HRM Competencies - Preparing Yoghurt Salad - Example

Cover page HRMT1903 HRM COMPETENCIES Training package Cookery: Preparing yoghurt salad ASSESSMENT ITEM 1 STUDENT NAME: STUDENT NUMBER: Abstract This training package involves cookery. It consists of a session plan for preparation of a yoghurt salad that is a practical skill. The session is scheduled for (1) hour and contains four activities in addition to introduction, conclusion and assessment. The package will cover: 2 instructionally-sound learning objectives Introduction and conclusion Supporting information in regard to layout, equipment and location Things to be addressed prior to commencement of the training session Instructions to the trainer to enhance conduction of self-managed task Assessment activity that is valid Table of Contents 1. Objectives 4 2. Trainer’s information 4 2.1 Supporting information 4 2.2. Course design 7 2.3 Introduction 7 2.4 Assessment 8 2.5 Conclusion 9 3.Session plan 10 4. References 16 Food standards 2012, Food Safety Standards - Temperature control requirements, July 24, 2012,http://www.foodstandards.gov.au/scienceandeducation/factsheets/ 16 foodsafetyfactsheets/foodsafetystandardst857.cfm 16 Thacker, JW 2012, Effective training, 4th edition, Pearson Prentice Hall 16 1. Objectives 1. To identify and name all the ingredients used in preparation of yoghurt salad 2. To perform the task of preparation of yoghurt salad in a correct manner (McKimm, Jollie & Cantillon 2005) 2. Trainer’s information 2.1 Supporting information The rooms must be spacious to conform to the layout as well as other additional equipment Clean and Well ventilated (Food standards 2012) Well lit Availability of washrooms Access to source of power Layout Use tables arranged in U-shape to accommodate 10 settings where each side will have 3 settings and 4 settings at the back. This allows the trainer to reach every group especially in monitoring the participants during the self-managed activities. Sinks located behind the tables A table with at the front of the trainer which is consistent with the U-shape (it will also contain the data projector). A table for ingredients and utensils between the trainer and the participants A refrigerator at the front to store yoghurt and the prepared salads Set single tables in another room for self-management activity (Training Package Policy 2010) Equipment 2 Refrigerators Tables 4 sets of Cutlery (3 for the participants and one for the trainer) Bowls Jars Chopping boards Ingredients Plain low fat yoghurt Lemon juice Fresh chives Parsley Mustard Salt Materials Handouts. They consists: Introduction Course outline and objectives Requirements for assessments Pictures Recipe Procedure Pens Post-it note PowerPoint for complementing the trainer and handout Video- it will serve as a medium to link the visual and audio together in order to equip the learner with a multisensory experience. In this case, it can be played, paused and rewound to specific sections and serves as one of the best way for developing competency (Hampton 2009). Special actions before session Each session will have a maximum of 10 participants – this will provide a better learning environment to allow good interaction between the learners and the trainer (Thacker 2012) To make sure that the trainees must adhere to the food safety standards to enhance hygiene To ensure that the trainees wear protective attires for their safety Have a detailed course outline that contains the objectives and session structure in order to provide the participants before the session begins 2.2. Course design Given that the design of the course is meant for adult learners, the trainer should put into consideration the following; Breaking the information into small parts The skill will be delivered by explanation and demonstrating it in a step by step process After the trainer has demonstrated the skills, the trainees will be in a condition to practice The trainer needs to set conducive environment in order to allow discussion as well as interaction with and between the trainees. This will be foster learning (Pace & Brown 2012) 2.3 Introduction This is an essential section in this section because it: Welcoming and orienting the trainees Outlines essential food safety requirements that are appropriate for handling foods. Outlines workplace health and safety requirements that are essential for this process Clearly provides identification and explanation of the session Explains the session’s assessment requirements Motivates the participants in order to make the learning experience meaningful and fun, to be consistent with the standards of adult learning. By doing this, the trainees will have a clear view and purpose of learning the skill as well as its application in their real life (Delahaye 2005). 2.4 Assessment The skill will be assessed using the following ways: Sampling of the yoghurt salad prepared by the trainees Direct observation while the trainees are preparing the salad Direct observation In relation to the first objectives, each trainee will be required to correctly demonstrate their understanding by identifying each ingredient used in the preparation of the salad. In accordance to the second objective, each trainee will also be required to perform the task correctly by observing all the procedures. The knowledge and skills of the trainee will be observed by the assessor where the assessor will determine if the trainee is either Competent or Not Yet competent in regard to the ability that he or she has demonstrated in achievement of the two objectives (Muchiri, Becker, Cram, Higgins & Neal 2008). Sampling In relation to the second objective, after the trainees perform the task, the assessor will have to test the quality of the salad. This will help the assessor to determine if the trainee has done the correct mixing of the ingredients to come up with a quality salad. This process is very essential given that people determine the quality of food according to how they taste. The assessment will be done individually (Tourism, Hospitality and events 2008). In addition, the assessment against competency relies on the assessor to gather enough evidence in order to demonstrate that the trainee meets the requirements. Verification of the competency of the trainee is based on combination of the practical activity as well as testing of knowledge related to this field (MSA 2010). 2.5 Conclusion The supporting information and the session plan for the assessor and the trainer will ensure that yoghurt salad is prepared according to the objectives, on schedule as well as a in a practical technique that suits the type of learning of the trainees. A type of assessment that is flexible will ensure provision of a fair, valid and equitable way of assessing the competency of each trainee. 3. Session plan Title: Cookery Session title: Preparing yoghurt salad Total time: 90 minutes Objectives: 1. To identify and name all the ingredients used in preparation of yoghurt salad 2. To perform the task of preparation of yoghurt salad in a correct manner Visual aids Table Laptop Data projector Screen Handouts Recipe Refrigerators Cutlery Bowls Jars Chopping boards Special actions before session Not more than 10 participants per session Have four sets of utensils and ingredients for completing the preparation of the salad Extra ingredients in case of replacement Have a U-shape set up of the room (3 places each side and four places at the back) Time Modus Operandi Main points Details 0 minutes PP- Welcome Introduction Welcoming and Orientation 60 min session From cookery course WH & S Washrooms Emergency exits Reason for personal safety Food safety Hygiene The potential hazards of foods (refrigeration) Interest and motive Why learn about preparation of salad Benefits Preview The objectives of training The structure and duration of the course Assessment Body 5 minutes Generation of discussion Icebreaker Ask each trainee to introduce him/herself and say why this task is important to him or her Each trainee then to report what the other have said and vice versa 10 minutes Questioning and generation of discussion Pursue the discussion Prompting questions: Have trainees ever prepared any type of salad before? What was the outcome? Time Modus Operandi Main points Details 13 minutes Actual ingredients and utensils PowerPoint Topic 1 Explain various types of cutlery and ingredients for use in this task Introduce the ingredients and the cutlery that will be used by trainees through: Pictures on PPT Holding up various pieces and passing around. Handout Referring to titles in the handout Video Demonstrating the ingredients and the preparation procedure Questioning Check understanding Check understanding continuously Could know Ingredients hygiene 23 minutes 5 tables set in another room Activity 1- Self-managed Check practice Trainees working in groups according to how they are sitting (two groups of three at the sides and two groups of two along back) Each group given a set of utensils and ingredient and are asked to name and write correctly and stick it to the utensil and on the bowl consisting each ingredient They should know they have five minutes Trainer should be going around and answering any question and monitoring After time ends, each group should hold up and name each and every item 28 Check Each group to show their result to all Time Modus operandi Main points Details 33 Topic 2 How to prepare yoghurt salad Food safety- explain that hygiene is very important Demonstrate each step of preparing the salad by naming each ingredient used 45 Repeat using a video Use a video to show the preparation procedure again 48 Question trainees Understanding Ask if they have any question Offer to repeat the procedure Commend them for what they have attained so far 51 Handout containing procedures Set of ingredients Activity 2 practice: Self-managed Trainees broken into four groups and each group assigned a complete set of ingredients and cutlery They must work together as the trainer checks the quality of their tasks 10 minutes for performing task Suggest that each group should do it in turns Ask if they wish to another practice for 4 minutes Question and generation of discussion Assemble and lead to conclusion Ask if there were difficulties Commend them on their outcomes Provide feedback Time Modus Operandi Main points Details PPT objectives Conclusion Conclude the session review what the trainee have done and achieved review objectives repeat the requirements of the assessment commend the trainees for participation and thank them Assessment Time to be scheduled Source: Reading 2-2, Delahaye & Smith 4. References Delahye, BL 2005, human resource development: adult learning and knowledge management, 2nd edition, John Wiley & Sons, Brisbane, HRMT 19023: HRM competencies: study guide, Central Queensland University, Rockhamton. Food standards 2012, Food Safety Standards - Temperature control requirements, July 24, 2012,http://www.foodstandards.gov.au/scienceandeducation/factsheets/ foodsafetyfactsheets/foodsafetystandardst857.cfm Hampton, C 2009, Teaching practical skills, C.O.L, chapter 9, Pp. 83-89 Manufacturing Skills Australia (MSA) 2010, Use of tools in handheld operations, MSA, Version 1, P. 16-51. McKimm, J, Jollie, C & Cantillon, P 2005. ABC learning and teaching: web based learning, BMJ, vol. 326, p. 870-873 Muchiri, M, Becker, K, Cram, Higgins, G & Neal, G 2008, HRMT 1903: HRM competencies: study guide, Central Queensland University, Rockhampton. Pace P & Brown, S 2012, The ILTA Guide: inspiring learning about teaching and assessment, ILT and Education Guardian. Thacker, JW 2012, Effective training, 4th edition, Pearson Prentice Hall Tourism, Hospitality and events 2008, prepare appetisers and salads, Hospitality Curriculum Framework, p. 241-245. Training Package Policy 2010, Training package development handbook guidelines: Qualifications framework, guidlinesQualFrameworks, Version 3. P. 1-28. Read More