Tourism,Travel& Hospitality

SIT12 Implementation Workshop

Senior Project Officer – Tourism, Travel, Hospitality

Rebecca Grooby

Training Package Cycle

• 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

Industry Advisory Committee

Who is industry?

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 thatTraining Packagereleased ontraining.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 •PCsPCs & Elements•Many reworked to fully articulate content Required Skills•Focus on foundation skills – LL&N, employability skills e.g. problem-solving Required Knowledge•Now fully articulates requirements – breadth & depthPrerequisites minimised•To provide flexibility and avoid barriers to sequencing of training & assessment

Hospitality: New format ASC,CCC, PAT units

Elements 1.Select ingredients 2.Select prepare and use equipment3.Proportion and prepare ingredients4.Cook xxx dishes5.Present xxx dishes

purchasing removed

Consistency also applied to :•Required skills & knowledge,•Critical aspects•Context statements•Methods of assessment

From Range Statements to:

•Required knowledge - e.g. methods of cookery

•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

‘Musts’ re-housed

All cookery units

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 guestsSITHACS202 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.

• 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

All cookery units

• Conduct a Roulette game

• Conduct Roulette games

Titles changed to reflect need for operation of multiple games

Gamingunits

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 unitsDesign 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

• KOP = Kitchen Operations

• Operational skills e.g. cleaning

• Planning skills e.g. menu

New competency field KOP

ASCCCCPAT = hands on cooking

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 ExperienceHave 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. CurrencyHave 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 outcomeNesting 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

rightway@serviceskills.com.au

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 eNewsletterwww.serviceskills.com.au

• Provide feedback on Training Package at any timewww.feedback.serviceskills.com.au

Please complete a workshop survey.