Prepare and serve non-alcoholic beverages D1.HBS.CL5.07 Trainer Guide Prepare and serve non- alcoholic beverages D1.HBS.CL5.07 Trainer Guide Project Base William Angliss Institute of TAFE 555 La Trobe Street Melbourne 3000 Victoria Telephone: (03) 9606 2111 Facsimile: (03) 9670 1330 Acknowledgements Project Director: Wayne Crosbie Chief Writer: Alan Hickman Subject Writer: Alan Hickman Project Manager/Editor: Alan Maguire DTP/Production: Daniel Chee, Mai Vu The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam. The ASEAN Secretariat is based in Jakarta, Indonesia. General Information on ASEAN appears online at the ASEAN Website: www.asean.org. All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox Development for Front Office, Food and Beverage Services and Food Production Divisions”. This publication is supported by Australian Aid through the ASEAN-Australia Development Cooperation Program Phase II (AADCP II) Copyright: Association of Southeast Asian Nations (ASEAN) 2013 All rights reserved. Disclaimer Every effort has been made to ensure that this publication is free from errors or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. ASEAN Secretariat and William Angliss Institute of TAFE are not responsible for any injury, loss or damage as a result of material included or omitted from this course. Information in this module is current at the time of publication. Time of publication is indicated in the date stamp at the bottom of each page. Some images appearing in this resource have been purchased from various stock photography suppliers and other third party copyright owners and as such are non-transferable and non-exclusive. Additional images have been sourced from Flickr and are used under: http://creativecommons.org/licenses/by/2.0/deed.en http://www.sxc.hu/ http://www.stockfreeimages.com File name: TG_Prepare_&_serve_non_alcoholic_bev_Final Table of contents Competency Based Training (CBT) and assessment – An introduction for trainers .......... 1 Competency standard ..................................................................................................... 11 Notes and PowerPoint slides .......................................................................................... 19 Recommended training equipment ............................................................................... 141 Instructions for Trainers for using PowerPoint – Presenter View ................................... 143 Appendix – ASEAN acronyms ...................................................................................... 145 © ASEAN 2013 Trainer Guide Prepare and serve non-alcoholic beverages © ASEAN 2013 Trainer Guide Prepare and serve non-alcoholic beverages Competency Based Training (CBT) and assessment – An introduction for trainers Competency Based Training (CBT) and assessment – An introduction for trainers Competency Competency refers to the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified knowledge, skills and attitudes relevant to effective participation, consistently over time and in the workplace environment. The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome. Attitude describes the founding reasons behind the need for certain knowledge or why skills are performed in a specified manner. Competency covers all aspects of workplace performance and involves: Performing individual tasks Managing a range of different tasks Responding to contingencies or breakdowns Dealing with the responsibilities of the workplace Working with others. Unit of Competency Like with any training qualification or program, a range of subject topics are identified that focus on the ability in a certain work area, responsibility or function. Each manual focuses on a specific unit of competency that applies in the hospitality workplace. In this manual a unit of competency is identified as a „unit‟. Each unit of competency identifies a discrete workplace requirement and includes: Knowledge and skills that underpin competency Language, literacy and numeracy Occupational health and safety requirements. Each unit of competency must be adhered to in training and assessment to ensure consistency of outcomes. © ASEAN 2013 Trainer Guide 1 Prepare and serve non-alcoholic beverages Competency Based Training (CBT) and assessment – An introduction for trainers Element of Competency An element of competency describes the essential outcomes within a unit of competency. The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency. In this manual elements of competency are identified as an „element‟. Performance criteria Performance criteria indicate the standard of performance that is required to demonstrate achievement within an element of competency. The standards reflect identified industry skill needs. Performance criteria will be made up of certain specified skills, knowledge and attitudes. Learning For the purpose of this manual learning incorporates two key activities: Training Assessment. Both of these activities will be discussed in detail in this introduction. Today training and assessment can be delivered in a variety of ways. It may be provided to participants: On-the-job – in the workplace Off-the-job – at an educational institution or dedicated training environment As a combination of these two options. No longer is it necessary for learners to be absent from the workplace for long periods of time in order to obtain recognised and accredited qualifications. Learning Approaches This manual will identify two avenues to facilitate learning: Competency Based Training (CBT) This is the strategy of developing a participant‟s competency. Educational institutions utilise a range of training strategies to ensure that participants are able to gain the knowledge and skills required for successful: Completion of the training program or qualification Implementation in the workplace. The strategies selected should be chosen based on suitability and the learning styles of participants. © ASEAN 2013 2 Trainer Guide Prepare and serve non-alcoholic beverages Competency Based Training (CBT) and assessment – An introduction for trainers Competency Based Assessment (CBA) This is the strategy of assessing competency of a participant. Educational institutions utilise a range of assessment strategies to ensure that participants are assessed in a manner that demonstrates validity, fairness, reliability, flexibility and fairness of assessment processes. Flexibility in Learning It is important to note that flexibility in training and assessment strategies is required to meet the needs of participants who may have learning difficulties. The strategies used will vary, taking into account the needs of individual participants with learning difficulties. However they will be applied in a manner which does not discriminate against the participant or the participant body as a whole. Catering for Participant Diversity Participants have diverse backgrounds, needs and interests. When planning training and assessment activities to cater for individual differences, trainers and assessors should: Consider individuals‟ experiences, learning styles and interests Develop questions and activities that are aimed at different levels of ability Modify the expectations for some participants Provide opportunities for a variety of forms of participation, such as individual, pair and small group activities Assess participants based on individual progress and outcomes. The diversity among participants also provides a good reason for building up a learning community in which participants support each other‟s learning. Participant Centred Learning This involves taking into account structuring training and assessment that: Builds on strengths – Training environments need to demonstrate the many positive features of local participants (such as the attribution of academic success to effort, and the social nature of achievement motivation) and of their trainers (such as a strong emphasis on subject disciplines and moral responsibility). These strengths and uniqueness of local participants and trainers should be acknowledged and treasured Acknowledges prior knowledge and experience – The learning activities should be planned with participants‟ prior knowledge and experience in mind Understands learning objectives – Each learning activity should have clear learning objectives and participants should be informed of them at the outset. Trainers should also be clear about the purpose of assignments and explain their significance to participants Teaches for understanding – The pedagogies chosen should aim at enabling participants to act and think flexibly with what they know Teaches for independent learning – Generic skills and reflection should be nurtured through learning activities in appropriate contexts of the curriculum. Participants should be encouraged to take responsibility for their own learning © ASEAN 2013 Trainer Guide 3 Prepare and serve non-alcoholic beverages Competency Based Training (CBT) and assessment – An introduction for trainers Enhances motivation – Learning is most effective when participants are motivated. Various strategies should be used to arouse the interest of participants Makes effective use of resources – A variety of teaching resources can be employed as tools for learning Maximises engagement – In conducting learning activities, it is important for the minds of participants to be actively engaged Aligns assessment with learning and teaching – Feedback and assessment should be an integral part of learning and teaching Caters for learner diversity – Trainers should be aware that participants have different characteristics and strengths and try to nurture these rather than impose a standard set of expectations. Active Learning The goal of nurturing independent learning in participants does not imply that they always have to work in isolation or solely in a classroom. On the contrary, the construction of knowledge in tourism and hospitality studies can often best be carried out in collaboration with others in the field. Sharing experiences, insights and views on issues of common concern, and working together to collect information through conducting investigative studies in the field (active learning) can contribute a lot to their eventual success. Active learning has an important part to play in fostering a sense of community in the class. First, to operate successfully, a learning community requires an ethos of acceptance and a sense of trust among participants, and between them and their trainers. Trainers can help to foster acceptance and trust through encouragement and personal example, and by allowing participants to take risks as they explore and articulate their views, however immature these may appear to be. Participants also come to realise that their classmates (and their trainers) are partners in learning and solving. Trainers can also encourage cooperative learning by designing appropriate group learning tasks, which include, for example, collecting background information, conducting small-scale surveys, or producing media presentations on certain issues and themes. Participants need to be reminded that, while they should work towards successful completion of the field tasks, developing positive peer relationships in the process is an important objective of all group work. Competency Based Training (CBT) Principle of Competency Based Training Competency based training is aimed at developing the knowledge, skills and attitudes of participants, through a variety of training tools. Training Strategies The aims of this curriculum are to enable participants to: Undertake a variety of subject courses that are relevant to industry in the current environment Learn current industry skills, information and trends relevant to industry Learn through a range of practical and theoretical approaches Be able to identify, explore and solve issues in a productive manner © ASEAN 2013 4 Trainer Guide Prepare and serve non-alcoholic beverages