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Tourism, Travel & Hospitality

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  1. Tourism,Travel& Hospitality SIT12 Implementation Workshop

  2. Senior Project Officer – Tourism, Travel, Hospitality Rebecca Grooby

  3. Training Package Cycle

  4. 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?

  5. 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?

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

  7. Consultant to Service Skills Australia Margot Homersham

  8. Service Skills Australia develops the Training Package in consultation with all

  9. 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

  10. 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

  11. Questions, concerns, issues

  12. Continuous improvement Rebecca will record feedback.serviceskills.com.au

  13. 12 months to change over to SIT12 From date that Training Package released on training.gov.au (TGA) Check locally

  14. Training Package Principles Units of competency

  15. Industry wants skilled workers

  16. 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

  17. 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

  18. 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

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

  20. Exercise One Old – Blue Paper New - Green PaperSpot the Difference – “front end”Not a content mapping exercise

  21. 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. problem-solving Required Knowledge • Now fully articulates requirements – breadth & depth Prerequisites minimised • To provide flexibility and avoid barriers to sequencing of training & assessment

  22. 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

  23. ‘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

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

  25. 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

  26. 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

  27. 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

  28. 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

  29. 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.

  30. 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

  31. Titles changed to reflect need for operation of multiple games • Conduct a Roulette game • Conduct Roulette games Gamingunits

  32. 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

  33. Titles simplified • Control and order stock • Control stock • Transport and store food in a safe and hygienic manner • Transport and store food

  34. 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

  35. Titles changed for consistency across TP • Develop and implement….plans • Establish and maintain…system

  36. 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

  37. 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.

  38. New cross-sector units • Respond to a customer in crisis • Manage a business continuity crisis • Manage revenue

  39. Hospitality ‘holistic’ units merged • Food and Beverage • Generic service Now: • Use hospitality skills effectively • Work effectively in hospitality service

  40. New competency field KOP • KOP = Kitchen Operations • Operational skills e.g. cleaning • Planning skills e.g. menu ASC CCC PAT = hands on cooking

  41. Customer service hierarchy • Interact with customers • Provide service to customers • Enhance the customer service experience • Manage quality customer service

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

  43. 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.

  44. 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.

  45. Morning Tea be back at…….

  46. Exercise Two Old – Peach Paper New – Yellow PaperSpot the Difference - ‘back end’ Assessment Requirements

  47. 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

  48. UOCs mandate assessment requirements • Environment • Equipment • Consumable resources – stock, product range • Workplace documents • Other people - customers

  49. 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

  50. Assessment Guidelines mandate assessment requirements • Equipment lists • Consumable resources listed • Workplace documents - listed • Customers defined • Assessor vocational competence defined