TAADEL301A

WILLIAM ANGLISS INSTITUTE Specialist Centre for Hospitality, Tourism and Culinary Arts

TAADEL301A Provide training through instruction and Demonstration of work skills

taadel301a

Provide training through instruction and demonstration of work skills

sample


1833

-V1

030

9


Acknowledgements

Project Base:

William angliss Institute of taFe 555 la trobe Street Melbourne 3000 Victoria tel: (03) 9606 2111 Fax: (03) 9670 1330

Project Manager: tony Mounter Subject Writer: alan Hickman dtP/Production: Rob Makins

© William angliss Institute of taFe 2008

all rights reserved. No part of this publication may be reproduced, repackaged, stored in a retrieval system or transmitted in any form by any means whatsoever without the prior permission of the copyright owner.

this booklet was produced by William angliss Institute of taFe to be used as resource material.

Disclaimer:

every effort has been made sure that this booklet is free from error or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. William angliss Institute of taFe is not responsible for any injury, loss or damage as a result of material included or omitted from this course. Information in this module is current at the time of publication. the time of publication is indicated in the date stamp at the bottom of each page.

* * *

Published by: tVet australia level 21/22 390 St Kilda Rd Melbourne VIC 3004 PO Box 12211 a’Beckett St PO Melbourne VIC 8006 aBN: 99062758632 Phone: +61 3 9832 8100 Fax: +61 3 98328199 email: [email protected] Website: www.tvetaustralia.com.au/products

First published: February 2009Stock Code Number: 978-1-74204-228-2ISBN: 978-1-74204-228-2Printed by: document Printing australia

Printed for tVet australia by document Printing australia, Melbourne, Victoria australia. this booklet was produced by William angliss Institute of taFe to be used as resource material. the booklet is not designed to be an independent program in itself.

sample



1

1833

-V1

030

9

Table of Contents

William Angliss Institute .................................................3

Your Vocational Training: “What’s it all about?” ..............6

Provide training through instruction and demonstration of work skills .........................................8

Assessment matrix .....................................................10

Element 1: Organise instruction and demonstration ....13

Element 2: Conduct instruction and demonstration ...41

Element 3: Check training performance .....................67

Assessment Requirements Cover Sheet .....................76

Presentation of Written Work ......................................77

Student Evaluation Sheet ............................................79

sample



sample



3

1833

-V1

030

9

William Angliss InstituteSpecialist, flexible trainingWilliam Angliss Institute is the largest, specialist training provider to the hospitality industry in Australia: it is a dedicated training provider to the hospitality, tourism and food industries.

Combining extensive industry collaboration with work-experienced trainers and access to world class resources, the Institute is uniquely positioned to deliver relevant training for today’s hospitality businesses.

Having earned a global reputation through the delivery of training and consultancy services to national and international clients, the Institute is the government endorsed Specialist Centre for Hospitality, Tourism and Culinary Arts.

As well as offering nationally accredited courses for individual learners, William Angliss Institute works directly with employers to develop customised and innovative training solutions.

The Institute delivers suitable training options for new entrants to the industry, right through to upper management. In 2006 the Institute launched degree programs in Tourism and Hospitality Management, and in Culinary Arts.

The continuing focus of the Institute will be on contributing to the advancement of the hospitality, tourism and food industries by challenging existing practices and learning from the best.

TraineeshipsTraineeships have been designed to encourage businesses to employ new staff and upgrade the skills of existing employees.

They combine practical work with structured training to provide a valuable and relevant nationally recognised qualification.

The traineeship system involves participating staff working and training over a 12 – 48 month period.

The Institute offers enrolment into courses in Hospitality, Retail, Tourism and Business, from Certificate II through to Certificate IV level qualifications

sample


1833

-V1

030

9


4

Core training programs The Institute offers training programs in:

Hospitality management• Tourism• Retail management •

Business management• Ecotourism• Event management•

Professional cookery• Baking• Resort management•

Confectionery manufacturing• Patisserie• Meat processing•

International retail travel sales•

Skills Recognition Audit (SRA)A Skills Recognition Audit (SRA) is the process that gives current industry professionals who do not have a Recognition of Prior Learning (RPL)

If you’ve got previous qualifications or relevant work/life experience, you may be eligible for exemptions in your course through our RPL process. For more information, check out our RPL brochure available from the Information Centre.

Curriculum Development, Research and Development, Consultancy Services, Multimedia Technology and Industry-based training are also available.

Credits are available at many Australian Universities including Melbourne, RMIT, Monash, La Trobe, Victoria University, Western Sydney, Griffith and Central Queensland.

For further information:

Phone: (03) 9606 2111 Fax: (03) 9670 0594 http://www.angliss.edu.au

TraineeshipsTraineeships have been designed to encourage businesses to employ new staff and upgrade the skills of existing employees.

They combine practical work with structured training to provide a valuable and relevant nationally recognised qualification.

The traineeship system involves participating staff working and training over a 12 – 48 month period.

The Institute offers enrolment into courses in Hospitality, Retail, Tourism and Business, from Certificate II through to Certificate IV level qualifications.

sample



5

1833

-V1

030

9

Skills Recognition Audit (SRA)A Skills Recognition Audit (SRA) is the process that gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in the hospitality training package.

In so doing, participants can gain a Statement of Attainment or a qualification (eg. Certificate IV, Diploma or Advanced Diploma) formally acknowledging their work experience.

The SRA process is a learning and assessment pathway which encompasses:

Recognition of Current Competencies (RCC)•Skills auditing•Gap analysis and training•Credit transfers.•

Compliance trainingThe Institute works in partnership with Government, and industry associations and organisations to provide training for employees in licensed hospitality businesses.

There are a range of compliance courses on offer that are tailored to suit the various legislative and code of practice requirements in each State and Territory. The Institute delivers compliance training in alcohol, food, gaming, wagering, first aid and for licensees.

National deliveryThe William Angliss Institute campus is located in the Melbourne CBD in Victoria, however with three interstate offices and a national network of accredited trainers, training can be delivered across Australia.

ContactFor further information about what the Institute has to offer, contact your local office:

VIC/TAS 03 9606 2111 NSW/ACT/WA 02 8987 5100 SA/NT 08 8372 7863 QLD 0434 605 198

or visit: www.angliss.edu.au

sample


1833

-V1

030

9


6

Your Vocational Training: “What’s it all about?”Today, vocational training can be delivered in a variety of ways. It may be provided to you:

On-the-job;•Off-the-job – at a TAFE Institute or at a private provider (also known as a Registered •Training Organisation); orAs a combination of these two options.•

No longer is it necessary for you to be absent from the workplace for long periods of time in order to obtain recognised and accredited qualifications.

Some vocational training may also be delivered as part of secondary school education as part of Vocational Education and Training.

These changes have benefits to both trainees and employers but in order for the certificates that are issued to be well-regarded by employers, rigorous assessment is essential.

Most trainees will participate in workplace assessment, meaning on-the-job assessment. This style of assessment is vastly different to traditional assessment.

The following examples may be used:

direct observation of practical demonstrations•review of duties/tasks performed•project work and case studies•verbal or written questioning and/or explanations•evaluation of practical work and actual samples produced •evaluation of presentation notes and supporting materials prepared by the candidate•evaluation of printed materials prepared by the candidate•evaluation of plans, reports, campaigns and activities undertaken by the candidate•role-plays to observe performance in nominated situations•review of portfolios of evidence and third party workplace reports of on-the-job •performance by the candidate.

There is a distinct requirement for trainees to demonstrate competency and there are many and diverse sources of evidence available to the assessor – evidence is simply proof that the assessor gathers to show you can actually do what you are required to do.

Ongoing performance at work, as verified by your supervisor or physical evidence, can count towards your assessment; additionally, the assessor can talk to customers or work colleagues to gather evidence about your performance.

sample



7

1833

-V1

030

9

Central to on-the-job training is that the rigour of traditional training is maintained in the workplace through continual, practical assessment that has integrity and credibility by virtue of its sound and thorough nature.

To this end, your unit notes feature Assessment Items throughout. These are activities that you are required to undertake to prove your competency in this unit. All Assessment Items must be completed satisfactorily for you to obtain competence in this unit. There are no exceptions to this requirement, however, it is possible that in some cases several Assessment Items may be combined and assessed together.

PLEASE NOTE: You must complete all Work Projects.

Your workplace assessor will arrange appropriate times to conduct assessments, notify you of your results, and record your progress towards attainment of your Certificate.

sample


1833

-V1

030

9


8

Provide training through instruction and demonstration of work skillsTAADEL301A Provide training through instruction and demonstration of work skills

Unit DescriptorThis unit specifies the competency required to conduct individual and group instruction and demonstration of work skills.

Element 1: Organise instruction and demonstration

Performance Criteria

1.1 Information about learner characteristics and their learning needs is gathered

1.2 A safe learning environment is confirmed

1.3 Learners are notified of the training details

1.4 Instruction and demonstration objectives are gathered and checked and assistance is sought if required

1.5 Relevant learning resources and learning materials are obtained and checked for relevance and assistance is sought if required in interpreting the contextual application

1.6 Any equipment or physical resources required for the demonstration are organised

Element 2: Conduct instruction and demonstration


2.1 Interpersonal skills are used to establish a safe and comfortable learning environment

2.2 The learning program and/or delivery plan is followed to ensure all learning objectives are covered

2.3 Learners are briefed on any occupational health and safety (OHS) procedures and requirements prior to and during training

2.4 Techniques are used to structure, pace and enhance learning

2.5 Communication skills are used to provide information, instruct learners and demonstrate relevant work skills

sample



9

1833

-V1

030

9

2.6 Opportunities for practice are provided during instruction and through work activities

2.7 Feedback on learner performance is provided and discussed to support learning

Element 3: Check training performance


3.1 Measures are used to ensure learners are acquiring and can use new technical/generic skills and knowledge

3.2 Personal delivery style and performance in providing instruction and demonstration is reviewed and strategies for improvement are reflected upon

3.3 Learner records are maintained, stored and secured in accordance with legal/organisational requirements

sample


1833

-V1

030

9


10

Assessment matrixShowing mapping of Performance Criteria against Work Projects, Written Questions and Oral QuestionsElement/Performance Criteria Work

ProjectsWritten

QuestionsOral

Questions

Element 1: Organise instruction and demonstration1.1 Information about learner characteristics

and their learning needs is gathered1.1 1, 2, 3, 4,5 1

1.2 A safe learning environment is confirmed 1.2 6 2

1.3 Learners are notified of the training details 1.2 7 3

1.4 Instruction and demonstration objectives are gathered and checked and assistance is sought if required

1.2 8, 9 4

1.5 Relevant learning resources and learning materials are obtained and checked for relevance and assistance is sought if required in interpreting the contextual application

1.2 10, 11, 12 5

1.6 Any equipment or physical resources required for the demonstration are organised

1.2 13 6

Element 2: Conduct instruction and demonstration2.1 Interpersonal skills are used to establish

a safe and comfortable learning environment

2.1 14, 15, 16, 17

7

2.2 The learning program and/or delivery plan is followed to ensure all learning objectives are covered

2.1 18, 19 8

2.3 Learners are briefed on any occupational health and safety (OHS) procedures and requirements prior to and during training

2.1 20, 21 9

2.4 Techniques are used to structure, pace and enhance learning

2.1 22, 23 10

2.5 Communication skills are used to provide information, instruct learners and demonstrate relevant work skills

2.1 24 11

2.6 Opportunities for practice are provided during instruction and through work activities

2.1 25 12

2.7 Feedback on learner performance is provided and discussed to support learning

2.1 26 13

sample



Element/Performance Criteria Work Projects

Written Questions

Oral Questions

Element 3: Check training performance

3.1 Measures are used to ensure learners are acquiring and can use new technical/generic skills and knowledge

3.1 27 14

3.2 Personal delivery style and performance in providing instruction and demonstration is reviewed and strategies for improvement are reflected upon

3.1 28, 29 15

3.3 Learner records are maintained, stored and secured in accordance with legal/organisational requirements

3.1 30 16

sample



sample



13

1833

-V1

030

9

Element 1: Organise instruction and demonstration1.1 Information about learner characteristics and their learning needs is gathered

Application of this unitDemonstration of work skills is typically provided by experienced workers or supervisors in the workplace. The focus of this instruction is usually on specific learner and organisation requirements, including workplace induction, learning how to operate new equipment and processes, developing new skills at work, improving efficiency and effectiveness, and meeting safety procedures.

This unit covers the skills required to provide instruction and demonstration of work skills using existing learning resources, in a safe and comfortable learning environment, and to determine the success of both the training provided and personal training performance.

The unit addresses the skills and knowledge required to organise and conduct the instruction and demonstration through a planned approach. It emphasises the training as being driven by the work process and context.

This competency is performed in the context that all documents needed to carry out this function have been provided, including delivery plans, learning materials, learning programs and learning resources.

The training may be delivered to achieve competency standards/units of competency prescribed by a training package, or may be delivered to meet organisational requirements.

IntroductionFor any training to be effective, it needs to target identified need and be presented in such a way that optimises the chance that the learner will succeed in their endeavours.

Learning needsIdentified need relates to the reason for doing the training – this may be a need to:

learn a new skill •learn how to operate a new piece of equipment•

learn how to improve what is currently being done so that it can be done better, safer, quicker or more cost-efficiently.

Where learners have a clear understanding of why they need to learn, this will greatly assist their learning.

sample

Date post:	22-Nov-2014
Category:	Documents
Upload:	peter-oneill
View:	101 times
Download:	3 times

TAADEL301A

Documents