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Evidence Guide: MTMPSR404C - Foster a learning culture in a meat enterprise

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

MTMPSR404C - Foster a learning culture in a meat enterprise

What evidence can you provide to prove your understanding of each of the following citeria?

Develop a learning culture in the enterprise

  1. Personal performance demonstrates a commitment to, and the value of, learning.
  2. Learning and training strategies are included as an integral part of work and performance plans.
  3. Learning and training strategies and plans reflect the diversity of needs and opportunities.
  4. Resource proposals to support workplace learning are prepared and recommended.
  5. Consultation and negotiation with training and development professionals results in the planning and provision of learning, which enhances individual, team and organisational performance.
Personal performance demonstrates a commitment to, and the value of, learning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Learning and training strategies are included as an integral part of work and performance plans.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Learning and training strategies and plans reflect the diversity of needs and opportunities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resource proposals to support workplace learning are prepared and recommended.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consultation and negotiation with training and development professionals results in the planning and provision of learning, which enhances individual, team and organisational performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create learning opportunities to develop individual, team and organisational performance

  1. Workplace environments and contexts which facilitate learning are developed and supported.
  2. External and internal opportunities for learning are identified and promoted.
  3. Learning plans are developed collaboratively to meet individual, team and organisational goals.
  4. Individual and/or team access to, and participation in, learning opportunities is facilitated.
  5. Individual and or team learning and training is planned and provided in consultation with learners and training specialists where appropriate.
Workplace environments and contexts which facilitate learning are developed and supported.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

External and internal opportunities for learning are identified and promoted.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Learning plans are developed collaboratively to meet individual, team and organisational goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Individual and/or team access to, and participation in, learning opportunities is facilitated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Individual and or team learning and training is planned and provided in consultation with learners and training specialists where appropriate.

Completed
Date:

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Facilitate and promote learning

  1. Workplace activities are used as opportunities for learning.
  2. Personnel are encouraged to take advantage of learning opportunities.
  3. Coaching and mentoring contributes effectively to the development of workplace knowledge, skills and attitudes.
  4. Benefits of learning are shared with others in the team and organisation.
  5. Opportunities are provided for learners to continue to utilise and extend new skills and knowledge.
  6. Workplace achievement is recognised by timely and appropriate recognition, feedback and rewards.
Workplace activities are used as opportunities for learning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personnel are encouraged to take advantage of learning opportunities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coaching and mentoring contributes effectively to the development of workplace knowledge, skills and attitudes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Benefits of learning are shared with others in the team and organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities are provided for learners to continue to utilise and extend new skills and knowledge.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workplace achievement is recognised by timely and appropriate recognition, feedback and rewards.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and improve learning effectiveness

  1. Individual and or team performance is monitored to determine the type and extent of additional work-based support required.
  2. Feedback from individuals and or teams is used to make improvements in future learning arrangements.
  3. Effectiveness and efficiency of learning and training programs is monitored and recommendations for improvement are prepared.
  4. Adjustments to learning plans and activities negotiated with training and development personnel result in improvements in the efficiency and effectiveness of learning.
  5. Learning plans, records and reports of competency are documented and maintained within the organisation's systems and procedures.
Individual and or team performance is monitored to determine the type and extent of additional work-based support required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback from individuals and or teams is used to make improvements in future learning arrangements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effectiveness and efficiency of learning and training programs is monitored and recommendations for improvement are prepared.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjustments to learning plans and activities negotiated with training and development personnel result in improvements in the efficiency and effectiveness of learning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Learning plans, records and reports of competency are documented and maintained within the organisation's systems and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 through sustained performance over time, at an appropriate level of responsibility and authority under typical operating and production conditions for the enterprise.

Context of and specific resources for assessment

Resources may include:

real work environment

relevant documentation such as:

workplace policies and procedures

regulatory requirements

relevant equipment and materials.

Method of assessment

Recommended methods of assessment include:

debriefs

workplace project

workplace referee or third-party 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.

Required Skills and Knowledge

Required skills

Ability to:

communicate openly and sensitively when negotiating learning opportunities and plans

define the workplace learning opportunities within own capacity to provide, and within the capacity of the enterprise

develop and review learning plans, linked with individual and or team goals and enterprise needs, in consultation with individuals or teams

develop simple targets, goals and performance measures for measuring outcomes of learning and training

estimate resources required to support informal and formal learning and training within the department or enterprise (e.g. personnel, time, cost)

facilitate and monitor the implementation of training and assessment schedules (e.g. negotiate time release)

maintain currency of knowledge through independent research or professional development

apply relevant communication and mathematical skills

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

identify and support internal coaches and mentors

identify learning opportunities and strategies which meet the cultural, working and learning experiences and styles of individuals and team

identify learning opportunities to support individual and team learning plans

identify the areas requiring the training services provided by training professionals

map learning and training strategies against individual, team and enterprise goals or priorities

negotiate training strategies and schedules with enterprise trainers and assessors and other training and development professionals, to meet enterprise needs

promote and report the impact of training on the operation of the department or enterprise

promote the sharing of skills and knowledge as a strategy for achieving personal and enterprise goals

provide coaching and mentoring to individuals and teams

recognise the achievements of individuals promptly and appropriately, within enterprise requirements

resource and encourage enterprise trainers and assessors (e.g. ensure necessary equipment and materials are available) to provide and follow up training and assessment

review learning plans, opportunities, strategies and outcomes with individuals or team

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

Required knowledge

Knowledge of:

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

requirements and ethical considerations for the supervision of employees operating under formal training agreements and contracts (e.g. trainees and apprentices)

impact and outcomes of workplace learning on the competitive advantage of the enterprise

range of internal and external learning opportunities available to enterprise personnel

Range Statement

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.

Training and development professionals may be:

internal or external and include:

workplace trainers and assessors

employee development personnel.

Learning opportunities include:

access to professional and trade journals and publications

active problem-solving or project involvement

coaching and mentoring

demonstration, observation and shadowing

discussion

experimentation

participation in enterprise and industry networks

rotation and exchange

structured training

visits, exchange, discussion with suppliers, customers, competitors

formal and informal and designed to support:

initial qualifications

the update of existing qualifications

skills and knowledge or advanced and complementary qualifications

formal training undertaken outside the workplace.

Individuals and teams may include:

retail and wholesale sales people, butchers, packers, smallgoods makers and operators, slaughtermen, boners, renderers, labourers, supervisors or anyone employed in the meat industry

trainees, apprentices, trades people, staff with or without formal qualifications.

Learning and training plans may be:

simple or complex and linked with:

individual and team goals

individual performance appraisal plans

team performance plans and enterprise goals.

Teams may be:

of two or more members

short or long term and include:

full-time

part-time

permanent

contract

casual employees.

Communication may:

be spoken, written, non-verbal and include the use of signs, signals, symbols and pictures

be with colleagues, team members, superiors, customers, clients, external parties from a range of cultural, social and ethnic backgrounds

involve interpreting the needs of internal or external customers

involve preparation of explanations and reports in language styles suitable for the audience and include everyday workplace language, technical and mathematical language

require the use of negotiation, persuasion and assertiveness skills.

Targets, goals and performance measures may be:

short, medium and long term and relate to:

market advantage

operations

certification

licensing or registration

customer service

skills gains/growth

job redesign

staffing

OH&S

Quality Assurance (QA)

waste etc.

Mathematical skills may:

relate to product and product quality, price, sales and turnover, profits and losses, return and new custom, market penetration.

OH&S requirements may include:

enterprise OH&S policies, procedures and programs

hygiene and sanitation requirements

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

commercial law including fair trading, trade practices

consumer law

corporate law, including registration, licensing, financial reporting

employment

environmental and waste management

Equal Employment Opportunity (EEO), anti-discrimination and sexual harassment

Export Control Act

industrial awards, agreements

relevant regulations

state regulations regarding meat processing

taxation

training and education.

Workplace requirements may include:

enterprise ethical standards, values and obligations

enterprise-specific procedures, policies and plans

OH&S requirements

QA requirements

Standard Operating Procedures (SOPs)

the ability to perform the task to production requirements

work instructions.

Training services provided by training professionals may include:

assessment of individual, team and organisational needs

delivery, assessment, monitoring and management of structured training

planning of structured training and identification of unstructured and incidental learning opportunities

training and support for internal coaches and mentors, enterprise trainers and assessors.

Formal training agreements and contracts may include:

cadetships

internships

traineeships and apprenticeships

training arrangements included in industrial agreements.