Instructor Manual for Competency-Based Training in: Domestic/Commercial Cooking Level 1

Transcription

1 Instructor Manual for Competency-Based Training in: Domestic/Commercial Cooking Level

2 Disclaimer: The information included in this manual was collected and created by MTC International Development Pakistan (Pvt.) Limited for the Sindh Skill Development Project and does not necessarily represent the opinions of the Sindh TEVTA Headquarters.

3 Table of Contents Section 1: Introduction to Competency-Based Training...2 Section 2: Using Modules for Competency-Based Training...6 Step 1. Develop a rationale for your module... 8 Step 2. Identify learning outcomes... 8 Step 3. Identify learning and teaching strategies and review the content of the module... 9 Step 4. Developing an assessment process Step 5. Identify and develop materials and means of support for the student Step 6. Develop a process for continuous evaluation of the module content and methodology Step 7. Equipment Section 3: Clustering Competency Units...13 Clustering Competency Units Section 4: Modules...15 Domestic/Commercial Cooking Competency Unit Map Module Content Communicate in the workplace Carry out basic workplace calculations Use environmentally responsible work practices Use personal hygienic practices Use hygienic food handling practices Work safely and control risks Clean premises and equipment Set up and close kitchen Plan and cost menus Use basic cookery methods to produce dishes Use food preparation equipment Use effective cooking skills Organize, prepare and cook food items Prepare sandwiches Serve food and beverage Prepare and serve beverages Prepare and present appetizers and salads... 42

4 Prepare and present food for buffets Prepare and present food to meet special dietary requirements Plan and develop menus for special dietary requirements Store and transport food Receive and store stock Maintain the quality of perishable items Control stock Section 5: Developing a Module Outcome Guide...57 Module Outcome Guide (MOG) Section 6: Assessment...60 Assessing Competencies of Learners Guide to completing a Recognition of Prior Learning (RPL) Application Completing the Training Achievement Records (TAR) Section 7: Templates...68 Template 1: Module Outcome Guide Template 2: Sample Module Outcome Guide Template 3: Session Plan Template 4: RPL - Sample Introductory Letter Template 5: RPL - Sample Self-Assessment Sheet Template 6: RPL - Competency Standards Skills and Knowledge Requirements Template 7: RPL - Sample Application Form Template 8: RPL - Matching the Unit of Competency with Prior Experience Template 9: RPL - Final Checklist Template 10: RPL - Successful Letter - Sample Template 11: RPL - Unsuccessful Letter - Sample Template 12: RPL - Feedback Sheet Sample Template 13: Training Achievement Record (TAR) Template 14: Sample Training Achievement Record (TAR) Template 15: Additional Resources

5 Section 1: Introduction to Competency- Based Training 2

6 Introduction to Competency-Based Training Competency-based training places an emphasis on the application of knowledge and skills needed for the workplace. Unlike traditional training that is time-based and focused on theory and very little practical learning, competency-based training combines both the theoretical aspects of a particular occupation with the practical application of those skills. Students learn and understand the skills and tasks needed in order to work effectively in a particular occupation, as well as the workplace language and methods to complete a task to an acceptable level. The term, competency-based, refers to the training approach used by technical and vocational institutions. A competency describes an occupational skill or function. A competency standard identifies the acceptable level of competence which a student needs to demonstrate in order to meet workplace requirements. When training and curricula is competency-based it focuses on assisting students to develop, practice and demonstrate skills, knowledge and behaviors to the level required for a particular job or occupation. Competency-based training is developed through an understanding of the skills, knowledge and behaviors that are needed in a particular region, country or workplace context. This understanding is acquired through analysis, review, input and agreement from content experts on the work requirements of a specific occupation. For example, if you want to know what is required in order to be an automotive mechanic, you can interview several top-performing auto-mechanics in the city or region and either observe them on the job or have them identify the skills needed to be successful in that field. In most countries curricula was traditionally developed by a team of academics or in a committee of trainers and then approved by a government body that validated the curricula. Curricula may be used for years and never be changed or adapted to accommodate new technology, changes in the workplace or new industries such as renewable energy or computer and cellular applications. With a competency-based approach, workforce training is based on labor market requirements and the skills employers identify as needed. The curricula is then reviewed yearly through Employer 3

7 Advisory Councils or through well-developed relationships between TVET institutions and industry. On a regular basis, modifications and adjustments are made to curricula and training methodologies to align with employer needs and concerns. Currently in the Sindh Vocational-Technical Institutes, courses are based on time in training, i.e. 3 months, 6 months, 1 year and 3 years for some higher-technical courses. In a truly competencybased curricula, course time is based on how long the student takes to achieve competence in all of the skills needed to be successful on the job. In developing countries, training generally has no relevance to the labor market or opportunities for employment post-completion of program. While any form of training contributes to life-long learning and is better than no training at all, particularly in very poor economies, it can lead to wasting precious funding and resources. MTC In countries with more developed TVET programs where competency-based training is used, students can take a few months or up to two years to show competence in all of the identified skills. Students may also receive credit for prior learning through assessment or instructor/employer validation of previous experience on the job or in another training program. Students may graduate and enter the workforce at different times. This training process with variable exit points saves time and resources for both the student and institute. Competent graduates can enter the workforce sooner which allows new students to enter the training program. Time and resources are then not wasted delivering a training program to students who have already mastered the required skills. As your institution moves towards a competency-based, demand-driven system you will need to adapt and modify your training system to meet the needs of employers and to assess student skills based on competence, not time in training. This will require not only a change of materials and training methodologies, but a major change in the way the institute and staff view the relevance of the curricula and how it meets labor market needs. This manual is designed to assist in the paradigm shift for your institution to move to a more productive and relevant workforce development system. The manual is designed for only Level 1 of 4

8 each trade. After you pilot the new system you will be able to move to a true competency based training not tied to time, but based on the competence of the student in each skill needed. There are major differences between competency-based, demand-driven training and traditional supply-driven training. Most programs do not meet the total criteria for one or the other, but probably offer training somewhere between the two approaches. Traditional Vocational Programs Competency-Based Vocational Programs 1. Content-based Competency-based 2. Time-based Performance-based 3. Group paced Individually paced 4. Group needs Individual needs 5. Delayed feedback Immediate feedback 6. Textbook/Workbook materials Modules and Media materials 7. Limited practical experience Learning in the workplace 8. Lectures, demonstrations Assistance of Resource person 9. General objectives Specific objectives 10. Subjective criteria Objective criteria 11. Norm-referenced Criterion-referenced 12. Final Grades Learner competence 5

9 Section 2: Using Modules for Competency- Based Training 6

10 Using Modules for Competency-Based Training Unlike traditional technical and vocational training, competency-based training uses a methodology that separates segments of learning into modules. Each module is designed to separate out the pieces of curricula that can be taught in one lesson or unit. Each new module builds upon previous modules in the learning process. Module-based training is an active learning model and planning a module takes time and a thoughtful systemic approach. Traditional curricula focused on the teacher needs, rather than the learner needs. In modular-based learning the focus is on how learners learn and effective learning environments. When designing a module there are several things to keep in mind: Provide adequate time for students to grasp the knowledge; Show the connection between previous modules and what the student is currently learning; Give clear explanations and direction on the content; Make sure there is a reasonable student workload that they can manage; Give students ways to learn the topics in depth so that they can understand the material for themselves; Give students time to practice skills and apply knowledge Make sure that you are using a correct assessment method that provides opportunities for students to demonstrate what they have learned and how well they have developed skills; Maintain a balance between the teacher s theory of teaching and student learning styles. In Template 1 of this manual you will find a Module Outcome Guide (MOG). The guide will allow you to identify the key elements of a competency unit to be transferred into training Session Plans, which can be found in Template 3 of this manual. Much of the information you will need to complete the MOG is located in the Competency Package Manual which will assist you in developing your curricula and training methodology. However, each TVET Institute and each teacher will need to develop modules that are appropriate for their student population and their student s continuous levels of learning. Teachers will also apply their own approach and teaching style to the 7

11 modules. Thus, module-based training is customized and adaptive to a local or regional context and the methodologies adopted by a specific institution or TVET cooperative. While a national framework may exist to identify topics and levels of competency that each student must address and achieve, teachers are free to design methodologies that are useful in their own environments. There are six steps when developing a learning module: Step 1. Develop a rationale for your module You will need to decide why you are including the module components into your training package. A module will usually not be designed in isolation but rather it is part of a total program of several modules and units. It is important to focus on the values and beliefs and the purpose of education. The module should not only include the knowledge and information needed. When developing a module you might consider the following questions: What are the outcomes for the module? What do you know about your learner s capability to learn the material? Why is the content important to learning the specific trade? Step 2. Identify learning outcomes (what the student needs to be able to do as a result of learning the skill) The descriptor and elements of your module indicate the general direction or orientation of a module in terms of its content and sometimes its context within a program. The traditional way of describing programs was to discuss the content defining courses in terms of what is taught. The use of learning outcomes is a means of describing the contents of a module in terms of the learning that is intended to happen. A learning outcome is a statement of what the learner is expected to know, understand and / or be able to do at the end of a period of learning. Learning outcomes focus on learning rather than teaching and are not about what the teacher can provide but what the learner can demonstrate at the end of a module or course. 8

12 When writing outcomes and performance criteria you should use action verbs to focus on how students will demonstrate their learning. You need to think about how you will ask your students to demonstrate their understanding. When they are being assessed students may be asked to discuss a concept, analyze a situation, describe a process or evaluate some data. These are the tasks the student actually does in order to demonstrate understanding and so these terms can be used to express the learning outcome. Bloom s Taxonomy developed in 1956 still remains one of the best aids to writing good learning outcomes and performance criteria. Most educators suggest that you should have 4-8 outcomes per module. Step 3. Identify learning and teaching strategies and review the content of the module When developing modules, the learning outcomes need to be clearly defined. In addition the methodologies used to teach the modules must be appropriate and designed to assist learners in obtaining the desired outcomes. A well planned strategy for teaching the module must be developed by the teacher. Several teachers/stakeholders should be involved in developing strategies to ensure that the content material and approach to teaching is relevant and needed for the industry and the student s ability to master the skills. After developing the outcomes and content material you can focus on the best ways for students to make sense of the material and demonstrate their ability to learn and perform. When developing strategies you might consider the following questions: Who are your learners? What are you trying to teach? (knowledge, skills, attitudes) How are you going to deliver the modules? (lectures, tutorials, seminars, practical application) What learning activities meet the learning outcomes? (case studies, problem-solving, role play, group discussions) What resources are available to you? (handouts, worksheets, visuals) 9

13 Step 4. Developing an assessment process Assessments should be related to the learning outcomes of the module and include an emphasis on quality learning outcomes and competencies. There are usually two different types of assessment used in a competency-based system, Formative and Summative. Formative assessments inform both student and teacher as to how the learner is making progress. This type of assessment requires constant feedback from the teacher and allows for improvements where the student needs further practice. Summative assessment is usually done as a final demonstration of skills and knowledge achieved. Questions to consider when developing module or program assessments: What knowledge are you assessing? (identified in outcomes) What skills are you testing Do you have a process for both formative and summative assessment? What percent of the total assessment is weighted in formative vs. summative assessment? Have you considered a wide range of possible assessment methods? Step 5. Identify and develop materials and means of support for the student When developing modules it is important to discuss and develop training materials and ways of supporting students in learning. Things to consider are: Scheduling of teachers Scheduling of classes Teaching activities Timing for courses and assessment Resources such as training rooms, labs, libraries and most importantly, equipment Questions to consider when developing materials and support processes: What is the capacity and ability of your students? What backgrounds, experience and qualifications do your students have? What ideas do you have for supporting students? 10

14 Do you have a Module Guide Book for students? Step 6. Develop a process for continuous evaluation of the module content and methodology Module design and development is an ongoing process and requires a TVET Institution to continuously review the content and teaching approach, as well as the need, for each module in a program. As technology and equipment is upgraded, you will need to ensure that your modules are relevant and up to date. Questions to consider when evaluating your modules include: Do your modules include ways to give feedback to students and evaluate their skills? Are you evaluating the progress on a regular basis and not just at the end when the student is entering the workforce? Is the evaluation of the modules being carried out for a governing body or for the further success of the institution? How will you address the changes needed as identified in your evaluation of your materials and programs? Who will be responsible for making the changes to the modules and how will you distribute to those who are teaching or need to know of the changes. Step 7. Equipment Another consideration for module-based and competency-based training is the availability of machinery and materials that are used for training. When developing modules you will need to identify the equipment and training aids that you will require. When equipment is not available due to limited funding or resources you will need to find alternative ways to have access to machinery and equipment for the purpose of training. You may choose to: Cooperate with a company or employer to use their equipment for training. This can be accomplished through a Public-Private Partnership or a work attachment such as an On-The- Job training (OJT) or apprenticeship; 11

15 Share the purchase or use of equipment with another TVET institution; Organize training where the theory units occur at a TVET institution and the practical training is provided by another entity, such as a university, private trade school or industry training facility; Coordinate purchasing with one or more other TVET institutions to allow for economy of scale and lower cost of equipment; Consider downsizing the number of vocations offered by your institution to allow you to divert precious resources and funding to fewer training courses. This is particularly true when you are teaching in a trade that is outdated, not needed in the local or regional workplace, or being provided by multiple institutions. 12

16 Section 3: Clustering Competency Units 13

17 Clustering Competency Units Clustering is a process that can be used when developing learning and assessment materials. It involves the process for grouping or clustering units of competency together to teach related skills rather than individual units. This provides a more workplace realistic learning and assessment experience. Reflecting the workplace The TVET system is based on the premise that the learning and assessment experience will lead to vocational outcomes; that is, people who have been assessed as competent will be able to perform consistently to the standard required by the workplace. Learning and assessment materials that reflect the workplace will therefore help to put the knowledge and skills being learned or assessed into a real work context. This approach is more meaningful for the students and increases the likelihood of their being able to transfer the knowledge and skills from the classroom setting to the workplace. Assessment and holistic evidence Clustering units of competency for delivery and assessment provides realistic, holistic learning and assessment experiences for students. This approach has significant benefits for the student and also for the institute in terms of time and cost efficiencies in the learning and assessment processes. 14

18 Section 4: Modules 15

19 Domestic/Commercial Cooking Competency Unit Map Occupations Cooking Assistant; Domestic Cook Entry Work safely and control risks Communicate in the workplace Use personal hygienic practice s Use environmentally responsible work practices Use hygienic food handling practices Clean premises and equipment Maintain the quality of perishable Store and transport food Use basic cookery methods to produce dishes Use food preparation equipment Carry out basic workplace calculation Set up and close kitchen Receive and store stock Use effective cooking skills Exit Control stock Plan and cost menus (a)+(b) Domestic Cook pathway Plan and develop menus for special dietary requirements Cooking Assistant pathway Cooking Assistant pathway (a) Domestic Cook pathway (b) Domestic Cook pathway Prepare and serve beverages Prepare sandwiches Prepare appetizers and salads Organize, prepare and cook food items Prepare and present food to meet special dietary requirements Serve food and beverage Prepare and present food for buffets 16

20 Module Content This section contains information that you will need in order to develop modules for Level 1 of each unit or competency. Specific information for Level 1 units has been provided in the following areas: Descriptor Pre-Requisite Units Elements and Objectives Performance Criteria (Tasks) In addition, you will need to consider the following as you develop each module: Materials and Equipment: You will need to identify equipment and materials needed for each training module. Safety Considerations: Ensure that trainees are equipped with appropriate personal protective equipment, and that they are properly instructed on its use. Remind trainees that any tool can be dangerous if used carelessly, and that poser tools are only to be used under proper supervision. Assessment Methods: Evidence should be collected over a period of time in a range of industry-relevant contexts and include dealings with an appropriate range of situations. A number of learning outcomes may be assessed through any one assessment method. Observation of progressive practical skills tests; Short answer test/multiple choice/written assignment; Scenario; Oral test; Computer test. When developing modules, you will need to identify which assessment methods you will use for each learning outcome. Teaching Time for This Module: You will need to develop a session plan after you have decided how you want to teach the content of this module. Please see Template 3 for a sample Session Plan. Further information for all units can be found in the Competency Package Manuals. In addition, the Competency Package Manuals include the information needed to develop modules for intermediate and advanced units. 17

21 Domestic/Commercial Cooking Communicate in the workplace - Level 1 Instructor's Manual Module Code: BUSCOM01 Descriptor: This unit describes the performance outcomes, skills and knowledge required to develop communication skills in the workplace. It covers gathering, conveying and receiving information, along with completing assigned written information under direct supervision. Pre-Requisite Units: BUSOHS01 Work safely in a business environment BUSENV01 Use environmentally responsible work practices Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Identify workplace communication procedures 2. Communicate in the workplace 3. Draft written information Performance Criteria (Tasks): 1.1 Identify organizational communication requirements and workplace procedures with assistance from appropriate people 1.2 Identify appropriate lines of communication with supervisors and colleagues 1.3 Seek advice on the communication method/equipment most appropriate for the task 2.1 Use effective questioning, and active listening and speaking skills to gather and convey information 2.2 Use appropriate non-verbal behavior at all times 2.3 Encourage, acknowledge and act upon constructive feedback 3.1 Identify relevant procedures and formats for written information 3.2 Draft and present assigned written information for approval, ensuring it is written clearly, concisely and within designated timeframes 3.3 Ensure written information meets required standards of style, format and detail 3.4 Seek assistance and/or feedback to aid communication skills development 18

22 Domestic/Commercial Cooking Carry out basic workplace calculations - Level 1 Instructor's Manual Module Code: COOCAL01 Descriptor: This unit involves the skills and knowledge required to carry out basic routine workplace calculations, including carrying out required mathematical operations; preparing basic estimates of mass, size and volume; and interpreting basic graphical representations of mathematical information. It includes calculations for routine industry-related tasks using manual and electronic processes. It specifically includes the skills and knowledge needed to estimate/calculate manual load shifting requirements. Pre-Requisite Units: None Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1 Carry out calculations 2 Prepare estimates 3 Interpret graphical representations of mathematical information Performance Criteria (Tasks): 1.1 Count items in batches and in singles. Sort items numerically, as required in workplace tasks 1.2 Perform calculations needed to complete work tasks using the four basic processes of addition, subtraction, multiplication and division 1.3 Performed calculations involving fractions, percentages and mixed numbers, and using the four basic processes, as required to complete workplace tasks 1.4 Use the functions of a calculator, numeric keypad or computer to perform workplace tasks 1.5 Self- check and correct numerical information for accuracy 2.1 Estimate quantities of materials and resources required to complete a work task. 2.2 Estimate the time needed to complete a work activity. 2.3 Make accurate estimates for work completion 3.1 Recognize, interpret and act upon information represented in symbols, diagrams and pictorial representations in workplace tasks 19

23 Domestic/Commercial Cooking Use environmentally responsible work practices - Level 1 Instructor's Manual Module Code: COOENV01 Descriptor: This unit describes the performance outcomes, skills and knowledge required to maintain and carry out improvements reduce the negative environmental impact of work practices. Pre-Requisite Units: COOOHS01 Work safely in an office environment Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Identify current resource use 2. Comply with environmental regulations 3. Seek opportunities to improve resource efficiency Performance Criteria (Tasks): 1.1. Identify workplace environmental and resource efficiency issues 1.2 Identify resources used in own work role 1.3 Identify and report workplace environmental hazards to appropriate personnel 2.1 Follow workplace procedures to ensure compliance 2.2 Report breaches or potential breaches to appropriate personnel 3.1 Follow organizational plans to improve environmental practices and resource efficiency 3.2 Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area 3.3 Make suggestions for improvements to workplace practices in own work area 20

24 Domestic/Commercial Cooking Use personal hygienic practices - Level 1 Instructor's Manual Module Code: COOHYG01 Descriptor: This unit describes the performance outcomes, skills and knowledge required to use personal hygiene practices to prevent contamination of food that might cause food-borne illnesses. It requires the ability to follow predetermined organizational procedures and to identify and control food hazards. Pre-Requisite Units: COOENV01 Use environmentally responsible work practices Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Follow hygiene procedures and identify food hazards. 2. Report any personal health issues. 3. Prevent food contamination. 4. Prevent cross contamination by washing hands. Performance Criteria (Tasks): 1.1 Follow organizational hygiene procedures. 1.2 Promptly report unsafe practices that breach hygiene procedures. 1.3 Identify food hazards that may affect the health and safety of customers, colleagues and self. 1.4 Remove or minimize the hygiene hazard and report to appropriate person for follow up. 2.1 Report any personal health issues likely to cause a hygiene risk. 2.2 Report incidents of food contamination resulting from personal health issues 2.3 Cease participation in food handling activities where a health issue may cause food contamination. 3.1 Maintain clean clothes, wear required personal protective clothing and only use organization-approved bandages and dressings. 3.2 Prevent food contamination from clothing and other items worn. 3.3 Prevent unnecessary direct contact with ready to eat food. 3.4 Avoid unhygienic personal contact with food or food contact surfaces. 3.5 Avoid unhygienic cleaning practices that may cause food-borne illnesses. 4.1 Wash hands at appropriate times and follow hand washing procedures consistently. 4.2 Wash hands using appropriate facilities. 21

25 Domestic/Commercial Cooking Use hygienic food handling practices - Level 1 Instructor's Manual Module Code: COOHYG02 Descriptor: This unit describes the performance outcomes, skills and knowledge required to handle food safely during the storage, preparation, display, service and disposal of food. It requires the ability to follow predetermined procedures as outlined in a food safety program. Pre-Requisite Units: COOENV01 Use environmentally responsible work practices Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Follow food safety program. 2. Store food safely. 3. Prepare food safely. 4. Provide safe single use items. 5. Maintain a clean environment. 6. Dispose of food safely. Performance Criteria (Tasks): 1.1 Access and use relevant information from organizational food safety program. 1.2 Follow policies and procedures in food safety program 1.3 Control food hazards at critical control points. 1.4 Complete food safety monitoring processes and complete documents as required. 1.5 Identify and report non-conforming practices. 1.6 Take corrective actions within scope of job responsibility for incidents where food hazards are not controlled 2.1 Select food storage conditions for specific food type. 2.2 Store food in environmental conditions that protect against contamination and maximize freshness, quality and appearance. 2.3 Store food at controlled temperatures and ensure that frozen items remain frozen during storage. 3.1 Use cooling and heating processes that support microbiological safety of the food. 3.2 Monitor food temperature during preparation using required temperature measuring device to achieve microbiological safety. 22

26 3.3 Ensure safety of food prepared, served and sold to customers under other conditions. 4.1 Store, display and provide single use items so they are protected from damage and contamination. 4.2 Follow instructions for items intended for single use. 5.1 Clean and sanitize equipment, surfaces and utensils 5.2 Use appropriate containers and prevent accumulation of garbage and recycled matter. 5.3 Identify and report cleaning, sanitizing and maintenance requirements. 5.4 Dispose of or report chipped, broken or cracked eating, drinking or food handling utensils. 5.5 Take measures within scope of responsibility to ensure food handling areas are free from vermin and report incidents of vermin infestation. 6.1 Mark and keep separate from other foodstuffs any food identified for disposal until disposal is complete. 6.2 Dispose of food promptly to avoid cross contamination 23

27 Domestic/Commercial Cooking Work safely and control risks - Level 1 Instructor's Manual Module Code: COOOHS01 Descriptor: This unit describes the performance outcomes, skills and knowledge required to incorporate safe work practices into all workplace activities. It requires the ability to follow predetermined health, safety and security procedures and to participate in organizational work health and safety management practices. It incorporates the performance outcomes, skills and knowledge required to identify hazards, assess the associated workplace safety risks and take measures to eliminate or minimize those risks. Pre-Requisite Units: None Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Work safely. 2. Follow procedures for emergency situations. 3. Identify hazards. 4. Assess the safety risk associated with a hazard. 5. Eliminate or control the risk. Performance Criteria (Tasks): 1.1 Follow organizational health and safety procedures. 1.2 Incorporate safe work practices into all workplace activities. 1.3 Follow safety directions of supervisors, managers and workplace safety warning signs. 1.4 Use personal protective equipment and clothing. 1.5 Promptly report unsafe work practices, issues and breaches of health, safety and security procedures. 1.6 Identify and remove hazards from immediate workplace area and report all workplace hazards as they arise. 2.1 Recognize emergency and potential emergency situations. 2.2 Follow organizational security and emergency procedures. 2.3 Seek assistance from colleagues or authorities. 2.4 Complete emergency incident reports accurately, following organizational procedures. 24

28 3.1 Access and use hazard identification and risk assessment tools and template documents. 3.2 Use appropriate methods to identify actual or foreseeable hazards that have the potential to harm the health and safety of workers or anyone else in the workplace. 3.3 Work alone or with other personnel to identify hazards. 3.4 Keep records of identified hazards according to organizational procedures. 4.1 Access and use risk assessment tools and template documents. 4.2 Work with other personnel to assess the risk. 4.3 Document the outcome of the risk assessment suggesting actions to eliminate or control risks. 4.4 Keep records of risk assessments according to organizational procedures. 5.1 Discuss with others ways of eliminating or controlling the risk. 5.2 Participate in measures to eliminate or control risks. 25

29 Domestic/Commercial Cooking Clean premises and equipment - Level 1 Instructor's Manual Module Code: COOCLN01 Descriptor: This unit describes the performance outcomes, skills and knowledge required to clean food preparation, storage areas and equipment in kitchens to ensure the safety of food. It requires the ability to work safely and to use resources efficiently to reduce negative environmental impacts. Pre-Requisite Units: COOHYG01 Use personal hygienic practices COOHYG02 Use hygienic food handling practices Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Clean and sanitize kitchen equipment. 2. Clean service ware and utensils. 3. Clean and sanitize kitchen premises 4. Work safely and reduce negative environmental impacts. Performance Criteria (Tasks): 1.1 Select and prepare cleaning agents and chemicals according to product instructions. 1.2 Clean and sanitize kitchen equipment to ensure safety of food prepared and served to customers. 1.3 Store cleaned equipment in designated place. 2.1 Sort service ware and utensils and load dishwasher with appropriate items. 2.2 Hand wash any items not appropriate for dishwasher. 2.3 Dispose of broken or chipped service ware, within scope of responsibility, and report losses to supervisors. 2.4 Ensure that sufficient supplies of clean, undamaged crockery are available at all times during the service period. 3.1 Follow organizational cleaning schedules. 3.2 Clean and sanitize kitchen surfaces, food preparation and storage areas to ensure the safety of food prepared and served to customers. 3.3 Follow safety procedures in the event of a chemical accident. 3.4 Sort and promptly dispose of kitchen waste to avoid cross contamination with food stocks. 26

30 4.1 Use cleaning agents, chemicals and cleaning equipment safely and according to manufacturer instructions. 4.2 Use personal protective equipment and safe manual handling techniques when cleaning equipment and premises. 4.3 Reduce negative environmental impacts through efficient use of energy, water and other resources. 4.4 Safely dispose of all kitchen waste, especially hazardous substances, to minimize negative environmental impacts. 27

31 Domestic/Commercial Cooking Set up and close kitchen - Level 1 Instructor's Manual Module Code: COOKIT01 Descriptor: This unit describes the performance outcomes, skills and knowledge required to ensure all equipment is ready for kitchen operations as well as organizing common ingredients for the cooking process. The unit also covers the process to shut down the kitchen at the end of the shift. Pre-Requisite Units: COOCLN01 Clean premises and equipment COOPRD01Use basic cookery methods to produce dishes COOSTO01Store and transport food COOSTO03Maintain the quality of perishable items Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Prepare kitchen for food operations 2. Prepare food items for operation and service 3. Close kitchen after operations Performance Criteria (Tasks): 1.1 Prioritize work and carry it out in an efficient manner 1.2 Check that food preparation and cooking tools and kitchen equipment are clean, and of the right type and in working order 1.3 Turn on appropriate kitchen equipment at the correct time and to correct setting 1.4 Report any unhygienic or defective tools or kitchen equipment, or other problems to the proper person 1.5 Conduct work in line with regulation requirements, workplace procedures and current hygienic and safe working practices when preparing the kitchen for food operation 2.1 Prepare work and carry it out in an efficient manner 2.2 Ensure that there are sufficient ingredients in stock in line with establishment requirements 2.3 Prepare ingredients to the organizational needs and quality requirements 28

32 2.4 Report any ingredients that are not prepared to the correct quantity or quality to the proper person 2.5 Conduct work in line with regulation requirements, workplace procedures and current hygienic and safe working practices when preparing food items ready for operations 3.1 Prioritze work and carry it out in an efficient manner 3.2 Check that tools are cleaned and stored to organizational requirements 3.3 Check food storage equipment meets organizational and regulation requirements for kitchen closure 3.4 Check that cooking equipment is turned off, unplugged and cleaned following manufacturers' and organization's instructions 3.5 Report any uncleaned tools, food storage or cooking equipment or problems to the appropriate person 3.6 Conduct work in line with regulation requirements, workplace procedures and current hygienic and safe working practices when closing down the kitchen after operations 29

33 Domestic/Commercial Cooking Plan and cost menus - Level 1 Instructor's Manual Module Code: COOPLA01 Descriptor: This unit describes the performance outcomes, skills and knowledge required to plan and cost menus for dishes or food product ranges for any type of cuisine or food service style. It requires the ability to identify customer preferences, plan menus to meet customer and business needs, cost menus and evaluate their success. Pre-Requisite Units: COOPRD03 Use effective cooking skills Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Identify customer preferences. 2. Plan menus 3. Cost menus 4. Write menu content 5. Evaluate menu success. Performance Criteria (Tasks): 1.1 Identify current customer profile for the organization. 1.2 Analyze the food preferences of the customer base. 2.1 Generate a range of ideas for menus for dishes or food production ranges, assess their merits and discuss with relevant personnel. 2.2 Choose menu items to meet customer preferences. 2.3 Identify organizational service style and cuisine and develop suitable menus. 2.4 Include a balanced variety of dishes or food production items for the style of service and cuisine. 3.1 Itemize all proposed components of the included dishes or food production items. 3.2 Calculate portion yields and costs from raw ingredients. 3.3 Assess cost-effectiveness of proposed dishes or food production items and choose menu items that provide high yield. 30

34 3.4 Price menu items to ensure maximum profitability. 4.1 Write menus using words that appeal to the customer base and fit with the business service style. 4.2 Use correct names for the style of cuisine. 4.3 Use descriptive writing to promote the sale of menu items. 5.1 Seek ongoing feedback from customers and others and use to improve menu performance. 5.2 Assess the success of menus against and customer satisfaction and sales data. 5.3 Adjust menus based on feedback and profitability. 31

35 Domestic/Commercial Cooking Use basic cookery methods to produce dishes - Level 1 Instructor's Manual Module Code: COOPRD01 Descriptor: This unit describes the performance outcomes, skills and knowledge required to use a range of basic cookery methods to prepare dishes. Pre-Requisite Units: COOHYG01 Use personal hygienic practices COOHYG02 Use hygienic food handling practices Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Select ingredients 2. Select, prepare and use equipment 3. Assemble and prepare ingredients 4. Cook dishes Performance Criteria (Tasks): 1.1 Confirm food production requirements from food preparation list and standard recipes. 1.2 Calculate ingredient amounts according to requirements. 1.3 Identify and select ingredients from stores according to recipe, quality, freshness and stock rotation requirements. 2.1 Select equipment of correct type and size. 2.2 Safely assemble and ensure cleanliness of equipment before use. 2.3 Use equipment safely and hygienically according to manufacturer instructions. 3.1 Weigh and measure ingredients and create portions according to recipe. 3.2 Prepare, cut and portion ingredients according to recipe and cooking style. 3.3 Minimize waste and store reusable by-products. 4.1 Use cookery methods for dishes following standard recipes. 4.2 Complete cooking process in a logical and safe manner. 4.3 Identify problems with the cooking process and take corrective action. 4.4 Work cooperatively with colleagues to ensure timely preparation of dishes. 4.5 Present dishes according to recipe. 32

36 Domestic/Commercial Cooking Use food preparation equipment - Level 1 Instructor's Manual Module Code: COOPRD02 Descriptor: This unit describes the performance outcomes, skills and knowledge required to safely use kitchen equipment, including knives, to prepare a range of different food types. It incorporates knowledge of food preparation terminology. Pre-Requisite Units: COOPRD01Use basic cookery methods to produce dishes Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Select food preparation equipment. 2. Use equipment to prepare food. 3. Clean and maintain food preparation equipment. Performance Criteria (Tasks): 1.1 Confirm food preparation requirements from recipes, lists or other workplace information. 1.2 Identify and select knives and other equipment suited to the food preparation task. 2.1 Safely assemble and ensure cleanliness of equipment before use. 2.2 Use equipment safely and hygienically according to manufacturer instructions. 2.3 Prepare food items using suitable knives to make precision cuts. 3.1 Maintain the cleanliness of equipment using appropriate cleaning agents. 3.2 Use energy, water and other resources efficiently to reduce negative environmental impacts. 3.3 Maintain the condition of equipment and make minor adjustments as required within scope of responsibility. 3.4 Recognize and report on unsafe or faulty equipment or rectify according to level of individual responsibility. 33

37 Domestic/Commercial Cooking Use effective cooking skills - Level 1 Instructor's Manual Module Code: COOPRD03 Descriptor: This unit describes the performance outcomes, skills and knowledge required to use a range of cookery skills for live service or production periods. The unit integrates key technical and organizational skills. It brings together the skills and knowledge covered in individual units and focuses on the way these must be applied. Pre-Requisite Units: COOPRD02 Use food preparation equipment Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Organize and prepare for food service or production 2. Cook menu items for food service or production 3. Complete end of shift requirements Performance Criteria (Tasks): 1.1 Calculate commodity quantities according to recipes and specifications. 1.2 Prepare a jobs checklist for food that is clear, complete and appropriate to the situation. 1.3 Follow instructions about menu requirements and job roles. 1.4 Follow a work schedule to maximize efficiency, taking into consideration roles and responsibilities of other team members. 1.5 Complete food organization and preparation according to different food production and service requirements. 2.1 Select and use appropriate commercial equipment to produce menu items. 2.2 Cook menu items according to menu type and service style, using appropriate cookery methods. 2.3 Work cooperatively as part of a kitchen team. 2.4 Follow workplace safety and hygiene procedures according to organization and regulation requirements. 2.5 Maintain cleanliness and tidiness of the work environment. 3.1 Complete end of shift procedures according to organizational practices. 34

38 3.2 Store food items appropriately to minimize food spoilage, contamination and wastage, and label them according to organizational procedures. 3.3 Participate in post shift debrief or handover. 35

39 Domestic/Commercial Cooking Organize, prepare and cook food items - Level 1 Instructor's Manual Module Code: COOPRD04 Descriptor: This unit describes the performance outcomes, skills and knowledge required to work as a cook. It incorporates all aspects of organising, preparing and cooking a variety of food items across different service periods and menu types, using a range of cooking methods and team coordination skills. The unit integrates key technical and organizational skills required by a qualified cook. Pre-Requisite Units: COOPRD03 Use effective cooking skills Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1 Organize and prepare for food service or production. 2 Cook and present menu items for food service or production. 3 Complete end of shift requirements. Performance Criteria (Tasks): 1.1 Determine and calculate commodity quantities and determine requirements for quality and style according to recipes and specifications. 1.2 Prepare a job checklist for food that is clear, complete and appropriate to the situation. 1.3 Liaise with other team members about menu requirements and job roles. 1.4 Develop and follow a work schedule to maximize efficiency, taking into consideration roles and responsibilities of other team members. 1.5 Complete food organization and preparation according to different food production and service requirements. 2.1 Select and use appropriate commercial equipment to produce menu items. 2.2 Cook menu items according to menu type and service style, using appropriate cookery methods. 2.3 Adjust menu items and ingredients to meet special requests or dietary requirements of customers. 36

40 2.4 Produce menu items to meet customer expectations of quality, appeal of presentation and timeliness of delivery. 2.5 Work cooperatively as part of a kitchen team and delegate tasks appropriately. 2.6 Follow workplace safety and hygiene procedures according to organization and regulation requirements. 2.7 Maintain cleanliness and tidiness of the work environment. 3.1 Complete end of shift procedures according to organizational practices. 3.2 Store food items appropriately to minimize food spoilage, contamination and wastage. 3.3 Participate in post-shift debrief or handover. 37

41 Domestic/Commercial Cooking Prepare sandwiches - Level 1 Instructor's Manual Module Code: COOPRD05 Descriptor: This unit describes the performance outcomes, skills and knowledge required to prepare and present a variety of sandwiches in a kitchen or catering operation. Pre-Requisite Units: COOCAL01 Carry out basic workplace calculation COOHYG01 Use personal hygienic practices COOHYG02 Use hygienic food handling practices Elements and Objectives: Upon completion of this module, the trainee will be able to do the following: 1. Select ingredients 2. Make sandwiches 3. Present and store sandwiches. Performance Criteria (Tasks): 1.1 Confirm sandwich requirements, based on standard recipes or customer requests. 1.2 Identify and select bread types and fillings taking account of quality, freshness and stock rotation requirements. 2.1 Use sandwich-making methods based on requirements. 2.2 Cut ingredients and completed sandwiches to ensure uniformity of presentation. 2.3 Combine ingredients appropriately based on flavor combinations, customer preference or standard recipes. 2.4 Use toasting and heating equipment safely. 2.5 Make sandwiches in a logical and sequential manner. 2.6 Minimize waste and store re-usable by-products. 3.1 Present sandwiches on appropriate service ware. 3.2 Add suitable garnishes as required. 3.3 Visually evaluate dish and adjust presentation. 3.4 Store sandwiches in appropriate environmental conditions. 38