Transcript Wholesale, retail and personal services

Tourism,
Travel
& Hospitality
SIT12 Implementation Workshop
Senior Project Officer – Tourism, Travel,
Hospitality
Rebecca Grooby
Training Package Cycle
Industry Advisory Committee
Who is
industry?
• ACA – Casinos
• AFTA – Australian Federation of Travel
Agents
• AHA – Australian Hotels Association
• ASU/ United Voice – Unions
• ATEC – Australian Tourism Export
Council
• Clubs NSW/Australia
• Compass Group – Catering,
Accommodation Services
• CRVA – Caravan and RV Association
• Australian Defence Force
Industry Advisory Committee
Who is
industry?
• DRET - Department of Resources,
Energy & Tourism
• MEA – Meetings and Events
Australia
• NTA – National Tourism Alliance
• Qantas
• RCA – Restaurant and Catering
• Restaurateur
• TH Catering Institute
• TTF – Transport
Introductions
• Who are you?
• What is your role with the Training Package?
• What do you want to get out of today?
Consultant to Service Skills Australia
Margot Homersham
Service Skills
Australia
develops the
Training
Package in
consultation
with all
Our aims today
• Introduce you to revised SIT12 Training Package
• Provide some exercises to highlight new areas
of the TP
• Send you away with knowledge of the TP to
enable implementation
• Provide an opportunity to discuss
implementation challenges
Schedule
• Now – units of competency
• 11am Morning tea
• 11.15am – assessment requirements
• 1200 noon - qualifications
• 1pm Lunch
• 1.30 pm afternoon session - Implementation challenges
• Finish 4.30pm
Questions, concerns, issues
Continuous improvement
Rebecca
will record
feedback.serviceskills.com.au
12 months to change over to SIT12
From date that
Training Package
released on
training.gov.au
(TGA)
Check locally
Training Package
Principles
Units of
competency
Industry
wants
skilled
workers
Units of competency
• Describe skills and knowledge that people need
to effectively perform their jobs to industry
standard
• What people do on a day to day basis in their
jobs
Express workplace requirements
Units of competency do not
• Describe how people learn to be competent
• Tell RTOs how to design and implement learning
strategies
They describe the skill itself
Prerequisite units should be minimised
• means that it is necessary to develop a primary skill
and the required knowledge before progressing to
another.
• should only exist where it is absolutely necessary for
a person to have a skill and hold a certain body of
knowledge before they can perform other workplace
tasks
Not nominated to assist in a logical sequence of
training
Industry wants robust
assessment
Assessment should be
rigorous so that graduates
can be immediately useful
and competent in a service
industry environment.
Exercise One
Old – Blue Paper
New - Green Paper
Spot the Difference – “front end”
Not a content mapping exercise
What’s changed in units?
Streamlined language:
• Descriptor and Application
• Elements
• PCs
PCs & Elements
• Many reworked to fully articulate content
Required Skills
• Focus on foundation skills – LL&N, employability skills e.g. problemsolving
Required Knowledge
• Now fully articulates requirements – breadth & depth
Prerequisites minimised
• To provide flexibility and avoid barriers to sequencing of training &
assessment
Hospitality: New format ASC,CCC, PAT units
Elements
1.
2.
3.
4.
5.
Select ingredients
Select prepare and use equipment
Proportion and prepare ingredients
Cook xxx dishes
Present xxx dishes
purchasing removed
Consistency also applied to :
•
•
•
•
Required skills & knowledge,
Critical aspects
Context statements
Methods of assessment
‘Musts’ re-housed
From Range Statements to:
• Required knowledge - e.g. methods of
cookery
All
cookery
units
• Critical aspects where a particular type of
product must be cooked e.g. Madeira
cakes
Why? New policy precludes inclusion in
Range Statements
NOT LOST
AQF indicator
• indicates
where unit is
first packaged
in a
qualification
• units do not
have an AQF
level
Unit describes a complexity of skill
• train and assess to the complexity of the unit
• do not vary according to the qualification
• operative workers work safely in the same way as a
supervisor or manager
full set of units in a qualification determines the
AQF level for the qualification
Equivalence – mapping table volume 1
Equivalent does not mean identical. Think about
these definitions:
• equal or interchangeable in value, measure,
force, effect, significance
• corresponding in function
• having the same or a similar effect
E
Unit equivalent when
• it provides the same skill and knowledge outcomes
• it has a change in title but no other significant changes
• elements and associated performance criteria have
remained the same, but might be better expressed
• knowledge requirements have remained the same, but
might be better expressed
• assessment requirements are better expressed or made
more rigorous
outcome is the same
N
Unit not equivalent when
• it provides different skill and knowledge
outcomes
• elements and associated performance criteria
have been added
• knowledge requirements have been added –
breadth or depth
outcome is different
N
Mapping
SITHACS005B Prepare rooms for guests
SITHACS202 Prepare rooms for guests
N
• Prerequisite units removed.
• Minor adjustments to expression of content to
streamline and improve unit.
• Additional hygiene content added to Performance
Criteria, Required Knowledge, Range and Critical
aspects for assessment.
• Element 4 split into two elements.
Titles changed
All
cookery
units
•
•
•
•
•
Inconsistency removed
Prepare appetisers and salads
Select, prepare and cook poultry
Prepare and produce pastries
Prepare and present gateaux, torten
and cakes
Now Produce poultry dishes etc
Titles changed to reflect need for
operation of multiple games
• Conduct a Roulette game
Gaming
units
• Conduct Roulette games
Plural titles consistently used
• Plan in-house events or functions
• Develop event transport plans
• Tow and site recreational vehicles
• Coordinate and operate tours
• Plan catering for events or functions
Titles simplified
• Control and order stock
• Control stock
• Transport and store food in a safe and hygienic
manner
• Transport and store food
Titles changed to better reflect intent & content
• Follow workplace hygiene procedures
• Use hygienic practices for food safety
• Implement food safety procedures
• Participate in safe food handling practices
Titles changed for consistency across TP
• Develop and implement….plans
• Establish and maintain…system
Units deleted or merged
• deleted when they duplicated content of other
units
• deleted when they described work processes
rather than a skill – covered by other units
• merged where there was clear crossover of
content and intent
Units deleted or merged
• Cookery – Asian, commercial & patisserie
• Produce desserts – 3 units
Prepare hot and cold desserts, Present desserts,
Prepare desserts to meet special dietary requirements
• Monitor catering revenue and costs – 6 units
Design and cost menus, Manage finances within a
budget, Roster staff, Control stock, Establish stock
purchasing and control systems, Monitor work
operations.
New cross-sector units
• Respond to a customer in crisis
• Manage a business continuity crisis
• Manage revenue
Hospitality ‘holistic’ units
merged
• Food and Beverage
• Generic service
Now:
• Use hospitality skills
effectively
• Work effectively
in hospitality service
New competency field KOP
ASC
CCC
PAT =
hands
on
cooking
• KOP = Kitchen Operations
• Operational skills e.g. cleaning
• Planning skills e.g. menu
Customer service hierarchy
• Interact with customers
• Provide service to
customers
• Enhance the customer
service experience
• Manage quality customer
service
Customer service units tightly
focussed
team work covered by
BSBWOR203B
Work effectively with others
BSB units used in favour
• Where they had a good fit with industry
operations e.g. Make a presentation
• Where they were identical e.g. ENV
• Where SIT unit had no THE context
• SIT unit maintained when superior
• Number used = 19
Intent of BSB units is to contextualise.
SIT assessors can assess
Assessors must hold formal recognition in each
unit in which they wish to conduct assessment or
be able to demonstrate equivalent competence.
Morning Tea
be back at…….
Exercise Two
Old – Peach Paper
New – Yellow Paper
Spot the Difference - ‘back end’
Assessment Requirements
UOCs mandate rigorous assessment
requirements
Articulate sufficiency of evidence and ability to respond to
different situations and product requirements which might
cover:
• producing a diverse range of products
• using a diverse range of equipment
• dealing with a range of customer needs
• selling a range of products or services
• using a diverse range of methods or techniques
UOCs mandate assessment requirements
• Environment
• Equipment
• Consumable resources – stock, product range
• Workplace documents
• Other people - customers
Hospitality environments clarified
Assessment must ensure use of:
• an operational commercial kitchen with the
fixtures, large and small equipment and
workplace documentation defined in the
Assessment Guidelines; this can be a:
– real industry workplace
– simulated industry environment such as a
training kitchen servicing customers
Assessment Guidelines mandate assessment
requirements
• Equipment lists
• Consumable resources listed
• Workplace documents - listed
• Customers defined
• Assessor vocational competence defined
Key changes Assessment Guidelines
• equipment lists – format changed for clarity
• CCC, FAB, PAT lists updated
• tourism, events and accommodation services
updated
• vocational competence of assessors – clarified
but no change in intent
Customers in simulations
A customer is a person or organisation who utilises a
product or service and expects the product and service
to be of equivalent standard to that provided in a
commercial business. They may be paying for the
product or service or be invited to participate as a
guest.
• Customers must participate in the sale and or
delivery of the product or service
• Provide sufficient customer traffic
Vocational competence
1. Relevant Experience
Have employment experience in the specific units
of competency they are assessing. Industry
experience must be relevant to the job role/s for
which performance is being assessed.
2. Currency
Have comprehensive current knowledge of the
industry, current industry practices and the job role
Currency of industry skills & knowledge must be
maintained.
Training Package
Principles
Qualifications
Industry
wants
people to
do the
job
Qualifications relate to jobs in the industry
• Packaging is based on workplace requirements
• Qualifications represent a range of job outcomes
• Complexity of job reflected in AQF level
A qualification is not a preparatory course
Qualifications should be flexible
• They do not require people to achieve units not needed
for their work
• Broad wherever possible; sector specific when required
• RTOs should construct courses which are enterprise or
sector specific to meet local needs
A qualification is not a course
Broad Hospitality qualifications
Certificate I in Hospitality
Certificate II in Hospitality
Certificate III in Hospitality
Certificate IV in Hospitality
Diploma of Hospitality
Advanced Diploma of
Hospitality
all retained
Cookery qualifications
• Certificate II in Kitchen Operations
• Certificate II in Asian Cookery
One only deleted:
Certificate I in Hospitality (Kitchen Operations)
outcomes covered by Certificate I in Hospitality
Cookery qualifications
• Certificate III in Commercial
Cookery
• Certificate III in Asian Cookery
• Certificate III in Catering
Operations
• Certificate III in Patisserie
all retained
Cookery qualifications
• Certificate IV in Commercial Cookery
• Certificate IV in Asian Cookery
• Certificate IV in Catering Operations
• Certificate IV in Patisserie
all retained
Key changes to hospitality qualifications
• Hospitality removed from cookery titles for simplicity
• Some generic units removed from cookery e.g.
industry knowledge
• Specialisations in generalist Hospitality reworded –
simpler packaging rules
same outcome
Number of units changed
• Based on job outcomes
• Due to deletion of units from the Training Package –
subsumed by other units
• ‘De-nesting’ - not all units required for lower level
included in subsequent higher level qualifications
• Some less complex skills subsumed by more complex
e.g. WHS
Same outcome
Nesting was anti-policy
Exercise Three
White Sheets
Design tailored qualifications
Training Package
Principles
Skill Sets
Targeted
skills
Skill Set developed when
• Regulatory requirement e.g. food safety
• Up skilling e.g. supervision
• Tailored skills need identified by industry e.g.
service to international customers
No intent to replace a qualification
Lunch
be back at…….
Who’s shouting at me?
What do they want?
This man wants
me to comply
What do they want?
They want me to
stop the clock
What do they want?
Industry keeps
changing things
What do they want?
Quality outcomes for
• students
• industry
Training that
fits current
industry
practice
Current
equipment is
vital
Current resources are vital
Effective training and
assessment resources:
• make reference to current
practices
• use correct and current
terminology for
– workplace activities
– business interactions
– equipment
What’s the V in VET?
Vocational
• A particular occupation, profession - a job
• VET is teaching people to do a job
Industry holds a view that a trainer’s ability to train
and an assessor’s ability to assess is directly
linked to their vocational competence – they must
have experience in a job in order to teach
someone else how to do it and to assess that they
are doing it properly.
Experienced and current trainers & assessors
are vital
1. Experience
• worked in a job role that is relevant to training
and assessment activities
• sufficient breadth, depth and length of
experience
2. Currency
• current knowledge of the industry, current
industry practices and the job role
Crucial to success of industry:
 Right equipment
 Right resources
 Right trainers
and assessors
means students can transition from a training
environment and be an immediately useful
employee
Right Way Program
SSA
 develops Training Packages
 has a role in their quality implementation
Alethea Bell
Right Way Program
The Right Way program is part of SSA’s strategic
work to achieve quality skills outcomes throughout
the service industries.
What is the Right Way Program?
A national accreditation program linked directly to
Training Package requirements that promotes best
practice in service industry training
Right Way
Provides accreditation in three areas:
 quality training and assessment facilities
 quality trainers and assessors
 quality training resources
It aims to promote the use of:
 Industry realistic assessment environments with
current equipment
 professional trainers and assessors
 effective learning resources aligned to Training
Package content
Industry support
Industry supports Right Way
accreditation as a way of
recognising and promoting best
practice in service industry training
provision.
Why should I participate?
 Right Way is a symbol of quality training
provision for the service industries.
 Accreditation acknowledges that you meet
the quality requirements set by the service
industries and participate in best practice.
Benefits include
 industry recognition of your industry experience and
current industry skills and knowledge
 certification to support your resume
 use of the Right Way logo on your resume and
marketing materials
 a point of difference and advantage in the market
place when promoting your training & assessment
skills
Benefits include
 employer confidence in your skills
 evidence to registration authorities of quality
trainers and assessors
Application process
 Apply and pay fee for Trainer & Assessor accreditation
 Submit resume and supporting evidence
 SSA conducts initial evaluation
 SSA will advise applicant if further information needed
 Applicant advised in writing of outcome
 Certificate issued with scope listed
Certification
 in Training Package
 scope in industry area
of experience
Renewal
 Application processing fee is $330
 Accreditation lasts 3 years
 Participate in professional development activities (points
awarded)
 Complete log of activities and submit supporting evidence to
renew
 Right Way provides logbook
 SSA plans to deliver PD workshops
For more information
For more information on the Right Way program or to submit an
application please contact:
Alethea Bell
Phone: 02 8243 1200
[email protected]
serviceskills.com.au/rightway
Right Way  the symbol of quality training provision
What’s still on your mind?
• What hasn’t been resolved today?
• What do you need to help successfully
implement the training package?
The next 8 months……
• Revised generic hygiene unit
• Specialist cruise unit
• New Skill Sets
Staying updated and involved
• Register to receive updates and and monthly
eNewsletter
www.serviceskills.com.au
• Provide feedback on Training Package at any
time
www.feedback.serviceskills.com.au
Please complete a workshop survey.