Unit title - SIelearning€¦ · Web viewThe tasks and resources in this Toolbox take place within the fictitious Excellcia Hotel, ... conduct a performance appraisal interview

Certificate III, IV and V in Hospitality

Hospitality (THH02) Training Package

Teacher’s Guide

ContentsCertificate III, IV and V in Hospitality.......................................................................................1

Hospitality (THH02) Training Package..............................................................................1Teacher’s Guide......................................................................................................................1Contents..................................................................................................................................2General overview of this Toolbox..........................................................................................7

Purpose...............................................................................................................................7Underpinning design...........................................................................................................7

Key features............................................................................................................................7Tasks...................................................................................................................................7Supporting resources..........................................................................................................8Online communication........................................................................................................8Project Portfolio..................................................................................................................8Typical workflow................................................................................................................9

Using this Toolbox.................................................................................................................9Workplace activities...........................................................................................................9Assessment.........................................................................................................................9Customisation.....................................................................................................................9Resources required to run the Toolbox.............................................................................10Your role...........................................................................................................................10

Unit guide: THHGGA06B Control and order stock.................................................................11About this unit......................................................................................................................12Elements and performance criteria.......................................................................................12

Maintain stock levels and records.....................................................................................12Process stock orders..........................................................................................................12Minimise stock losses.......................................................................................................12Follow up orders...............................................................................................................12Organise and administer stocktakes..................................................................................12

Task 1 – Stock levels and records.........................................................................................13Performance criteria..........................................................................................................13Description........................................................................................................................13Supporting resources........................................................................................................13Suggestions for using and extending this activity............................................................13Suggestions for assessment...............................................................................................13What you may need to organise........................................................................................14

Task 2 – Follow up orders....................................................................................................15Performance criteria..........................................................................................................15Description........................................................................................................................15Supporting resources........................................................................................................15Suggestions for using and extending this activity............................................................15Suggestions for assessment...............................................................................................15What you may need to organise........................................................................................16

Task 3 – Organise and administer stocktakes.......................................................................17Performance criteria..........................................................................................................17Description........................................................................................................................17Supporting resources........................................................................................................17Suggestions for using and extending this activity............................................................17Suggestions for assessment...............................................................................................17What you may need to organise........................................................................................17

Task 4 – Minimise stock losses............................................................................................18Performance criteria..........................................................................................................18Description........................................................................................................................18Supporting resources........................................................................................................18

Suggestions for using and extending this activity............................................................18Suggestions for assessment...............................................................................................18What you may need to organise........................................................................................18

Unit guide: THHGLE02B Implement workplace health, safety and security procedures.......19About this unit......................................................................................................................20Elements and performance criteria.......................................................................................20

Provide information on health, safety and security..........................................................20Co-ordinate staff participation in health, safety and security issues................................20Implement and monitor procedures for controlling hazards and risks.............................20Implement and monitor health, safety and security training............................................20Maintain health, safety and security records....................................................................21

Task 1 – Workplace health, safety and security...................................................................22Performance criteria..........................................................................................................22Description........................................................................................................................22Supporting resources........................................................................................................22Suggestions for using and extending this activity............................................................22Suggestions for assessment...............................................................................................22What you may need to organise........................................................................................23

Task 2 – Staff participation in health, safety and security....................................................24Performance criteria..........................................................................................................24Description........................................................................................................................24Supporting resources........................................................................................................24Suggestions for using and extending this activity............................................................24Suggestions for assessment...............................................................................................24What you may need to organise........................................................................................25

Task 3 – Controlling hazards and risks.................................................................................26Performance criteria..........................................................................................................26Description........................................................................................................................26Supporting resources........................................................................................................26Suggestions for using and extending this activity............................................................26Suggestions for assessment...............................................................................................26What you may need to organise........................................................................................26

Task 4 – Health, safety and security training.......................................................................27Performance criteria..........................................................................................................27Description........................................................................................................................27Supporting resources........................................................................................................27Suggestions for assessment...............................................................................................27What you may need to organise........................................................................................27

Task 5 – Keeping health, safety and security records..........................................................28Performance criteria..........................................................................................................28Description........................................................................................................................28Supporting resources........................................................................................................28Suggestions for using and extending this activity............................................................28Suggestions for assessment...............................................................................................28What you may need to organise........................................................................................29

Unit guide: THHGLE13B Manage finances within a budget..................................................30About this unit......................................................................................................................31Elements and performance criteria.......................................................................................31

Allocate budget resources.................................................................................................31Monitor financial activities against budget.......................................................................31Identify and evaluate options for improved budget performance.....................................31Complete financial/statistical reports...............................................................................32

Task 1 – Budget orientation..................................................................................................33Performance criteria..........................................................................................................33Description........................................................................................................................33

Supporting resources........................................................................................................33Suggestions for using and extending this activity............................................................33Suggestions for assessment...............................................................................................34

Task 2 – Monitor financial activities and complete financial reports..................................35Performance criteria..........................................................................................................35Description........................................................................................................................35Supporting resources........................................................................................................35Suggestions for using and extending this activity............................................................35Suggestions for assessment...............................................................................................35What you may need to organise........................................................................................35

Task 3 – Evaluate and report on budget performance..........................................................36Performance criteria..........................................................................................................36Description........................................................................................................................36Supporting resources........................................................................................................36Suggestions for assessment...............................................................................................36What you may need to organise........................................................................................37

Task 4 – Allocate budget resources......................................................................................38Performance criteria..........................................................................................................38Description........................................................................................................................38Supporting resources........................................................................................................38Suggestions for using and extending this activity............................................................38Suggestions for assessment...............................................................................................38What you may need to organise........................................................................................39

Task 5 – Improving budget...................................................................................................40Performance criteria..........................................................................................................40Description........................................................................................................................40Supporting resources........................................................................................................40Suggestions for assessment...............................................................................................40What you may need to organise........................................................................................40

Unit guide: THHGLE06B Monitor staff performance.............................................................41About this unit......................................................................................................................42Elements and performance criteria.......................................................................................42

Monitor performance and provide feedback to staff........................................................42Recognise and resolve performance problems.................................................................42Implement performance management systems.................................................................42

Task 1 – Informal appraisal and feedback............................................................................43Performance criteria..........................................................................................................43Description........................................................................................................................43Supporting resources........................................................................................................43Suggestions for using and extending this activity............................................................43Suggestions for assessment...............................................................................................43What you may need to organise........................................................................................43

Task 2 – Plan and conduct a performance appraisal interview............................................44Performance criteria..........................................................................................................44Description........................................................................................................................44Supporting resources........................................................................................................44Suggestions for using and extending this activity............................................................45Suggestions for assessment...............................................................................................45What you may need to organise........................................................................................45

Unit guide: THHGLE01B Monitor Work Operations..............................................................46About this unit......................................................................................................................47Elements and performance criteria.......................................................................................47

Monitor and improve workplace operations.....................................................................47Plan and organise workflow.............................................................................................47Maintain workplace records.............................................................................................47

Solve problems and make decisions.................................................................................47Task 1 – Quality awareness..................................................................................................48

Performance criteria..........................................................................................................48Description........................................................................................................................48Supporting resources........................................................................................................48Suggestions for using and extending this activity............................................................48Suggestions for assessment...............................................................................................48What you may need to organise........................................................................................48

Task 2 – Workflow analysis.................................................................................................49Performance criteria..........................................................................................................49Description........................................................................................................................49Supporting resources........................................................................................................49Suggestions for assessment...............................................................................................49What you may need to organise........................................................................................49

Task 3 – Maintain records....................................................................................................50Performance criteria..........................................................................................................50Description........................................................................................................................50Supporting resources........................................................................................................50Suggestions for using and extending this activity............................................................50Suggestions for assessment...............................................................................................50What you may need to organise........................................................................................50

Task 4 – Report on a work operation....................................................................................51Performance criteria..........................................................................................................51Description........................................................................................................................51Supporting resources........................................................................................................51Suggestions for using and extending this activity............................................................51Suggestions for assessment...............................................................................................51What you may need to organise........................................................................................51

Unit guide: THHGGA08B Plan and establish systems and procedures...................................52About this unit......................................................................................................................53Elements and performance criteria.......................................................................................53

Plan and develop systems and procedures........................................................................53Establish systems and procedures.....................................................................................53Review systems and procedures.......................................................................................53

Task 1 – What are systems and procedures?........................................................................54Performance criterion.......................................................................................................54Description........................................................................................................................54Supporting resources........................................................................................................54Suggestions for using and extending this activity............................................................54Suggestions for assessment...............................................................................................54What you may need to organise........................................................................................54

Task 2 – Using systems and procedures...............................................................................55Performance criteria..........................................................................................................55Description........................................................................................................................55Supporting resources........................................................................................................55Suggestions for using and extending this activity............................................................56Suggestions for assessment...............................................................................................56What you may need to organise........................................................................................56

Unit guide: THHGLE07B Recruit and select staff...................................................................57About this unit......................................................................................................................58Elements of competency.......................................................................................................58

Identify recruitment needs................................................................................................58Administer recruitment.....................................................................................................58Select staff........................................................................................................................59Plan and organise induction programs..............................................................................59

Task 1 – Developing a job analysis......................................................................................60Performance criteria..........................................................................................................60Description........................................................................................................................60Supporting resources........................................................................................................60Suggestions for using and extending this activity............................................................61Suggestions for assessment...............................................................................................61What you may need to organise........................................................................................61

Task 2 – Job advertisements.................................................................................................62Performance criteria..........................................................................................................62Description........................................................................................................................62Supporting resources........................................................................................................62Suggestions for using and extending this activity............................................................63Suggestions for assessment...............................................................................................63What you may need to organise........................................................................................63

Task 3 – Assessing applicants..............................................................................................64Performance criteria..........................................................................................................64Description........................................................................................................................64Supporting resources........................................................................................................64Suggestions for using and extending this activity............................................................65Suggestions for assessment...............................................................................................65What you may need to organise........................................................................................65

Task 4 – Selecting staff.........................................................................................................66Performance criteria..........................................................................................................66Description........................................................................................................................66Supporting resources........................................................................................................66Suggestions for using and extending this activity............................................................66Suggestions for assessment...............................................................................................66What you may need to organise........................................................................................67

Task 5 – Induction programmes...........................................................................................68Performance criteria..........................................................................................................68Description........................................................................................................................68Supporting resources........................................................................................................68Suggestions for using and extending this activity............................................................68Suggestions for assessment...............................................................................................68What you may need to organise........................................................................................69

General overview of this Toolbox

PurposeThis Toolbox provides interactive online learning resources to support flexible delivery or blended learning. It covers seven units from the Hospitality (THH02) Training Package:

THHGGA07B Control and order stock THHGLE02B Implement workplace health, safety and security procedure THHGLE01B Monitor work operations THHGLE13B Manage finance within a budget THHGGA08B Plan and establish systems and procedures THHGLE07B Recruit and select staff THHGLE06B Monitor staff

Underpinning designThis Toolbox takes an activity- and task-based approach to the delivery of online learning resources. Each unit presents teachers and students with a set of learning tasks mapped to performance criteria for that unit of competency. Each task is a discrete entity that can be completed on its own, or in conjunction with other tasks to form a meaningful learning experience. While students may complete tasks on their own, research and evaluation of online learning has shown that students perform better when supported in their completion of tasks, either by peers or by a facilitator. For this reason, tasks often include activities that require reflection or discussion with other students.

Many tasks require students to complete one or more activities. Informational resources support the successful completion of these activities. Some activities need to be conducted at the student’s workplace (or simulated workplace environment). Students are often required to complete handouts, worksheets or to develop reports, plans and checklists. These are stored in the student’s Project Portfolio, which may be used as part of the student’s evidence portfolio. It is the online teacher’s responsibility to decide activities students will complete for their evidence portfolio or in conjunction with other methods of assessments.

Key features

The learning settingThe tasks and resources in this Toolbox take place within the fictitious Excellcia Hotel, which has recently been taken over by the Jambeck Chain of hotels. This has led to changes in processes, standards and policies at Excellcia. This backdrop drives the tasks that students, in their capacity as a member of the hotel team of staff, must complete.

Teachers and students should orient themselves to this setting and to the way tasks, resources and activities are delivered by completing the ‘Tour’ provided in this Toolbox. The tour introduces users to the hotel setting, its staff, key interface elements and navigation within and between units.

TasksThe Toolbox delivers a set of disaggregated tasks for each unit of competency. Each task is self-contained and independent of other tasks, and can therefore be done in any order that is appropriate for the student.

Each task focuses on a situation or problem, many of them set within the setting of Excellcia Hotel. Some tasks require students to use their workplace or simulated workplace environment. To complete the task students must engage with the problem, making use of supporting resources where appropriate. The knowledge and skills are then transferred to their own workplace environment where they may complete the requirements of a logsheet.

Supporting resourcesThe Toolbox presents students with the following supports to assist in learning and successful completion of tasks:

Resources: Once presented with the task or an activity, students are directed to access specific resources which presents information to support the successful completion of the task or activity. A resource can be accessed directly on a task screen, or it may be accessed and browsed by selecting the ‘Resources’ link at the top of the Toolbox screen.

Communicate: Communication, discussion and collaboration can lead to successful learning. This support allows the training provider to embed links to appropriate email, discussion board and chat facilities. Where appropriate in activities, students are encouraged to post responses to tasks or questions to discussions (bulletin board), or to submit their work to the online teacher for evaluation and feedback. Moreover, some activities will take a discursive slant, asking students to contribute to a discussion topic, and to discuss the topic with their peers and online teacher.

Tour: An orientation to the Toolbox, including interface, navigation, features and how students can work on units and tasks.

Glossary: An accessible glossary of terms used in the hospitality industry.

Online communicationThis Toolbox promotes communication as an integral part of the learning experience. It recognises the importance of developing a ‘community of students’ where students communicate freely with each other and the online teacher.

Suggested communication activities are incorporated within the tasks. These activities encourage the sharing of information between students working in different environments. Students can ask questions, participate in discussion activities, and provide answers and feedback using the Discussion Board. Students can submit their work to the online teacher for evaluation and feedback.

Project PortfolioIn working on online tasks in this Toolbox, students will complete a number of handouts, worksheets, charts, reports and other written activities. These activities may require investigation or research on the part of students, or they may require students to interact with online components and record their results in worksheets. Students are asked to store all completed worksheets, reports and handouts in a Project Portfolio. The Project Portfolio may

be used, at the RTO’s discretion, as evidence of the student’s competency. See Assessment below for more information.

Typical workflowThe following illustrates a typical workflow for a user of this toolbox:

1. Access Toolbox.2. Select a unit.3. Select a task.4. Learn about the task requirements.5. Work through task screens, accessing resources where directed and completing

activities as required.6. Finish the task. Store completed activities in the Project Portfolio.

Using this Toolbox

Workplace activitiesA major strength of this Toolbox is that students can combine online learning with workplace activities. Many tasks include a workplace component, requiring students to complete task components at their workplace, usually with the support of their supervisor or manager. These activities will need to be:

signed and dated by the student signed off by the workplace supervisor stored in the student’s Project Portfolio

AssessmentAssessment is based within the workplace and is, therefore, outside the scope of this Toolbox. The organisation of workplace assessment is the responsibility of the RTO and the online teacher, in collaboration with the student's workplace supervisor.

Students are asked to store all completed work in a Project Portfolio, which may be used for assessment purposes. The RTO may decide whether or not to accept the Project Portfolio as evidence of the student’s competency.

CustomisationThis Toolbox has been designed so that you may customise material. Customisation can occur on the following levels:

Task: You can change or adapt the focus and parameters of the task by adding or editing textual information within task screens. You will need to edit the HTML files using an HTML editor such as Macromedia Dreamweaver, Microsoft® Front Page, or even a text-based editor such as Microsoft® Wordpad. Downloadable handouts and worksheets (Microsoft Word documents) can be easily edited.

Resources: The content in resources may also be customised to add further information or to provide context-specific examples where appropriate. You will need

to edit the HTML files using an HTML editor such as Macromedia Dreamweaver, Microsoft® Front Page, or even a text-based editor such as Microsoft® Wordpad.

Images: Photos, diagrams and charts can be replaced with graphics that are more suitable to the student group, industry sector, regional or local environment.

Interactions: Some interactions have been built using Macromedia Flash. These interactions cannot be customised. However, they can be deleted or completely replaced if they do not suit the target audience.

Resources required to run the ToolboxStudents will need a computer with an Internet browser capable of supporting Flash Player, a plug-in used to deliver multi-media interactions and presentations. More detailed technical information is available in the Toolbox CD cover and by accessing the ‘Toolbox requirements’ link in the Toolbox.

Your roleYou should read through each task first in order to become familiar with the types of questions students may ask, and the resources available. Further information on the role of the teacher appears in the breakdown of each activity.

Unit guide: THHGGA06B Control and order stock

About this unitThis unit introduces students to the principles of controlling and ordering stock, including:

maintaining stock levels and records processing stock orders organising and administering stocktakes minimising losses.

These principles can then be adapted and applied to the student’s own workplace.

Elements and performance criteria

Maintain stock levels and records Monitor and maintain stock levels to enterprise requirements. Monitor stock security and adjust systems as required. Monitor and adjust stock re-order cycles as required. Inform colleagues of their individual responsibilities in regard to the reordering of

stock. Maintain records of stock storage and movement in accordance with enterprise

procedures. Monitor stock performance, and identify and report fast/slow-selling items in

accordance with enterprise procedures.

Process stock orders Process orders for stock accurately and in accordance with enterprise procedures. Maintain and record stock levels ensuring information is complete, correct and

current. Check incoming stock against purchase and supply agreements and record all

necessary details.

Minimise stock losses Identify and record stock losses according to enterprise procedures. Report losses in accordance with enterprise procedures. Identify avoidable losses and establish reasons behind these losses. Recommend solutions to loss situations, and implement related procedures to prevent

future avoidable losses.

Follow up orders Monitor the delivery process to ensure agreed deadlines are met. Liaise with colleagues and suppliers to ensure continuity of supply. Follow up on routine supply problems or refer problems to the appropriate person in

accordance with enterprise policy. Distribute stock to agree allocations.

Organise and administer stocktakes Organise stocktakes at appropriate intervals according to enterprise policy and

procedures. Allocate stocktaking responsibilities to staff. Produce accurate stocktake reports within designated timelines.

Task 1 – Stock levels and records

Performance criteria

Monitor and maintain stock levels to enterprise requirements. Monitor and adjust stock re-order cycles as required. Inform colleagues of their individual responsibilities in regard to the reordering of

stock. Maintain records of stock storage and movement in accordance with enterprise

procedures. Process orders for stock accurately and in accordance with enterprise procedures. Maintain and record stock levels ensuring information is complete, correct and

current. Check incoming stock against purchase and supply agreements and record all

necessary details.

Description Students are provided with generic information on how to maintain stock levels and records, and process orders.

Students are asked to work through an interaction dealing with the types of records required for different purposes. They also read a scenario and answer related questions, the answers to be placed in the student’s Project Portfolio.

Finally, students are asked to interview someone responsible for maintaining stock levels and records, and record their findings in their Project Portfolio.

Supporting resourcesA number of generic resources have been provided to support the task:

Stock systems Inventory (stock) control Par stock and imprest stock Stock records.

Suggestions for using and extending this activityStudents could be asked to:

Research the stock ordering procedures across two or more establishments, comparing and contrasting the results.

Carry out an inventory of their own pantry or store cupboard identifying:o what items need to be reordered, when and whyo which items are best suited to a physical inventory systemo which items are best suited to a perpetual inventory system.

Suggestions for assessmentStudents complete various pieces of work to be placed in their assessment portfolio. These could be used for assessment purposes.

What you may need to organiseSkills and processes should be assessed through practical demonstration (outside the scope of these materials). Particular attention should be paid to the Context of Assessment and the Key Competencies.

Task 2 – Follow up orders


Monitor stock performance, and identify and report fast/slow-selling items in accordance with enterprise procedures.

Monitor the delivery process to ensure agreed deadlines are met. Liaise with colleagues and suppliers to ensure continuity of supply. Follow up on routine supply problems, or refer problems to the appropriate person in

accordance with enterprise policy. Distribute stock to agreed locations.

Description Students are provided with generic information on dealing with suppliers and ordering stock.

Students are asked to complete three activities - designing a checklist for a store person, completing a Purchase Specification Form, and calculating stock required for a motel. The results are placed in their Project Portfolio.

Finally, students are asked to interview someone responsible for orderings stock, and record their findings in their Project Portfolio.


Sources of supply How to obtain competitive prices while maintaining quality Centralised purchasing Stock records Ordering quality stock for a restaurant Ordering stock for a bar Ordering stock for a kitchen Ordering equipment Ordering stock used for housekeeping.


Phone a number of suppliers to investigate prices and delivery times for the item they used when completing their Purchase Specification Form. They could suggest which supplier they would place the order with, and justify their choice.



Task 3 – Organise and administer stocktakes


Organise stocktakes at appropriate intervals according to enterprise policy and procedures.

Allocate stocktaking responsibilities to staff. Produce accurate stocktake reports within designated timelines.

Description Students are provided with generic information on how to organise and administer stocktakes.

Students view an example of a virtual stocktake in a bar/restaurant, and then comment on four stocktake sheets provided (placing the comments in their Project Portfolio).

Finally, students are asked to interview someone responsible for carrying out stocktakes, and record their findings in their Project Portfolio.


Stocktakes The stocktake procedure Stocktaking in a bar or kitchen Stock records.


Design a stocktake form for a department of their choice. Carry out a stocktake of their own pantry/store cupboard.



Task 4 – Minimise stock losses


Monitor stock security and adjust systems as required. Identify and record stock losses according to enterprise procedures. Report losses in accordance with enterprise procedures. Identify avoidable losses and establish reasons behind these losses. Recommend solutions to loss situations, and implement related procedures to prevent

future avoidable losses.

Description Students are provided with generic information on how to minimise stock losses.

Students are asked to review some photos depicting stock losses and write some comments for their Project Portfolio. They then look again at the ‘virtual’ stocktake carried out in a bar/restaurant, compare the results with book stock levels provided and answers some questions for their Project Portfolio.

Finally, students are asked to interview someone responsible for identifying and preventing stock losses and record their findings in their Project Portfolio.


Stock losses Minimising stock losses Stock records.


Look in appropriate trade magazines for references to stock losses and how they were identified and prevented.

Identify where losses occur in their own pantries/store cupboards and how these could be minimised or prevented.



Unit guide: THHGLE02B Implement workplace health, safety and security procedures

About this unit

This unit deals with the skills and knowledge required to implement health, safety and security procedures in the workplace, including:

OH&S legislation staff participation in workplace OH&S safety audits safety systems audits health, safety and security training for staff maintenance of health, safety and security records.



Provide information on health, safety and security

Explain relevant Occupational Health and Safety (OH&S) information, including enterprise specific details, accurately and clearly to staff.

Make all OH&S information readily accessible to staff in a timely and regular manner.

Co-ordinate staff participation in health, safety and security issues

Provide the opportunity for all staff members to contribute to the management of health, safety and security in the workplace.

Action, resolve or refer to the appropriate person issues raised through consultation on OH&S.

Provide timely feedback on OH&S management systems to the designated person in accordance with enterprise procedures.

Implement and monitor procedures for controlling hazards and risks

Identify and report workplace hazards and risks promptly through maintenance of close contact with day-to-day operations in the workplace.

Implement and monitor control procedures in accordance with enterprise and legislative requirements.

Identify inadequacies in control measures promptly and resolve or report them to the appropriate person.

Implement and monitor health, safety and security training

Identify OH&S training needs accurately based on regular workplace monitoring. Make timely arrangements for fulfilling training needs in consultation with

appropriate management and in accordance with enterprise policy. Monitor effectiveness of training in the workplace and make adjustments as

required.

Maintain health, safety and security records

Complete records accurately and legibly and store in accordance with enterprise and legal requirements.

Use data to provide reliable and timely input to the management of workplace health, safety and security.

Task 1 – Workplace health, safety and security


Explain relevant Occupational Health and Safety (OH&S) information, including enterprise specific details, accurately and clearly to staff.

Make all OH&S information readily accessible to staff in a timely and regular manner.

Description In this unit, students research OH&S legislation and information relevant to their State and Territory and record their findings in a handout. They are provided with generic information about OH&S laws, and research their State/Territory OH&S legislation by visiting the relevant agency’s website.

Students are also asked to research safety issues that affect the workplace and to prepare an outline describing how they can make this information more available/accessible to staff in their workplace.

Supporting resourcesA number of resources have been provided to support the task:

Occupational Health, Safety and Security laws Links to State/Territory OH&S websites Information on:

o Accident preventiono Securityo Pollutiono Waste disposalo Natural disasterso Legionnaires diseaseo Pest controlo Healtho Infectious substanceso Physical hazardso Hazardous substanceso Bomb threatso Manual handlingo Maintenance and damage reports


Create information/training material outlining key aspects of an OH&S issue at their workplace, for presentation or dissemination to staff

Suggestions for assessmentStudents complete various pieces of work to be placed in their Project Portfolio. These could be used for assessment purposes.


Task 2 – Staff participation in health, safety and security


Provide the opportunity for all staff members to contribute to the management of health, safety and security in the workplace.

Action, resolve or refer to the appropriate person issues raised through consultation on OH&S.

Provide timely feedback on OH&S management systems to the designated person in accordance with enterprise procedures.

Description Students are required to research and recommend methods and strategies for increasing staff contribution to health, safety and security management in the workplace. In doing this, they learn about the role of work groups, OH&S officers, representatives and committees in the reporting and management of OH&S issues at work.

At the end of this task, students produce a short report outlining:

strategies for increasing staff contributions to Excellcia’s OHSS issues a clear process for resolving safety problems, and for referring incidents and concerns

to management (identify groups or personnel involved in this process) ways staff can provide feedback on OHSS management systems to the appropriate

safety personnel.

The report is to be included in their Project Portfolio.


Guide to report writing Managing Occupational Health, Safety and Security Occupational Health, Safety and Security laws Excellcia Hotel Employee Health and Safety Induction Manual Safety Systems Audit Checklist


present their report in the next OH&S Committee meeting at their workplace compare their report with those generated by other students – to identify similarities

and differences in the way staff contribution to OH&S management is encouraged.

Suggestions for assessmentThe documents created for the Project Portfolio can be used for assessment purposes.


You may wish to provide feedback on the report that students develop.

Task 3 – Controlling hazards and risks


Identify and report workplace hazards and risks promptly through maintenance of close contact with day-to-day operations in the workplace.

Implement and monitor control procedures in accordance with enterprise and legislative requirements.

Description Students are required to conduct a safety audit of their workplace or work area, identifying hazards and risks for discussion and reporting to their supervisor or manager. They use a Safety Audit Checklist to use in this task. The completed checklist will need to be signed by their workplace supervisor/manager after the student has discussed their findings.

The checklist is to be included in their Project Portfolio.


Electrical hazards Hazardous substances Infectious substances Legionnaires disease Manual handling Occupational overuse syndrome Physical hazards Pollution Security Waste disposal Reporting new control procedures


present and discuss their findings and recommended controls to the OH&S officer or representative.



Task 4 – Health, safety and security training


Identify inadequacies in control measures promptly and resolve or report them to the appropriate person.

Identify OH&S training needs accurately based on regular workplace monitoring. Make timely arrangements for fulfilling training needs in consultation with

appropriate management and in accordance with enterprise policy. Monitor effectiveness of training in the workplace and make adjustments as

required.

Description Students are required to conduct a safety systems audit of their workplace to identify inadequacies in the health, safety and security systems at their workplace. Based on an analysis of this audit, and with the support and in consultation with their workplace supervisor/manager, they plan, conduct and evaluate a training session to address one or more inadequacies from the audit.

Students will use a Safety Systems Audit Checklist and a Training Development Worksheet to assist them in this task. These documents are to be included in their Project Portfolio.


Training needs analysis Evaluation of training


What you may need to organiseThis is a practical task that will need to be completed with the support and contribution of the student’s workplace supervisor/manager and colleagues. You may need to assist students in organising this task with their supervisor/manager.

If the student is not currently working or does not have immediate access to a workplace, you may need to help the student organise a visit to a nominated workplace, or they may be encouraged to use their training area for this task.

Particular attention should be paid to the Context of Assessment and the Key Competencies.

Task 5 – Keeping health, safety and security records


Complete records accurately and legibly and store in accordance with enterprise and legal requirements.

Use data to provide reliable and timely input to the management of workplace health, safety and security.

Description There are two parts to this task.

In the first part, students investigate an accident at Excellcia Hotel and complete an Work Injury/Incident Report Form using details from the accident. The form is to be included in their Project Portfolio.

In the second part, students are required to conduct an interview with the OHSS Officer of their workplace or training area to investigate the way OHSS records are maintained and stored. Results of the interview are to be recorded in a worksheet, which is to be included in the Project Portfolio.


An interactive scenario illustrating an accident at the Excellcia Hotel’s storeroom. Information resources on:

o Manual handlingo Physical hazards


View completed health, safety and security records at their workplace or training area to get an idea of the range of incidents or events that are recorded.

Participate in analysis of records to determine data related to health, safety and security issues that is presented to the OH&S Committee at their workplace or training area.


What you may need to organiseIf the student is not currently working or does not have immediate access to a workplace, you may need to help the student organise a visit to a nominated workplace, or they may be encouraged to use their training area for this task.


Unit guide: THHGLE13B Manage finances within a budget

About this unit

This unit deals with the skills and knowledge required to take responsibility for budget management where others may have developed the budget. The skills and knowledge for budget development are therefore not included and usually by managers and supervisors.

This unit focuses on:

orienting learners to budget and budgeting in business budget allocation analysis of financial reports completing financial reports evaluating options for improving budget performance.



Allocate budget resources

Allocate funds according to agreed priorities. Discuss changes in income and expenditure priorities with appropriate colleagues

prior to implementation. Consult and inform all relevant personnel in relation to resource decisions. Promote awareness of the importance of budget control. Maintain detailed records of resource allocation in accordance with enterprise control

systems.

Monitor financial activities against budget

Check actual income and expenditure against budgets accurately and at regular intervals.

Include financial commitments in all documentation to ensure accurate monitoring. Identify and report deviations according to enterprise policy and significance of

deviation. Investigate appropriate options for more effective management of deviations. Advise appropriate colleagues of budget status in relation to targets within agreed

timeframes.

Identify and evaluate options for improved budget performance

Assess existing costs and resources and identify areas for improvement. Discuss desired outcomes with relevant colleagues. Undertake appropriate research to investigate new approaches. Define and communicate clearly the benefits and disadvantages of new approaches. Take account of impacts on customer service levels and colleagues in developing new

approaches. Present recommendations clearly and logically to the appropriate person/department.

Complete financial/statistical reports

Complete all required financial and statistical reports accurately and within designated timelines.

Produce clear and concise information to enable informed decision-making. Forward reports promptly to the appropriate person/department.

Task 1 – Budget orientation


Promote awareness of the importance of budget control

Description In this task, students are given an orientation to budget and budgeting for business. They are introduced to the scenario: the student is a departmental representative in a budget review committee responsible for assessing and evaluating the performance of budgets at the Excellcia Hotel.

Students are also asked to research key points about budget and budgeting by answering questions in a handout. This task focuses on helping the student understand:

the concept of budgets the purpose of budgets key components of budgets the budget cycle principles of effective budgeting the benefits and pitfalls of budgets.


Types of budgets Budget benefits and problems The budget cycle Principles of effective budgeting The importance of consistency Measuring and reporting on budgets Managerial vs. financial records Accrual accounting

The student will need to consult these resources in order to answer questions in the handout.

Suggestions for using and extending this activityAs this task provides an orientation to budgets, students could be asked to interview the accountant or controller at their workplace about the role of budgets in the workplace, including:

departmental budgets components of the budgets purpose of budgets uses of data from financial reports.


Task 2 – Monitor financial activities and complete financial reports

Performance criteriaThe following performance criteria are addressed by task and resource content:

Check actual income and expenditure against budgets accurately and at regular intervals.

Include financial commitments in all documentation to ensure accurate monitoring. Identify and report deviations according to enterprise policy and significance of

deviation. Investigate appropriate options for more effective management of deviations. Complete all required financial and statistical reports accurately and within

designated timelines. Produce clear and concise information to enable informed decision-making. Forward reports promptly to the appropriate person/department.

Description In this task, students analyse the Balance Sheet for the Rooftop Restaurant, to identify areas that require attention. They then complete a short report detailing the limitations of a Balance Sheet in providing financial information for budgets. This task and its resources introduce students to the concept of budget variations (variances) and favourable/unfavourable variances.

Both the balance sheet and short report are to be included in their Project Portfolio.

Supporting resourcesThis task steps the student through the process of financial report analysis by giving them a ‘hands on’ lesson in analysing data in the Profit and Loss Statement and the Balance Sheet. of the Rooftop Restaurant. This task is also supported by a resource on ‘Variance analysis’.

Suggestions for using and extending this activityWith the support of their workplace supervisor/manager, students could be asked to examine specific financial reports from their workplace and to discuss their findings with their supervisor/manager.


What you may need to organiseYou may wish to provide feedback on the report that students develop. You might also like to make this a group discussion activity by asking students to post their report on the Discussion Board for sharing and discussing.

Task 3 – Evaluate and report on budget performance


Assess existing costs and resources and identify areas for improvement. Discuss desired outcomes with relevant colleagues. Undertake appropriate research to investigate new approaches. Define and communicate clearly the benefits and disadvantages of new approaches. Take account of impacts on customer service levels and colleagues in developing new

approaches. Present recommendations clearly and logically to the appropriate person/department.

Description Part of their ‘role’ as a member of the Excellcia Hotel budget review committee requires the student to analyse and evaluate two financial reports:

The financial report from Excellcia Hotel’s Gift Shop. The Revenue Statement from the hotel’s Facilities Department.

The student is given two jobs in this task:

1. Examine the Excellcia Gift Shop’s financial report. Take note of any variance amount in dollars, and list if each variance is favourable or unfavourable. Then, comment on what they believe are the causes of these variances.

2. Complete the Function Rooms Revenue Statement, and analyse the data to report on variances and their causes.

The student is encouraged to discuss their findings with other learners via the Discussion Board.

This task builds on key concepts covered in Task 2: Monitor financial activities and complete financial reports. It focuses on variance analysis to identify the causes of variances, and on improving budgets by taking corrective action.


Variance analysis Monitoring the budget Measuring and reporting actual performance Comparing actual and planned performance Investigating variances


What you may need to organiseYou might like to build on the discussion aspects of this task – to address the criteria: “Discuss desired outcomes with relevant colleagues” – by asking students to identify relevant staff at their workplaces with whom they would discuss budget performance and outcomes.

Skills and processes should be assessed through practical demonstration (outside the scope of these materials). Particular attention should be paid to the Context of Assessment and the Key Competencies.

Task 4 – Allocate budget resources


Allocate funds according to agreed priorities. Discuss changes in income and expenditure priorities with appropriate colleagues

prior to implementation. Consult and inform all relevant personnel in relation to resource decisions. Promote awareness of the importance of budget control. Maintain detailed records of resource allocation in accordance with enterprise control

systems.

Description This task is open-ended: it presents students with a situation or problem and asks them to work towards a resolution. It requires students to examine the Operational Plan developed by Bill Bennett and Harold Levi, respectively the Accountant and Controller at the Excellcia Hotel. It builds on key concepts covered in preceding tasks. The task requires students to review the plan and to:

establish priorities for objectives set out in the operational plan. allocate resources accordingly identify communication and coordination strategies identify approaches to monitor and evaluate the ongoing performance of the plan.

This is achieved through a discussion of the outcomes/objectives listed in the plan.

Students are asked to review the plan on their own and jot down their suggestions for each of the four points. They then discuss their suggestions and ideas with their peers and refine their own suggestions from this discussion.

The discussion will need to be actively facilitated to ensure that students remain focused on the task and its outcomes.

Supporting resourcesThe Operational Plan is available for students to download and view (and also print).

Suggestions for using and extending this activityYou might like to organise students into groups, and ask each group to develop suggestions (this will be practical for larger student cohorts). Alternatively, you might ask each group to focus on one of the four aspects in their review of the Operational Plan, and report their findings back to the cohort.


What you may need to organiseStudents will benefit from a structured and planned approach to this task. You might begin by setting up specific threads for discussion in relation to the Operational Report, eg. initial impressions, or key elements of resource allocation in the plan.

You can then extend this to include prioritising objectives, resource allocation, suggestions for implementing and monitoring the plan.

It is important for an open-ended task such as this that you organise a summary of task outcomes for students. You might involve students in developing these outcomes.

In conducting this task, particular attention should be paid to the Context of Assessment and the Key Competencies.

Task 5 – Improving budget

Performance criteriaThis task covers the following elements of competency:

1. Allocate budget resources.2. Monitor financial activities against budget.3. Identify and evaluate options for improved budget performance.

Description This task draws on key concepts covered in Tasks 1 to 4 of this unit. Hence, students will need to have completed these tasks before embarking on Task 5. This task can be used as an assignment or activity that asks students to holistically apply what they have learned about budget management.

This task is open-ended: it presents a situation or problem and asks students to work towards a resolution. Students are asked to examine the Annual Report for the hotel’s Rooftop Restaurant in regards to the following:

Analyse the results documented in the Annual Report. Pay close attention to key cost factors that could affect the performance of the budget. Explain the effect the current budgets will have on plans for next year’s budget. Note down some strategies that could be used to improve the budget for the

forthcoming year.

Students are asked to record their findings and to store these in their Project Portfolio.

The discussion will need to be actively facilitated to ensure that students remain focused on the task and its outcomes.

Supporting resourcesThe Annual Report is available for students to download and view (and also print). It contains instructions for this task, as well as focus questions for students to answer.


What you may need to organiseStudents will benefit from a structured and planned approach to this task. You might begin by setting up specific threads for discussion in relation to the Annual Report, eg. results of analysis, and extending this to other related threads, eg. the impact of the current budget on the next year’s budget, or strategies to improve the restaurant’s budget for next year etc.

It is important for an open-ended task such as this that you organise a summary of task outcomes for students. You might involve students in developing these outcomes.

In conducting this task, particular attention should be paid to the Context of Assessment and the Key Competencies.

Unit guide: THHGLE06B Monitor staff performance

About this unit

This unit introduces students to the principles of controlling and ordering stock, including:

informal appraisal planning and conducting a performance appraisal interview.



Monitor performance and provide feedback to staff Consult with and inform colleagues about expected standards of performance using

appropriate communication mechanisms. Monitor ongoing performance by maintaining close contact with the workplace and

relevant colleagues. Provide confirming and corrective feedback to colleagues on an on-going basis. Provide colleagues with appropriate guidance and support in the workplace. Recognise and reward achievements and outstanding performance in accordance with

enterprise procedures. Identify the need for further coaching or training and organise in accordance with

enterprise procedures.

Recognise and resolve performance problems Identify and investigate performance problems promptly. Use feedback and coaching appropriately to address performance problems. Discuss and agree upon possible solutions with the colleague in question in

accordance with enterprise procedures. Follow up outcomes of informal counselling through review in the workplace. Organise and conduct a formal counselling session when required in accordance with

required procedures.

Implement performance management systems Implement formal performance management systems in accordance with enterprise

policy. Conduct individual performance evaluations openly and fairly in accordance with

enterprise policy. Complete and file performance management records in accordance with enterprise

policy and industrial requirements. Agree on courses of action with colleagues and follow up in the workplace.

Task 1 – Informal appraisal and feedback


Consult with and inform colleagues about expected standards of performance using appropriate communication mechanisms.

Monitor ongoing performance by maintaining close contact with the workplace and relevant colleagues.

Provide confirming feedback to colleagues on an on-going basis. Provide colleagues with appropriate guidance and support in the workplace. Recognise and reward achievements and outstanding performance in accordance with

enterprise procedures.

Description Students are provided with generic information on how to carry out informal appraisal and provide feedback to staff.

Students are asked to investigate informal monitoring procedures and how achievements are rewarded in their own workplace. They then work through an interaction dealing with feedback, answer some questions and complete two activities. All the written work is to be recorded in their Project Portfolio.


Informal monitoring of staff Suggested readings Feedback.


Role-play informal monitoring of staff and providing feedback in their own workplace.

Write a report on the merits and problems associated with informal monitoring and feedback, based on their own experience/web or book research/interviews with colleagues.



Task 2 – Plan and conduct a performance appraisal interview


Recognise and reward achievements and outstanding performance in accordance with enterprise procedures.

Identify the need for further coaching or training and organise in accordance with enterprise policies.

Identify and investigate performance problems promptly. Use feedback and coaching appropriately to address performance problems. Discuss and agree upon possible solutions with the colleague in question in

accordance with enterprise procedures. Follow up outcomes of informal counselling through review in the workplace. Organise and conduct a formal counselling session when required in accordance with

required procedures. Implement formal performance management systems in accordance with enterprise

policy. Conduct individual performance evaluations openly and fairly in accordance with

enterprise policy. Complete and file performance management records in accordance with enterprise

policy and industrial requirements. Agree on courses of action with colleagues and follow up in the workplace.

Description Students are provided with generic information on planning and conducting a performance appraisal interview, and the follow up required afterwards.

Students are asked to:

develop a checklist of what they would need to cover in a performance appraisal interview

develop an appraisal form (for a Personnel Assistant) practise their communication skills by rephrasing some sentences in a more positive

way conduct a mock interview to practise their knowledge and skills, and reflect on the

results comment on the transcript for part of a performance appraisal interview conduct a performance appraisal interview and reflect on the results (possibly to be

used for assessment purposes) reflect on thee results of the interview and develop an appropriate action plan.

Students complete a number of documents to be included in their Project Portfolio.


Performance management systems The objectives of performance management Performance appraisal

Difficulties associated with performance appraisal Evaluation criteria Methods of appraising performance Self-appraisal as preparation for a performance appraisal interview Legal considerations and other concerns Documentation Performance appraisal forms Conducting a performance appraisal interview Effective performance appraisal interviews Questions and questioning techniques Communication skills Managing unsatisfactory performance Recognition and rewards Counselling Coaching Training linked to performance appraisal.


write down their comments on the mock interview (if they are the interviewee) research one aspect of the legal implications more fully, and share their findings to

the Discussion Board (with other students researching different aspects).


You may wish to observe the performance appraisal interview (or have the student video record it so that you can view it later) for assessment purposes.


You may wish to provide feedback on the checklist and appraisal forms the students develop, before they use them in an interview situation.

You may need to assist the students to arrange the two performance appraisal interviews.

Unit guide: THHGLE01B Monitor Work Operations

About this unit

This unit deals with the skills and knowledge required to oversee and monitor oversee and monitor the quality of day-to-day work operations within a tourism or hospitality context. This includes:

monitoring and improving workplace operations planning and organising workflow maintaining workplace records solving problems and making decisions.



Monitor and improve workplace operations Monitor efficiency and service levels on an ongoing basis through close contact with

day-to-day operations. Ensure that operations in the workplace support overall enterprise goals and quality

assurance initiatives. Identify quality problems and issues promptly and make appropriate adjustments

accordingly with relevant approvals. Adjust procedures and systems in consultation with colleagues to improve efficiency

and effectiveness. Consult colleagues about ways to improve efficiency and service levels.

Plan and organise workflow Assess current workload of colleagues accurately. Schedule work in a manner that enhances efficiency and customer service quality. Delegate work to appropriate people in accordance with principles of delegation. Assess workflow and progress against agreed objectives and timelines. Assist colleagues in prioritisation of workload through supportive feedback and

coaching. Provide timely input to appropriate management regarding staffing needs.

Maintain workplace records Complete workplace records accurately and submit within required timeframes. Where appropriate, delegate and monitor completion of records prior to submission.

Solve problems and make decisions Identify workplace problems promptly and analyse from an operational and customer

service perspective. Initiate short-term action to resolve the immediate problem where appropriate. Analyse problems for any long-term impact, and assess and action potential solutions

in consultation with relevant colleagues. Where a team member raises problem, encourage the individual's participation in

solving the problem. Take follow-up action to monitor the effectiveness of solutions in the workplace.

Task 1 – Quality awareness


Monitor efficiency and service levels on an ongoing basis through close contact with day-to-day operations.

Ensure that operations in the workplace support overall enterprise goals and quality assurance initiatives.

Identify quality problems and issues promptly and make appropriate adjustments accordingly with relevant approvals.

Adjust procedures and systems in consultation with colleagues to improve efficiency and effectiveness.

Consult colleagues about ways to improve efficiency and service levels.

Description Students are asked to complete a downloaded handout with five questions focusing on improving the quality of products and services offered by Excellcia Hotel. This task focuses on quality issues and strategies for enabling organisational change to improve quality.

They are asked to post their responses to the Discussion Board for discussion with other learners.


Quality and quality assurance Total quality service Implementing total quality management Managing organisational change Self-directed work teams


Research quality assurance procedures at their workplace. Interview a manager or supervisor in regards to practical strategies used to manage

organisational change to improve quality of products and services.



Task 2 – Workflow analysis


Assess current workload of colleagues accurately. Schedule work in a manner that enhances efficiency and customer service quality. Delegate work to appropriate people in accordance with principles of delegation. Assess workflow and progress against agreed objectives and timelines. Assist colleagues in prioritisation of workload through supportive feedback and

coaching. Provide timely input to appropriate management regarding staffing needs.

Description Students are required to develop a flowchart and to use another work-study tool to analyse a system or procedure at their workplace and to suggest ways of improving the system/procedure. In doing this, they learn about work study methods, tools and strategies for generating ideas for improving work processes, systems and procedures.


What is work study? Method study Work measurement Work-study tools (flow chart, flow diagram, Pareto chart, multiple activity chart,

cause and effect diagram, deployment chart, Gantt chart) Brainstorming Imagineering Problem-solving



Task 3 – Maintain records


Complete workplace records accurately and submit within required timeframes. Where appropriate, delegate and monitor completion of records prior to submission.

Description Students are required to solve a rostering problem at the Lobby Bar of the Excellcia Hotel. They need to review the roster and suggest ways of improving it. In completing this task, students will learn about common workplace records and their purposes.

Supporting resourcesSample workplace records are provided. These include:

Employee history card Time card / time sheet Work roster


Review records used at their workplace and suggest improvements



Task 4 – Report on a work operation


Identify workplace problems promptly and analyse from an operational and customer service perspective.

Initiate short-term action to resolve the immediate problem where appropriate. Analyse problems for any long-term impact, and assess and action potential solutions

in consultation with relevant colleagues. Where a team member raises problem, encourage the individual's participation in

solving the problem. Take follow-up action to monitor the effectiveness of solutions in the workplace.

Description This task requires students to assess a work operation or work session at their workplace that could benefit from improvement. They are then required to develop a new plan of tasks or duties for this operation/session and to implement and monitor the plan. Finally, they write a report comparing the actual outcomes with their planned outcomes. This is a hands-on task and will require support from their workplace supervisor or manager, and from staff at the workplace. The report is to be stored in the student’s Project Portfolio.


Work-study tools (flow chart, flow diagram, Pareto chart, multiple activity chart, cause and effect diagram, deployment chart, Gantt chart)

Indicators for identifying problems Problem-solving Guide to report-writing


report their results at an operations meeting at work discuss their findings with their workplace supervisor/manager and to follow up on

agreed-upon actions.


What you may need to organiseStudents who do not have direct access to a workplace may require assistance in finding an appropriate workplace environment eg. the simulated workplace environment or another hospitality or tourism venue.

Unit guide: THHGGA08B Plan and establish systems and procedures

About this unit

This unit introduces students to the principles of planning and establishing systems and procedures, including:

what are systems and procedures? using systems and procedures (including conducting a departmental analysis, and

development, implementation and review of systems and procedures).



Plan and develop systems and procedures Identify the need for enterprise systems and procedures, and clarify enterprise

requirements by monitoring the workplace and consulting with colleagues and customers on an ongoing basis.

Identify problem areas and take prompt action to identify possible responses. Develop or revise systems and procedures in consultation with colleagues. Consider immediate operational needs and enterprise goals, and human and financial

resource issues, when developing or revising systems and procedures.

Establish systems and procedures Provide advance notice of new systems and procedures to colleagues. Introduce systems and procedures to the workplace in a manner that causes minimum

disruption to customers and colleagues. Provide training and support to colleagues as required.

Review systems and procedures Monitor the efficiency and effectiveness of systems and procedures introduced to the

workplace. Seek suggestions for improvements to systems and procedures from colleagues at all

levels. Make adjustments to systems and procedures where necessary.

Task 1 – What are systems and procedures?

Performance criterion

Identify the need for enterprise systems and procedures, and clarify enterprise requirements by monitoring the workplace and consulting with colleagues and customers on an ongoing basis.

Description Students are provided with generic information on the nature of systems and procedures and why they are important.

Students are asked to identify and describe a system or procedure in their own workplace, answer questions and write comments. All the written work is to be recorded in their Project Portfolio.


Systems and procedures What is a procedure? Examples of procedures

o Bar area – cleaning dailyo Bar area – cleaning weeklyo Bar area – cleaning monthlyo Coffee shopo Front desk greetingo Housekeeping: room attendanto Sales interviewso Standard recipe preparationo Vacuum maintenance.


Compare and contrast systems and procedures across their own workplaces. Prepare an analysis of a system in their place of work, identifying and describing the

component procedures.

Suggestions for assessmentStudents complete written work to be placed in their assessment portfolio. This could be used for assessment purposes.


Task 2 – Using systems and procedures


Identify the need for enterprise systems and procedures, and clarify enterprise requirements by monitoring the workplace and consulting with colleagues and customers on an ongoing basis.

Identify problem areas and take prompt action to identify possible responses. Develop or revise systems and procedures in consultation with colleagues. Consider immediate operational needs and enterprise goals, and human and financial

resource issues, when developing or revising systems and procedures. Provide advance notice of new systems and procedures to colleagues. Introduce systems and procedures to the workplace in a manner that causes minimum

disruption to customers and colleagues. Provide training and support to colleagues as required. Monitor the efficiency and effectiveness of systems and procedures introduced to the

workplace. Seek suggestions for improvements to systems and procedures from colleagues at all

levels. Make adjustments to systems and procedures where necessary.

Description Students are provided with generic information on using systems and procedures (including conducting a departmental analysis, and development, implementation and review of systems and procedures).

Students are asked to:

conduct a departmental analysis in their own workplace design a new or improved procedure prepare a proposal to cover the implementation of the procedure draw up a list of indicators which would allow the future operation of the procedure

to be monitored.

Students include these documents in their Project Portfolio.


Systems and procedures What is a procedure? Conducting a departmental analysis Analysing a problem using an IS/IS NOT matrix A deployment chart Cause and effect diagram Coming up with solutions Working with a reference group Synergy Examples of procedures

Bar area - cleaning daily Bar area - cleaning weekly Bar area - cleaning monthly Coffee shop Front desk greeting Housekeeping: room attendant Sales interviews Standard recipe preparation Vacuum maintenance

Steps involved in writing up procedures Reducing the fear of change Disseminating information on a new system or procedure Communicating to build commitment to change Organising training and support Monitoring and reviewing systems and procedures.


form a reference group where each student presents their departmental analysis and proposed solutions. Students then discuss/brainstorm around each presentation.

each student would then prepare a written record of their reference group meeting including:

o student nameo description of procedureo names of members of the reference groupo a description of the intial presentationo a brief summary of the subsequent discussion, including topics, decisions

and/or conclusionso the proposed solution(s)


You may wish to monitor/observe a student reference group meeting.


You may wish to provide feedback on each stage of the activities to be included in the Project Portfolio, ensuring that students are on the right track from the start.

You may need to assist the students to organise a reference group.

Unit guide: THHGLE07B Recruit and select staff

About this unit

This unit deals with the skills and knowledge required to recruit and select staff within the framework of existing human or staffing resource plans or policies. A more strategic approach to recruitment and selection can be found in ‘BSBHR605A Manage recruitment and selection processes’ which is from the Business Services Training Package

This unit focuses on:

job analysis developing a job portfolio advertising jobs assessing applicants conducting interviews developing staff induction programmes.


Elements of competency

Identify recruitment needs

Identify short-term recruitment needs based on monitoring of service and efficiency levels in the workplace.

Consult appropriate colleagues and other stakeholders in relation to staffing needs and job specifications.

Develop clear and concise selection criteria and job specifications. Use job descriptions where appropriate to facilitate the recruitment process. Obtain approval for recruitment initiatives in accordance with enterprise

policy.

Administer recruitment

Create, approve and disseminate advertisements for positions in accordance with enterprise policy and legal requirements.

Process applications in accordance with enterprise policy. Inform applicants of decisions and provide other recruitment information

within reasonable timeframes. Organise interviews and other selection processes in accordance with

enterprise policy. Make employment offers in accordance with enterprise policy. Advise prospective employees on details in accordance with enterprise policy

and industrial/legislative requirements. Process and file in accordance with enterprise policy. Identify and communicate recommendations for improvements in recruitment

processes to appropriate colleagues promptly.

Select staff

Review applications against criteria, noting any additional influencing factors.

Conduct interviews and other selection procedures in accordance with enterprise policy and legal requirements.

Use selection criteria as the basis for selection. Communicate selection recommendations to appropriate colleagues. Create and maintain accurate, clear and complete records of the selection

process.

Plan and organise induction programs

Plan the content and format of induction programs to reflect enterprise objectives and policies.

Include all appropriate practical information in induction programs in accordance with enterprise policy and industrial/legislative requirements.

Include information on the culture of the enterprise in induction programs. Liaise with operational colleagues to ensure induction programs are

implemented in a manner that minimises operational disruption.

Task 1 – Developing a job analysis


Identify short-term recruitment needs based on monitoring of service and efficiency levels in the workplace.

Consult appropriate colleagues and other stakeholders in relation to staffing needs and job specifications.

Develop clear and concise selection criteria and job specifications. Use job descriptions where appropriate to facilitate the recruitment

process. Obtain approval for recruitment initiatives in accordance with

enterprise policy.

Description In this task, learners complete a job analysis for a hospitality position in their workplace. A room attendant’s position is available for students who do not have access to a workplace. The aim is to make sure that a position fits with the requirements of the department or organisation.

To do this learners need to:

examine and provide as much information as possible about the job or position compare these against the needs of the department or organisation.


Handout Job analysis brief – handout with steps to complete the task.

Information A job analysis – details of what is required in a job analysis. The day in the life of a room attendant –narration of a room attendant’s

duties. Job description – explanation of contents of a job description. Equal employment opportunity legislation – explanation of the legislation. Position description – explanation of contents of a position description. Person specification – explanation of contents of a person specification.

Templates Job description – blank form. Position description – blank form. Person specification – blank form.

Suggestions for using and extending this activityStudents could be asked to work collaboratively to develop a job analysis on a hospitality position such as the room attendant presented in the product.



Task 2 – Job advertisements


Create, approve and disseminate advertisements for positions in accordance with enterprise policy and legal requirements.

Description In this task, learners look at a range of job advertisements in the hospitality industry. They then use the AIDA information (Attention, Interest, Desire and Action) to analyse and rewrite sample advertisements.

To do this, they need to:

examine sample advertisements research job advertisements in local newspapers, internet and other sources recommend improvements to the Excellcia Hotel advertisements.

All documents are to be included in their Project Portfolio.


Handout Reviewing job advertisements report.

Information 3 job advertisements. Recruitment alternatives – list of internal and external forms of

recruiting for positions External recruitment - highlights the characteristics of external

recruitment Internal recruitment - highlights the characteristics of internal

recruitment AIDA information – describes the information needed for job

advertisements using the Attention, Interest, Desire and Action model. What information should be in job advertisements? – suggested content for

job advertisements.

Reading Recruitment ads that work – recruitment magazine article.

Websites www.careerone.com.au - jobs section of the News Interactive site. www.seek.com.au - recruitment website called Seek. www.mycareer.com.au - jobs section of the f2 Network site.

Suggestions for using and extending this activityStudents could be asked to post their final advertisements to the Discussion Board and read other learners’ job advertisement submissions.



You may wish to provide feedback on the report that students develop.

Task 3 – Assessing applicants


Process applications in accordance with enterprise policy. Inform applicants of decisions and provide other recruitment

information within reasonable timeframes. Advise prospective employees on details in accordance with enterprise

policy and industrial/legislative requirements. Process and file in accordance with enterprise policy. Identify and communicate recommendations for improvements in

recruitment processes to appropriate colleagues promptly. Review applications against criteria, noting any additional influencing

factors. Conduct interviews and other selection procedures in accordance with

enterprise policy and legal requirements. Use selection criteria as the basis for selection. Communicate selection recommendations to appropriate colleagues. Create and maintain accurate, clear and complete records of the

selection process.

Description In this task, learners work as part of a selection panel consisting of three or four members. Each selection panel team needs to create a selection criteria for one of the following four positions at the Excellcia Hotel:

Room Attendant. Restaurant/Bar. Guest Service Agent. Kitchen Hand.

Then, using the applications held at Excellcia Hotel for that position, they rate each application against their selection criteria. Once all three applications have been rated learners comment on what their selection criteria has revealed. Finally, each student writes a letter of response to the candidates.


Handout email – explains the role of the selection panel. memo – instructions on the employment selection.

Information

Employee selection – shows the steps to take when recruiting for staff. Job description – explains how to write a job description. Equal employment opportunity legislation – short description of the

federal and state legislation. Person specification – describes the type of person that would best suit the

position. Position description - an accurate picture of the position to be filled in

terms of its description, type of person required and an outline of duties to be carried out.

Samples Job description – completed document. Person specification – completed document. Position description – completed document.

Template Selection criteria – blank form.

Suggestions for using and extending this activity Students could be asked to work independently rather than in a collaborative group

situation to cater for learners who are or may be working in small organisations.



Task 4 – Selecting staff


Conduct interviews and other selection procedures in accordance with enterprise policy and legal requirements.

Complete and maintain accurate, clear and complete records of the selection process.

Description Students are required to role-play an interview with a prospective applicant. To do this, they will need to:

prepare a list of questions and tools that you will use to interview and assess the applicant

nominate a suitable time and place to conduct the role-play of the interview evaluate the interview using guidelines provided within this task· reflect on

the interview process and outcomes, and write a short report describing your thoughts and reflections.

They will record the reflections in a reflection worksheet.


The stages of an interview What questions should I ask? What questions should I avoid? Background investigation Article: “Pre-hiring preparation”

This task is also supported by a number of sample interview questions for: bar staff, waiters, kitchen staff and management staff. Also included are sample critical incident and hypothetical questions (’20 difficult situations’) and a values and decision-making test (‘The Excellcia test’).

Suggestions for using and extending this activityThis task has been designed to be completed by one student in self-paced mode. You might like to ask students to work in groups, functioning as a selection panel. In this mode, students will need to decide on the interview place, format, questions. They then role-play the interview and discuss outcomes, as a real selection panel would.


What you may need to organiseThis is a practical task that will need to be completed with the support and contribution of the student’s workplace supervisor/manager and colleagues. You may need to assist students in organising this task with their supervisor/manager.

If the student is not currently working or does not have immediate access to a workplace, you may need to help the student organise a visit to a nominated workplace, or they may be encouraged to use their training area for this task.


Task 5 – Induction programmes


Plan the content and format of induction programmes to reflect enterprise objectives and policies.

Include all appropriate practical information in induction programmes in accordance with enterprise policy and industrial/legislative requirements.

Include information on the culture of the enterprise in induction programmes. Liaise with operational colleagues to ensure induction programmes are

implemented in a manner that minimises operations disruption.

Description In this task, the student is required to develop an induction programme for a position in their department. The programme should include:

the actual programme, showing a break down of induction items for the day (or the session)

all the necessary paperwork that a new employee to the position must complete all instructions that must be provided to the new employee.

The online task provides information, instructions and resources to help the student develop the induction programme.


Key components of an induction programme Common pitfalls in planning induction programmes Sample induction programme: the Excellcia Hotel Sample induction checklist Sample employee handbook

Suggestions for using and extending this activityStudents could be asked to observe or participate in the organisation of an induction session (or sessions) at their workplace. You might also like students to observe a range of different induction programmes to give them a fuller idea of methods of inducting new employees. Students can then be asked to discuss these methods (perhaps via the Discussion Board).


What you may need to organiseIf the student is not currently working or does not have immediate access to a workplace, you may need to help the student organise a visit to a nominated workplace, or they may be encouraged to use their training area for this task.


Documents

Unit title - SIelearning€¦ · Web viewThe tasks and resources in this Toolbox take place within the fictitious Excellcia Hotel, ... conduct a performance appraisal interview