Making Workplace Delivery Work

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Making Workplace Delivery Work
Ken Fraser MECAT Program Manager
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The Food Processing Sector

• Manufacturing of food and pharmaceutical
  products
• 20 of manufacturing sector in Australia and
  hanging on against global competition
• Range of employers from large multi-nationals
  with major brand names to small niche
  manufacturers

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• Can cover all processed food items and food
  manufacturing processes
• Increasing demand on companies to lift their
  game
• increased regulation
• supply chain pressures
• quality demand from customers
• global competition

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Food Processing in TAFE

• Training partnerships cover most sectors of the
  industry. (This presentation does not cover the
  traditional Baking area, although it is also part
  of the Food Processing Training Package, or meat
  processing)
• 8 Institutes offer food processing training
• Small teaching sections, usually with PT teachers
• 1500 enrolments across the State each year
• Delivery has been happening since mid 1990s
• Very few students ever attend a college!

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Workplace delivery why do it?

• TAFE colleges cant provide the facilities for
  food processing
• Demand from companies for on-the-job delivery for
  new and existing employees
• The workplace can provide a rich learning
  environment.
• The traineeship system is built around it
• Its an opportunity for TAFE to compete with
  private providers in a new area
• It works!

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How does it come about?

• The Institute is notified about new trainees, or
• A contract is negotiated with a food processing
  company, usually by a training consultant, or
• Special funds can be obtained to support
  work-based training in the area.

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The model - (Version 1)

• Depends on context, but can involve
• Matching job roles to AQF levels and combinations
  of units
• Reviewing in-house training assessment system
  identifying common gaps
• Negotiating with company about respective roles
  Who does what training? Who is involved in the
  assessment process?
• Developing/contextualising assessment tools

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The model continued

• Conducting up-front assessment providing
  Recognition and identifying training needs
• Developing/contextualising training resources
• Delivering training as required
• Re-assessing
• Completing student records
• Issuing results and qualifications

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The approach to assessment

• For each work role, identifying the key tasks
• Visualising what it means to be competent
• How would competent workers perform these tasks?
• What would they do, what would they need to know?
  What would they not do?
• How do the competencies link together and overlap?

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Assessment 2

• Looking for evidence of performance from the
  workplace
• Preparing assessment tools based on whole-of-job
  activities

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Assessment 3

• Assessment strategies usually include
• Integrated assessment of multiple units
• Self-assessment, so that students know where they
  are heading
• Observation of practical tasks (either by TAFE
  teacher or workplace assessor)
• Third party report of regular workplace
  performance
• Questions to assess underpinning knowledge,
  problem-solving skills etc
• Workplace documents
• At higher AQF levels, evidence of participation
  in workplace projects

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Variations on the model

• Different workplace contexts may require
  different approaches
• Individual students/trainees in small workplaces
  vs groups of students in large companies
• Opportunities for structured training off-the-job
  vs all on-the-job
• New employees vs experienced employees
• Companies with internal training and assessment
  systems vs those without
• Companies with documented procedures (OHS, food
  safety, quality) vs those without
• Full qualifications vs specific skill sets or
  units

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Role of the teacher

• Negotiator with the company
• Trainer, delivering structured sessions
• Facilitator of work-based learning
• Arranging for job rotation
• Preparing workbooks and on-the-job activities for
  students
• Establishing work-based projects and supporting
  students

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Role of Teacher 2

• Advisor, on training programs, strategies and
  resources
• Assessor, examining evidence from a range of
  sources (incl reports from company assessors)
• Monitor of student progress
• Administrator of student records

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Case Study 1 Kurrajong Kitchens

• Small family-owned business in Western Sydney
• Produces cracker biscuits in different sizes and
  packet sizes
• Partnership with TAFE started 5 years ago
• Employees engaged as trainees
• Training for operators, team leaders and
  production supervisor

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Case Study 1 2

• Training has covered CII and CIII Food
  Processing, CIV Assessment Workplace Training.
• Shared responsibility for training and
  assessment between company and TAFE
• The company was in the early days of developing
  their procedures and systems

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Case Study 1 3

• The trainees helped to develop the procedures
  OHS, food safety, quality
• Strong partnership developed with TAFE as the
  preferred training provider
• All new employees now engaged as trainees

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Case Study 2 Ice Creams

• Large manufacturer of ice creams and other food
  products
• Large group of employees signed up as Existing
  Worker Trainees
• Major contract signed with a TAFE Institute
• Pre-existing in-house training and assessment
  system mapped to the requirements of the Training
  Package
• Training of company trainers and assessors
• RPL granted for completed assessments

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Case study 2 ... 2

• Gap training provided for some content areas,
  particularly around underpinning knowledge and
  higher level skills.
• Work-based projects used to extend current
  skills and knowledge

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Designing whole-of-work assessments
Core 2 Food safety
Key Unit for work role - Operate a
mixing/blending process
Core 4 Communications
Core 5 Basic Maths
Elective - Product sampling
Elective - Product sampling
Elective - Participate in teams
Core 1 OHS
Core 3 Quality Assurance
Note Overlap between units
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Workplace projects

• Tips for the use of projects in workplace
  delivery
• Get support from management and workplace
  supervisor
• Link with companys quality improvement system or
  processes if possible
• Approve proposed topic/activity to ensure
  suitable scope
• Provide resources for each step in the project
  process and to support evidence collection
• Have useful contact with the students,
  particularly at key milestones

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Helpful Resources

• Visualising Competence Training Package
  Assessment Materials Kit - Guide 1 from green
  esky DETYA, 2001
• Developing workplace assessment tools OTTE
  Training Support Network (Vic DET) via
  trainingsupport.ette.vic.gov.au

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Discussion and Activities

• Questions discussion
• Further options for the session
• Small group discussions about content
• Activity - Designing whole-of-job assessments
• Activity The role of the teacher in this model
  of workplace delivery
• Activity Whole-of-job assessment strategies in
  other vocational areas

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Activity 1 whole-of-job assessment

• In small groups,
• Consider the sample unit list for a food
  processing operator
• Examine the key unit and identify opportunities
  for integrated assessment with other units
• What assessment strategies would you use for the
  key unit that would provide assessment evidence
  for the other units. Think of how the extra
  requirements for the other units could be
  assessed.

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Activity 2 Role of teacher

• In small groups,
• Consider the Wildlife Biscuits case study
• Evaluate the training/assessment activity
• Suggest other possibilities for training and
  assessment
• What skills and knowledge are required by the
  teacher to work effectively in this context.

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Activity 3 whole of job assessment strategies

• In small groups
• Consider a job role in another vocational area
• Identify the qualification and key unit or
  units related to the job role
• Identify additional units that can integrate with
  the key unit(s) and describe the overlap
• What assessment strategies could be used to
  assess the whole-of-job skills and knowledge
  covering multiple units?

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• If you would like further info
• Ken Fraser
• R/Program Manager
• Food and Pharmaceutical Programs
• MECAT Curriculum Centre
• Ph 9204 4689
• kenneth.fraser_at_tafensw.edu.au