My Role Developed Qualifications framework & Packaging Rules

My Role Developed Qualifications framework & Packaging Rules
Wrote many of the 242 Competency Standards Developed format for Toolboxes Wrote several Toolboxes. Welcome people & thank them for their interest & attending

This Session Overview of what is in a Toolbox
Explanation of how they can be used Answer questions. Today I will: Give you an overview of how you can use the ‘Training delivery’ components of the Toolboxes, by explaining & showing what is in the Learner Guide and the PowerPoints Wayne will explain the Assessment components of the Toolbox Alan will give you an example of the unique facility incorporated into the English language Toolboxes

Toolbox Components There are three primary components: Trainee Manual
Trainer Guide Assessor Manual.

Trainee Manual – Cover Page
Cover page – to identify the Unit by showing the name & number/s Cover page to Trainee Manual – Perform basic first aid procedures

Trainee Manual – Unit Descriptor
Perform Basic First Aid Procedures This unit deals with the skills and knowledge required to Perform Basic First Aid Procedures in a range of settings within the hotel and travel industries workplace context. Unit Code: D1.HRS.CL1.12 D1.HOT.CL1.12 D2.TCC.CL1.15 Nominal Hours: 25 hours Element 1: Assess the situation Performance Criteria 1.1 Identify physical hazards to own and others‟ health and safety 1.2 Minimize immediate risk to self and health and safety of the casualty by controlling hazard/s in accordance with accepted practice 1.3 Assess casualty’s vital signs and physical condition in accordance with accepted practice Element 2: Apply basic first aid techniques 2.1 Provide first aid management in accordance with established first aid procedures and available resources and equipment 2.2 Monitor casualty’s condition and respond to the casualty’s condition in accordance with accepted first aid principles and enterprise guidelines 2.3 Seek first aid assistance from others in a timely manner as appropriate 2.4 Record accidents and injuries in accordance with enterprise procedures Element 3: Communicate details of the incident 3.1 Request appropriate medical assistance using the most relevant and appropriate communication mechanism 3.2 Convey details of casualty’s condition and first-aid management activities accurately to emergency services or relieving personnel 3.3 Prepare reports to supervisors in a timely manner, presenting all relevant facts according to enterprise guidelines Unit descriptor – short-form version of the Competency Standard for the benefit of the students. It shows them what they will be learning Every Performance Criteria for every Element has notes provided Every Performance Criteria for every Element has assessment provided Trainers can add extra Content to what is provided to address in-country, local or industry need Page 1 Trainee Manual – Perform basic first aid procedures

Trainee Manual – Assessment Matrix
Showing mapping of Performance Criteria against Work Projects, Written Questions and Oral Questions Work Projects Written Questions Oral Questions Element 1: 1.1 Identify physical hazards to own and others’ health and safety 1, 2, 3 1 1.2 Minimize immediate risk to self and health and safety of the casualty by controlling hazard/s in accordance with accepted practice 4, 5 2 1.3 Assess casualty’s vital signs and physical condition in accordance with accepted practice 6, 7, 8, 9 3 Element 2: 2.1 Provide first aid management in accordance with established first aid procedures and available resources and equipment 10, 11, 12, 13, 14, 15, 16 4 2.2 Monitor casualty’s condition and respond to the casualty’s condition in accordance with accepted first aid principles and enterprise guidelines 17, 18 5 2.3 Seek first aid assistance from others in a timely manner as appropriate 19 6 2.4 Record accidents and injuries in accordance with enterprise procedures 20, 21 7 Element 3: 3.1 Request appropriate medical assistance using the most relevant and appropriate communication mechanism 22, 23 8 3.2 Convey details of casualty’s condition and first-aid management activities accurately to emergency services or relieving personnel 24, 25 9 3.3 Prepare reports to supervisors in a timely manner, presenting all relevant facts according to enterprise guidelines 26 10 Showing alignment of assessment activities (Work projects, Oral questions & Written questions) with Content Trainers, assessors & students can use this to identify where material is located in relation to assessments Page 3 Trainee Manual – Perform basic first aid procedures

Trainee Manual – Glossary
Term Explanation Airway The way for air to travel from the mouth and nose to the lungs Antiseptic A chemical that eliminates bacteria Blisters A lump under the skin filled with fluid Blood pressure The pressure of blood going around the body Breastbone Bone in the centre of the chest CPR Cardio-Pulmonary Resuscitation: a first aid technique combining rescue breathing and external chest compressions Casualty A person who is sick or injured and needs medical assistance Clenched fist Tightly closed hand Compress A cold compress: ice in a cloth placed on a sore part of the body Compressions External pressing on the chest as part of CPR Confidentiality Keeping information secret - not telling other people about information Convulsions Uncontrolled body shaking Cross-infection Passing germs from one place to another DRABC Acronym used to describe/remember the five procedures first-aiders should follow: D = Danger; R = Response; A = Airway; B= Breathing; C = Circulation Detect Find; identify; discover Dressing Apply a dressing: put on a bandage EAR Expired Air Resuscitation – another term for mouth-to-mouth resuscitation EMP Emergency Management Plan - a plan setting out what to do when an emergency occurs Glossary – a presentation & explanation of terms & acronyms relevant to/used in the Trainee Manual Can be addressed at the start of a unit to give an understanding of terms used Students can refer back to them at any time Page 5 Trainee Manual – Perform basic first aid procedures

Trainee Manual – Training Notes
Element 1: Assess the situation 1.1 Identify physical hazards to own and others’ health and safety Introduction When administering first aid your first concern must be to make sure you do not become a casualty of the situation. This means you must assess the situation you are facing and take time to identify the physical hazards that may be present to your own safety and that of others who may be present. Defining First aid First aid is any care given to an injured or ill person (called a 'casualty') before professional medical assistance (ambulance, paramedics, nurse, or doctor) arrives on the scene to take control of the situation. First aid can include the provision of: Mouth-to-mouth resuscitation – if the casualty is not breathing Cardio-Pulmonary Resuscitation (CPR) – where there is no breathing and no pulse Control of bleeding – to limit blood loss Wound care – to limit blood loss and infection by covering wounds Treatment for burns and scalds – including treatment for electric shock Bandaging and splinting – to fractures and sprains. Important points to note at the start The following important points must always be taken into account when providing first aid: Protect yourself and others at all times against injury or harm – persons delivering first aid should not become casualties The casualty must be protected against further harm or injury Whenever there is a need to administer first aid make sure you notify your supervisor immediately to arrange for professional help to be called Wear protective gloves when administering first aid to protect against infection. Training notes – these two slides give an example of the notes provided These are the ‘Content’ of the Unit/Toolboxes They provide details to enable delivery of the approved Competency Standards They are presented to you for feedback so common issues can be addressed & included to reflect your needs These notes provide the basis of the PowerPoints Page 7 Trainee Manual – Perform basic first aid procedures

Trainee Manual – Training Notes
Types of hazards to be aware of To protect first aid providers, bystanders and casualties against harm when providing first aid you must take care to identify physical and other hazards which may be present such as: Workplace and incident-specific hazards – including stock, plant, equipment, machinery, utensils and vehicles. It also includes the general environment in the form of heat, cold, wind, sunshine, rain Hazards sometimes associated with casualty management – for example, first aid providers need to be aware there can be: A risk of being bitten Violence as a result of a casualty being confused and disoriented Bodily fluids have the potential to contaminate and cause disease Some diseases are only spread through blood-borne viruses, but it is advisable to be alert to the potential dangers posed by all bodily fluids: Blood Saliva Urine and faeces Mucus Pus Semen Sweat Tears. You should always be safe and treat all body fluids as if they are infectious. Always wear protective gloves when providing first aid. Risk of further injury to the casualty – which can be caused by a range of issues, for example: The casualty being burned by fire spreading toward them Something falling onto the casualty and adding to their existing injury. Page 8 Trainee Manual – Perform basic first aid procedures

Trainee Manual – Inclusions
Part A: To be completed by the injured worker Details of injured/ill staff member Staff number: Surname: Given names: Home address: Job title Phone number: Staff member's normal working hours: _______am/pm to: ______am/pm Has the injured/ill staff worker returned to work since the injury? (please check one) Yes (go to injury/illness details) No Date and time work ceased: Date: ____ / ____ / _____ Time:______ am/pm Has the injured/ill staff worker returned to work since the injury? Yes Injury/illness details. Type of injury (please check where applicable) fracture/dislocation skin disorder damage to artificial aids burn/scald contusion/crush bite/sting cut/abrasion (first-aid only) poison strain/sprain open wound (medical treatment) amputation other Location of injury/illness (e.g., left arm, right hand, leg, back, head & neck): The following ‘Inclusions’ slides give some examples of sample materials also included in the Trainee Manual which will be useful to students and trainers. Page 31 Trainee Manual ‘Provide basic first aid procedures’

The Royal Hotel DOCKET NO 1633 Guest Laundry and Dry Cleaning Summary Sheet Date: ________/________/________ Completed by: ______________________________________ QUANTITY POLYMARK NUMBER ROOM NUMBER SURNAME LAUNDRY DRYCLEAN PRESS ONLY TOTAL CHARGES 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 WHITE—ACCOUNTS BLUE—LAUNDRY COPY YELLOW-CASHIER ‘Guest laundry & dry cleaning summary sheet’ (1 of 2) Page 19 ‘Launder linen & guest clothes’ Page 19 Trainee Manual ‘Launder linen and guest clothes’

Care symbols Part Page 41 Trainee Manual ‘Launder linen & guest clothes’

Date/Time Lost Location Lost Description & Value Name of Contact Action Taken Returned – Date & Details of Proof of Ownership Signature of Claimant Found item tag Page 18 Trainee Manual ‘Provide L&F facility’

Online videos View the following for instruction on how to iron clothes but always follow house protocols or guest directions where they differ from what is presented: ironing-clothes.html. Reference to online videos Page 58 Trainee Manual ‘Provide valet services to guests’

Risk assessment worksheet – Manual Handling Task: Management rep: Date: HSR: Step 1a – Does the task involve repetitive or sustained postures, movement or forces? Tick yes if the task requires any of the following actions to be done more than twice a minute or for more than 30 seconds at a time Yes Comments Bending the back forwards or sideways more than 20 degrees  Twisting the back more than 20 degrees Backward bending of the back more than 5 degrees Twisting the neck more than 20 degrees Bending the head backwards more than 5 degrees Working with one or both hands above shoulder height Reaching forwards or sideways more than 30cm from the body Reaching behind the body Squatting, kneeling, crawling, lying, semi-lying or jumping Standing with most of the body’s weight on one leg Twisting, turning, grabbing, picking or wringing actions with the fingers, hands or arms Working with the fingers close together or wide apart Very fast movements Excessive bending of the wrist Lifting or lowering Risk assessment worksheet Page 78 Trainee Manual ‘Establish & maintain safe & secure workplace’ (1 of 2)

Trainee Manual – Work Projects
It is a requirement of this Unit that you complete Work Projects as advised by your Trainer. You must submit documentation, suitable evidence or other relevant proof of completion of the project to your Trainer by the agreed date. Work Project One Arrange to visit both a large commercial laundry that processes linen mainly for large hotels and an on-premise laundry in a large hotel. Compare the different types of machinery available in both, the chemicals used and the roles of all staff employed there. Prepare a report for your trainer based on your observations, comparing the differences that you noted. Work Project Two Make a brief presentation to your trainer on the types of records that your workplace keeps in relation to the production of linen. Explain briefly how these reports are used to monitor costs. Work Project Three Research an off site laundry that leases chefs’ uniforms to hotels. Explain the process to another team member and list both the advantages and disadvantages of using such a service. Work Project Four Make a list of all items in your workplace that: Need to be washed Need to be dry-cleaned. Work Projects – at the end of every Element for every Unit there are Work Projects These are out-of-class assessment items trainees They are predominantly industry or workplace focussed so trainees will mainly have to access a workplace/venue to complete them Page 27 Trainee Manual ‘Launder linen & guest clothes’

Trainee Manual – Element Summary
Identify the role of an on-premise laundry Differentiate between an on-premise laundry and an off-site laundry: Know the advantages and disadvantages of having an OPL Know the advantages and disadvantages of using an off-site laundry Decide which one to use. Identify the equipment that may be found in an on-premise laundry: Identify equipment used in the laundry process Identify equipment used in the dry cleaning process Identify miscellaneous equipment needed. Identify the cleaning agents used in an on-premise laundry: Understand the types of laundry chemicals and their uses Understand the role of water in the laundry process Know the safety handling procedures Understand the types of dry cleaning chemicals. Identify the documentation that is used to monitor, control and charge for items laundered: Understand the guest laundry charging procedures Understand laundry charging procedures. Identify all linen items that may be laundered in an on-premise laundry: Identify house linen Identify restaurant linen Identify guest clothing and uniforms Identify special needs items. Describe the roles of all staff employed in an on-premise laundry: Understand the different job titles and their responsibilities. Identify different types of laundry services: Understand the on-premise laundry Understand the role of an off-site laundry Understand the need for hired linen. Element Summary An overview of the Element which can be used: As the basis for the trainer review the Element with the class To assist trainees revise the Element The above format is followed for all Elements & Performance Criteria for all Units/Toolboxes Page 28 Trainee Manual ‘Launder linen & guest clothes’

Trainee Manual – Presentation of Written Work
1. Introduction It is important for students to present carefully prepared written work. Written presentation in industry must be professional in appearance and accurate in content. If students develop good writing skills whilst studying, they are able to easily transfer those skills to the workplace. 2. Style Students should write in a style that is simple and concise. Short sentences and paragraphs are easier to read and understand. It helps to write a plan and at least one draft of the written work so that the final product will be well organized. The points presented will then follow a logical sequence and be relevant. Students should frequently refer to the question asked, to keep ‘on track’. Teachers recognize and are critical of work that does not answer the question, or is ‘padded’ with irrelevant material. In summary, remember to: Plan ahead Be clear and concise Answer the question Proofread the final draft. 3. Presenting Written Work Types of written work Students may be asked to write: Short and long reports Essays Records of interviews Questionnaires Business letters Resumes. Format All written work should be presented on A4 paper, single-sided with a left-hand margin. If work is word-processed, one-and-a-half or double spacing should be used. Handwritten work must be legible and should also be well spaced to allow for ease of reading. New paragraphs should not be indented but should be separated by a space. Pages must be numbered. If headings are also to be numbered, students should use a logical and sequential system of numbering. Presentation of Written Work Advice to trainees about how to prepare & submit written work (Work Projects) Contained in every Trainee Manual Trainers/assessors can modify Page 65 Trainee Manual ‘Launder linen & guest clothes’

Trainee Manual – Recommended Reading
Boella, M.J. & Goss-Turner, S., 2005 (8th ed’n), Human resource management in the hospitality industry: an introductory guide, Oxford: Elsevier Butterworth-Heinemann, Amsterdam. Business Services Support, 2006, Managing staff recruitment, selection & induction, Business Services Support Ltd., London. Cascio, W.F., 2010 (8th ed’n), Managing human resources: productivity, quality of work life, profits, McGraw-Hill/Irwin, Boston. Compton, R.L., Morrissey, W. & Nankervis, A.R., 2009 (5th ed’n), Effective recruitment and selection practices, CCH Australia, Sydney. Davila, L.K., 2006, How to choose the right person for the right job every time, McGraw-Hill, New York. Evans, A., 2002, Staff recruitment and retention: strategies for effective action, Spiro press, London. Jones, R., 2004 (2nd ed’n), Managing people: recruitment, selection and induction, Vocational Education & Training Publications, Osborne Park, W.A. Nickson, D., 2007, Human resource management for the hospitality and tourism industries, Oxford: Butterworth-Heinemann, Burlington, MA. Powers, T. & Barrows, C.W., 2012 (10th ed’n), Introduction to management in the hospitality industry, Wiley , Hoboken, New Jersey. Walker, J.R., 2009 (5th ed’n), Introduction to hospitality, Pearson/Prentice Hall ,Upper Saddle River, N.J. Walker, J.R., & Miller, J.E., 2009 (6th ed’n), Supervision in the hospitality industry: leading human resources, J. Wiley, Hoboken, N.J. Warner, J., 2000, Effective employee induction, Training Solutions Group, Mudgeeraba, Qld. Woods, R.H., 2006 (4th ed’n), Managing hospitality human resouirces, Educational Institute, American Hotel & Lodging Association, Lansing, Michigan. Recommended Reading Contained in every Trainee Manual Provides suggestions for trainers & trainees for extra reading/information This section could be used as the basis of developing a library/resource centre for trainees Page 113 Trainee Manual ‘Recruit & select staff’

Trainee Manual – Evaluation Sheet
Trainee evaluation sheet Recruit and select staff The following statements are about the competency you have just completed. Please tick the appropriate box Agree Don’t Know Do Not Agree Does Not Apply There was too much in this competency to cover without rushing. Most of the competency seemed relevant to me. The competency was at the right level for me. I got enough help from my trainer. The amount of activities was sufficient. The competency allowed me to use my own initiative. My training was well-organized. My trainer had time to answer my questions. I understood how I was going to be assessed. I was given enough time to practice. My trainer feedback was useful. Enough equipment was available and it worked well. The activities were too hard for me. Trainee Evaluation Sheet Contained in every Trainee Manual May be handed out to every trainee to obtain feedback which can be used as the basis for modifying/improving training delivery Page 115 Trainee Manual ‘Recruit & select staff’

Trainer Guide – Cover Page

Trainer Guide – Competency Standard
UNIT TITLE: COMMUNICATE ON THE TELEPHONE NOMINAL HOURS: 10 UNIT NUMBER: D1.HRS.CL1.04 D1.HOT.CL1.07 D2.TCC.CL1.05 UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to communicate on the telephone in a range of settings within the hotel and travel industries workplace context ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Respond to incoming telephone calls 1.1 Answer calls promptly, in an appropriate manner in accordance with enterprise standards 1.2 Offer friendly assistance to the caller, and accurately establish the purpose of the call 1.3 Repeat call details to the caller to confirm understanding 1.4 Answer caller enquiries promptly, or transfer caller to the appropriate location/person 1.5 Record caller requests accurately and pass on to the appropriate department/person for follow-up 1.6 Relay messages accurately to the nominated person within designated timelines 1.7 Report threatening or suspicious phone calls promptly to the appropriate person, in accordance with enterprise procedures 1.8 Use language, tone and volume appropriate to phone calls Unit Variables The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment This unit applies to communicating on the telephone within the labour divisions of the hotel and travel industries and may include: Front Office Housekeeping Food and Beverage Service Food Production Travel Agencies Tour Operation. Competency Standard (1 of 6) So trainers can identify what needs to be delivered & can gain a proper understanding of the unit This is the main reference point for Trainers & Assessors Trainers can add to this Also contained in the Assessor Manual

Trainer Guide – Competency Standard
UNIT TITLE: COMMUNICATE ON THE TELEPHONE NOMINAL HOURS: 10 UNIT NUMBER: D1.HRS.CL1.04 D1.HOT.CL1.07 D2.TCC.CL1.05 UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to communicate on the telephone in a range of settings within the hotel and travel industries workplace context ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 2: Make telephone calls 2.1 Obtain correct telephone numbers 2.2 Establish clearly the purpose of the call prior to calling 2.3 Use telephone equipment correctly in order to establish contact 2.4 Communicate clearly your name, company and reason for calling 2.5 Be polite and courteous at all times Appropriate manner may relate to: Polite language Appropriate welcoming phrase Enthusiasm Friendliness Willingness to help. Enterprise standards may include: Appropriate greeting/s Number of rings call should be answered within Personal identification Use of caller’s name Offer of assistance if person within organization is unavailable to take the caller’s call. Establish the purpose of the call may include: Asking questions Listening to information given. Threatening or suspicious phone calls may include: Bomb threats Talking about violent acts. Language, tone and volume relates to: Pleasant Friendly Easy to understand. Page 2 (of 6 in the TG)

Trainer Guide – Sample PowerPoint Slides
Slide No Trainer Notes 1. Trainer welcomes students to class. Slide 1 Trainer Guide ‘Communicate on the telephone’

Slide No Trainer Notes 2. Trainer advises students this Unit comprises two Elements, as listed on the slide explaining: Each Element comprises a number of Performance Criteria which will be identified throughout the class and explained in detail Students can obtain more detail from their Trainee Manual The course presents advice and information but where their workplace requirements differ to what is presented, the workplace practices and standards must be observed. Slide 2 Trainer Guide ‘Communicate on the telephone’

Slide No Trainer Notes 3. Trainer advises students that assessment for this Unit may take several forms all of which are aimed at verifying they have achieved competency for the Unit as required. Trainer indicates to students the methods of assessment that will be applied to them for this Unit. Slide 3 Trainer Guide ‘Communicate on the telephone’

Slide No Trainer Notes 6. Trainer states to students that nearly everyone thinks they can use a telephone competently because they all use one on a regular basis in their everyday, private lives highlighting that using a telephone in a workplace situation is completely different to using the telephone at home or using a cell phone. Trainer explains to students that the telephone is vital to the operation of any business and is used by customers to contact the business for a variety of reasons such as to: Make reservations for rooms, tours, travel and dining Check, query, modify or cancel arrangements already made in relation to bookings, meetings, quotations etc Make enquiries about functions and other services, products, facilities etc. the business offers Seek information about prices and products including special deals, promotional packages, limited time offers Lodge compliments and complaints regarding products and/or service they have received. Slide 6 Trainer Guide ‘Communicate on the telephone’

Trainer Guide – Class Activities
Slide No Trainer Notes 12. Trainer advises students the enterprise standards that apply for answering or using the telephone in their workplace will be provided to them in one or more ways including: On-the-job training – a formal course provided by the employer Personal observation – listening to what others do or say Reading the company policy on ‘Telephone Use/Operation’ (or similar) which will detail the exact requirements for all telephone use within the organisation Reading the ‘Employee’s Handbook’ (or similar) which will provide a short-form of enterprise requirements and commonly contains sample phrases (such as greetings to use when answering a call, phrases to use when transferring a call and farewells to use when ending a call). Class Activity – Consideration of workplace policies Trainer obtains from local businesses a range of policies relating to Telephone Use and Standards and: Shares these with students Discusses them, highlighting specific workplace requirements Identifies reasons behind workplace requirements as stated in the policies Highlights policy requirements that differ from the way individuals us or answer a phone in their personal life. Notes and PowerPoint Slides – examples of Class Activities Available for trainers to use ‘as is’ May be ignored May be modified They add something different to the training They optimise interaction & engagement They will be discussed & demonstrated at Master Class Slide 12 Trainer Guide ‘Communicate on the telephone’

Slide No Trainer Notes 14. Class Activity 1 – Demonstration Trainer uses Training Institute telephone system to show students how to answer the telephone in an acceptable manner using an assortment of appropriate enterprise standards. Class Activity 2 – Role plays/practical exercises Trainer presents students with several ‘workplace situations’ (describing time of day, name of the business the student represents etc.) and: Plays the role of a customer and calls students in class using a Training Institute extension/telephone Asks students to answer the call promptly and in an appropriate manner Provides feedback to students after the role plays/exercises. Notes and PowerPoint Slides PowerPoint – full copies of: Slides visible to trainees – which are short-form versions of the Trainee Manual meaning trainees can get more detailed information when they read their Manual ‘Presenter view’ – which is the section of the slide only visible to the trainer meaning they are in control of the presentation & can see/read information the trainees cannot. The ‘Presenter view’ contains: More details information which the trainer can use to expand on, & illustrate, the points made on the slides Instructions on how to use: Contained last page of the Trainer Guide Will be provided at Master Training Class Slide 14 Trainer Guide ‘Communicate on the telephone’

Slide No Trainer Notes 47. Trainer advises students that when they search for an international number they must make sure they: Obtain all the necessary codes and numbers to enable the call to be made: Country code Area code Number for the business/person Free call number Always use Free call numbers where they exist to save money for the workplace Factor in time zones differences to the timing of when the call is placed to avoid placing a call at an inappropriate time where this is relevant Obtain additional call details as necessary, such as name of person or department to be spoken to and their title position. Class Activity – Research exercise Trainer provides students with the names of five organisations in different countries and asks them: To find out the full telephone number including Country, Area and other codes necessary to make the call To identify the local time each call would need to be placed to contact the other country at 10:00AM their time. Slide 47 Trainer Guide ‘Communicate on the telephone’

Slide No Trainer Notes 90. Class Activity (1) – Small Group Research Exercise Trainer provides trainees with internet access and local/national telephone books and asks them – in small groups – to research possible recruitment agencies suitable for them to use. Trainer suggest trainees visit as a starting point for employment agencies that may be of use, or do a search on the web or in the telephone book for ‘employment agencies’ or ‘recruitment agencies’. Trainer checks the agencies trainees have identified and contributes relevant other agencies the trainees have not identified. Class Activity (2) – Guest Speaker Trainer arranges for a representative from a suitable recruitment agency to visit and talk to trainees about: Services provided to industry Fees and charges, if applicable Information the agency needs in order to recruit and refer suitable staff Guarantees about staff referred or hired What businesses can/should do to optimise the work the agency does on behalf of the business Documentation associated with the recruitment process and the relationship between agency and employer. Slide 90 Trainer Guide ‘Recruit and select staff’

Slide No Trainer Notes 104. Trainer continues identifying to trainees the possible legal issues they need to comply with when writing a job vacancy advertisement: Avoid any reference to race, religion, marital & parental status or other personal characteristics – focus the advertisement on the specific skills and qualifications required Include a statement such as 'we are an age-friendly organisation' or 'people of all ages are encouraged to apply' – to demonstrate there is no age-based discrimination Contain gender-neutral terminology –for example use ‘Supervisor’ instead of ‘Foreman’, use ‘Room Attendant’ instead of ‘House Maid’ and use ’Waiting staff’ instead ‘Waitresses’. Class Activity – Individual Exercise Trainer identifies a range of job positions relevant to the trainee cohort and: Allocates one per trainee Asks them to write an effective job vacancy advertisements suitable for placement in the local newspaper Provides feedback on the advertisements created. Slide 104 Trainer Guide ‘Recruit and select staff’

Slide No Trainer Notes 13. Class Activity – Demonstration and practical Trainer demonstrates how to perform ‘Firemen’s Carry’ of a casualty. Trainees to be given an opportunity to practice the ‘Fireman’s Carry’. Class Activity – View online video Trainer arranges for class to view an alternative carry technique: Trainer may arrange for practice of this alternative method for carrying a casualty. Slide 13 Trainer Guide ‘Provide basic first aid procedures’

Slide No Trainer Notes 20. Trainer presents details regarding respiration rates as follows: The normal range of respiration rates in an adult when resting is 12 to 20 respirations per minute Respiration rate below 12 respirations per minute is called slow Respiration rate above 20 respirations per minute is rapid A breathing rate slower than 12 respirations per minute or faster than 20 respirations per minute may indicate a problem affecting the casualty's ability to get oxygen (air). Class Activity – Demonstration and practical Trainer demonstrates how to obtain respiration rate for a ‘casualty’. Several/all trainees to be given opportunity to practice same. Slide 20 Trainer Guide ‘Provide basic first aid procedures’

Trainer Guide – Recommended Training Equipment
Workplace-based first aid kits Variety of slings Variety of bandages – by size and type; crepe, elastic, pressure, water- proof, gauze, triangular, strip, finger, knuckle, donut, roller bandages Sterile dressings Blankets Splints Disposable gloves Disposable masks Resusci-Annie doll (also known as CPR Annie/Anne) Incident/accident recording and reporting forms DRABC instructions, charts and posters Ice packs EAR instructions, charts and posters CPR instructions, charts and posters Towels, blankets and clothing Watch/clock with second hand Note pads and pens Wooden pole/broom handle MEDIC ALERT tag EpiPen® Ice and/or cold pads Sample Incident Report forms Sample Injury Register Telephone system (for demonstrating calling of emergency services) Recommended training equipment - a list of items required/suggested to effectively deliver the unit Page 93 Trainer Guide ‘Provide basic first aid procedures’

Assessor Manual Assessor Manual comprises:
Competency Standard – as in Trainer Guide Oral questions Written Questions & Model Answers Observation Checklist Third Party Statement Competency Recording Sheet.

Assessor Manual – Oral Questions
At least one per Performance Criteria Alignment of questions to unit content is shown in Assessment Matrix (Trainee Manual) Workplace- or industry-based so no model answers They are optional, not mandatory.

Assessor Manual – Written Questions
At least one per Performance Criteria Alignment of questions to unit content is shown in Assessment Matrix (Trainee Manual) Based totally on the content as presented in the Trainee Manual so model answers are provided They are also optional, not mandatory.

Assessor Manual – Observation Checklist
Contains all the Elements & Performance Criteria for each unit Used by the Assessor to record evidence of competency as they observe the trainee perform tasks Primarily used in a workplace (or simulated) context Not compulsory.

Assessor Manual – Third Party Statement
Provides an overview of all the Performance Criteria for the unit Is completed by someone in the workplace (the ‘third party’) such as supervisor, manager or owner Provides additional evidence of the competency of the trainee.

Assessor Manual – Competency Recording Sheet
A single document where all the assessments used for the individual trainee can be entered in the one place Shows how the assessor came to the ‘C’ or ‘NYC’ decision for each trainee Provides room for ‘Comments’ & to list follow-up activities required for trainee to achieve Competency if they are NYC.

My Role Developed Qualifications framework & Packaging Rules

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