..................................................................................................................... 4
The three trainings are conducted for : .................................................................................................. 4
2.4 Module .................................................................................................................................... 5
2.5 Competention and Approach .............................................................................................. 5
2.6 Training Scenario................................................................................................................ 10
2.7 Schedule .............................................................................................................................. 11
3. Training Module Compilation ................................................................................................... 13
Annex: Competency standards ........................................................................................................ 61
Training Module - Ecotourism Guide
1. Introduction
This report covers a collection of manuals and training modules on ecoutourism guidebased
on SKKNI organized by ILO. This training is part of the implementation of project
demonstration of Green Job progeam in the tourism sector. The objective of this project is
to deepen the understanding and commitment of ILO’s constituents for the promotion of
Green Jobs opportunities and an adequate transition for workers and employers towards a
low carbon, climate change decelerating, environmentally friendly and socially respectful
development in Indonesia.
The tourism sector has a strategic value because it is the third source of foreign exchange
for Indonesia in 2010. The development of this sector to become a green industry will be
the contribution of the Government of Indonesia in its commitment in halting global climate
change by reducing greenhouse gas emissions by 26% on their own or 'business as usual' or
41% by international support in 2020 .
In this case, the approach to sustainable tourism and ecoutourism concept which
emphasizes the balance between economic benefits, environmental sustainability and well-
being of local communities; is one of the options. In order to go that way, any improvement
of tourist destinations in Indonesia is a must. One of the things that should be the focus of
this improvement is the quality of human resources as an important element of tourism.
Among the broad range of human resources for tourism, tour guiding plays important role
as they directly involve with tourists.
The tourism guiding in Indonesia as a matter of fact still has some problems, mostly due to
lack of qualified and quantities guides. On the other hand, the presence of organizations or
individuals who are capable in training and producing qualified guides is also very limited.
Realizing this problem, the Indonesian Government, through The National Professional
Certification Agency (BNSP), has issued the National Standard Work Competency of
Indonesia (Standar Kompetensi Kerja Nasional Indonesia - SKKNI) in tourism sector to
leverage the competitiveness of Indonesian tourism workers/human resources. One of the
products which are quite relevant with the guidance and sustainable tourism is the SKKNI of
Ecotourism Guide. In the existing free trade era, and with the application of the Asean Free
Trade Area (AFTA) in Southeast Asia, the implementation of SKKNI must be intensively
stimulated.
In the effort of stimulating the tourism industry to become a greener one, the International
Labour Organization (ILO) held training on ecotourism guide based on SKKNI in Toba, one of
the tourist destination areas in Indonesia. By leveraging the guide’s capability, is expected to
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be generated green jobs as well as Indonesia’s guide competitiveness in the international

world. This event is also expected can contribute to the Destination Management
Organization (DMO), which is done by the Tourism and Creative Economy Department in
Toba , as an effort to improve tourism destination management in Indonesia.
The objectives of this report are:

1. To provide manual on ecotour guide training based on SKKNI
2. To provide compilation modules on ecotour guide training based on SKKNI
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2. Training Manual
2.1 Objectives
The objectives of the training are:
1. To improve the knowledge and skills of the existing guides in the tourist destination
area according to the competencies stated in the SKKNI of Ecotourism Guide.
2. To improve the knowledge and basic skills of the potential guide candidates in the
tourist destination area according to the competencies stated in the SKKNI of
Ecotourism Guide.
3. To increase the capabilities of the existing guide in the area to become a trainer in
ecotourism guiding (particularly for TOT).
2.2 Level and The Trainees

The training is conducted based on three levels of training:
1. Training of Trainer (ToT) for Eco Tour Guide based on SKKNI
2. Roll Out Training (RoT) for Beginner Eco Tour Guide based on SKKNI
3. Roll Out Training (RoT) for Experienced Eco Tour Guide based on SKKNI
The Criteria for The Participants are:

LEVEL CRITERIA
TOT a. Have a minimum 5 years experience as a guide.

 Have a Letter of Recommendation from related party/institution (eg.
The Tourism Destination Area Management, travel agents, the General
State Forest Company (Perum Perhutani), BKSDA, etc).
 HPI (Indoneia Tour Guide Association) member and/or HPI licensed
guide preferred.
b. Able to communicate in English verbally and fluently.
 Submit an English Course Certificate (if any).
 English Verbal Test on telephone interview.
c. Familiar with computer particularly word processor, power point
programs and internet.
d. Have a commitment, written in a statement, to always be ready to
support the development of qualifications of guides, particularly in the
related designated tourist resort or other destinations.
BEGINNER a. Have the passion to become a guide.

b. Preferred from institution or organization or an individual who has done
tourism or environment related activities in the destination area.
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EXPERIENCE a. Have a minimum 2 year experience as a guide.

 Have a Letter of Recommendation from related party/institution (eg.
The Tourism Destination Area Management, travel agents, the General
State Forest Company (Perum Perhutani), BKSDA, etc).
 HPI member and/or HPI licensed guide preferred.
b. Mastered (able to communicate in) English verbally.
 Submit an English Course Certificate (if any).
 English Verbal Test on telephone interview.
c. Familiar with computer particularly word processor, power point
programs and internet.
In order to reach a balance between numbers of trainer and to allow an optimum

interaction both between Trainer and Trainee as well as Trainees, the average number of
participants in each level is recommended to set at 20 people for each training.
2.3 Time and Place

The three trainings are conducted for :
1. Training of Trainerfor Eco Tour Guide based on SKKNI, 4 days.
2. Roll Out Training for Beginner Eco Tour Guide based on SKKNI, 3 days
3. Roll Out Training for Experienced Eco Tour Guide based on SKKNI, 4 days
The training conducted from 08:30 am until 05:00 pm for Training of Trainer for Eco Tour
Guide, while two other trainings are held until 09:00 pm. The evening session filled with
sharing and some motivation activities. The trainings were conducted in 4 tourism
destinations:
 Bromo-East Java
 Toba-North Sumatera
 Tanjung Puting-Central Kalimantan
 Rinjani-Nusa Tenggara Barat
Training sites were selected based on the highest concentration of the participant's home,
taking into account the effectiveness of the mobilization of participants and if possible was
done at tourist sites. Training places needed to be in a closed room with an area sufficient
for 20 people, and have lighting can be dimmed when using the projector. If participants will
overnight, then the training venue to be arranged in the same location or adjacent to the
accommodation.
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2.4 Module
Developed training modules refer to the Indonesian National Competency Standards Work
(SKKNI) on Ecotour Guide:
MODULES TOT BEGINNER EXPERIENCE
1. Ecotourism ✓ ✓ ✓
2. Basic of guiding ✓ ✓ ✓
3. Technique of guiding ✓ ✓ ✓
4. interpretation ✓ ✓ ✓
5.Ecotourism Travel planning ✓ ✓
6. Basic of service ✓ ✓ ✓
7. Impact of tourism ✓ ✓ ✓
8. Code of ethic ✓ ✓
9. Safety Procedure ✓ ✓
10. First Aid ✓ ✓
11. Guiding Practice ✓ ✓ ✓
12. SKKNI ✓
13. Basic of Trainer ✓
2.5 Competention and Approach
Competency Competency Element Training Module Note

Standard
General Competence Category
PAR.PE.01.001.01 To communicate in the Work
To cooperate with Place.
Colleagues and To provide assistance for tourist
Module 6 :
Tourists. from within and outside the
Basics of Service
company.
To maintain personal
performance standard.
To work in a team.
PAR.PE.01.002.01 To communicate with Tourists Module 6 :
To work in different and Colleagues from various Basics of Service
Social Environments. backgrounds.
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To handle misunderstandings in
cultural differences.
PAR.PE.01.003.01 To comply to Health, Safety and
To comply to Health, Security Procedure in the
Safety and Security working area.
Procedure in the To handle and anticipate Module 9 :
Working Area. emergencies. Safety Procedure.
To maintain personal
appearance standard.
To contribute feedbacks on
health, safety and security.
PAR.PE.01.004.01 To identify conflicts situation.
Module 6 :
To handle conflict To overcome conflict situation.
Basics of Service
situation. To respond to consumer
complaints.
PAR.PE.01.005.01 To pursue information on
Module 2 :
To develop and Tourism Industry.
Basics of Tourism
update the Tourism To renew Tourism Industry
Guiding
Industrial Knowledge.
Knowledge.
Core Competency Category
PAR.PE.02.001.01 To apply Ecotourism knowledge Module 1 :
To work as Eco Tour into guiding practice. Introduction to
Guide. Ecotourism
To carry out the work based on Module 8 : The
the Ethical Code of Guiding, the Ethical Code of
applicable rules, the safety Guiding
procedure and the negative
impact minimization principle.
To improve the knowledge and Module 3 :
skills on eco tour guide. Techniques of
Tourism Guiding
and Module 11 :
Guiding Practice.
PAR.PE.02.002.01 To pursue information on Module 2 : Basics
To improve and Ecotourism. of Tourism
maintain knowledge To modernize information on Guiding.
on Ecotourism. ecotourism.
PAR.PE.02.003.01 To plan ecotourism travelling
To plan and operate activity.
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Ecotourism Travel. To provide brief explanation for

the tourist.
To establish relationships with
industrial society and local Module 5:
community. Ecotourism Travel
To manage travel plans. Planning.
To provide general information
and service aids.
To handle unexpected event.
To generate ecotourism travel
report.
PAR.PE.02.004.01 To prepare information to be
To prepare and conveyed to the tourist.
present information To prepare interpretation Module 4:
an activities on activity. Interpretation
Ecotourism To present information and Techniques.
Interpretation. activity interpretation to the
tourist.
To interact with the tourist.
PAR.PE.02..005.01 To minimize the negative impact
Module 7:
To apply Tourism in the ecotourism travel activity.
The Impact of
Activity which To monitor the impact and the
Tourism on the
minimize Negative change.
Environment and
Impact against
Culture.
Environment and
Social Culture.
Supporter Competency Category
PAR.PE.03.001.01 To answer the phone. This
To communicate by To make phone calls. competence
Not specifically given,
telephone. is related with
yet it is combined
communicatio
into Module 6: Basics
n issues, thus
of Service.
in can be
added into
Module 6.
PAR.PE.03.002.01 To process Office Not specially This
To perform the Documents. included, yet it is competence
Administration To compose letter draft. combined into will be
Procedure. To maintain the Document Module 2 : Basics of mentioned in
System. Tourism Guiding. module 2, as
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one of the
task which
must be
mastered by a
guide.
PAR.PE.03.003.01 To open the Files. This
To pursue and obtain To retrieve and adjust the competence
Computer Data. data. is one of the
To close the File and Exit criteria which
Not specially
the program. must be met
included.
by the
trainees to
participate in
this training.
PAR.PE.03.003.01 To create computer files. This
To generate To generate documents competence
Documents in from written or verbal is a criterion
Computer. text. Not specifically which must
To print and send the included. be met by the
documents. trainees to
To save, exit and shutting participate in
down. this training.
PAR.PE.03.005.01 To assess and respond to
To provide First Aid. Emergency Situation
which needs First Aid. Module 10 : First Aid
To give proper treatment.
To monitor situation.
To prepare the Incident
Report.
PAR.PE.03.006.01 To communicate with Not specifically
To communicate Tourists and Colleagues on included, however it
verbally in English at issues related with Basics can be combined into This
the Basic Operational and Daily Activity in the Module 3 : competence
Level. workplace and Tourist Techniques of is a criteria
Service Activity. Tourism and Module which must
To communicate through 11 : Guiding Practice be met by the
telephone. by obligating the trainees to
trainees to use participate in
English when they this training.
practice being a
guide.
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PAR.PE.03.007.01 To recognize Common This

To read in English at Signs used in Tourism competence
the Basic Operational Industry. is a criterion
Level. To read simple Not specifically which must
Worksheets. included. be met by the
To read Simple Instruction trainees to
Text. participate in
To read Simple Diagram. this training.
PAR.PE.03.008.01 To write Daily and Basics This
To write in English at Documents in the competence
the Basic Operational Workplace. is a criterion
Level. To complete the Standard which must
Not specially
Form. be fulfilled by
included.
To write Guidelines and the trainees
Basics & Daily Instruction. to participate
in this
training.
In addition, there are two additional materials on this training relating on how to teach and
understanding the SKKNI:
 Additional Module A
SKKNI Ecotourism Guide, which explains about Standard Ecotourism Guide and its
importance.
 Additional Module B
Basic on asics to Become Teachers (Trainer), which includes knowledge about how
to be a good teacher, including teaching techniques and tools, as well as practical
issues.
The training is using some approcahes emphasizing participation from the participants so
that the participans could absorp the materials not only by listening but also by practicing.
The materials are conveyed using some combinations of instruction methods:
 Presentation, to deliver the concept, principles and latest facts.
 Demonstration, to show the skills.
 Discussion and sharing, to share information and respect the difference
 Working group, to stimulate communication, togetherness, sharing, problem solving
and decision making.
 Role play, to practice the social and interpersonal skills.
Moreover, to stimulate participantion of the participants, the atmosphere is designed in

such informal way to create interaction among participants and the instructor as well.
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2.6 Training Scenario
Opening
Training Learning
Introduction Module 1
and Pre-test
Learning
Module 2
Post test & Learning
Evaluation Module xx (final)
Closing
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2.7 Schedule
The schedule for each training level has been developed, however adjustment is possible
according to local situation.
ToT for Ecoutourism guideTraining
TIME SUBJECT
First Day
08.30-09.30 Opening Session
09.30-10.00 Training Introduction
10.00-10.30 SKKNI of Ecotourism Guide
10.30-12.00 Coffee Break
12.00-13.00 Basics of Becoming a Trainer
13.00-14.00 Pray & Lunch
14.00-15.00 Introduction to Ecotourism
15.30-17.00 Basics of Guiding
Second Day
08.30-10.00 Guiding Techniques
10.30-12.00 Ecotourism Travel Planning
12.00-13.00 Pray & Lunch
13.00-14.00 The Impact of Tourism on the Environment and Culture
14.00-15.30 Basics of Service
16.00-17.00 The Ethical Code of Guiding
Third Day
08.30-10.00 Technique on Interpretation of Nature
10.30-12.00 Safety Procedure
12.00-13.00 Pray & Lunch
13.00-15.00 First Aid (+practice)
15.00-17.00 Assignment
Fourth Day
08.00-11.00 Assignment
11.00-12.00 Evaluation & Closing Session
12.00-13.00 Check out & Lunch
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Ecotour Guide for Experience
TIME SUBJECT
HARI I
12.00-13.00 Pray & Lunch
15.00-16.30 Ecotourism Travel Planning
16.30-19.00 Pray & Dinner
19.00-21.00 Sharing
HARI II
10.30-12.30 Basics of Service
12.30-13.30 Pray & Lunch
13.30-15.30 Safety Procedure
16.00-17.30 The Ethical Code of Guiding
HARI III
08.00-12.00 Guiding Practice & Evaluation
12.00-13.00 Pray & Lunch
13.00-16.00 First Aid Kit
19.00-21.00 Sharing
HARI IV
10.30-11.30 Evaluation (posttest) and Closing
11.30-13.00 Check out
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Training on Ecotour Guide for Beginner
TIME SUBJECT
HARI I
12.00-13.00 Pray & Lunch
17.00-19.00 Pray & Lunch
19.00-21.00 Sharing
HARI II
08.00-11.00 Guiding Practice
11.00-12.00 Evaluation of Guiding Practices
12.00-13.00 Pray & Lunch
15.00-16.30 Basic Service
16.30-19.00 Pray & Lunch
19.00-21.00 Sharing
HARI III
08.00-09.00 Evaluation & Closing Session
09.00-10.00 Check out & Lunch
3. Training Module Compilation

All training modules will described in the details in the following pages in sequential order.
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Module 01 :
Understanding the Ecotourism
Expertise Program : Training on Ecotour Guide based on SKKNI
Competence Standard: PAR.PE.02.001.01 – Working as Ecotourism Tour guide
Basic Competences : Implementing knowledge on ecotourism in guiding
1. Background
This ecotourism understanding module will discuss the history, concepts, definitions, and
basic principles of ecotourism development. This module also provides an understanding of
the differences between conventional tourism to ecotourism, particularly in the context of
Indonesia. This module will also discuss the ecotourism implementation in the guiding
context. We all know that Indonesia is one of a rich country that has numerous types of
ecosystems, ranging from beach ecotourism, marshes, lakes, seas, forests, volcanoes,
grasslands, and others. Indonesia is a rich archipelagic nation with small islands full of
endemic flora and fauna. In addition, Indonesia also has customs and cultural diversity. All
of them are the attractiveness potential of ecotourism development.
Realizing the beneficial opportunities of this sector, we must prepare ourselves by

enhancing professional human resources. Ecotourism guide training is expected to deliver
the ecotourism guiding candidates into a professional guide, who will play an active role as
the spearhead of the chain of activities of the tourism sector in Indonesia. By studying this
module, candidates guides are expected to have the ability and mastery of the ecotourism
concept, and also have extensive knowledge about developments and opportunities in this
sector, so as to capture the benefits and opportunities as good as possible.
2. Objectives
a. General instructional objectives

After completing this course, the training participants are expected to understand
thoroughly about ecotourism, description, and development opportunities in Indonesia, as
well as its application in guiding.
b. Special instructional objectives

After completing this course, the training participants are expected to:
 Understanding the concepts and principles of ecotourism
 Understanding about the developments, challenges, and opportunities of ecotourism in
Indonesia
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 Knowing the benefits of ecotourism as a means of increasing local economic and

natural resource conservation
 Understanding the concept of ecotourism in its application in guiding.
3. Material
 Definition of tourism in general includes: the tourism chain, the role of tourism, and
various types of tourism
 Definition of ecotourism includes: trend, definition, component, and market
 Development prospect in Indonesia, includes: destination potentials and the existing
destinations which have started the process
4. Teaching Methodology
The material on Understanding Ecotourism is given in a separate session for 90 minutes.
Methods used in material delivery of understanding of ecotourism are:
i. Exposition (40 minutes)
Presentation material will be given by conducting exposition where the trainer
explains the ecotourism understanding by referring to the determined objective
targets.
ii. Discussion (50 minutes)
Discussion will be conducted by observing on how far the understanding of the
training participants about the materials given. The training participants can share
their opinion and experience in this discussion to get the clarity of each problems
occurred in the field. Discussion is conducted in the middle and after the exposition
is completed.
5. Presentation Materials
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Module 02 :
Basic of Guiding
Expertise Program : Training on Ecotourism Guide based on SKKNI
Competence Standard: PAR.PE.02.001.01 – Working as Ecotourism Guide
Basic Competences : Basic of Tourism Guide.
1. Background
The early history of Tour Guide Profession begins with just a "cicerone" and continues to
evolve in line with the need of tourists in their tourism activities in the destinations. To meet
the need, a tour guide must understand some basics of guiding in tourism activities which
are in line with the visited attractions and some tourists to be handled
This Basics of Tourism Guiding module will discuss:
 History of Tour Guides
 Role of Tour Guides
 Requirements for Tour Guides
 Responsibilities of Tour Guides
This training emphasizes on the role of Tour Guides which is as the Ecotourism Guide whose
roles and responsibilities are quite different than regular Tour Guides
2. Objectives

After completing this learning, the training participants are expected to know the roles and
responsibilities as a Tour Guides

 Knowing the roles of Tour Guides in tourism activities
 Knowing the mandatory terms and conditions for Tour Guides
 Knowing the tasks of an Ecotourism Guide
 Knowing the responsibilities of a Tour Guide
3. Material
 General understanding on Tour Guide
 Role and Responsibilities of Tour Guide
 Prerequisite and condition for Tour Guide
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Training for Basics of Tour Guides material is held within 60 minutes time allocation with the
compositions of:
Material exposition is delivered through "powerpoint" slideshow to explain "Basics
of Tour Guides" material
ii. Question - Answer (10 minutes)
This Question and Answer activity is intended to evaluate the extent of training
participants' understanding on the material given
Training Materials
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Modul 03 :
Guiding Techniques
Competence Standard: PAR.PE.02.001.01 – Working as Ecotourism Guide
Basic Competences : Conducting Guiding in tourism destinations (Ecotourism).
1. Background
In line with the roles and responsibilities of a Tour Guide in a tour activity, he/she needs to
have a Tour Guiding Technique in delivering the information for his/her tourists in order to
meet their need for information.
Thus, trainees need to have:
 Information on Delivery Technique in Guiding
 Tourists handling during the activity
 Master of field/attraction area
 Responding to unfathomable things
2. Objectives

After completing this learning, the training participants are expected to perform the
roles/responsibilities as a Tour Guides
a. Special instructional objectives

b. Conducting the role of Tour Guides in tourism activities
c. Knowing some important things which are to be paid attention to/taken care of
while conducting the tasks as a Tour Guide
d. Implementing tour guiding techniques while handling tourists
e. Knowing the responsibilities of a Tour Guide
3. Material:
 Guiding Techniques; which include: Preparation in tourist guiding, Appearance in

guiding the tourists, Information delivery, Leading the tourists (vacationers)
 Trouble shootings; which are due to situation in the field and due to the tourists
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Material delivery of Understanding Ecotourism is given in a one separate session for 90
minutes. Methods used in material delivery of understanding of ecotourism are:
Presentation material is given by exposition in respect to preparation explanation,
guiding technique, how to face the unfathomable situation which might occur in the
field.
ii. Discussion and simulation (30 minutes)
training participants about the materials given.
Simulations are also performed to determine the extent of participants' ability to
understand and perform guiding as a Tour Guide
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Module 04 :
Interpretation Techniques
Competence Standard: PAR.PE.02.004.01 – Preparing and Presenting Ecotourism
Information
Basic Competences : Understanding and interpreting information regarding ecotourism
1. Background
Interpretation is one of the services for visitors who come to tourism destination, in form of
interpretation some nature phenomena and location. Understanding and method of
information delivery are summarized in the interpretation techniques. Interpretation
techniques is highly contributing in organization of ecotourism activities and plays an
important role in the success of an ecotourism guide in carrying out their duties.
Interpretation technique is a technique in which the guide can understand and examine the
environment for ecotourism activities to be delivered to tourists appropriately. Through
learning the interpretation techniques in tourism guiding, tour guides are expected to give
good and appropriate information about nature and culture condition in tourism activity
environment and they can give information contentment for tourists.
2. Objectives

After completing this training, training participants are expected to be able to
understand on how to interpret the environment and attractiveness in each ecotourism
trip route.

 Planning to make the interpretation
 Able to interpret the objects (plants, animals, buildings, society activities, traditional
houses, and so on) in the surroundings to become attractive information
 Understanding interpretation concepts of nature and local culture in ecotourism
area.
3. Material
 Definition of Interpretation
 Planning of Interpretation
 Techniques of environment interpretation
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 Knowledge to support interpretation techniques
Training for Interpretation Techniques material is held within 90 minutes time allocation
with the compositions of:
Material exposition is delivered through "powerpoint" slideshow to explain
"Interpretation Techniques" material
Discussion and simulation activities are intended to evaluate understanding of the
training participants on the given materials in relation to ecotourism locations where
the participants belong to.
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Module 05 :
Ecotourism Trip Planning
Competence Standard : PAR.PE.02.003.01- Planning and Operating Ecotourism Tour
Basic Competences : Planning and Managing the Ecotourism Tour Activities
1. Background
Tourist trip activities in destination area are the important thing sin ecotourism. A tourist
satisfactory is very much determined by the service given in this trip process. To meet this
target we need a comprehensive planning and management by taking into account various
influential aspects such as the characteristics of tourists, characteristics of a tourist
destination, and service provider partners. In relation to ecotourism, we must always pay
attention to environmental aspects in order to avoid negative impacts that could arising
from a trip. Awareness of environment friendly behavior in a trip is sometimes forgotten by
tour guides or the trip planner. This module tries to give knowledge and skill in making the
planning and ecotourism trip management. Basic knowledge of how to plan a trip and things
that must be considered, how to manage travel and encounter problems that often arise, all
of them will be given in this material. Implementation of activities or use of equipment or
environmental friendly materials in the trip another important part of which will be
discussed and this is the 'soul' of eco-tourism trip itself.
2. Objectives
After completing this course, training participants are expected to master the
knowledge, skill, and attitude needed to plan and perform ecotuorism trip.

After completing this course, the training participants are expected to be able to:
 Planning ecotourism trip
 Managing ecotourism trip
 Implementing environmental friendly norms in planning and managing the trip
3. Material
 Ecotourism Trip Planning
 Ecotourism Trip Management
 Handling Unexpected Incident
 Environmental friendly norms in the Trip
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Material delivery of Ecotourism Trip Planning is given in a one separate session for 90
minutes. Methods used in material delivery are:
Presentation materials will be provided by the exposition where the instructor
explains the ecotourism trips and interspersed with questions to the participants for
creating two-way communication in the classroom.
occurred in the field. Then participants perform simulation to integrate
environmental friendly norms in the existing tourism trip.
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Module 06 :
Basics of Service
Expertise Program : Basics of Service
Competence Standard: PAR.PE.02.001.01 -- Working as Ecotourism Guides
Basic Competences : Knowing and implementing Basics of Service
1. Background
Every tourist has its own reason and objective while spending their time, effort, and money
in doing their visit and activity in a tourist attraction. Each of the needs and reason must be
handled properly so they can be met. Therefore, the role of a Tour Guide is very important
in providing comprehensive services to meet tourists satisfaction by knowing the basics of
service in performing their duties
2. Objectives

After completing this course, training participants are expected to give satisfactory
service which are in line with the tourists expectation/wish

 Understanding someone's basic/reason in doing a tour activity
 Understanding service excellent that can be presented to the tourists
 Implementing service steps in order to meet the tourists need
 Serving the tourists and satisfying their need in the tour activities.
3. Material:
 General knowledge about tourists profile and destination
 Concepts of service excellent
 Handling conflicts and facing problems that might occur
Training for Basics of Service and Service Excellent material is held within 120 minutes
time allocation with the compositions of:
i. Material exposition (90 minutes)
The materials include: Basics of Service, Tourists Profile, Service Excellent, Handling
Conflicts and Facing Problems
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ii. Case study discussion in field (20 minutes)

Exploring the interactive dialog with the problems arising in the field or which are
expected to arise in the field and their solutions
iii. Question - Answer (10 minutes)
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Module 07 :
Tourism Impact on Environment and Culture
Expertise Program : SKKNI-Based Ecotourism Guide Training
Competence Standard: PAR.PE.02.001.01 -- Working as Ecotourism Guides
Basics Competences : Knowing the tourism impact on environment and be able to prepare
basic regulation to minimize the impact on tourists
1. Background
Tourism is an activity which depends on the nature and culture availability as its assets. In
doing the activities, tourists will certainly have an impact either positively or negatively on
the natural environment and culture. The existence of negative impacts is strongly
perceived with the mass tour activities which are based on mere recreational intention.
Therefore, sustainable tourism paradigm development by relying on ecotourism as the
flagship activity is expected to minimize environmental impact of tourism activities. This
training emphasize some factors which affect and be affected by tourism. In its role, a tour
guide is expected to be able to learn and having knowledge about environment, good
natural conservation as well as culture, and the effort to minimize the impact.
It is hoped that through the training about environmental and cultural impact of tourism,
tour guides can set up some information and regulation for their tourists in order to
minimize nature environmental and cultural impacts and also become the regulator and
supervisor of the tourism activities in their destinations.
2. Objectives

After completing this course, the training participants are expected to understand and
provide information to tourists about the environmental and cultural impacts that may
occur and minimization of impacts.

 Understanding basics conversation of environment and culture
 Understanding the impacts that may arise from tourism activities
 Preparing information and regulation in organizing a tours in accordance with the
environmental impact minimization
3. Materials
 Basic knowledge about tourism activities - mass, and special interest
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 Conversation concepts and cultural values

 Understanding the impacts potential that may arise from tourism activities
 Code of Conducts of ecotour guides
Training for Environmental and Cultural Impact of Tourism material is held within 120
minutes time allocation with the compositions of:
i. Material exposition (90 minutes)
The materials include: Basics of Service, Tourists Profile, Service Excellent, Handling
Conflicts and Facing Problems
ii. Case study discussion in field (20 minutes)
Exploring the interactive dialog with the problems arising in the field or which are
expected to arise in the field and their solutions
iii. Question - Answer (10 minutes)
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Module 08 :
The Code of Ethics of Guides
Expertise Program : SKKNI-based ecotourism guide training
Competence Standard : PAR.PE.02.001.01 -- Working as Ecotourism Guides
Basic Competences : Knowing and implementing the code of ethics of Tour Guides
1. Background
The early history of Tour Guide Profession begins with just a "cicerone" and continues to
evolve in line with the need of tourists in their tourism activities in the destination places. To
meet the need, a tour guide must understand some basics of guiding in tourism activities
which are in line with the visited attractions and some tourists to be handled. This Basics of
Tourism Guiding module will discuss:
 The Code of Ethics of Tour Guides
 The Code of Ethics of Tourists
 The Code of Ethics of Ecotourism
 Responsibilities of a Tour Guide is related to the Code of Ethics
This training emphasizes on the role of Tour Guides which is as the Ecotourism Guide who
have roles and responsibilities in implementing the Code of Ethics in their profession
2. Objectives

After completing this learning, the training participants are expected to know and
implement the Code of Ethics for themselves as well as for those tourists they are
handling

 Knowing and implementing the Code of Ethics in their profession
 Preventing/Maintaining tourists from violating the Code of Ethics
 Knowing the Responsibilities of a Tour Guide which is related to the Code of Ethics
3. Material
 Definition of Code of Ethics
 The Code of Ethics of Tour Guide
 The Code of Ethics of Tourists
 The Code of Ethics of Ecotourism
 Responsibilities of a Tour Guide is related to the Code of Ethics
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Training for Code of Ethics of Tour Guides material is held within 90 minutes time
allocation with the compositions of:
Material exposition provided through "powerpoint" slideshow to explain "The code
of Ethics" both Ecotourism Code of Ethics in general and in particular, Code of Ethics
for Tourists and other Code of Ethics which are related to Ecotourism activities
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Module 09 :
Safety Procedures
Competence Standard: PAR.PE.01.003.01 - Compliance With Healthy, Safety, and Security
Procedures in Workplace
Basic Competences : Performing Safety Procedures
1. Background
In tourism world, safety and security are top priorities to be considered, both for tourists
and tourism persons. Accidents will cause high cost for medical treatment, administration,
productivity, and reputation. These accidents can create bad image for tourism and can
affect the level of tourist visits. To prevent the accidents, all of the tourism parties, including
guides, must conduct prevention on the potential threats by developing safety procedures.
Making the safety procedures require some knowledge and skills in recognizing various
dangers, how to detects, and prevent them. These issues will be provided in Safety
Procedures modules in order that everyone can compile a standard operational procedure
for safety and security in their workplace environment.
In tourism world, safety and security are top priorities to be considered, both for tourists
and tourism persons. Accidents will cause high cost for medical treatment, administration,
productivity, and reputation. These accidents can create bad image for tourism and can
affect the level of tourist visits. To prevent the accidents, all of the tourism parties, including
guides, must conduct prevention on the potential threats by developing safety procedures.
Making the safety procedures require some knowledge and skills in recognizing various
dangers, how to detects, and prevent them. These issues will be provided in Safety
Procedures modules in order that everyone can compile a standard operational procedure
for safety and security in their workplace environment.
2. Objectives

Training participants understand the importance of maintaining the guests and their
own safety and also know how to perform prevention on the threats that may occur

 recognizing various dangers
 understanding objective dangers and how to detect them
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 understanding subjective dangers and how to detect them

 compiling safety and security procedures to handle emergency situation
3. Material
 recognizing various dangers
 objective dangers and how to detect them
 subjective dangers and how to detect them
 compiling safety and security procedures to handle emergency situation
Material delivery of Understanding Ecotourism is given in a one separate session for 120
minutes. Methods used in material delivery are:

explains the safety procedures and interspersed with questions to the participants
for creating two-way communication in the classroom.
ii. Discussion/case study (60 minutes)
The participants can share their experience to get the clarity of each problems
occurred in the field. Furthermore, participants are given an assignment to make a
standard operational procedure in general for safety and security.
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Module 10 :
First Aid Kit (P3K)
Competence Standard:PAR.PE.03.005.01 - Providing First Aid
Basic Competences : Able to conduct First Aid
1. Background
Accidents are unexpected events which occur abruptly. Accidents are unexpected events
which occur to someone. This accident may just occur, unplanned, regardless the time, the
place, and do not choose the victims either. Accidents can be fatal, causing physical
disability or even no scars at all. It is very much depending on the causing factors, the
accident itself, and the resistance of the victim. Proper and quick handling will determine
the success of accident handling. Improper and slow handling will cause severe condition on
patient. In contrast, quick and proper handling can prevent death or worsening the victim
condition. Accidents in ecotourism activities have a great chance to occur due to location of
the activities take place in nature in which we cannot entirely control. Therefore, knowledge
and skill to conduct first aid to prevent victim condition from worsening must be mastered
by a tour guide.
2. Objectives

This training aims to increase knowledge, understanding, and understanding of the
implementation First Aid at work and also improve skills in performing first aid for
sudden illnesses and accidents.

 Participants can recognize types of illness (causes, symptoms, and environment
where the illness are likely to spread)
 Participants can handle accident or certain illness attack (sprains, fractures, wounds,
injuries, fever, animal bites or stings, poisoning, hypothermia, dehydration,
drowning, etc.) evacuate the survivors
3. Material
 Basics of First Aid (P3K)
 Guidance of First Aid Facility Provision
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 recognizing types of illness (causes, symptoms, and environment where the illness are
likely to spread)
 handling accident or certain illness attack (sprains, fractures, wounds, injuries, fever,
animal bites or stings, poisoning, hypothermia, dehydration, drowning, etc.) evacuate
the victims
Material delivery of Basics of Instructor is given in a one separate session for 180 minutes.
Methods used in material delivery are:
explains the first aid and interspersed with questions to the participants for creating
two-way communication in the classroom.
occurred in the field.
iii. Practice (100 minutes)
Participants will perform a simulation for handling an accident/emergency situation.
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Additional Module:
Indonesia's National Work Competence Standard
(Standar Kompetensi Kerja Nasional Indonesia/SKKNI)
Competence Standard: Exposition of SKKNI for employees in Indonesia
Basic Competences : Understanding and knowing the importance of SKKNI
1. Background
Impacts of policies which are based on globalization bring some big challenges for worker in
various places. Similarly, the "satisfaction guarantee" of customer (service users) requires a
standardized reference so that "customer satisfaction" can be measured. This can be
realized by preparing a National Work Standards agreed between service providers, users
and other stakeholders. It is important for every employee in Indonesia to understand and
implement SKKNI as a part of their work competence
2. Objectives

After completing this course, training participants are expected to understand and
implement SKKNI through a Competency Test and their work

 Knowing the importance of SKKNI
 Understanding SKKNI and implement it in their work
 Perform some effort to acquire a recognition of Work Competency Standard in
their own working field
3. Material
 Employment globalization and customer satisfaction
 Labor Regulation for standardization and preparation of Indonesia's National Work
Competence Standards
 Implementation of Competency Standard and SKKNI certification process
Training for Code of Ethics of Tour Guides material is held within 60 minutes time
allocation with the compositions of:
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Material exposition is delivered through "powerpoint" slideshow to explain
"Indonesia's National Work Competence Standards" material
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Additional Module B:
Basics of Instructors
Competence Standard: -
Basic Competences : Basics of Becoming Good Instructors
1. Background
One of the important factors in assuring a successful training program is the reliable and
experienced instructors. Through competent instructors, participants can absorb materials
given in the training properly. In addition, good instructors can improve learning motivation
of participants and encourage them to increase their performance. The absence or lack of
reliable instructors will decrease the success of the training, despite its well preparation in
term of materials, management, and participants. Therefore, capacity of a instructor is very
vital and must be improved to achieve the expected role.
This training module is intended to create instructors who master the basics of good
instructors. It is expected that through this training, participants will be aware of their
important role as the prospective instructors, and in turn, they will implement the materials
during training and always try be better. To achieve this, this module will give participants
the knowledge and skills required to deliver materials in the training, such as the basic
principles of learning, delivery of material techniques, the use of teaching aid and evaluation
of teaching or training.
2. Objectives

After completing this course, the training participants are expected to understand and know
the basics to be good instructors.

 Understanding principles in learning
 Understanding techniques in materials delivery by using various teaching aid facilities
 Understanding the benefit and how to prepare assessment and evaluation in a training.
 Understanding the important role of an instructor in the training
3. Material
 Principles in learning
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 Materials delivery techniques

 The use of teaching aid facilities
 Training assessment and evaluation
Material delivery of Basics of Instructors was given in a one separate session for 90 minutes.
Methods used in material delivery are:
Presentation material will be given by conducting exposition where the instructor
explains the basics of instructors by referring to the determined objective targets.
During the exposition, trainer will ask questions to the participants to encourage and
stimulate them to be active in class.
occurred in the field.
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Annex: Competency standards
UNIT CODE : PAR.HS.002.001.01
UNIT TITLE : Receive Guest
UNIT : This unit describes the performance outcomes, skills and

DESCRIPTION knowledge required to welcome, register and orientate the
guest
ELEMENT PERFORMANCE CRITERIA
1 Welcome the guests 1.1 Guests are greeted politely and friendly
1.2 Guests are seated politely and friendly
1.3 Guests are offered to see the home stay

facilities
1.4 Length of stay are identified
2 Register the guest 2.1 Guests are required to fill the registration
forms completely
2.2 Cash deposit are collected according to

home stay policy
2.3 Room key is handed over
3 Orientate the guest to the 3.1 Guest are explained the family house
home rules clearly
3.2 Opportunity to inform the tour activities

are used while escorting the guest to the
room
RANGE OF VARIABLE
The range statement relates to the unit of competency as a whole. It allows for different work
environments and situations that may affect performance.
1. Registration document include:

1.1 Guest Book
1.2 Registration document issued by local authority
2. Information on registration document include:
2.1 Name
2.2 Arrival and departure date
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2.3 Sex
2.4 Nationality
2.5 Date of Birth
2.6 Purpose of visit
3. House Rules information Includes:

3.1 Laundry
3.2 Showers/ bathrooms/ water usage
3.3 Locking the door
3.4 Food policies
3.5 Electricity usage
3.6 Garbage
ASSESSMENT GUIDELINES
1. Required Skills and Knowledge

This section describes the essential skills and knowledge and their level,
required for this units
1.1 The following skills must be assessed as part of the units

1.1.1 ability to fill the registration and receipts form
1.1.2 ability to orientate the guest to the homestay
1.1.3 communication skills to enable question to seek the information
needed in conjunction with fill the document during the registration
and explain the homestay house rules
1.2 The following knowledge must be assessed as part of the units

1.2.1 knowledge that relate to environmental , risk and inefficiencies related
to the homestay house rules
1.2.2 knowledge of the various document that are used during the
registration process
2. Critical Aspect
Critical aspect for assessment and evidence required to demonstrate
competency in this unit:
2.1 demonstration to welcome, register and orient the guest
2.2 knowledge of the forms/document to process the registration and receipt, and
the homestay house rules
3. Method of assessment
3.1 Written and or oral questioning in processing the guest check-in and
homestay house rules
3.2 Demonstration in filling the forms used in registration process and orientate
the home stay to the guest
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KEY COMPETENCY LEVEL KEY COMPETENCY LEVEL
Collect, organize and analyze 1 Use math ideas and technique -

information
Communicate ideas and 1 Solve problem 1

information
Plan and organize activities 1 Use Technology -
Work with others and team 1
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UNIT TITLE : Check-out the guest
UNIT : This unit describes the performance outcomes, skills and

DESCRIPTION knowledge to prepare and arrange the departure of the
guest
1 Prepare departure of the 1.1 Bills are prepared correctly

guest
1.2 Room key is collected
1.3 Bills are presented and explained to the

guest politely
1.4 If possible, comments are seeked from

the guest and recorded
2 Arrange the transportation 2.1 Guest is asked if he/she need the

transportation to the next destination
2.2 Transportation is arranged with the

relevant parties
3 Bid the farewell 3.1 Guest is assisted with the luggage
3.2 Appreciation is conveyed to the guest
RANGE OF VARIABLE
The range statement relates to the unit of competency as a whole. It allows for different
Work environments and situations that may affect performance.
1. Transportation can be owned by :

1.1 Self
1.2 Rental car

This section describes the essential skills and knowledge and their level, required
for this units

1.1.1 Prepare the bill
1.1.2 Reserve transportation
1.1.3 communication skills to enable question to seek comments and bid
farewell
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1.2.1 knowledge that relate to basic financial record
1.2.2 knowledge of the local embarkation: local train/bus/ taxi station, and
airport
2. Critical Aspect
2.1 demonstration to prepare the bills
2.2 knowledge of the basic financial record.
2.3 knowledge of the local embarkation : local bus/ train/ taxi station, airport
3.1 Written and/or oral questioning in processing the guest bill, knowledge of local
embarkation
3.2 Demonstration in filling the guest bill and reserve the transportation
KEY COMPETENCY LEVEL KEY COMPETENCY LEVEL
Collect, organize and analyze 1 Use math ideas and technique 1

information
Communicate ideas and 1 Solve problem 1

information
Plan and organize activities 1 Use Technology -
Work with others and team 1
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UNIT TITLE : Prepare guest room
UNIT :
This unit describes the performance outcomes, skills and
DESCRIPTION
knowledge to make up bed, clean and clear room, clean
and store the equipment and chemical & cleaning agent
and reduce the negative environmental impacts during
preparing the rooms

1 Make up bed 1.1 Room supplies are identified
1.2 Bed and mattresses are stripped and
pillow are checked for damage
1.3 Replace bed linen
2 Clean and clear room 2.1 Furniture is dusted
2.2 Room is broomed
2.3 Room is mopped
2.4 Furniture, fixture and fittings are cleaned
and checked according to the safety and
hygiene guidelines
3 Clean and store equipment 3.1 Equipment are cleaned after use
and cleaning agent
3.2 Equipment are stored properly
3.3 Cleaning agents are stored according to
safety procedures
4 Reduce negative 4.1 Energy, water and other resources are
environmental impacts used efficiently when cleaning, preparing
and maintaining guest rooms to reduce
negative environmental impacts.
4.2 All waste, especially hazardous
substances, are disposed safely to
minimize negative environmental
RANGE OF VARIABLE
1. Equipment may include:

1.1 Cleaning agents and chemical
1.2 Buckets
1.3 Brushes
1.4 Broom
1.5 Mop
1.6 Cleaning and polishing clothe
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2. Furniture, fixtures and fittings may include

2.1 mirrors
2.2 wardrobe
2.3 desks
2.4 light fittings
2.5 television
2.6 shelve
3. Bed linen may include

3.1 bed sheets
3.2 blanket
3.3 pillow case
3.4 bolster case

for this units

1.1.1 making up bed
1.1.2 cleaning techniques for guest rooms and housekeeping equipment
1.1.3 literacy skills to read product labels and product safety instruction

1.2.1 cleaning procedures for various surfaces and equipment, including
wet and dry
1.2.2 correct cleaning chemicals, equipment and procedures for cleaning
various surfaces and materials
1.2.3 safe work practices relating to use of cleaning equipment, bending
and manual handling
1.2.4 security and safety issues for guest rooms
1.2.5 the environmental impacts of cleaning guest rooms and equipment
and minimal impact practices to reduce these especially those that
relate to resource, water and energy use
1.2.6 correct and environmentally sound disposal methods for waste and in
particular for hazardous substances.
2. Critical Aspect
2.1 ability to organize efficient, resource effective and safe cleaning of guest
rooms
2.2 knowledge of correct and environmentally sound disposal methods for waste
and in particular for hazardous substances
2.3 ability to make up bed, clean and clear room, clean and store equipment and
cleaning agent and chemical
3. Context of assessment
Assessment must ensure:
3.1 demonstration of skills within a household scale, including cleaning the guest
room, bath room, living room and kitchen
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3.2 demonstration of skills in cleaning
4.1 Written and/or oral questioning about room preparation procedures,
hazardous substances and efficient resources use
4.2 Direct observation of the candidate preparing a guest room
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UNIT TITLE : Launder linen and guest clothes
UNIT :
DESCRIPTION
knowledge to launder linen and guest clothes and Reduce
negative environmental impacts from processing the
laundry
1 Launder Linen 1.1 Linen is checked for the stain and

treated using the correct process
1.2 If any, prioritized natural cleaning agents
and used to remove the stain
1.3 Linen is processed accordingly
1.4 Linen is dried whenever possible under
the sun
1.5 Linen is fold neatly
1.6 Linen is stored properly and neatly
2 Launder guest clothes 2.1 Guest clothes information ( on number,
,stain/ damage if any, guest name., room
number ) are recorded
2.2 Guest clothes are checked from the stain
and treated using the correct process
2.3 If any, prioritized natural cleaning agents
and used to remove the stain
2.4 Guests clothes is dried , whenever
possible under the sun
2.5 Laundry is checked to ensure quality of
cleaning
2.6 Dry clothes are ironed and folded neatly
2.7 If any request, minor repair and mending
are completed
2.8 Record and billing information are
completed
3 Reduce negative 3.1 Water (and energy) are used wisely to
environmental impacts reduce negative environmental impact
3.2 Waste especially hazardous substances
are disposed safely to reduce negative
environmental impact
RANGE OF VARIABLE
1. Linen may include :

1.1 Bed sheet
1.2 Pillow and bolster cases
1.3 Napkin
1.4 Table clothes
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1.5 Towels
2. Cause of stain may include:

2.1 Oil and food
2.2 Blood
2.3 Sap
2.4 ink
3. Laundry process may include

3.1 By machine
3.2 Manually
4. Packaging and presenting may include

4.1 Folding
4.2 Wrapping
4.3 Hanging
5. Suggested natural stain remover may include:

5.1 lime
5.2 vinegar
5.3 warm water
5.4 salt
5.5 kapur sirih (lime betel)

for this units
1.1.1 Use of specific laundry agents: chemical and natural to remove the
stain
1.1.2 Process laundry manually or by machine
1.1.3 Folding and ironing
1.1.4 Writing skills to write the laundry records and billing information

1.2.1 hygiene, health and safety issues of specific relevance to laundry
process, including:
 manual handling
 handling laundry chemical
 maintenance of laundry equipment and keeping
clean(buckets, hangers, etc)
1.2.2 the environmental impacts of laundering and drying items and minimal
impact practices to reduce these especially those that relate to
resource, water and energy use.
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2. Critical Aspect

2.1 ability to remove the stain
2.2 launder the linen and guest clothes
2.3 ironing and folding the linen and clothes
2.4 recording the guest laundry and billing information
2.5 knowledge of correct and environmentally sound disposal methods for waste
and in particular for hazardous substances
3. Context of Assessment
Assessment must ensure demonstration of skills within a household scale
laundry process, including:
3.1 By machine
3.2 Manually
4.1 direct observation of the candidate carrying out specific laundry tasks within a
complete cycle
4.2 oral or written test question about laundry process, stain identification ,using
the natural stain removal agent as alternatives and treatment and OHS issues
and efficient resource use
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UNIT TITLE : Provide food and beverage
UNIT :
DESCRIPTION
knowledge required to prepare dining area and equipment,
display food and beverage items according to local
customs, sit the customer, serve and clear food and drinks,
and clear, clean, dismantle and store equipment
1 Prepare dining area and 1.1 Equipment for dinning are checked and
equipment prepared
1.2 Clean linen, place mats, cutlery, crockery

are set on the table
2 Display food and beverage 2.1 Food and beverage are provided in suitable
items according to local glassware, chinaware and cutlery
customs
3 Sit the guests 3.1 Customer is sit courteously
3.2 Member of family who join the dine are

introduced
4 Serve and clear food and 4.1 Food and beverage are served courteously
drinks
4.2 The menu is explained clearly
4.3 Customer questions is answered on menu

items correctly and courteously.
5 Clear, clean, dismantle and 5.1 Used items are removed in safely manner
store equipment
5.2 Leftover food and disposables are disposed
, according to hygiene regulations and
enterprise practice
5.3 Recyclable items are disposed according

to local regulations and enterprise practice.
5.4 Glassware are polished
5.5 Equipment are placed in allocate storage

areas
RANGE OF VARIABLE
1. Linen may include :

1.1 Table clothes
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1.2 Napkin

2.1 glassware
2.2 crockery
2.3 overlays and napkins
2.4 placemats
2.5 floral arrangements
2.6 cutlery
2.7 condiments

for this units
1.1 The following skills must be assessed as part of the units:
1.1.1 safe and hygienic work practices in relation to food and beverage
service
1.1.2 communication skills to liaise with guests
1.2 The following knowledge must be assessed as part of the units :

1.2.1 range and use of local standard food and beverage equipment
1.2.2 menus and drink
2. Critical Aspect
2.1 demonstrated ability to serve food and beverage according local customs
procedure
2.2 ability to meet, greet and interact positively with guests
Assessment must ensure :
3.1 demonstration of skills to use:
3.1.1 selected linen
3.1.2 assorted cutlery
3.1.3 crockery, including cups, plates and jugs
3.1.4 serviettes
3.1.5 glassware
4.1 direct observation of the candidate preparing for service, providing service to
guest and clear, clean, dismantle and store equipment
4.2 written or oral questions to test knowledge of menu items and drink
selections
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UNIT TITLE : Produce Local Snack
UNIT :
DESCRIPTION
knowledge required to prepare local snack. present snacks
and Store snacks.
1 Prepare local snack 1.1 Identify local resource of ingredients
1.2 Select the ingredients according to

Standards
1.3 Select appropriate dips or sauces (if any)
1.4 Select and use correct equipment
Use quality trimmings or other leftovers

1.5 where and when appropriate
1.6 Prepare snacks in a logical and sequential

manner and food safety and hygiene
standard.
2 Present snacks 2.1 Present snacks attractively, according to

local customs and food safety standards.
2.2 Present sauces and dips according to portion

size.
3 Store snacks 3.1 Store snacks in appropriate conditions and

containers and at the correct temperature to
maintain freshness, taste and eating
qualities.
RANGE OF VARIABLE
1. Snacks may include:

1.1 crackers
1.2 stuffed savoury
1.3 pancakes
1.4 fritters
1.5 spring rolls
2. Ingredients and commodities may include:

2.1 fresh and dried vegetables and fruits and salad vegetables
2.2 culturally appropriate meats, such as chicken, beef, lamb, goat and pork
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2.3 seafood, such as prawns and other crustaceans, squid, shellfish and fish
2.4 eggs, rice and farinaceous products
2.5 herbs, spices and condiments
2.6 commodities specific to particular dishes and cuisines
2.6.1 specific commodities, including: shrimp cake (terasi) and shrimp paste
(petis); tamarind, including assam keeping and assam djawa; soya
sauce (kecap); herbs and spices, fresh and dried (salam, basil and
lemongrass)

3.1. stone grinders
3.2. strainer
3.3. pans
3.4. woks
3.5. steamers
3.6. cutting, chopping and slicing implements such as cleavers and knives
3.7. grills and griddles
3.8. serving platters and serviceware

for this units
1.1.1 snack preparation for particular cuisines
1.1.2 selecting, using and maintaining specialized equipment and tableware
for preparing, cooking and serving food items
1.1.3 identification, selection and use of typical commodities, herbs and
spices, condiments, thickening and flavoring agents, and seasonal
delicacies relevant to the particular area cuisine and appropriate
cookery methods
1.1.4 evaluating quality of dishes and food items, including blending and
balancing flavors and aromatics, correct flavor structure, correct acid
balance, correct color and plate presentation
1.1.5 safe work practices, particularly in relation to bending, lifting and using
cutting implements, appliances, heated surfaces and other equipment
that carries a risk of burns
1.1.6 waste minimization techniques and environmental considerations in
relation to local snacks
1.2 The following knowledge must be assessed as part of this unit:
1.2.1 cuisine characteristics, and cultural and religious practices related to
food preparation, presentation and consumption, typical menu items,
order of service, typical accompaniments and garnishes
1.2.2 kitchen and service culture, including kitchen organization
1.2.3 effects of cooking techniques on nutrition, taste, texture and
appearance, and chemical reactions possible with certain food items,
e.g. curries, chutneys and pickles
1.2.4 typical food allergies and consequences
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2. Critical Aspect
2.1 ability to prepare a variety of snacks using cookery methods appropriate to
the style of cuisine
2.2 knowledge of typical commodities
2.3 preparation of a variety of snacks relevant to local cuisine, using authentic
and appropriate ingredients
2.4 application of food hygiene and OHS principles and procedures.
3.1 demonstration of skills in using equipment in safety manners
3.2 preparation of dishes
4.1 direct observation of practical demonstration of preparing and presenting local
snacks
4.2 sampling of dishes prepared by the candidate
4.3 written or oral questions to test knowledge of local snacks, typical
commodities, safety issues and food quality indicators
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UNIT CODE : PAR.HS01.001.01

UNIT TITLE : Participate in environmentally sustainable work practices
UNIT DESCRIPTION : This unit describes the performance outcomes, skills and
knowledge required identify current resources used within
the workplace, comply with environmental regulations, and
seek opportunities to improve resource efficiency
No Element Performance Criteria
1 Identify current resources used Workplace environmental and resource

within the workplace. efficiency issues are identified
Resources used in own work role are identified
Current usage of resources using appropriate

techniques is measured and documented
Workplace environmental hazards are identified

and reported to appropriate personnel
2 Comply with environmental Procedures are followed to ensure compliance

regulations.
Breaches or potential breaches are reported to
appropriate personnel
3 Seek opportunities to improve Authority plans are followed to improve

resource efficiency environmental practices and resource efficiency
Suggestions are made for improvements to

workplace practices in own work area
Range of variable
1. Environmental and resource efficiency issues may include
1.1 minimization of waste
1.2 efficient energy use, seeking alternative sources of energy
1.3 efficient water use
2. Suggestions may include ideas that help to

2.1 prevent and minimize risks and maximize opportunities, such as use of
solar,bricket or other alternative
2.2 forms of energy where appropriate
2.3 reduce emissions of greenhouse gases
2.4 reduce use of non-renewable resources
2.5 improve energy efficiency
2.6 Increase use of renewable, recycle, reusable and recoverable resources
77
3. Workplace practices may involve:

3.1 disposal of waste, which can include waste disposal associated with large
events as well as that from the workplace
3.2 providing advice to customers on risks to the environment and how to reduce
these
Assessment Guide:

for this units
1.1 The following skills must be assessed as part of this unit:

1.1.1 ability to recognize procedures, follow instructions and respond to
change
1.1.2 communication skills to enable questions and seek clarification
relating to environmentally sustainable work practices and to propose
and report on suggested improvements to work practices that promote
environmental sustainability

1.2.1 understanding of environmental sustainability and the means by which
it can be implemented by individuals in their home stay
1.2.2 awareness of legislation and regulations imposed by relevant local
governments and their relevance to the particular industry sector and
home stay working knowledge of environmental and resource
hazards, risks and inefficiencies associated with the particular industry
sector & home stay relevant environmental and resource-efficiency
reporting procedures
2. Critical aspects for assessment and evidence required to demonstrate

competency in this Unit:
2.1 work activities that show candidates' ability to identify and integrate
environmentally sustainable principles into their work practices and to follow
predetermined procedures
2.2 ability to participate in the improvement of environmental and resource-
efficient work practices at own level of responsibility
2.3 knowledge of the principles of environmental sustainability and means by
which they can be incorporated into the workplace.
3. Context of and specific resources for assessment

3.1 work activities that show candidates' ability to participate in environmentally
sustainable work practices within operationally-realistic service industry
environments
3.2 access to current regulatory documents distributed by local government
agencies such as such as kelurahan (village authority)
3.3 3.3 access to industry codes and standards
4. Methods of assessment
A range of assessment methods should be used to assess the practical skills and
knowledge required to participate in environmentally sustainable work practices.
The following examples are appropriate for this unit:
78
4.1 activities and problem-solving exercises to allow candidates to identify

resource inefficiencies and environmental impacts and apply improved
approaches to their own home stay operations
4.2 written and oral questioning or interview to assess knowledge of
environmental regulatory requirements, contents of industry codes of conduct
and methods for reducing environmental impacts and improving
environmental sustainability of operations
79

UNIT TITLE : Prepare food
UNIT :
DESCRIPTION This unit describes the performance outcomes, skills and
knowledge required select, prepare and use equipment,
assemble ingredients for menu items, prepare food items,
portion food ingredients and reduce food preparation costs
and negative environmental impacts
1 Select, prepare and use 1.1 knives and equipment of the correct
equipment type and size for the job are selected, and
ensured that it is clean, safely assembled
and ready before use.
1.2 Equipment is used correctly, safely and
hygienically.
2 Assemble ingredients for 2.1 Ingredients are identified and obtained
menu items. according to standard recipes, recipe cards
or enterprise requirements.
2.2 Ingredients are assembled according to the
correct quantity, type and quality required.
3 Prepare food items 3.1 Food items required for menus are prepared
according to correct weight, amount and
number of portions
3.2 Vegetables and fruit are cleaned, peeled and
prepared as required for menu items.
3.3 Dry goods are measured and used as
required for menu items.
3.4 All food items are correctly handled
according to food safety procedures and the
handling requirements for particular types of
food.
4 Portion food ingredients. 4.1 Suitable knives and equipment ar selected
and used for food portioning.
4.2 Food ingredients are portioned accurately,
according to size, weight and required menu
items.
4.3 Prepared and portioned foodstuffs are stored
according to food safety procedures and the
storage requirements for particular types of
food.
80
5 Reduce food preparation costs 5.1 Energy and water resources are used
and negative environmental efficiently when cleaning equipment and
impacts. organizing and preparing food to reduce
costs and negative environmental impacts.
5.2 Reusable by-products of food
Preparation are saved for future cooking
activities.
5.3 Recyclable products are used during
food preparation and dispose of them in
designated recycling bins.
5.4 Safely dispose of all kitchen waste and
hazardous substances to minimize
negative environmental impacts.
RANGE OF VARIABLE
The range statement relates to the unit of competency as a whole. It allows for different work
environments and situations that may affect performance.
1. Menu may include for:

1.1 breakfast, lunch and dinner
1.2 local, national and international
2. Knives and equipment may be mechanical or power driven , modern or traditional:

2.1 knifes
2.2 peeler
2.3 pan
2.4 stone grinder
2.5 steamer
2.6 strainer/ colander
2.7 traditional stove
3. Food items to be prepared may include the use of:

3.1 local vegetables
3.2 rice & noodles
3.3 commodities specific to local dishes and cuisines , including: shrimp cake
(terasi) and shrimp paste (petis); tamarind, including asam keeping and asam
jawa; soya sauce (kecap); herbs and spices, fresh and dried (salam, basil and
lemongrass)
3.4 meat, seafood, poultry
3.5 General food items: sauces, ketchup (sweet and salty), flavoring and
garnishes
4. Reusable by-products may include:

4.1 meat and fish off cuts
4.2 bones and trimmings
4.3 fruit peelings and off cuts
4.4 vegetable peelings and off cuts
4.5 unused portions of:
81
4.4.1 fruits
4.4.2 vegetables
4.4.3 seafood, meat and poultry
4.4.4 garnishes
4.4.5 accompaniments
4.4.6 butter
4.4.7 pastry
4.4.8 dough
4.4.9 fillings
4.4.10 sauce & dips
4.4.11 eggs
4.4.12 coconut milk
4.4.13 pastes
4.4.14 combines spices
5. Recyclable products may include

5.1 glass bottles and jars
5.2 plastics
5.3 paper and cardboard
5.4 tin or aluminium containers
5.5 fruit and vegetable matter
6. Kitchen waste and hazardous substances may include

6.1 Any used or out of date ingredient or food item such as:
 cooking oils
 animal fat
 ghee
 dairy products, including milk, yoghurt, cheeses and. soy products
 dry goods, such as flours, sugars, pastas and rice
 fruit and vegetables
 general food items such as sauces, condiments and flavourings,
garnishes, coatings and batters
 meat, seafood and poultry
 meat products such as standard cuts, sausages, hams and salami.
6.2 Any cleaning agent or chemicals.

for this units
1.1.1 knife handling technique
1.1.2 cutting technique for food as required for menu items
1.1.3 hygienic handling of food and equipment
1.1.4 safe work practices according to OHS principles and procedures,
particularly with regard to using knives
1.1.5 safe work practices according to OHS principles and procedures,
particularly with regard to using knives
1.1.6 cleaning techniques for kitchen equipment
82
1.2.1 cuisine characteristics, and cultural and religious practices related

to food preparation, presentation and consumption, typical menu
items, , typical accompaniments and garnishes
1.2.2 kitchen and service culture,
1.2.3 effects of cooking techniques on nutrition, taste, texture and
appearance, and chemical reactions possible with certain food
items, e.g. curries, chutneys and pickles
1.2.4 typical food allergies and consequences
2. Critical Aspect
2.1 the key characteristics and uses of the main categories of food items and
those that are particularly used in the local
2.2 safety procedures used in kitchen
2.3 applications of cleaning
2.4 the environmental impacts of cleaning equipment and preparing food and
minimal impact
2.5 practices to reduce these especially those that relate to reusable resources,
water and energy
2.6 use correct and environmentally sound disposal methods for kitchen waste
and hazardous substances
3.1 demonstration of skills within the use of local equipment
4.1 direct observation of the candidate preparing food
4.2 inspection of food items prepared by the candidate
4.3 written or oral questions to assess knowledge of preparation techniques,
handling and storage requirements for various food types, hazardous
substances and efficient resource use
83

UNIT TITLE : Interpret aspect of local culture
UNIT :
DESCRIPTION
knowledge required consult with the local community and
interpret aspects of local culture for guests
1 Consult with the local 1.1 Appropriate community members are

community. consulted about cultural tourism activities,
including what information can be shared,
who can give information to whom, who can
receive the information, what activities are
appropriate and who should be involved.
1.2 Tourism activities are prepared and
conducted according to the needs and
wishes of the local community
1.3 Potential conflicts are identified within the
local community in relation to tourism
activities and seek solutions through
appropriate consultation.
2 Interpret aspects of local 2.1 Cultural aspects of local culture is
culture for guests interpreted for guests to the level that is
appropriate for the guide and the particular
guests
2.2 Customers are briefed on culturally
appropriate behavior.
2.3 Respect for local culture and values through
appropriate personal behavior during
activities is shown
2.4 Traditional practices when appropriate is
shown to guests in a manner that enhances
their understanding of local culture.
2.5 Local language is used correctly and shared
with customers when appropriate.
2.6 Guest is invited to actively participate and
share in the local cultural experience when
appropriate
RANGE OF VARIABLE
work environments and situations that may affect performance.
1. The focus of cultural interpretation may include:
1.1 art
1.2 dance
1.3 music
1.4 story telling/ wayang
84
1.1 Traditional medicine (jamu)

1.2 Traditional food
2. Cultural experience may take place in

2.1 Galleries
2.2 Cultural center
2.3 Natural sites

for this units
1.1.1 ability to provide in-depth interpretation of a specific local culture
1.1.2 communication skills, including cross-cultural skills and awareness
of communication from both an home owners (local residence) and
the visitors (guests)

1.2.1 in-depth knowledge and understanding of a specific local culture
2. Critical Aspect
2.1 provision of cultural interpretation for customers in a culturally appropriate and
respectful manner
2.2 in-depth knowledge and understanding of the local culture appropriate to the
region
2.3 ability to consult with community members to determine the appropriateness
of Information to be shared with guests
2.4 ability to interpret different types of information covering multiple topics to
ensure a breadth of knowledge of local cultural aspects
2.5 ability to interpret information about the Australian Indigenous culture
withcustomers on numerous occasions to ensure consistency of performance
3. Context of assessment
3.1 interpretation of information about the local culture within commercially
realistic guiding environments, e.g. within a cultural site, on a walking tour or
at a tourist site
3.2 access to appropriate cultural sites and locations
3.3 interpretation of information with customer groups of a size and nature that
reflect the commercial environment in which the guide operates
3.4 involvement of persons approved of by relevant local community elders in the
assessment process.
Assessment methods should take into account that individuals may have
acquired their knowledge through formal study or life experience.
85
UNIT TITLE : Handle Reservation

UNIT :
DESCRIPTION
knowledge required to receive reservation request, record
details of reservation, update reservations, update reservations
and minimize waste of printed materials/ paper

1 Receive reservation request 1.1 The availability of the requested reservation
is determined and advised this to guests
1.2 Alternatives if the requested booking is not

available are offered , including waitlist
options
1.3 Enquiries regarding costs and other product

features are answered
2 Record details of reservation 2.1 Customer details are accurately recorded

against their reservation in a manner that
ensures correct interpretation by others who
may access the reservations details
2.2 Any special requests are clearly recorded

2.3 All details of the booking are confirmed with
the guest and ensured that they understand
and agree to all details
2.4 The reservation is filed in a manner that

ensures easy access by others
3 Update reservations 3.1 Any amendments or cancellations of

reservations according to customer request
are received, processed and recorded
4 Advise others on reservation 4.1 General and specific

details customer requirements and reservation
details are communicated to family
members who will handle it
4.2 Accurate and relevant reservation statistics

are compiled and provided on request
5 Minimize waste of printed 5.1 Use of printed materials is minimized to

materials/ paper reduce waste and negative environmental
impacts
RANGE OF VARIABLE
work environments and situations that may affect performance.
1. Reservation may include:
86
1.1 Transportation
1.2 Room
1.3 Other activities
2. Detail information may include:

2.1 Name
2.2 Arrival and departure date
2.3 Sex
2.4 Nationality
2.5 Date of Birth
2.6 Start date/ time and finish (transportation and activities)
3. Reservation may be made by:

3.1 Phone
3.2 Internet
3.3 Face to face
4. General and specific customer requirements and reservation details may

include:
4.1 pick up service/ drop
4.2 meals arrangement

This section describes the essential skills and knowledge and their level,
required for this units

1.1.1 verbal and written use of the 24-hour clock and ability to translate
for customers
1.1.2 verbal and written use of reservation jargon, system and product
codes
1.1.3 literacy skills to read and interpret reservation information such as
guests files, guest requests and complex product and costing
information
1.1.4 writing skills to create guests files and succinctly document complex
guests requests and any conditions specifically applicable to
reservations
1.1.5 numeracy skills to prepare and present reservation statistic

1.2.1 in-depth product knowledge appropriate to the local culture and
activities
1.2.2 reservations and bookings terminology
1.2.3 relationships between different sectors of the tourism industry that
relate to reservations, including : transportation, ticket, local
activities.
87
2. Critical Aspect

2.1 ability to make accurate reservations
2.2 ability to receive and process multiple reservations in response to multiple
guest requests covering a range of tourism products and services and ideally
as a component of integrated work activity
3.1 demonstration of skills of handling reservation using appropriate telephones,
internet and face to face
3.2 use reservations documentation.
A range of assessment methods should be used to assess practical skills and
knowledge. The following examples are appropriate for this unit:
4.1 direct observation of the candidate receiving and processing reservations
4.2 evaluation of integrated activities completed by the candidate, including
sourcing information on products, selling products, providing quotations and
issuing documents
4.3 evaluation of reservations documentation and booking data generated by the
candidate
4.4 activities to assess ability to process differing types of reservations, including
booking, retrieving and amending a series of bookings
4.5 written and oral questioning or interview to test knowledge of the principles
underpinning reservations procedures and the relationships between different
sectors of the tourism industry
88
This report covers a collection of manuals and training modules on ecoutourism
guidebased on SKKNI organized by ILO. This training is part of the implementation of
project demonstration of Green Job progeam in the tourism sector. The objective of
this project is to deepen the understanding and commitment of ILO’s constituents for
the promotion of Green Jobs opportunities and an adequate transition for workers
and employers towards a low carbon, climate change decelerating, environmentally
friendly and socially respectful development in Indonesia.
ILO Regional Office for Asia and the Pacific

United Nations Building
Rajdamnern Nok Avenue
Bangkok 10200
Thailand
Tel.: +66 2288 1234
Fax: +66 2288 3062
Email: BANGKOK@ilo.org
www.ilo.org/asia
ILO Country Office Jakarta (covers Indonesia and Timor-Leste)

Menara Thamrin, 22nd Floor
Jalan MH Thamrin Kav. 3
Jakarta 10250
Indonesia
Tel: +62 21 391 3112
Fax: +62 21 310 0766
Email: jakarta@ilo.org
www.ilo.org/jakarta

Training Module - Competency Standard For Ecotourguides - ENG - July2013

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TRAINING MANUAL AND MODULE

ECOTOURISM GUIDE – INDONESIA

be generated green jobs as well as Indonesia’s guide competitiveness in the international

The objectives of this report are:

2.2 Level and The Trainees

The Criteria for The Participants are:

TOT a. Have a minimum 5 years experience as a guide.

BEGINNER a. Have the passion to become a guide.

EXPERIENCE a. Have a minimum 2 year experience as a guide.

In order to reach a balance between numbers of trainer and to allow an optimum

2.3 Time and Place

MODULES TOT BEGINNER EXPERIENCE

2.5 Competention and Approach

Competency Competency Element Training Module Note

Ecotourism Travel. To provide brief explanation for

PAR.PE.03.007.01 To recognize Common This

Moreover, to stimulate participantion of the participants, the atmosphere is designed in

2.6 Training Scenario

Post test & Learning

Evaluation Module xx (final)

ToT for Ecoutourism guideTraining

Ecotour Guide for Experience

Training on Ecotour Guide for Beginner

3. Training Module Compilation

Realizing the beneficial opportunities of this sector, we must prepare ourselves by

a. General instructional objectives

b. Special instructional objectives

 Knowing the benefits of ecotourism as a means of increasing local economic and

a. General instructional objectives

b. Special instructional objectives

a. General instructional objectives

a. Special instructional objectives

 Guiding Techniques; which include: Preparation in tourist guiding, Appearance in

a. General instructional objectives

b. Special instructional objectives

 Knowledge to support interpretation techniques

b. Special instructional objectives

a. General instructional objectives

b. Special instructional objectives

ii. Case study discussion in field (20 minutes)

a. General instructional objectives

b. Special instructional objectives

 Conversation concepts and cultural values

a. General instructional objectives

b. Special instructional objectives

a. General instructional objectives

b. Special instructional objectives

 understanding subjective dangers and how to detect them

Presentation materials will be provided by the exposition where the instructor

a. General instructional objectives

b. Special instructional objectives

a. General instructional objectives

b. Special instructional objectives

i. Exposition (45 minutes)

a. General instructional objectives

b. Special instructional objectives

 Materials delivery techniques

Annex: Competency standards

UNIT CODE : PAR.HS.002.001.01

UNIT TITLE : Receive Guest

UNIT : This unit describes the performance outcomes, skills and

ELEMENT PERFORMANCE CRITERIA

1.2 Guests are seated politely and friendly