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Making Workplace Delivery Work

Ken FraserMECAT Program Manager

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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

The Food Processing Sector

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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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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!

Food Processing in TAFE

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TAFE colleges can’t 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 It’s an opportunity for TAFE to compete with private

providers in a “new” area It works!

Workplace delivery – why do it?

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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.

How does it come about?

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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

The model - (Version 1)

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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

The model … continued

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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?

The approach to assessment

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Looking for evidence of performance from the workplace

Preparing assessment tools based on whole-of-job activities

Assessment … 2

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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

Assessment … 3

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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

Variations on the model

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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

Role of the teacher

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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

Role of Teacher … 2

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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

Case Study 1 – Kurrajong Kitchens

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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

Case Study 1 … 2

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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

Case Study 1 … 3

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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

Case Study 2 – Ice Creams

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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

Case study 2 ... 2

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Key Unit for work role - Operate a

mixing/blending process

Core 1OHS

Core 3Quality

Assurance

Core 2Food safety

Core 4Communications

Core 5Basic Maths

Elective - Participate

in teams

Note: Overlap between units

Elective - Product sampling

Elective - Product sampling

Designing “whole-of-work” assessments

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Tips for the use of projects in workplace delivery:

Get support from management and workplace supervisor Link with company’s 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

Workplace projects

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“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

Helpful Resources

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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

Discussion and Activities

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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.

Activity 1 – “whole-of-job” assessment

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In small groups, Consider the “Wildlife Biscuits” case study Evaluate the training/assessment activitySuggest other possibilities for training and

assessmentWhat skills and knowledge are required by

the teacher to work effectively in this context.

Activity 2 – Role of teacher

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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?

Activity 3 – whole of job assessment strategies

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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@tafensw.edu.au