Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

AGFCMN101A Mapping and Delivery Guide
Adapt to work requirements in agri-food industry

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency AGFCMN101A - Adapt to work requirements in agri-food industry
Description This unit covers a broad range of skills and knowledge needed to take up employment within a specified sector of the agri-food industry. It includes the application of industry and workplace guidelines and procedures in a daytoday work context as well as appropriate work behaviour.This unit is designed for use in a Pathway qualification or skills set. It should not be used in a qualification that has a direct job outcome.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application The unit has application in qualifications for many occupations in agri-food industries and it should be regarded as a fundamental unit. When delivered or assessed as part of a qualification, the unit will be customised to ensure its relevance to real or simulated work activities and related workplaces.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Manage one's own learning.
  • One's personal goals or vision are considered and articulated.
  • Opportunities for learning new ideas and techniques in relation to personal goals are identified.
  • Personal learning needs and skill gaps are recognised.
  • Opportunities for skill development activities are identified in consultation with relevant persons.
  • Range of learning tools and practices are accessed and applied to job.
  • Advantage is taken of on-the-job and off-the-job learning opportunities.
       
Element: Adapt to and demonstrate appropriate work practices.
  • Work requirements are identified and interpreted with advice from appropriate persons.
  • Appropriate dress and behaviour are observed in the workplace.
  • Work and personal priorities are identified and a balance is achieved.
  • Time-management strategies are applied to work duties.
  • Interaction with others is tailored to take into account different backgrounds, cultures and languages.
       
Element: Work within organisational requirements.
  • Organisational requirements and key activities of the workplace are identified.
  • Relevant workplace policies and guidelines are identified and applied to work undertaken.
  • Range of organisational values and cultural norms are interpreted.
  • Uncertainties are discussed with key personnel and clarified.
       
Element: Identify sectors of the industry.
  • Main sectors of the targeted industry, their key activities and the way in which they interrelate are identified.
  • Roles and responsibilities of targeted industry are clarified.
  • Key organisations representing industry and their roles are identified.
  • Current issues or events affecting the industry are identified.
       
Element: Identify industry sector products and services.
  • Products provided by the industry sector are identified.
  • Services provided by the industry sector are identified.
  • Appropriate service standards in the industry sector are identified.
  • Quality standards for products and services as identified by the industry are clarified.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Assessment must confirm appropriate knowledge and skills demonstrated over a period of time, in a range of contexts and to a consistent standard. Evidence must demonstrate the individual's ability and understanding to:

adapt to and apply workplace procedures and practices

complete work tasks according to workplace requirements, standards and applicable regulations

identify and interpret information on sectors in the targeted industry

identify and interpret information on the range of products and services produced by the targeted industry

identify and take advantage of learning opportunities in the workplace

recognise and adapt to cultural differences in the workplace

report and rectify workplace problems according to workplace procedures

complete work with required attention to detail without damage to goods, equipment or personnel.

Context of and specific resources for assessment

Assessment can be carried out by a using a range of simulated or actual workplace activities that demonstrate the skills and knowledge to adapt to workplace requirements. This unit of competency should be part of a holistic assessment involving other units which make up the job function. A variety of assessment methods is recommended and may include:

written or oral questions

observation of work activities, which can be in a workplace or simulated workplace

evaluation of products or output created through work

logbook of work activities undertaken over a period of time

third-party report, for example from a supervisor.

Where a simulated environment is used for assessment it must be reflective of a workplace environment.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

adapt and modify activities depending on differing workplace contexts and environments

apply relevant industrial or legislative requirements

apply basic interpersonal and communication skills, such as listening, questioning and receiving feedback

follow directions

follow relevant OHS and environmental protection procedures and requirements

use literacy skills in the workplace

recognise and adapt appropriately to cultural differences in the workplace, including modes of behaviour and interaction with staff and others

recognise limitations, ask for help and seek clarification or information about work requirements and procedures

apply time-management skills

workplace technology skills.

Required knowledge

current events, activities, products and services of the targeted industry

workplace policies, procedures and guidelines

time-management strategies

appropriate workplace protocols

workplace equipment, tools and other technologies used in the targeted industry, and where and how to obtain information and instructions on their safe use and basic care and servicing

sources of information on the industry sector and skills development activities.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Skill gaps include a range of skills needed for the workplace or for a particular job which are currently not developed within an individual. They are different from an individual's 'personal learning needs' as they are skills specifically relevant and required for a particular job. They may include:

animal and food-handling skills

communication skills, such as listening and understanding, speaking clearly and directly, reading and writing

customer service skills

literacy and numeracy skills

capacity to undertake heavy physical work

technical skills

workplace technology skills using such things as business equipment, computer technology, machinery, hand tools, knives, nets, ropes, bags and security systems.

Skill development activities may include:

coaching and mentoring programs

guided workplace experience

access to a mentor for questions and advice

opportunities to learn a new task or to operate a new piece of equipment or workplace technology

human resources programs

IT courses

internal or external training program.

Learning tools and practices may include:

discussion

note-taking

observation

practice

reviewing manuals and training guides

trial and error.

On-the-job learning opportunities may include:

attending talks or seminars arranged by the workplace

filling in for a colleague in a new area

receiving on-the-job training and supervised practice

shadowing another colleague in a different area.

Off-the-job learning opportunities may include:

attending conferences or seminars

attending site visits with supervisor

participating in community events

participating in workplace social events

taking a course with a training provider.

Appropriate dress and behaviour may include:

demeanour and attitude displayed with customers and fellow employees

personal dress and safety equipment

presentation and hygiene.

Time-management strategies may include:

balancing work and personal priorities or agendas

being punctual

dealing with interruptions

setting goals

organising work environment

planning daily or weekly work

prioritising required tasks or activities.

Organisational requirements may include:

common organisational practices

OHS policies, procedures and programs

organisational policies and guidelines

performance plans.

Workplace policies and guidelines may include:

attendance

alcohol and drug restrictions

confidentiality

dress codes

obeying orders

personal safety and duty of care related to OHS

punctuality

standards for health and fitness

terms and conditions of employment.

Organisational values generally refer to those mentioned in a mission or vision statement of a company and may include:

community responsibility

environment responsibility

ethical behaviour and treatment of animals and the environment

innovation.

Cultural norms may include:

history

meanings specific to the language of the workplace

workplace protocols.

Main sectors of the agri-food industry may include:

animal care and management

conservation and land management

food processing

horticulture

meat industry

milling

racing

rural production

seafood.

Roles and responsibilities of industry may include:

providing proper training to those in the industry

providing quality customer service

providing quality products and services.

Key organisations representing industry may include:

industry associations

legislative bodies

unions.

Current issues or events may include:

economic

environmental

political

supply and demand

technological.

Industry products are the outcomes of agri-food processes and may include:

range of products, such as meat, seafood, vegetables, fruit, seafood, cotton, sugar, dairy, wine, wool as well as manufactured food products

animal care and management products

conservation and land management products

land and water resources

meat and livestock

pharmaceuticals

plant care and management products

racing products

rural production products

seafood products

sugar products.

Industry services may include:

conservation and land management services

consulting services

customer support

delivery services

health and diet advice

plant and animal care advice

veterinary services

warranties and guarantees.

Service standards will vary from industry to industry and from workplace to workplace depending on the job role and context. They may include:

dealing with conflict situations

developing and maintaining product and service knowledge

establishing relationships with customers

following appropriate hygiene and safety procedures

identifying customer needs and expectations

maintaining a positive and cooperative manner

meeting reasonable needs and requests of customers within acceptable timeframes

referring difficult complaints to appropriate persons

responding to customer complaints

taking opportunities to enhance quality of products and services.

Quality standards may include:

consistency standards

meeting customer requirements

quality specifications

time requirements.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
One's personal goals or vision are considered and articulated. 
Opportunities for learning new ideas and techniques in relation to personal goals are identified. 
Personal learning needs and skill gaps are recognised. 
Opportunities for skill development activities are identified in consultation with relevant persons. 
Range of learning tools and practices are accessed and applied to job. 
Advantage is taken of on-the-job and off-the-job learning opportunities. 
Work requirements are identified and interpreted with advice from appropriate persons. 
Appropriate dress and behaviour are observed in the workplace. 
Work and personal priorities are identified and a balance is achieved. 
Time-management strategies are applied to work duties. 
Interaction with others is tailored to take into account different backgrounds, cultures and languages. 
Organisational requirements and key activities of the workplace are identified. 
Relevant workplace policies and guidelines are identified and applied to work undertaken. 
Range of organisational values and cultural norms are interpreted. 
Uncertainties are discussed with key personnel and clarified. 
Main sectors of the targeted industry, their key activities and the way in which they interrelate are identified. 
Roles and responsibilities of targeted industry are clarified. 
Key organisations representing industry and their roles are identified. 
Current issues or events affecting the industry are identified. 
Products provided by the industry sector are identified. 
Services provided by the industry sector are identified. 
Appropriate service standards in the industry sector are identified. 
Quality standards for products and services as identified by the industry are clarified. 

Forms

Assessment Cover Sheet

AGFCMN101A - Adapt to work requirements in agri-food industry
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

AGFCMN101A - Adapt to work requirements in agri-food industry

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: