Course Workbook

KENNETH HOWARD Course Workbook TAADES402B Design and develop learning programs

TAA04 Training and Assessment Training Package

LEARNING PROGRAM ONE : RESIDENTIAL SERVICES TRAINING PROGRAM PARAMETERS OF THE LEARNING PROGRAM Academic Committee Nungalinya College

Proposal for College offered training and assessment

Proposal

Version 2.1 June 2008 RESIDENTIAL SERVICES TRAINING PROGRAM PROPOSAL Conduct a Residential Services Training Program on site using accredited modules from Introductory Vocational Education Certificate (IVEC) and components from Community Services Training Package. (CHC08)

CURRENT SITUATION Training needs and goals

Analysis

Identify the problem in the organization

Nungalinya College provides Residential Accommodation for up to 80 students or guests. Residential Services includes provision of meal and cleaning services for the residential students or guests. To provide quality services to students Residential Services staff need competency to deliver a professional service. Residential Services staff include full time and casual kitchen and cleaning personnel. Predominately staff are recruited from persons whose main language is other then English and who do not necessarily have significant work experience within a hospitality setting. Nungalinya College has a policy of positive recruitment of Indigenous Australians. An appropriate Training Program for Residential Services workers could assist in the recruitment and retention of staff.

Training need identified

Staff whose main language is other then English and who do not have significant experience in working within a hospitality setting need training in the application of standard operating procedures and relevant policies impacting upon their job roles. This need includes enhancing literacy and numeracy knowledge and skills in order to follow and apply procedures and implement college policies, and develop practical skills to provide a quality service to residents

Training goal identified

The training goal is to develop work skill competencies and provide learners with pathways to further study or employment opportunities.

Learner is identified

Learners are identified as current staff employed in Residential Services and future employees who may be recruited .

Type of training

The type of training will be face to face using the college facilities and use of instructional materials and videos

BACKGROUND Recruitment and retention of skilled staff to provide quality residential services to students and guests attending the college is a significant factor in the current operations of the college. Should there be an expansion of the Accommodation Service provided to outside users of College facilities, then having capable staff to service this need becomes crucial to its success. Nungalinya College can provide a unique opportunity for Indigenous Australian staff to gain exposure and experience in hospitality functioning that can be a pathway to further employment and/or training opportunities. Modules delivered within the Residential Services Training Program can also if appropriately developed and delivered in line with ATQF standards be utilised in the delivery of training in other sectors of the Colleges Education and Training operations. ( i.e proposed CIF Hospitality Training.)

PROPOSAL IMPACTS AND BENEFITS To the College Training and assessment materials are available through the ongoing operations and can be developed by the Residential Services Co-ordinator in conjunction with the Assistant Principal and CIF Co-ordinator. Training can be delivered over the December/January period when there are no students attending the college. Conducting training during this period will assist in the retention of existing casual staff who would otherwise not be engaged over this period, and could be lost to further engagement with the college. It is envisaged that the conduct of the Training Program would entail 15 hours per week over a period of 4

week’s, a total of 60 hours per casual staff member. Casual staff effected would be Awan and Kathleen from the kitchen and Malu from residential cleaning and full time staff would be Joanne from residential cleaning. To the Learner The Training Program contextualizes hospitality service functioning within the colleges operations and provides for the development of skills to effectively operate within the industry. The modules are designed to foster an understanding and knowledge of what is broadly involved in providing hospitality services and specifically address skill needs in implementing the standard operating procedures applicable to the colleges operations. Through participation in the Training Program, learners will develop their skills and abilities providing for greater confidence and capabilities in their job and enhanced employment possibilities. Statements of Attainment would be issued for each unit of competency achieve

OPTIONS FOR THE DESIGN OF THE LEARNING PROGRAM Learning strategies are determined by the practical application of skills and knowledge gained in the actual workplace. The structure of the program focuses on integrating and focusing the content on knowledge and skill acquisition applicable within a hospitality related setting. Units of competency are clustered to reflect specific work activities involved in the delivery of hospitality services.

ADULT LEARNING PRINCIPLES Adult learning principle

Provide an example of how this could be used in the design of the learning program

Adults have a need to be self–directing

Identifying self paced activities to achieve competency. Using group discussion to facilitate cross cultural aspects of the program

Adults have a range of life experience, so connecting learning to experience is meaningful

Using practical applications to demonstrate and explore diversity of experience

Adults have a need to know why they are learning something

Identifying impacts that skills and knowledge have on job performance and job satisfaction

Training needs to be learner–centred to engage learners

Face-face and group processes to identify specific learning needs and strategies

The learning process needs to support increasing learner independence

Increasing competence and competency across the areas of the Training Program leads to expansion of opportunity

Emphasis on experimental and participative learning

All units of competency are practical and hands on learning…learning by doing

Use of modelling

Workplace provides ample opportunities of modeling outcomes

The learning process should reflect individual circumstances

Targetting individual and group experience.

MOTIVATION

In undertaking the Residential Services Training Program learners motivation is to further develop their knowledge and skills in providing residential services to improve job satisfaction and client contentment. The program reflects the professionalism involved in the delivery of quality residential services.

LEARNING STYLES Learning style model

Your preferred learning style

Visual, aural or kinesthetic?

Visual

Left brain or right brain?

Right Brain

Pragmatist, activist, reflector or theorist?

Activist

Global or analytical

Global

A preference is to use the Global Learning style model as it posits the delivery of residential services within the context of a broader hospitality service provision and the interconnection of various facets to deliver a quality service. The design of the learning program caters to a range of learning styles as outcomes can be arrived at utilising a variety of strategies dependant upon the individual needs of the learners.

RESOURCES RESOURCE

TYPE

LOCATION

DESCRIPTION

SUITABILI

USE

TY Nungalinya College Kitchen and Dining Facility

Facility

On-site

Equipment

Yes

Practical demonstrations and learners practice.

Video : Goal Setting

Video

On-site

Video about goal

Yes

setting

Demonstrate goal setting techniques

Access to Computer resources

Computers

Equipment for

Yes

Use to learn

use in Computer

and practise

unit

computer operation and programs

Job Descriptions Policy and Procedure documents Standard Operating Procedures

Handouts and other materials

College Documents

Documents

Yes

Use to demonstate and identify relevant policies and procedures

Australian Institute of Environmental Health Food Safety Program

Workbook

Video : Bush Food – Witalyka Maku Tjala

Video

Department of Health Posters and other learning materials on healthy nutrition.

Handouts and other materials

Food resources for practical demonstration Video ;Nganyintja – Mai Wuru

Produce

Range of cleaning products Range of cleaning equipment Personal safety equipment Product Data Sheets

Agents and

Kitchen

Video, Workbook,

Yes

Test Sheets

Food Safety Training and assessment

Identify variety of food styles

Yes

Kitchen

Yes

Video

Yes

Identify variety of food styles

Cleaning Store

Materials

Yes

equipment

Use to demonstrate safe handling techniques and practices

TIMEFRAME Residential Services Training Program to be delivered in January 2010

LEARNING PROGRAM CONTENT Benchmar k informatio n

AQF qualification

Introductory Vocational Education Certificate

Training package

IVEC CHC08 Code

Name

Status

Benchmarks/ competency standards to be achieved

Content

NPAC

Personal Skills Audit/Learning Goals Maintain an effective work environment Participate effectively in the work environment

NYKS

Using Computers for Learning

NYKA

Measurement Systems

PHGN

Food and Nutrition

CHCA316B

Provide Food Service

NPBK

Food Preparation and Cooking

NPBG

Housekeeping

Overview of content

Content focuses on backgound knowledge involved in the delivery of quality residential services combined with practical skill development in the implementation of functions required to provide services to students and guests who stay at the college. The content is developed in such a way as to foster literacy and numeracy competency within the framework of employability skills and confidence.

Structure of content

Units of competency are clustered to correspond with specific work activities. Content is structured around holistic delivery in clusters of competencies in which literacy and numeracy will be embedded, covering (a) Personal development in a team based learning/employment context, (b) Specific knowledges and skills in the planning and delivery of food services (c) Applying service skills in maintaining housekeeping functions

STRUCTURE OF THE PROGRAM SESSIONS

One Two Three Four Five Six Seven Eight Nine Ten

Understanding and participating in the work environment Policies and procedures applicable to the work environment Using computers in the workplace Exploring food systems and the nutritional value of food Understanding safe and unsafe food Using a food safety program Food Preparation – Language, Utensils, Measurements and Ingredients Food Preparation - Methods Food Preparation – Presentation and storage Providing accommodation services

SPECIFIC LEARNIN G OUTCOM ES

1.Development

2.Food Service

3.Housekeeping

Enable participants to recognise personal skills and attributes applicable in the work place.

Understand the meaning of nutrition, the naming of food groups, nutritional differences between fresh and processed foods, Understand the nutritional value of traditional foods. Understand and maintain food safety while carrying out food handling activities. Comply with hygienic work practises and appropriate OHS guidelines. Enable participants to select and set up a food preparation work area using the necessary equipment and utensils in appropriate places Select ingredients with good nutritional value and consistent with health factors and using recipes prepare and use them for cooking Consistent with safe food practises present and serve food.

Comply with Standard Operating Procedures in the provision of residential cleaning services.

Understand the knowledge and skills required to work effectively as an individual and in a work group to contribute to achievement of organisation objectives Understand the knowledge and skills required to meet individual responsibilities within a work group Enable participants to access and use computers, software and purpose built programs to acquire new skills Estimate and accurately measure length, mass and temperature and identify common geometric shapes Understand and implement Standard Operating Procedures in the delivery of Residential Services

LEARNIN G ACTIVITIE S

1.Development

Appropriate use of cleaning equipment, appliances and cleaning agents in order to create a healthy environment

Comply with hygienic work practises and appropriate OHS guidelines in providing residential cleaning services

Consistent with safe food practises store and/or re-use leftover food

a) View and discuss video on Goal Setting b) Develop a personal/action plan c) View and discuss video on Lateral Violence. d) Identify the differing ways in which people have traditionally approached “work” and how they differ from our approach to work today e) Develop awareness of the range of Policies and Procedures of Nungalinya College and how they apply in providing Residential Services to clients f) Using computers explore the different ways in which they can be used to find information, communicate with others and keep records and other pieces of information. g) Identify what makes a workplace a safe and healthy place to be in

and how we can keep it that way. h) Identify our ways of working with each other and what makes it pleasant and enjoyable. i) Maintain a log book of learning activities involved in the Residential Services Training Program 2.Food Service

3.Housekeepin g

DELIVERY MODES

a) Examine and discuss food posters and pamphlets and food labels outlining what makes food healthy or unhealthy. b) Examine and discuss what foods are found in the outback and how they have been used traditionally c) Consider the words and labels that are used to provide food service and the equipment that is used in the preparation, storage and serving healthy food. d) View and discuss “ Your future is in your hands” Food Safety video. e) Undertake 5 modules as contained in the Food Safety Handbook. f) Consider the Food Safety Program that we use and how it can be improved. g) Find and follow recipes for food that we use on our menu and cook selected recipes using a variety of cooking methods. h) Present food for our customers following safe food handling procedures i) Store unused food in accordance with safe food handling practises. j) Consider other safe and healthy work practises that are needed in a kitchen. a) Select and use in correct measurement cleaning agents for a range of different cleaning tasks. b) List a range of cleaning products and consider safety issues involved in their use. c) Select cleaning appliances for use and consider safety issues involved in their use.

1.Development Units Flexible delivery involving self paced individual and group discussion, viewing and discussing relevant video and written materials, oral responses, practical demonstrations, exercises and tasks. Delivery to be in such a way that the needs of learners are met and individual differences in learning styles and pace are allowed for. 2.Food Service Units Flexible delivery involving both classroom and practical learning activities in the college kitchen. Audio /visual materials to be used to demonstrate practical application of learning outcomes. Food Safety Program to be undertaken by participants and workbook used. Small group and one-to-one practical exercises and tasks to be the major mode of delivery for some components. 3.Housekeeping Units Flexible delivery involving both classroom and practical learning activities Delivery to be in such a way that the needs of learners are met and individual differences in learning styles and pace are allowed for.

ASSESSMENT METHODS ASSESSMENT METHODS

1.Development Units Assessment to be conducted over a number of occasions and information for assessment gathered over time. Specific requirements may include: a) Interview sheet b) Oral response c) Multiple choice exercise

d) Action Plan e) Participant Log Book f) Participating actively in group discussion. 2.Food Service Units Appropriate materials will be provided. A participant will demonstrate competence by: a) Short oral and/or written descriptions. b) Participating actively in group discussion. c) Practical demonstrations d) FoodSafe Answer Sheets A and B e) Assessment over time and events under normal workplace conditions. f) Practical exercises incorporating participant feedback g) Formative and summative assessment combining outcomes and assessments in meaningful activities 3.Housekeeping Units Assessment to be conducted over a number of occasions and information for assessment gathered over time. Specific requirements may include: a) Interview sheet b) Oral response EVIDENCE GATHERING KEY A. B. C. D. E. F. G. H. I.

Demonstrati on Questioning Interview Scenario – Problem solving Role play Case study – fault finding Written test Critical incident report Workplace observation

Element Identify attributes and behaviours which contribute to or impede achievement of goals. Develop an action plan for the achievement of goals Contribute to the effective operation of the workgroup. Work cooperatively with others. Work to achieve identified outcomes Contribute to the development of policies, practises and structures of an organisation. Access computing equipment and systems Use basic functions of simple operating systems Use purpose built programs as tools in the learning of specific skills State in simple terms the meaning of nutrition Explain in simple terms the concept of food groups Identify the nutritional value of fresh and processed foods Describe in simple terms what food energy is and its relationship to nutrition Describe ways of storing and preparing food to maximise the foods

Development units A. B.C. D.

Foodservice units

A. D. A. B. C. E. F. I. I. A. D. C. I. A. B. E. H. I.

A. I. A. I. A. I. B. I. B. I. A. B.I. A. B.I. A. B. I.

Housekeeping unit

nutritional value Maintain food safety while carrying out food handling activities Comply with hygienic work practises and appropriate OHS guidelines Describe and select a well located food preparation area Set up a food preparation work area using the necessary equipment and untensils Select ingredients with good nutritional value and using a recipe prepare them for cooking and/or eating Prepare foods as required Explain the nature of and tasks involved in residential cleaning Describe and demonstrate using appropriate safety precautions the use of a range of cleaning agents Describe and demonstrate the use of a range of major cleaning appliances ASSESSMENT INSTRUMENTS

ASSESSMENT SUMMARY

EVIDENCE

A. B. C. G. H.I. B. C. D. E. F.G.I. A. I A. I.

A. F. I.

A. I. A. B. A. B. I.

A. B. I.

Specific questions or activities used to assess competence by the assessment method selected, clearly describing what the learner is to do or complete or perform. Includes information on the qualification, task identifier, instruction for the learner including the conditions for assessment, instruction to the Assessor for administering the assessment, the assessment conditions , support available to candidate and any details of reasonable adjustment Learners should be given a “fair go”. This means that they should be given as many opportunities as reasonable and as resources permit to demonstrate competence. Form of assessment to be appropriate in relation to the competency, the level of the course and the requirements of particular modules and particular learners. Language, literacy and numeracy considerations will be intergrated into the assessment tasks

Personal Skills

Workplace Environment

Workplace Participation

Computer Operations

Food and Nutrition

Assessment requires evidence of the following : Discuss personal attributes that operate in a workplace and how these can affect behaviour in interactions with others Identify how these attributes and behaviours contribute to, or impede, the achievement of their work goals Establish personal goals to be achieved within the workplace. Identify own immediate working needs in order to achieve their personal goals Produce an action plan incorporating short term goals and steps required to achieve them. Assessment requires evidence of the following Work to achieve identified outcomes Establish and maintain appropriate work relationships. Facilitate operation of the workgroup. Review and develop own performance. Assessment requires evidence of the following products Contribute to the effective operation of the workgroup. Review and develop own work performance. Work cooperatively with others Contribute to the development of policies, practises and structures of an organization Assessment requires evidence of the following : Demonstrate turning on the computor, shutting it down, ---*using a mouse and using direction keys. Demonstrated use of basic functions of simple operating systems, including : *Entering appropriate drive. *Viewing the directory *Creating a file *Formatting a disc *Copying files *Deleting files *Saving files *Making back up files *Clearing screen Demonstrate using purpose built programs as tools in the learning of specific skills, include: Accessing the chosen program Retrieving or creating texts/documents Keying in texts Using menus Accessing and using e-mails Using on-line help Using a spell checker Proof reading documents and correcting errors Editing documents Enhancing texts using formatting tools Saving and naming files Printing documents Observing occupational health and safety guidelines . Assessment requires evidence of the following : Explain what nutrients are and why the body needs them. Name the six nutrients in food including carbohydrates, protein, fat, numerals, vitamins, water. Name the six corresponding foods that nutrients exist in. Describe a balanced diet and tell what its relationship to nutrition is Understand indigenous perspectives of nutrition and how traditional food groups differ from those portrayed in some posters and leaflets Name the five food groups including cereals/bread, fruit and vegetable, meat, milk products, fats and oils. Locate the nutritional information on an article of packaged food. Identify the nutritional information including energy, protein, fat, carbohydrates, sugar, on an item of packaged food. Identify which nutrients exist in the largest and smallest quantities on an item of

LEARNING PROGRAM TWO CREATING INDIGENOUS FUTURES : CERTIFICATE 1 INTRODUCTORY VOCATIONAL EDUCATION PARAMETERS OF THE LEARNING PROGRAM Purpose of the learning program Creating Indigenous Futures is a program initiated by Nungalinya College and is designed to fill a community need by offering opportunities for disengaged urban indigenous youth to engage in vocational studies. The program is not set up along the lines of a mainstream school and is targeted at disengaged indigenous youth between 16 – 19 years of age. The program consists of a learning program incorporating practical learning initiatives and personal support. This holistic approach to a young persons development assists to identify and address both the educational and social barriers young indigenous people are experiencing and that restrict participation in mainstream education, training and/or employment programs.

OPTIONS FOR THE DESIGN OF THE LEARNING PROGRAM Target learners characteristics Learners come from a variety of situations in which consistent access to or participation in formal education has been problematic. Through involvement in existing CIF programs learners have developed confidence in their abilities to go on with returning to mainstream schooling or accessing other training programs. However many learners identified basic literacy skills and developing employment skills as their path to the future. In partnership with a range of other organizations and RTO’s, Nungalinya College is providing a Certificate 1 in Introductory Vocational Education in 2010. The program is designed for learners to undertake Pre-employment + VET training + Work experience to achieve outcomes of enhanced employability skills. The characteristics of the learners indicate the importance of Personal Management and Lifestyle factors along with Pre-employment training, being provided in conjunction with specific skills training Learners special needs Literacy Numeracy Pre-employment

training

Learning strategies are determined by the practical application of skills and knowledge gained in the actual workplace. The structure of the program focuses on integrating and focusing the content on knowledge and skill acquisition applicable within

MAPPING COMPETENCY TO THE LEARNING PROGRAM Functions or tasks performed

Skills and attributes

Unit/s of competency— element / performance criteria

Identifying and listing personal and employment skills and goals.

Finding out and organising information. Literacy and numeracy Communicating

NPAC : PERSONAL SKILLS AUDIT NYKH : APPLYING FOR WORK OR TRAINING

Finding out about and listing where to look for work and who can help with a job search. Finding out and listing what is

Problem solving Planning and Organising Technology Problem solving

NYKH : APPLYING FOR WORK OR TRAINING NYKH : APPLYING FOR WORK

required before applying for work. Preparing a resume, what goes into it, how does it look and how to make it appropriate for the job and keep it up to date Applying for work. How to look for a suitable job and how to find out information about it. Making an enquiry about a job and recording what you do Filling in an application form

Writing an application letter and keeping a copy Preparing for a job interview. And listing the steps you need to take Going to a job interview Finding out what to do at work and how to do it safely.

Finding out how to work with other people and what rights and responsibilities apply in the work situation

Experiencing a workplace situation and applying knowledge and skills.

Planning and Organising Self - management Problem solving Planning and Organising Self – management Communication Literacy and numeracy Planning and organising Communication – Oracy Self – management

OR TRAINING

Literacy and numeracy Planning and organising Problem solving Self – management

RYMF : FINDING A JOB

Literacy and numeracy Planning and organising Problem solving Self – management Planning and organising Problem solving Self – management Initiative and enterprise Communication - Oracy Initiative and enterprise Communication Problem solving Self – management Teamwork Learning Technology Initiative and enterprise Communication Problem solving Self – management Teamwork Learning Technology Initiative and enterprise Communication Problem solving Self – management Teamwork Learning Technology

RYMF : FINDING A JOB

NRCB : RESUMES AND PORTFOLIOS

RYMF : FINDING A JOB

ARZR : JOB INTERVIEWS ARZR : JOB INTERVIEWS RYML : RIGHTS AND RESPONSIBILITIES AT WORK

RYML : RIGHTS AND RESPONSIBILITIES AT WORK

RYMR : STRUCTURED WORKPLACE LEARNING

LEARNING PROGRAM CONTENT Benchmark information

AQF qualification Training package Benchmarks/ competency standards to be achieved

Certificate 1 Introductory Vocational Education Certificate IVEC Code

Name

NYKH

Applying for Work or Training Resumes and Portfolios

NRCB RYMF

Finding a Job Job Interviews

ARZR

Content

RYMR

Structured Workplace Learning

RYML

Rights and Responsibilities at Work

Overview of content

1.Applying for Work or Training :In this module learners will gain an understanding of the application process, locate appropriate employment or study opportunities and develop application skills. 2. Resumes and Portfolios : Learners will learn how to maintain and update their records, and how to customise their resumes and portfolios. 3. Finding a Job :In this module participants will develop basic job search skills. The emphasis is on the search itself – sources of work, information and assistance, and job search strategies. 4. Job Interviews : This module provides trainees with the essential skills to participate in straightforward job interviews for entry level employment. 5. Rights and Responsibilities at Work : This module provides a practical approach to the complex concepts underpinning workplace rights and responsibilities and introduces learners to the problems most likely to confront new workers. 6. Structured Workplace Learning:; This module provides the opportunity for the learner to integrate and apply the knowledge and skills undertaken in the general skills training component to a workplace setting.

Structure of content

The Pre-employment Training Program is a component of a skills based IVEC Training Program. The units of competency are clustered to deliver a holistic approach to looking for, preparing for and gaining and remaining in employment. Learners who undertake these components will also undertake components in Personal Management and Lifestyle units before undertaking these units. Learners will also then enter into work based partnerships to undertake work experience and training in specific units of competency in one of the Construction, Hospitality or Horticulture streams Units of competency are clustered to correspond with specific activities. Content is structured around holistic delivery in clusters of competencies in which literacy and numeracy will be embedded .

CONTEXTUALISATION OF CONTENT, LEARNING MATERIALS AND MODES OF DELIVERY. Target Learners do not constitute a homogenous group, but arrive at training having a variety of previous life experiences. In developing a relevant training program to meet the diverse needs of learners, cultural recognition and respect must be fully intergrated and reflected in the nature of the content and the way it is delivered. Recognition must also be given to differing attitiudes towards the nature and importance of work and the barriers that exist to sustained involvement in employment. Flexible modes of delivery and innovative content play an important part in gaining learners engagement and providing a basis for them to develop confidence and the skills to sustain participation in employment or further training. The content and delivery of the program will be tailored to meet the individual needs and aspirations of the learners as they engage in the program.

SESSION PLANS TOPIC

ACTIVITY/DISCUSSION

RESOURC ES

LOCATIO N

NY KH

1.

Applying for work

1.1 Discuss the application for work process 1.2 Discuss how applications are processed 1.3 Identify and list what makes applications effective 1.4. Discuss and list personal goals and skills

Job Advertise ments

2.1 Discuss sources where job information can be found

Job Enquiry

3.1 Prepare for and plan an initial job enquiry

4

Job Applicatio n Form

4.1 Fill in a job application form correctly

5

Job Applicatio n Letter

5.1 Identify elements and plan a job application letter.

6

Resume

6.1 Compile a resume listing information about schooling, study, previous work experiences, relevant personal details and potential referee’s

7

Portfolio

7.1 Compile a Portfolio containing relevant employment information

8

Possibiliti es for Work or Work Experienc e

8.1 Identify possible types of working conditions. Possible sources of work and possible emplyers

9

Access possible sources of informatio n for job vacancies

9.1 Identify and locate information about job vacancies icluding newspapers, job boards, and support agancies

1

Use stategies

10.1 Make direct contact with likely employers

2

3

2.2 Locate job advertisements and selection one suitable for application

3.2 Conduct initial enquiry according to plan

5.2 Write a job application letter

N R C B

R Y M F

to pursue job opportunit ies

10.2 Use specialist agencies

1 1

Supportin g document s for job applicatio ns

11.1 Update and maintain Portfolio .

1 2

Preparing for Job Interview

12.1 Identify and collate all information about the job and the enterprise/company.

0

10.3 Develop and send a standard letter of enquiry to potential employers

12.2 Prepare possible questions you might be asked and you might want to ask.. 12.3 Role play job interviews

1 3

Creating a good impressio n

13.1 Identify what things might be important in creating a good impression

1 4

Participat e in an interview

14.1 Role play or real life job interview

Appropriat e conduct in the workplace

15.1 Identify lawful and unlawful conduct in the workplace

13.2 Make sure all things needed to create the good impression are prepared

R Y M L 1 5

15.2 Identify health and safety issues in any workplace 15.3 Identify health and safety issues in particular workplaces 15.4 Identify what are your rights in the workplace 15.5 Identify your responsibilities in the workplace

1 6

Taking action when problems arise with rights and health and safety

16.1 identify personnel with specific responsibilities for health and safety, equal opportunity etc. 16.2 Identify own needs and concerns about OH&S and rights. 16.3 Identify workplace reporting and accountability procedures 16.4 Responding when own behaviour is inappropriate, unsafe or unlawful. 16.5 Identify the role of external agencies and employee advocates in supporting workplace issues.

1 7

Understan ding conditions of employme nt

17.1 Identify personally relevant employment conditions that may effect you. 17.2 Identify workplace rules and regulations and any policies and procedures effecting employment. 17.3 Identify workplace personnel with work related responsibilities

R Y M R 1 8

1 9

Participat e effectively in structured workplace learning

18.1 Identify procedures and practises that are important in participating in the workplace .

Participat e in the activities of the workplace

19.1 Plan daily schedule of activities

18.2 Prepare for and participate in workplace meeting 18.3 Prepare for workplace experience

19.2 Undertake tasks according to workplace requirements and occupational health and safety requirements.

TARGETTING EVIDENCE

NYKH : APPLYING FOR WORK OR TRAINING TARGETTING EVIDENCE

ELEMENT

PERFORMA NCE CRITERIA

1.Demonst rate understand ing of the application process as it relates to job or study opportuniti es.

1.1

2.Locate and obtain advertisem ents for employme nt that match skill level and employme nt goals.

State the purpos e of the applicat ion process .

1.2 Describe the application process. 1.3 Discuss how applications are processed (short listing) 1.4 List the things that make an effective application 1.5 Describe the time constraints of the application process and develop strategies to work within the time frame. 2.1 State at least four sources of information . 2.2 List personal skills and goals. 2.3 Locate advertisem ents that match personal skill levels and goals 2.4

EVIDENCE REQUIREME NTS CRITICAL ASPECTS List of jobs or further study that might be considered. Places where job advertiseme nts and course information is to be found.

EVIDENCE REQUIREME NTS ESSENTIAL KNOWLEDG E Key terms used in job advertiseme nts. How information on further study is provided

EVIDENCE REQUIREME NTS ESSENTIAL SKILLS

KEY COMPETEN CIES

Reading job advertiseme nts and other forms of information

Collect, analyse and organise information. Communica te ideas and information

CONSIDERI NG EVIDENCE. MAKING SENSE TO LEARNER Making a list of places to look for jobs. Contribute to group discussions about jobs they have had or would have liked to have had. Contribute to group discussions about jobs they have applied for and what happened.

Identify sources of information such as newspapers, job boards , computer job listings, personal contacts about jobs. Identify skills and ambitions. Search job listings for relevant

Job titles and what they mean. What other information found in job advertiseme nts means What is meant by essential and desirable criteria in job advertiseme nts.

Reading about details in job advertiseme nts. Oracy in finding out information about jobs. Identifying and listing skills and goals.

Collect, analyse and organise information. Write a passage of at least twenty words with sufficient control of spelling and grammar conventions . Hold a conversatio n in English

Make a list of what you are good at and what you would like to be better at. Look at places where you would find job advertisem ents and pick one that you would like.

3. Demonstra te effective initial contact and enquiry from a real job advertisem ent.

4.Fill in basic application forms.

Identify the main requiremen ts of potential applicant 2.5 Select the advertisem ent that would be most suitable application. 3.1 Identify contact person and phone number or address. 3.2 Plan initial enquiry including: * introductio n * purpose of call * appropriate questions * conclusion. 3.3 Conduct initial enquiries based on plan. 4.1 Use strategies for filling in forms correctly. 4.2 Follow instructions on the form 4.3 Answer all questions asked 4.4 Use upper or lower case/print as required 4.5 Have another person check the form 4.6 Sign the form 4.7 Make and keep a

jobs. Pick a job ad to consider applying for

Organise things that will be needed before making contact. i.e. paper, pen, phone with enough credit, information about yourself, etc

In broad terms what the job is about and what would be needed to do it well.

Oracy

to convey ideas and information

Then list what you think the employer is looking for in the person for the job.

Planning and organising information

Write up the contact information and the plan you have made before you contact the person for more information about the job.

Reading Oracy

How to introduce yourself and conduct a conversatio n.

Problem solving

Contact the person and keep notes of your conversatio n in your Work book.

List the steps you will take to make the enquiry and make your plan.

Identify and list differing types of application forms. Select an application form and complete following the instructions

Writing Using technology

Task manageme nt Planning and organising activities

Using an application form follow the directions to complete all questions asked on it.

5. Write basic job application s.

copy 5.1 Identify the key elements to be addressed. 5.2 Write appropriate introductio n, body and conclusion, addressing key points. 5.4 Use appropriate presentatio n including correct form of address and correct layout. 5.5 Edit for accuracy. 5.6 Seek feedback from trainer .

List the sort of contents that should be in an application letter.

Planning and organising activities

Strategies to present information about yourself

Using the material collected in the workbook write a job application letter

NRCB RESUMES AND PORTFOLIOS TARGETTING EVIDENCE ELEMENT

PERFORMA NCE CRITERIA

EVIDENCE REQUIREME NTS CRITICAL ASPECTS

!. Compil ea person al profile

1.1 Record basic personal details. 1.2 Record completed schooling, study and training programs in chronologic al order, including duration, place, part/full time. 1.3 Record previous work experiences

Understandi ng what purpose resumes serve when applying for a job. Understandi ng why recording information in a way that is accessible and easy to read helps to get a job.

EVIDENCE REQUIREME NTS ESSENTIAL KNOWLEDG E

EVIDENCE REQUIREME NTS ESSENTIAL SKILLS

KEY COMPETENC IES

Completing forms using appropriate script

Collect, analyse and organise information. Communica te ideas and information Work in teams Problem solving Self manageme nt

CONSIDERI NG EVIDENCE. MAKING SENSE TO LEARNER In the workbook you need to accurately records personal details about yourself, what school and work experience s you have had, what your interests are and what you are

2. Compil ea master portfoli o for use in job search applica tions.

3. Produc e resume s suitabl e for specific jobs.

in chronologic al order, including duration, place, part/full time. 1.4 Record other relevant personal interests, community involvemen t and skills. 1.5 List potential referees with name address, phone number and position. 1.6 Explain how the profile will be maintained and updated. 2.1 Identify types of information required 2.2 Collate certificates and references. 2.3 Meet presentatio n criteria as identified in 2.1 2.4 Explain how portfolio will be maintained 3.1 Identify information to be included or excluded. 3.2 Identify format required for the particular job/s 3.3 Compile resumes to meet criteria determined

Learning Initiative and enterprise

involved in. List informatio n about people who you know who can speak about you and what you have done

Using the workbook include informatio n about yourself and any certificates received. Organise the material in your workbook

In the workbook write up your resume.

in 3.1 and 3.2, using the personal profile developed in outcome 1. 3.4 Edit resume 3.5 Explain the purpose of the resumes and the reason for selectively presenting information and changing the format to target particular circumstanc es. 3.6 Explain how resumes will be maintained and updated.

RYMF JOB SEARCH SKILLS TARGETTING EVIDENCE ELEMENT

1. Research possibiliti es for for work/wor k experienc e

PERFORMAN CE CRITERIA 1.1 Clearly state personal preferences. 1.2 Differentiate between types of working conditions ( open, supported, paid, voluntary, fell-time, part-time etc) 1.3 Discuss

EVIDENCE REQUIREMEN TS CRITICAL ASPECTS List possible workplaces. List differing work types and examples of workplaces

EVIDENCE REQUIREMEN TS ESSENTIAL KNOWLEDGE

EVIDENCE REQUIREMEN TS ESSENTIAL SKILLS

KEY COMPETENCI ES

Collect, analyse and organise information. Communicate ideas and information Work in teams Problem solving Self

CONSIDERING EVIDENCE. MAKING SENSE TO LEARNER Record in Work Book experience and self evaluation of steps in looking for work

2. Access appropria te sources of informati on for job vacancies .

3. Use a range of strategies to pursue job opportuni ties.

4. Prepare a range of supportin g document s for job applicatio ns.

preferences and possibilities . 1.4 Identify possible sources of work and possible employers 2.2 Locate listings in newspapers ( to be developed in conjunction with NYKH Applying for Work) 2.3 Locate and access support and assessment agencies. 3.1 Make direct contact with likely employers ( eg. Front counter enquiries) 3.2 Use specialist employment services as appropriate ( Newstart, Job Network providersetc. ) 3.3 Send standard letters of enquiry to potential employers. 4.1 Provide a summary CV/Resume 4.2 Provide a covering letter of application. 4.3 Collect school/VET training records/work reports. 4.4 Collect letters of support, references. 4.5 Complete application forms if

management Learning Initiative and enterprise

Identify from newspaper advertisemen ts job vacancies List job agencies and their details

List some likely employment places and through role play demonstrate how contact could be made List specialist employment services and contact to find out what services they provide

List content to be included in resume Collect relevant documentatio n. Develop resume.

required.

RYMG EMPLOYMENT SKILLS – JOB INTERVIEWS TARGETTING EVIDENCE ELEMENT

1. Prepare for an intervie w.

PERFORMANCE CRITERIA

EVIDENCE REQUIREMENTS CRITICAL ASPECTS

EVIDENCE REQUIREMEN TS ESSENTIAL KNOWLEDGE

EVIDENCE REQUIRE MENTS ESSENTIA L SKILLS

KEY COMPETENCIE S

1.1 Collect information about enterprise and position. 1.2 Discuss possible questions and suitable answers. 1.3 Identify personal skills, attributes, interests and experience relevant to the job 1.4 Collect supporting documents to take to the interview

List information about the job and the employer.

Collect, analyse and organise information.

Identify what relevant questions to ask and list.

Communicate ideas and information

Prepare dossier to take to interview

Work in teams Problem solving Self management Learning Initiative and enterprise

2. Create a good impressi on.

2.1 Arrive on time 2.2 Dress and groom appropriately 2.3 Follow basic formalities ( greetings and introductions)

3. Demonst rate a positive approac h to the intervie

3.1 Use positive non-verbal behaviours ( body language, posture, eye contact, gestures etc) 3.2 Use appropriate verbal

Identify standards of dress required. Identify important processes to follow including punctuality and politeness.

CONSIDERI NG EVIDENCE. MAKING SENSE TO LEARNER Record in Work Book information in preparing for a job interview. Record experience and self evaluation of job interview

w and the job.

behaviours ( tone of voice, volume )

4. Participa te effective ly in an intervie w

4.1 Demonstrate understanding of basic interview protocols. 4.2 Answers questions appropriately 4.3 Seek clarification or explanation when necessary 4.4 Present relevant information. 4.5 Ask appropriate questions 4.6 Demonstrate knowledge/underst anding of position ( types of duties, hours, location etc)

Through role play or simulated interview demonstrate interview skills

RYML RIGHTS AND RESPOSIBILITIES AT WORK TARGETTING EVIDENCE ELEMENT

1. Conduct himself/he rself appropriat ely in the workplace.

PERFORMAN CE CRITERIA

1.1 Distinguish between lawful and unlawful behaviour. 1.2 Distinguish between safe and unsafe work practices. 1,3 Show respect for the rights and safety of others. 1.4 Demonstrate awareness of own rights and

EVIDENCE REQUIREMEN TS CRITICAL ASPECTS Identify types of behaviour appropriate to a workplace situation. Identify what behaviour is not acceptable in a workplace situation. Identify what makes a workplace safe and healthy. Identify what prevents a workplace

EVIDENCE REQUIREMEN TS ESSENTIAL KNOWLEDGE

EVIDENCE REQUIREMEN TS ESSENTIAL SKILLS

KEY COMPETENCI ES

CONSIDERING EVIDENCE. MAKING SENSE TO LEARNER

Collect, analyse and organise information.

List roles and responsibilitie s of a person in the workplace.

Communicate ideas and information Work in teams Problem solving Self management Learning

List what makes a workplace safe or unsafe List what procedures and processes need to be observed in a workplace

responsibiliti es.

2. Take appropriat e action when problems arise with rights and safety

3. Demonstra te an understan ding of conditions of employme nt.

2.1 Identify specific workplace personnel with specific responsibiliti es for occupational health and safety, equal employment opportunity, etc. 2.2 State own needs and concerns 2.3 Respond to reasonable instruction and direction when own behaviour is inappropriate , unsafe or unlawful. 2.4 Demonstrate an awareness of workplace reporting requirements and procedures. 2.5 Identify the role of external support agencies and advocates. 3.1 Demonstrate understandin g of personally relevant employment conditions (eg. Rates of pay, hours of work, leave entitlements) . 3.2 Demonstrate willingness to

being safe. Identify issues of teamwork that make a workplace safe and healthy List information about the workplace and who is responsible for OH&S and other work related issues that might be encountered

Initiative and enterprise

List what expectations and needs are relevant to being a worker. Identify any procedures or policies that need to be known and where to get information

Identify what employment conditions apply for workers and where information can be found. Identify any awards or agreements apply in the workplace and what they contain

Record information about conditions of work applicable to a workplace that a worker needs to know

work under workplace and employment conditions. 3.3 Identify workplace personnel with responsibility for employment conditions. 3.4 Identify the role of external support agencies and employee advocates

Identify what personel and outside organisations provide advice or assistance in work related matters and how to contact them.

ARZR STRUCTURED WORKPLACE LEARNING TARGETTING EVIDENCE ELEMENT

PERFORMAN CE CRITERIA

1. Partici pate effecti vely in structu red workpl ace learnin g

1.1 Set goals to be achieved 1.2 List expectations and personal responsibiliti es of a participant in a workplace. 1.3 Demonstrate time management skills for arrival, departure and break times 1.4 Communicat e

EVIDENCE REQUIREMEN TS CRITICAL ASPECTS Workbook to contain information on : *learners contact details, personal goals and employment related goals. * resume * workplace related information * record of activities

EVIDENCE REQUIREMEN TS ESSENTIAL KNOWLEDGE

EVIDENCE REQUIREMEN TS ESSENTIAL SKILLS

KEY COMPETENCI ES

CONSIDERING EVIDENCE. MAKING SENSE TO LEARNER

Collect, analyse and organise information.

List expectations and responsibilities of a worker in their workplace

Communicate ideas and information Work in teams Problem solving Self management Learning Initiative and

Record goals and outcomes to be achieved in their Work Book.

appropriately with colleagues and others in the workplace. 1.5 Follow instructions and directions. 1.6 Personal presentation meets the workplace standard. 1.7 Demonstrate s appropriate interpersonal skills 1.8 Cooperates with colleagues and supervisors 1.9 Follows occupational health and safety requirements according to regulations. 2. Partici pate in the activiti es of the workpl ace

2.1 Plans daily schedule of activities. 2.2 Undertakes tasks according to workplace requirements . 2.3 Records and evaluates daily activities

enterprise

Work experience logbook

ASSESSMENT MAPPING

NYKH : APPLYING FOR WORK OR

ASSESSMENT METHODS: O = OBSERVATION P = PRODUCT VQ = VERBAL QUESTIONING

Record information about work experience and any self evaluation

PR= PRESENTATION

TRAINING

Learning Outcome

Assessment Criteria

1. Demonstrate understanding of the application process as it relates to job or study opportunities.

1.1 Describe the application process. 1.2 Discuss how applications are processed (short listing) 1.3 List the things that make an effective application 1.4 Describe the time constraints of the application process and develop strategies to work within the time frame.

2.Locate and obtain advertisements for employment that match skill level and employment goals.

3. Demonstrate effective initial contact and enquiry from a real job advertisement

4.Fill in basic application forms.

2.1 State at least four sources of information. 2.2 List personal skills and goals. 2.3 Locate advertisements that match personal skill levels and goals 2.4 Identify the main requirements of potential applicant 2.6 Select the advertisement that would be most suitable application. 3. 1 Identify contact person and phone number or address. 3,2 Plan initial enquiry including: • introduction • purpose of call • appropriate questions • conclusion. 3.3 Conduct initial enquiries based on plan. 4.1 Use strategies for filling in forms correctly. 4.2 Follow instructions on the form 4.3 Answer all questions asked

Method of assessme nt

Assessor Checklist

Learner Assessment Instructions

Assessment Worksheet

5. Write basic job applications

4.4 Use upper or lower case/print as required 4.5 Have another person check the form 4.6 Sign the form 4.7 Make and keep a copy 5.1 Identify the key elements to be addressed. 5.2 Write appropriate introduction, body and conclusion, addressing key points. 5.3 Use appropriate presentation including correct form of address and correct layout. 5.4 Edit for accuracy. 5.5 Seek feedback from trainer or other interested party.

NRCB RESUMES AND PORTFOLIOS

ASSESSMENT METHODS: O = OBSERVATION P = PRODUCT VQ = VERBAL QUESTIONING PR = PRESENTATION

Learning Outcome

Assessment Criteria

1.Compile a personal profile

1.1 Record basic personal details. 1.2 Record completed schooling, study and training programs in chronological order, including duration, place, part/full time. 1.3 Record previous work experiences in chronological order, including duration, place, part/full time. 1.4 Record other relevant personal interests, community involvement and skills. 1.5 List potential referees with name address, phone number and position. 1.6 Explain how the profile will be maintained and

Method of assessme nt

Assess or Checkli st

Learner Assessme nt Instructio ns

Assessment Worksheet

2. Compile a master portfolio for use in job search applications.

1. Research possibilities for for work/work experience

updated. 2.1 Identify types of information required 2.2 Collate certificates and references. 2.3 Meet presentation criteria as identified in 2.1 2.4 Explain how portfolio will be maintained 1.1 Clearly state personal preferences. 1.2 Differentiate between types of working conditions ( open, supported, paid, voluntary, fell-time, part-time etc) 1.3 Discuss preferences and possibilities . 1.4 Identify possible sources of work and possible employers

RYMF : JOB SEARCH SKILLS

ASSESSMENT METHODS: O = OBSERVATION P = PRODUCT VQ = VERBAL QUESTIONING PR = PRESENTATION

Learning Outcome

Assessment Criteria

1. Research possibilities for for work/work experience

1.1 Clearly state personal preferences. 1.2 Differentiate between types of working conditions ( open, supported, paid, voluntary, fell-time, part-time etc) 1.3 Discuss preferences and possibilities . 1.4 Identify possible sources of work and possible employers

2. Access appropriate sources of information for job vacancies.

2.2 Locate listings in newspapers ( to be developed in conjunction with NYKH Applying for Work) 2.3 Locate and access support and assessment agencies.

3.Use a range of strategies to pursue job opportunities.

3.1 Make direct contact with likely employers ( eg. Front counter enquiries) 3.2 Use specialist employment services as appropriate ( Newstart, Job Network providersetc.)

Method of assessme nt

Assessor Checklist

Learner Assessme nt Instructio ns

Assessme nt Workshee t

RYML : RIGHTS AND RESPONSIBILITIES AT WORK

ASSESSMENT METHODS: O = OBSERVATION P = PRODUCT VQ = VERBAL QUESTIONING PR = PRESENTATION

Learning Outcome

Assessment Criteria

1. Conduct himself/herself appropriately in the workplace.

1.1 Distinguish between lawful and unlawful behaviour. 1.2 Distinguish between safe and unsafe work practices. 1,3 Show respect for the rights and safety of others. 1.4 Demonstrate awareness of own rights and responsibilitie s.

2. Take appropriate action when problems arise with rights and safety

2.1 Identify specific workplace personnel with specific responsibilitie s for occupational health and safety, equal employment

Method of assessme nt

Assess or Checkli st

Learner Assessme nt Instructio ns

Assessment Worksheet