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

MTMP407B Mapping and Delivery Guide
Supervise new recruits

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency MTMP407B - Supervise new recruits
Description This unit covers the skills and knowledge required to support, mentor and develop new recruits. It includes an understanding of the roles and responsibilities of first line managers in defining and communicating expectations, providing an appropriate learning environment, and providing mentoring and feedback to support the retention and development of new recruits
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to people with responsibility for supervising, developing and managing new recruits. Typically this would apply to first line managers including supervisors. It may also apply to team leaders.
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: Communicate work requirements and expectations
  • Information requirements of new recruits are identified.
  • Company policies, performance requirements and responsibilities are communicated to new recruits.
  • Information is made available in formats appropriate and accessible to new recruits.
  • Communication methods take into account the purpose and the audience, including social and cultural diversity.
  • Appropriate work behaviours and procedures are modelled in personal conduct.
  • Individual and team issues relating to developing and managing new recruits are identified, facilitated and resolved within level of responsibility.
       
Element: Provide a learning environment for new recruits
  • Learning and development plans for new recruits are established and monitored in conjunction with human resources personnel.
  • Resources required to support informal and formal learning and training in the work area are estimated and secured.
  • Implementation of workplace policies is monitored to ensure the workplace and learning environment conforms with industrial, customer and legal requirements.
  • Opportunities for new recruits to develop and apply skills and knowledge are arranged.
  • Patterns of work organisation and job rotation are established to reinforce learning.
       
Element: Provide regular and timely feedback on performance
  • Progress and performance of new recruits is monitored.
  • Signs of poor or unacceptable practices are identified.
  • Reasons for poor or unacceptable performance are investigated.
  • Structured feedback is provided to new recruits.
  • Strategies to address the performance gap are identified and agreed with the new recruit.
  • Progress and/or taking appropriate follow up action is confirmed though ongoing monitoring.
       


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.

Overview of assessment

The meat industry has specific and clear requirements for evidence. A minimum of three forms of evidence is required to demonstrate competency in the meat industry. This is specifically designed to provide evidence that covers the demonstration in the workplace of all aspects of competency over time.

These requirements are in addition to the requirements for valid, current, authentic and sufficient evidence.

Three forms of evidence means three different kinds of evidence - not three pieces of the same kind. In practice it will mean that most of the unit is covered twice. This increases the legitimacy of the evidence.

All assessment must be conducted against Australian meat industry standards and regulations.

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

Competency must be demonstrated over time and under typical operating and production conditions for the enterprise.

Context of and specific resources for assessment

Assessment must occur in the workplace under normal enterprise or production conditions.

Method of assessment

Recommended forms of assessment are:

assignment

debrief

quiz of underpinning knowledge

simulation

workplace project

workplace referee report of performance over time.

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality or Torres Strait Islander, gender, or language backgrounds other than English. Language and literacy demands of the assessment task should not be higher than those of the work role.

Guidance information for assessment

A current list of resources for this unit of competency is available from MINTRAC www.mintrac.com.au or telephone 1800 817 462.


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

Ability to:

apply appropriate communication skills to facilitate resolution of issues and manage conflict to resolve disagreements or disputes

apply interpersonal skills including appropriate questioning, listening and feedback techniques

maintain currency of knowledge and techniques through informal learning, regular professional development or personal research

ensure that appropriate behaviour or procedures are consistently observed by all personnel in the work area

ensure that new recruits have adequate opportunities to learn, apply and practice new skills and knowledge

ensure that relevant and appropriate information is available to new recruits in the work area to describe behaviour and performance expectations. This includes information on policies and procedures, corporate values and production targets or work outcomes required of the work role

establish effective relationships with new recruits in the work area

foster effective teamwork by recognising and utilising the strengths of individuals

identify and apply relevant Occupational Health and Safety (OH&S), regulatory and workplace requirements

identify legal requirements and responsibilities of self and the company in managing new recruits

identify and conform with enterprise and employee obligations under industrial arrangements and training agreements relating to the provision of (workplace) training

investigate causes of poor or unacceptable work performance in consultation with new recruits

model behaviour consistent with company policies and procedures

monitor individual performance, identify performance gaps and develop strategies in consultation with human resources personnel

monitor progress towards achieving agreed conduct and/or performance improvements

plan and undertake structured feedback or appraisal of new recruits

provide regular feedback to new recruits to foster confidence and appropriate workplace behaviours

take action to improve own work practice as a result of self-evaluation, feedback from others, or changed work practices, regulations or technology

Required knowledge

Knowledge of:

workplace feedback and performance management systems and responsibilities in the workplace, including personal level of authority for performance counselling and disciplinary procedures

Equal Employment Opportunities (EEO) legislation

conflict management techniques

workplace policies and procedures.

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.

Communication may include:

interpretation and sensitive handling of non-verbal and visual clues and cues

non-verbal communication, including the use of signs, signals, symbols and pictures

speaking clearly and directly; listening and understanding

reading and interpreting workplace-related documentation

writing to audience needs

sharing information

use of negotiation and persuasion skills, and being appropriately assertive.

showing empathy.

Diversity of individuals may include:

ability

age

ethnicity, culture

gender

language group

social and economic background.

Resources may include:

equipment (e.g. maintenance, purchase, type, quantity and function)

finance (e.g. capital and cash flow)

ingredients and materials (e.g. supply, quantity, storage and rotation)

personnel (e.g. staffing levels, shifts and allocation to work areas)

specialist advice (e.g. industry associations, media organisations and marketing agencies).

Structured feedback may include:

performance appraisal

structured interviews.

Conflict management may include:

referral to more senior management and/or relevant industrial parties where conflicts are unable to be resolved.

OH&S requirements may include:

enterprise OH&S policies, procedures and programs

OH&S legal requirements

Personal Protective equipment (PPE) which may include:

coats and aprons

ear plugs or muffs

eye and facial protection

head-wear

lifting assistance

mesh aprons

protective boot covers

protective hand and arm covering

protective head and hair covering

uniforms

waterproof clothing

work, safety or waterproof footwear

requirements set out in standards and codes of practice.

Regulatory requirements may include:

animal welfare

environmental and waste management

equal opportunity, anti-discrimination and sexual harassment

hygiene and sanitation requirements

industrial awards and agreements

OH&S

relevant regulations and Australian Standards.

Workplace requirements will include:

enterprise-specific requirements

OH&S requirements

Quality Assurance (QA) requirements

Standard Operating Procedures (SOPs)

the ability to perform the task to production requirements

work instructions.

Industrial arrangements may include:

consultative processes

industrial agreements, awards, training agreements

pay scales and entitlements, qualifications, classification.

Training agreements and contracts may include:

cadetships

internships

traineeships and apprenticeships

training arrangements included in industrial agreements.

Strategies to address performance gap may include:

a clear statement of the problem, an explanation of why it is a problem, and the action or change required to address the problem and any follow up action required

a formal interview to counsel a new recruit on poor performance.

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
Information requirements of new recruits are identified. 
Company policies, performance requirements and responsibilities are communicated to new recruits. 
Information is made available in formats appropriate and accessible to new recruits. 
Communication methods take into account the purpose and the audience, including social and cultural diversity. 
Appropriate work behaviours and procedures are modelled in personal conduct. 
Individual and team issues relating to developing and managing new recruits are identified, facilitated and resolved within level of responsibility. 
Learning and development plans for new recruits are established and monitored in conjunction with human resources personnel. 
Resources required to support informal and formal learning and training in the work area are estimated and secured. 
Implementation of workplace policies is monitored to ensure the workplace and learning environment conforms with industrial, customer and legal requirements. 
Opportunities for new recruits to develop and apply skills and knowledge are arranged. 
Patterns of work organisation and job rotation are established to reinforce learning. 
Progress and performance of new recruits is monitored. 
Signs of poor or unacceptable practices are identified. 
Reasons for poor or unacceptable performance are investigated. 
Structured feedback is provided to new recruits. 
Strategies to address the performance gap are identified and agreed with the new recruit. 
Progress and/or taking appropriate follow up action is confirmed though ongoing monitoring. 

Forms

Assessment Cover Sheet

MTMP407B - Supervise new recruits
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

MTMP407B - Supervise new recruits

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: