Tourism, Travel

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Tourism,Travel Hospitality

• SIT12 Implementation Workshop

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Senior Project Officer Tourism, Travel,
Hospitality
Rebecca Grooby
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Training Package Cycle
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Industry Advisory Committee

• 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

• Who is industry?

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Industry Advisory Committee

• 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

• Who is industry?

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Introductions

• Who are you?
• What is your role with the Training Package?
• What do you want to get out of today?

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Consultant to Service Skills Australia
Margot Homersham
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• Service Skills Australia develops the Training
  Package in consultation with all

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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

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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

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Questions, concerns, issues
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Continuous improvement

• Rebecca
• will record

feedback.serviceskills.com.au
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12 months to change over to SIT12

• From date that
• Training Package
• released on
• training.gov.au
• (TGA)
• Check locally

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• Training Package Principles
• Units of competency

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• Industry wants skilled workers

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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

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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

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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

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• Industry wants robust assessment
• Assessment should be rigorous so that graduates
  can be immediately useful and competent in a
  service industry environment.

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Exercise One

• Old Blue Paper
• New - Green PaperSpot the Difference front
  endNot a content mapping exercise

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Whats changed in units?

• Streamlined language
• Descriptor and Application
• Elements
• PCs
• PCs Elements
• Many reworked to fully articulate content
• Required Skills
• Focus on foundation skills LLN, employability
  skills e.g. problem-solving
• Required Knowledge
• Now fully articulates requirements breadth
  depth
• Prerequisites minimised
• To provide flexibility and avoid barriers to
  sequencing of training assessment

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Hospitality New format ASC,CCC, PAT units

• Elements
• 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

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Musts re-housed

• 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

• All cookery units

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• AQF indicator
• indicates where unit is first packaged in a
  qualification
• units do not have an AQF level

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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

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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

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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

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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

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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.

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Titles changed

• 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

• All cookery units

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Titles changed to reflect need for operation of
multiple games

• Conduct a Roulette game
• Conduct Roulette games

• Gamingunits

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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

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Titles simplified

• Control and order stock
• Control stock
• Transport and store food in a safe and hygienic
  manner
• Transport and store food

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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

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Titles changed for consistency across TP

• Develop and implement.plans
• Establish and maintainsystem

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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

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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.

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New cross-sector units

• Respond to a customer in crisis
• Manage a business continuity crisis
• Manage revenue

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• Hospitality holistic units merged
• Food and Beverage
• Generic service
• Now
• Use hospitality skills effectively
• Work effectively
• in hospitality service

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New competency field KOP

• KOP Kitchen Operations
• Operational skills e.g. cleaning
• Planning skills e.g. menu

• ASC
• CCC
• PAT hands on cooking

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Customer service hierarchy

• Interact with customers
• Provide service to customers
• Enhance the customer service experience
• Manage quality customer service

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• Customer service units tightly focussed
• team work covered by
• BSBWOR203B
• Work effectively with others

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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.

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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.

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• Morning Tea
• be back at.

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Exercise Two

• Old Peach Paper
• New Yellow PaperSpot the Difference - back
  end
• Assessment Requirements

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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

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UOCs mandate assessment requirements

• Environment
• Equipment
• Consumable resources stock, product range
• Workplace documents
• Other people - customers

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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

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Assessment Guidelines mandate assessment
requirements

• Equipment lists
• Consumable resources listed
• Workplace documents - listed
• Customers defined
• Assessor vocational competence defined

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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

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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

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Vocational competence

• 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.
• Currency
• Have comprehensive current knowledge of the
  industry, current industry practices and the job
  role
• Currency of industry skills knowledge must be
  maintained.

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• Training Package Principles
• Qualifications

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• Industry wants people to do the job

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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

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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

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• 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

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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

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Cookery qualifications

• Certificate III in Commercial Cookery
• Certificate III in Asian Cookery
• Certificate III in Catering Operations
• Certificate III in Patisserie
• all retained

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Cookery qualifications

• Certificate IV in Commercial Cookery
• Certificate IV in Asian Cookery
• Certificate IV in Catering Operations
• Certificate IV in Patisserie
• all retained

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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

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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

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Exercise Three

• White SheetsDesign tailored qualifications

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• Training Package Principles
• Skill Sets

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• Targeted skills

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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

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• Lunch
• be back at.

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Whos shouting at me?
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What do they want?

• This man wants
• me to comply

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What do they want?

• They want me to
• stop the clock

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What do they want?

• Industry keeps
• changing things

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What do they want?

• Quality outcomes for
• students
• industry

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• Training that fits current industry practice
• Current equipment is vital

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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

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Whats 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 trainers ability to
  train and an assessors 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.

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Experienced and current trainers assessors are
vital

• Experience
• worked in a job role that is relevant to training
  and assessment activities
• sufficient breadth, depth and length of
  experience
• Currency
• current knowledge of the industry, current
  industry practices and the job role

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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

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Right Way Program

• SSA
• develops Training Packages
• has a role in their quality implementation
• Alethea Bell

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Right Way Program

• The Right Way program is part of SSAs strategic
  work to achieve quality skills outcomes
  throughout the service industries.

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What is the Right Way Program?

• A national accreditation program linked directly
  to Training Package requirements that promotes
  best practice in service industry training

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Right Way

• Provides accreditation in three areas
• quality training and assessment facilities
• quality trainers and assessors
• quality training resources

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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

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Industry support

• Industry supports Right Way accreditation as a
  way of recognising and promoting best practice in
  service industry training provision.

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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.

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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

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Benefits include

• employer confidence in your skills
• evidence to registration authorities of quality
  trainers and assessors

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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

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Certification

• in Training Package
• scope in industry area
• of experience

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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

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For more information

• For more information on the Right Way program or
  to submit an application please contact
• Alethea BellPhone 02 8243 1200
• rightway_at_serviceskills.com.au serviceskills.com.a
  u/rightway
• Right Way ? the symbol of quality training
  provision

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Whats still on your mind?

• What hasnt been resolved today?
• What do you need to help successfully implement
  the training package?

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The next 8 months

• Revised generic hygiene unit
• Specialist cruise unit
• New Skill Sets

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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

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• Please complete a workshop survey.