Effective Training - Case Study Example

HRMT1903 HRM COMPETENCIES Training package Cookery: Making a hamburger ASSESSMENT ITEM 1 STUDENT NAME: STUDENT NUMBER: Abstract This training package addresses cookery. It involves information to the trainer and a session plan to perform a practical skill for preparation of a hamburger. This session is planned for 1 hour and contains four topics in addition to introduction, conclusion and assessment. The training package will cover: Introduction and conclusion 2 instructionally-sound learning objectives Supporting information in terms of location, equipment and layout Things that needs to be looked upon before the commencement of the training session Trainer’s instruction to enhance self-managed task Valid assessment activity in addition of justification for its choice Table of contents 1.0 Objectives 4 2.0 Information to the trainer 4 2.1 Supporting information 4 2.2 Special actions before session 6 2.3 Course design 7 2.4 Introduction 8 2.5 Assessment 8 2.6 Conclusion 10 3.0 Session plan 10 4.0 References 16 Biech, E 2009, 10 Steps to Successful Training, American Society for Training and Development, Pp. 12-56. 16 Food standards 2012, Food Safety Standards - Temperature control requirements, July 24, 2012, http://www.foodstandards.gov.au/scienceandeducation/factsheets/foodsafetyfactsheets/foodsafetystandardst857.cfm 16 1.0 Objectives 1. To identify and name every ingredient used in making a hamburger 2. To correctly perform the task of preparing hamburger (LGI 2005). 2.0 Information to the trainer 2.1 Supporting information Location The room must be large enough for the layout to fit and to accommodate other equipments required for the task The room must be well ventilated given that cooking equipments will be used The room must be well lit and clean with presence of washrooms to conform to the Australian food safety standards (Food standards 2012). Access to power supply Layout The tables to be used in training will be arranged in U-shape which will consist of 4 settings at the back and 3 settings on each side. This arrangement is best suited for training using visual aids as the trainer will have access to all trainees during monitor and answering of questions (BSA 500 2006). A table for the trainer at the front consistent with U-shape which will contain the teaching aids Another table that can be easily reached by both the trainer and trainees which will contains the ingredients. 4 cookers and 4 ovens where three will be located along the walls behind trainees and one at the front for the trainer. Set three single tables in another room for self-management activity. This will make the assessment effective (Thacker 2012). Equipment 4 cookers 4 ovens Flying pans Tables 4 sets of Cutlery (3 for the participants and one for the trainer) Ingredients Burger rolls and patties (20% fat content) Seasoning: cooked onion (1/2), mustard sauce (1 tablespoon), tomato sauce (1 tablespoon) and salt to taste Toppings: tomatoes (2 thinly sliced), and cheese (6 slices). Materials Handouts which consists of: Introduction Course objectives and outlines Recipe Pictures Assessment requirements Post it note Pens Video which will serve as an effective method of quipping the learner with multisensory experience. In addition, the video will act as a good explanation of doing the actual tasks where it will incorporate both visual and audio perspectives. It will also serve as a good way to show what the trainees have not got from the trainer (Hampton 2009). PowerPoint will also give guidance on the procedures of making hamburger especially through pictures and brief steps. 2.2 Special actions before session In order to facilitate good interaction between trainees and trainers and favourable learning environment, the maximum number of participants will be 9. This will also bring fairness through working with equal number of group members (Training Package Policy 2010). Given that this task involves handling of foods, it will be essential to ensure that the participants conform to the rules and regulations in regard to hygiene and safety (Food standards 2012). Ensure that the participants also adhere to the safety standards according to the place of work Each participant should have an overview of the task by being provided with a comprehensive course outline consisting of a session structure and objectives (Biech 2009). 2.3 Course design This course is designed to train adult learners and the following should be put into consideration; The entire task should be broken into smaller sections for easy understanding Given that this skill requires to observe, understand and to perform, it will be delivered through demonstration and explanation in a systematic manner through steps. Upon demonstration of skills by the trainer, every trainee will be able to practice The trainees must enhance favourable environment to pave way for discussion and interaction with and between trainees (Pace & Brown 2012). 2.4 Introduction This section is very important because it: Welcomes and orients the participants Introduces the participants to rules and regulations for handling of foods Gives an outline of health and safety requirements in the workplace that fit this type of task Clearly gives identification as well as an explanation of the session Gives an explanation of the requirements for the assessment of the session Encourages and motivates the participants in order to make the training meaningful, fun and for it be in accordance with the principles of adult learning. As a result of this, every participant will understand the reason for learning the skill and its real life application (Delahaye 2005). 2.5 Assessment Assessment is the best way to determine the competency of the trainees and given that this is a food industry, accuracy hygiene and effectiveness is very essential to ensure that the health of people is maintained. Thus, the assessment of this skill will be done through observation, sampling, and oral questions to test food safety issues and knowledge (LGI 2005). Observation Based on objective 1, every trainee must correctly demonstrate identification and understanding of every ingredient and cutlery used in making of hamburger. On the grounds of objective 2, the trainee performs the task in a corrective way through observing all the steps of the recipe. The assessor will observe the skills and knowledge of each trainee by determining if the trainee is Competent or Not Competent on the basis of demonstrated ability in attaining the two objectives (Muchiri, Becker, Cram, Higgins & Neal 2008). Sampling Based on objective 2, the trainee will test the quality of the completed task mostly through sensory evaluation. This will enable the assessor to evaluate the competency of the trainee through the quality of the final product. In the food industry, sampling is very essential because the consumers are satisfied through tasting. Oral questions to test skills knowledge The following will be assessed based on skills and knowledge; Safe work practices in using the cutlery Techniques for minimization of wastes Time-efficient and logical flow of work Numerous skills in determination of the portions and quantities for making hamburger (OCR 2010) Practices and principles of hygiene in preparation of hamburger in the kitchen including personal protection, and working in kitchen (Tourism, Hospitality and events 2008). 2.6 Conclusion Supporting information as well as the session plan for both the trainer and assessor will enhance preparation of hamburger in accordance to the set objectives, schedule and the practical technique favourable to the learning of the trainee. 3.0 Session plan Title: Cookery Session title: Making a hamburger Total time: 60 minutes Objectives: 1. To identify and name every ingredient used in making a hamburger 2. To correctly perform the task of preparing hamburger Visual aids Ingredients Ovens Cookers Flying pans Cutlery Laptop Data projector Screen Handouts Special actions before session Not more than 9 participants per session Have four set ingredients and cutlery for completing the task of making a hamburger Extra ingredient and cutlery in case of the need for replacement U-shape room set up (3 places for every side) Time Modus Operandi Main points Details 0 minutes PPT-welcoming Introduction Welcome and Orient 60 min session From a course in cookery WH & S The need for personal safety Exits in case of emergency Safe internal temperature Food safety standards Hygiene Protection from harmful bacteria Safe temperatures for cooking Interest and motive Why the trainee is interested in making a hamburger Benefits Preview The objectives of training Course schedule and structure. Assessment Body 5 minutes Discussion generation Icebreaker Ask each trainee to introduce him/herself and state their fears in food industry Then ask the trainees how the task will overcome their fears 10 minutes Questioning and generation of discussion Follow the discussion Prompting questions: What do trainees know about hamburger? To name any type of hamburger they have come across in their life Time Modus Operandi Main points Details 13 minutes Actual ingredients and cutlery PowerPoint Topic 1 Explain all the ingredients, cutlery and equipment used Introduce to the trainees the ingredients and tools used by; Use PPT to show pictures of items Show them all the items and pass them around Handout Refer to the procedures in the handout Video Show video to demonstrate the real activity Questioning Ask questions continuously check understanding so far Could know Recipe hygiene 23 minutes 5 tables set in another room Activity 1- Self-managed in order to Check practice Trainees to work in group according to sitting arrangements (three groups of three, 2 at side and 1 at the back Each group picks the required ingredients and names them, then write and stick the names correctly on each container They should know that they have five minutes to complete Trainer should go around to address and monitor any question After time ends, each group should explain their results Time Modus operandi Main points Details 33 Topic 2 How to make hamburger Explains the food safety requirements to be observed Demonstrate the procedural preparation of hamburger while naming each ingredient and portion 45 Repetition using video Repeat the recipe by showing a video to increase understanding 48 Questioning Checking Understanding Ask if there is any question Offer to redo the recipe Commend them their achievement at this point 52 Handout Ingredients Cutlery Activity 2 practice: Self-managed Divide trainees into three groups and assign each group all the required items Trainees must work together as the trainer checks their progress They have 8 minutes for performing this task Trainer to ensure that every trainee is participating Trainer and trainees to taste every hamburgers to test the quality 60 Ask whether they want to practice again for 4 minutes 65 Question and generation of discussion Gather the trainees to conclude Enquire if there were difficulties involved Commend them on their achievements Give them a feedback Time Modus Operandi Main points Details 75 PPT objectives Conclusion Conclude the session Review what the activities that the trainees have done and achieved Review the objectives Repeat to them the assessment requirements Commend the trainees for their active participation and thank them 80 Assessment Time for assessment to be scheduled Source: Reading 2-2, Delahaye & Smith 1998 4.0 References Biech, E 2009, 10 Steps to Successful Training, American Society for Training and Development, Pp. 12-56. BSA 500 2006, Trainer Development: Arrangements, Session 6, p. 1-6 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 Muchiri, M, Becker, K, Cram, Higgins, G & Neal, G 2008, HRMT 1903: HRM competencies: study guide, Central Queensland University, Rockhampton. OCR 2010, Practical skills handbook: recognizing achievement, Version 2.1, Pp. 16-38. 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 The Local Governance Initiative (LGI) 2005, Keys to Successful Training: Manual for Managing the Training Process, RTI International, Alabin Street, Bulgaria. 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