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 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. Competency 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.
Caters for learner diversity – Trainers should be 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 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 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 current industry skills, information and trends relevant to industry through a range of practical and theoretical approaches Be able to identify, explore and solve issues in a productive manner 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
Slide Slide No Trainer Notes Trainer provides a of the Element asking questions to check trainee understanding and responding to questions from trainees, as required. Slide Slide No Trainer Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – Discussion Trainer asks trainees questions about following enterprise food hygiene standards, procedures & practices by asking questions such as: What do you might be workplace food safety standards, procedures and practices? Why have they been developed? What are examples of standard/required personal hygiene practices for food handlers? Why is it important to adhere to them? How do you learn what they are? What happens if you do not follow them? Slide No Trainer Notes Trainer introduces and explains the importance of personal hygiene presenting personal hygiene practices which minimise the possibility of food contamination: Avoid touching cooked and/or ready-to-eat food with the bare hands – use tongs, a spatula, fork, serving spoon or gloves
Trainer provides a of the Element asking questions to check trainee understanding and responding to questions from trainees, as required. Hot Display Temperature Log – recording the temperatures of hot foods on display in units such as bain maries and warmers Cold Display Temperature Log – recording the daily temperatures of cold foods in units such as salad wells or refrigerated display cabinets Equipment Calibration Log – detailing testing of probe thermometers to prove they are providing accurate readings, or to show they need repair/replacement Internal Review – Process Temperature Log – detailing on some regular (such as once every two weeks) the processing of a food item by tracking and recording the processes used (such as thawing, preparing, cooking, cooling, re-heating, displaying, serving) and recording the times and temperatures involved at each process step Corrective Action form – detailing action taken in response to an out-of-control situation. Class Activity – Handouts, Explanations and Demonstrations Trainer obtains sample food safety records as identified on the and: Distributes them to students Explains role Demonstrates how to complete them. Slide Slide No Trainer Notes Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required. Slide Slide No Trainer Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required. Slide