FOOD & BEVERAGE SERVICES - MIS

4

TVET CERTIFICATE IV in

FOOD & BEVERAGE SERVICES

CODE

HOTFBS4001

Kigali January, 2014

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HOTFBS4001-TVET CERTIFICATE IV

Food & Beverage services

REQF Level 4 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

January, 2014

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Copyright

The Competent Development Body of this Curriculum is © Workforce Development Authority

(WDA). Reproduced with permission.

The following copyright warning applies to the material from the Training Package:

All rights reserved. This work has been produced initially with WDA. This work is copyright, but

permission is given to trainers and teachers to make copies by photocopying or other

duplicating processes for use with their own training organizations or in a workplace where the

training is being conducted. This permission does not extend to the making of copies for use

outside the immediate training environment for which they are made, nor the making of copies

for hire or resale to third parties. The views expressed in this version of the work do not

necessarily represent the views of WDA. The competent Body does not give warranty nor

accept any liability.

The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in

full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright

must be included on any reproductions. Learners may copy reasonable portions of the

curriculum for the purpose of study. Any other use of this curriculum must be referred to the

WDA. Ph: (+250) 255113365; fax: (+250) 255113365.

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Internet: http:// www.wda.gov.rw

http://www.wda.gov.rw/

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Table of Contents

C o p y r i g h t i i

T a b l e o f C o n t e n t s i i i

L i s t o f a b b r e v i a t i o n s v i i

A c k n o w l e d g m e n t s v i i i

1 . G E N E R A L I N T R O D U C T I O N 1

2 . Q U A L I F I C A T I O N D E T A I L S 2

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 3

2.6 Information about competencies 6

3 . T R A I N I N G P A C K A G E 7

3.1 Course structure 7

3.2 Competencies chart 7

3.3 Flowchart 9

4 . A S S E S S M E N T G U I D E L I N E S 1 0

4.1 Assessment Methodology 10

4.2 Portfolio 10

C C M O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 1 3

LU 1: Participate as part of a team and respect the rules of the training environment. 15

LU 2: Explain the occupation and learning process 19

LU 3: Respect the facilitation and apply learning methods. 22

LU 4: Develop personal plans based on self-assessment practices 25

C C M C S 4 0 1 - C O M P U T E R S K I L L S 3 1

LU 1: Protect computer system 33

LU 2: Use Spreadsheet. 39

LU 3: Use Presentation 48

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C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 5 4

LU 1: Develop and maintain product, service and market knowledge. 57

LU 2: Provide a quality service experience to customers. 64

LU 3: Deal with complaints and difficult customer service situations. 71

LU 4: Manage and use information about clients and customers. 79

C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 8 3

LU 1: Identify hazardous areas to be improved. 85

LU 2: Apply SHE practices. 91

LU 3: Assess and control risks. 99

LU 4: Awareness of SHE in working place. 104

C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 1 1 0

LU 1: Write factual, descriptive, and explanatory texts. 113

LU 2: Apply a range of listening strategies to understand predictable messages. 121

LU 3: Discuss general and trade-related topics. 126

LU 4: Read medium texts on general and trade-related topics. 131

C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 3 6

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 139

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere

ry’umwuga no kugaragaza intêgo y’izina mbonera. 145

LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no

kugaragaza amategeko y’igenamajwi mu izina mbonera. 152

LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza

ibidukikije. 159

LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no

kwandika yubahiriza imyandikire y’Ikinyarwanda. 165

C C M K K 4 0 1 - K I S W A H I L I K A T I K A S E K T A T O F A U T I Z A K A Z I 1 7 2

LU 1: Kutumia kimazungmuzo istilahi / rejesta zinazohusiana na kazi. 174

LU 2: Kutumia kimaandishi istilahi/rejesta zinazohusiana na kazi 178

LU 3: Kutumia istilahi/rejesta za utatuzi wa migogoro katika kampuni. 182

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C C M F T 4 0 1 - A P P L I C A T I O N D E S E L E M E N T S D E L A L A N G U E F R A N C A I S E 1 8 6

LU 1: Lire les différents textes techniques devant le public 188

LU 2: Rédiger des textes simples et autres écrits techniques. 192

LU 3: Appliquer certains éléments de la littérature en rapport avec son métier 196

LU 4: Utiliser les expressions usuelles de la langue française. 200

LU 5: Exécuter les accords 204

C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 2 0 9

LU 1: Identify elements of business plan. 211

LU 2: Write a business plan in line with the identified elements 217

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 228

LU 4: Present a business plan 234

C C M I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 3 9

LU 1: Investigate and secure industrial attachment place. 241

LU 2: Deal with workplace challenges. 248

LU 3: Get briefed on industrial attachment program. 252

LU 4: Develop one’s competencies on the workplace. 256

F B S W I 4 0 1 - W O R K P L A C E I M P R O V E M E N T 2 6 0

LU 1: Identify areas for improvement 262

LU 2: Generate ideas for improvement 265

LU 3: Share ideas 269

LU 4: Implement ideas for improvement 273

F B S B O 4 0 1 - S T O C K O R D E R S P R O C E S S I N G 2 7 7

LU 1: Check stock 279

LU 2: Verify demand 283

LU 3: Order stock 287

LU 4: Follow up the orders 292

F B S F T 4 0 1 - F I N A N C I A L T R A N S A C T I O N S 2 9 8

LU 1:Take food and beverage order using a captain’s Order 300

LU 2: Apply different types of Checking and billing Systems 304

LU 3: Check billing transactions 308

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F B S N A 4 0 1 - H O T A N D C O L D N O N - A L C O H O L I C B E V E R A G E S 3 1 2

LU 1: Prepare materials, equipment and ingredients for non-alcoholic beverages 315

LU 2: Apply technical skills procedures for hot and cold non-alcoholic beverages preparation 320

LU 3: Clean and rearrange used materials and equipment 327

Summative Assessment 332

F B S E C 4 0 1 - P R E P A R I N G A N D S E R V I N G E S P R E S S O C O F F E E 3 3 5

LU 1: Prepare materials, equipment and ingredients for espresso coffee 337

LU 2: Apply technical skills procedures for espresso coffee preparation 342



F B S A B 4 0 1 - P R E P A R I N G H O T A N D C O L D A L C O H O L I C B E V E R A G E S 3 5 8

LU 1: Prepare materials, equipment and ingredients for alcoholic beverages 360

LU 2: Apply technical skills procedures for alcoholic beverages preparation 365



F B S A W 4 0 1 - S P E C I A L I Z E D A D V I C E O N W I N E S 3 8 1

LU 1: Update own knowledge of wines. 384

LU 2: Evaluate wines. 389

LU 3: Monitor wine products. 393

LU 4: Provide information on wines 397


F B S B O 4 0 1 - B A R O P E R A T I O N S 4 0 5

LU 1: Prepare bar for service 408

L U 2: Take drink orders 413

LU 3: Prepare and serve drinks 418

LU 4: Close down bar operations 424


G L O S S A R Y

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List of abbreviations

CDU Curriculum Development Unit

CM Complementary Competencies

HOTFBS Hospitality and Tourism/Food and Beverage

CV Curriculum Vitae

ICT Information Communication Technology

IPRC Integrated Polytechnics Regional Centers

PPE Personal Protective Equipment

REQF Rwanda Education Qualification Framework

TSS Technical Secondary Schools

TVET Technical and Vocational Education and Training

VTC Vocational Education Center

WDA Workforce Development Authority

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Acknowledgments

Workforce Development Authority wishes to thank the following persons who participated in

the development of this curriculum:

Coordination

HABIMANA Théodore

MUHIRE Jean Marie Vianney

Facilitator

TUMAINI MANIMBI

Gratien HATEGEKIMANA

Félix NTAHONTUYE

Curriculum Development Team

Rosette NIYONSABA

Pacifique GIHOZA NGOGA

Frank CYUBAHIRO

Eddy KAYITARE

George NZIHURAMYE

Immaculée MUKASE

Lucie MUKESHIMANA

Valentin MUNYANGABE

Egide BUKUMURA

Oscar ZIRIKANA

Emmanuel MUBIRIGI

Geoffrey BAGABO

Benjamin FURAHA NSEKUYE

John KAYONGA

Edwin Eric MABOKO

Eugene MUNYANZIZA

Francis WAMPERA

Spéciose UWAMAHORO

Fidèle IRIRIMUNDA

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of a Barman/Barsita. It is designed with an

approach that takes into account the training needs, the work situation, as well

as the goals and the means to implement training.

The modules of the curriculum include a description of the expected results at the end of

training. They have a direct influence on the choice of the theoretical and practical learning

activities. The competencies are the targets of training: the acquisition of each is required for

certification.

The curriculum is the reference to carry out the assessment of learning. Assessment tools of

learning are developed on the basis of this document.

The curriculum consists of three parts. The first part is of general interest and shows the nature

and goals of a program and the key concepts and definitions used in the document. The second

part presents the qualification, its level in the qualification framework, its purpose, its rationale

and the list of modules it comprises. The third part deals with the training package. It includes

the competencies chart, the sequencing of module learning, the description of each module

and the course structure.

The pages describing the modules are the heart of a curriculum. They present the title of the

module, the length of training, the amount of credits, the context in which the competency is

performed, the prerequisite competencies, the learning units and the performance criteria.

In each module, a course structure is provided. The course structure describes the learning

outcomes (knowledge, skills and attitude) and the learning contents related to each learning

unit. Also, the learning activities and resources for learning are suggested.

Finally, the assessment specifications and guidelines are included in each module.

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills,

knowledge and attitudes to perform as a

barman. In Rwanda, a barman may perform

his/her job in a variety of private/public

workplaces, including restaurant, hotels,

and cafeterias services. Their work is

performed individually but under minimum

supervision.

At the end of this qualification, qualified

learners will be able to:

Describe the occupation and learning process

Implement health safety and environment precaution

Develop business plan

Provide quality customer service

Apply Computer Skills

Use Intermediate English at workplace

Gukoresha i Kinyarwanda cy’ umunyamwuga

Kiswahili katika sekta tofauti za kazi

Application des elements de la langue francaise

Process financial transaction

Process stock orders

Contribute to workplace improvement

Prepare hot and cold non-alcohol beverages

Prepare hot and cold alcoholic beverages

Prepare Espresso coffee

Operate bar

Provide specialized advice on wines

Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be physically and mentally

fit with broad knowledge, skills and attitude

of hosipitality background.

Title: TVET Certificate IV in Food & Beverage

Level: REQF Level 4

Credits: 120

Sector: Hospitality and Tourism

Sub-sector: Hospitality

Issue date: January, 2014

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the hospitality sector and operate as a barman. This

qualification constitutes a basis for further learning in hospitality, especially in the food and beverages

domain. The individuals with this qualification is equipped with the necessary competencies to function

as a barista/barman

Possible jobs related to this qualification

Barman

Barista

Preferred pathways for candidates entering

this qualification include:

Any TVET Certificate III in Food and

beverage

Recognition of prior learning related

to this qualification

Progression route of candidates achieving

this qualification include:

Candidates exiting this qualification

are able to enter TVET Certificate V

in Food and Beverage.

Pathways into the qualification

Pathways from the qualification

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2.5 Employability skills and life skills

Through the generic modules, individuals with this qualification have acquired the life and

employability skills to meet the following industry or enterprise requirements:

Communication

Communication that contributes to productive and harmonious relations across employees and

customers

Listening and understanding

Speaking clearly and directly

Writing to the needs of the audience

Negotiating responsively

Reading independently

Empathizing

Using numeracy effectively

Understanding the needs of internal and external customers

Persuading effectively

Establishing and using networks

Being assertive

Sharing information

Teamwork

Teamwork that contributes to productive working relationships and outcomes

Working across different ages irrespective of gender, race, religion or political persuasion

Working as an individual and as a member of a team

Define his/her own role as part of the team

Applying teamwork to a range of situations e.g. futures planning and crisis problem solving

Recognize the strengths and weaknesses of team members

Collecting and giving feedback

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Problem solving

Problem solving that contributes to productive outcomes

Developing creative, innovative and practical solutions

Demonstrating independence and initiative in identifying and solving problems

Solving problems in teams

Applying a range of strategies to problem solving

Using mathematics, including budgeting and financial management to solve problems

Applying problem-solving strategies across a range of areas

Testing assumptions, taking into account the context of data and circumstances

Initiative and enterprise

Initiative and enterprise that contribute to innovative outcomes

Adapting to new situations

Developing a strategic, creative and long-term vision

Being creative

Identifying opportunities not obvious to others

Translating ideas into action

Generating a range of options

Initiating innovative solutions

Planning and organizing

Planning and organizing that contribute to long and short-term strategic planning

Managing time and priorities – setting time lines, coordinating tasks for self and with others

Being resourceful

Taking initiative and making decisions

Adapting resource allocations to cope with contingencies

Establishing clear project goals and deliverables

Allocating people and other resources to tasks

Planning the use of resources, including time management

Participating in continuous improvement and planning processes

Developing a vision and a proactive plan to accompany it

Predicting – weighing up risk, evaluating alternatives and applying evaluation criteria

Collecting, analyzing and organizing information

Understanding basic business systems and their relationships

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Financial fitness

Self-management that contributes to employee satisfaction and growth

Understand the importance of saving and reducing expenses;

Having a personal vision and goals

Evaluating and monitoring own performance

Having knowledge and confidence in own ideas and visions

Articulating own ideas and visions

Taking responsibility

Learning

Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes

Managing own learning

Contributing to the learning community at the workplace

Using a range of mediums to learn – mentoring, peer support and networking, IT and courses

Applying learning to technical issues (e.g. learning about products) and people issues (e.g.

interpersonal and cultural aspects of work)

Having enthusiasm for ongoing learning

Being willing to learn in any setting – on and off the job

Being open to new ideas and techniques

Being prepared to invest time and effort in learning new skills

Acknowledging the need to learn in order to accommodate change

Technology

Technology that contributes to the effective carrying out of tasks

Having a range of basic IT skills

Applying IT as a management or operational tool

Using IT to organize data

Being willing to learn new IT skills

Having the OHS knowledge to apply technology

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Number of competencies: 18 Core competencies : 8 Complementary competencies : 10 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL001 Describe the occupation and learning process 3

2 CCMCS401 Apply Computer skills 3

3 CCMQS401 Providing quality customer service 3

4 CCMHE401 Implementing SHE policies and procedures 3

5 CCMEN401 Use intermediate English at workplace 3

6 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3

7 CCMKK401 Kiswahili katika sekta tofauti za kazi 3

8 CCMFT401 Application des elements de la langue francaise 3

9 CCMDB401 Develop business plan 3

10 CCMIA401 Integrate the workplace 30

Total 57

No Code Core competencies Credit

GEN

ERA

L

1 FBSFT401 Process financial transaction 5

2 FBSSO401 Process stock orders 6

3 FBSWI401 Contribute to workplace improvement 6

SPEC

IFIC

4 FBSNA401 Prepare hot and cold non-alcohol beverages 12

5 FBSAB401 Prepare hot and cold alcoholic beverages 11

6 FBSEC401 Prepare Espresso coffee 10

7 FBSBO401 Operate bar 10

8 FBSAW401 Provide specialized advice on wines 3

Total 63

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3. TRAINING PACKAGE

The training package includes the competencies chart, the flowchart, the

modules, the course structure, and the assessment guidelines.

3.1 Course structure

The course structure describes the learning outcomes for each learning unit. These learning

outcomes are the essential skills and knowledge to be acquired. The contents to be covered for

each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,

usually with several options, that will guide the learner and the trainer.

3.2 Competencies chart

The competencies chart is a table that presents an overview of the specific competencies, the

general competencies, the work process and the time allocated to each competency. This table

provides an overall view of the competencies of the training program and allows identification

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

competencies that are particular to the occupation, as well as the key stages of the work

process. It shows the links between the elements in the horizontal axis and those in the vertical

axis. The symbol (ο) marks a relationship between a general competency and specific

competency. The symbol (∆) indicates a relationship between a specific competency and a step

in the process of work. When the symbols are darkened, it indicates that the link is taken into

account in the description of the specific competency.

The competencies chart allows the trainer to consider the complexity of the competencies in

the organization of the progress of learning. Therefore, the vertical axis shows the specific

competencies in the order they should be acquired.

This is the starting point of the presentation of the competencies in the flowchart presented in

the following pages.

Section

3

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Figure 1: Competencies chart

Between the process and particular competencies | Between general and particular

competencies

▲: Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

Dur

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1 2 3 4 5 6 7 8 9 10 11 12 13

Duration (740 Hrs) 30 30 30 30 30 30 30 30 30 300

50 60 60

1Prepare hot and cold non-

a lcohol beverages 120 ▲ ∆ ▲ ▲ ∆ ○ ○ ○ ○ ● ○ ○ ○ ○ ● ● ● ●

2Prepare hot and cold a lcohol ic

beverages 110 ▲ ∆ ▲ ▲ ∆ ○ ○ ○ ○ ● ○ ○ ○ ○ ● ● ● ●

3 Prepare Espresso coffee 100 ▲ ∆ ▲ ▲ ∆ ○ ○ ○ ○ ● ○ ○ ○ ○ ● ● ● ●

4 Operate bar 100 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ● ○ ○ ○ ○ ● ● ● ●

5Provide specia l i zed advice on

wines 30 ▲ ∆ ▲ ▲ ∆ ○ ○ ○ ○ ● ○ ○ ○ ○ ● ● ● ●

Barman/Barista PROCESS

SPECIFIC COMPETENCIES

#

GENERAL AND COMPLEMENTARY COMPETENCIES

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3.3 Flowchart

The flowchart of sequencing of learning is a schematic representation of the order of

acquisition of the competencies. It provides an overall planning of the entire training

programme and shows the relationship between the modules. This type of planning is to ensure

consistency and progression of learning. For each module, the flowchart shows the learning

that is already in place, the learning that is to take in parallel or later. The positions defined will

have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of

learning of the modules of the training programme is presented on the following page.

Figure 2: Flowchart

Occupation and learning process 3

Computer skills 3 Providing quality customer service 3

Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3

Ikinyarwanda cy’umunyamwuga 3 Kiswahili katika sekta tofauti za kazi 3

Appliquation des éléments de la langue

Française aux domaines techniques3

Workplace improvement 6

Stock orders processing 6 Financial transactions 5

Hot and cold non-alcoholic 12 Espresso coffee preparation 10

Hot and cold alcoholic beverages

preparation11

Specialized advice on wines 3

Bar operations 10

Business plan development 3

Industrial attachment program (IAP) 30

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

To assess knowledge, practical, and application skills through a jury system of continuous

evaluation that encourages learners to display understanding of the principles in application to

set practical tasks and their attendant theory to assess self-learning.

4.2 Portfolio

A portfolio is a collection of learner work representing learner performance. It is a folder (or

binder or even a digital collection) containing the learner’s work as well as the learner’s

evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work

produced (such as papers and assignments, direct demonstration, indirect demonstration,

products, documents), but also it is a record of the activities undertaken over time as part of

learner learning. The portfolio is meant to show learner growth, development, and

achievements in the education system. It also shows that you have met specific learning goals

and requirements. A portfolio is not a project; it is an ongoing process for the formative

assessment. The portfolio output (formative assessment) will be considered only as enough for

complementary and general modules. Besides, it will serve as a verification tool for each

candidate that he/she attended the whole training before he/she undergoes the summative

assessment for specific modules.

There are two types of assessment (Formative Assessment and Summative/Integrated

Assessment). Each assessment has its own rule for passing to be declared competent.

Formative Assessment

This is applied on all types of modules (e.g. Complementary, General and Specific modules)

A trainee to be competent for a formative module must have at least 70% on checked

items or “yes” in indicators (e.g. questions, indicators in the checklist)

Each trainee should be competent on all formative assessments to be declared competent

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Summative/Integrated Assessment

All Summative/Integrated assessment should match with the content of the module in the

curriculum.

Summative/Integrated Assessment is always in practical, giving it as a theoretical type of

assessment is not acceptable.

The integrated situation provided in the curriculum is a sample of the assessment to be

carried out, the Trainer/Teacher has the role of developing another one referring to the

task to be carried out in the integrated situation in accordance to the circumstances inside

school, but the integrated situation should stick on the components of a task.

During Summative/Integrated assessment, assessor panel members should be three (3).

This Summative/Integrated assessment can be seen in specific modules and the Trainee

can be declared competent by the following rules:

For YES or NO scoring of indicators in Summative/Integrated Checklist

The trainee can be declared competent based on the assessment CRITERIA and its respective

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in

which the Trainee was not able to meet during Summative/Integrated Assessment should not

be among those indicators that can cause any hazard, or the one indicator that is performed

poorly where there is room for improvement.

1. During assessment, trainees with special needs (e.g. people with disability) should be

assisted accordingly.

2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider

the status (competent/not yet competent) of trainees before delivering the next module

with pre-requisites.

3. Respect of flowchart particularly in considering the delivery of modules which has

prerequisite of a following/subsequent module is considered in issuing TVET certificate,

otherwise other modules can be given anytime.

4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form

that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the

responsibility of School, Class Teacher, and Trainees. It should be given to trainees after

certification.

5. Industrial Attachment Program (IAP)

- All Trainees should finish and declared competent on all modules before taking IAP

module.

- Trainees should finish and declared competent on the 30 hours content of IAP

module written in the curriculum before they go to workplace or industry.

- The school should organize visit for all trainees in the workplace or industry to

confirm and assist IAP especially in filling up the logbook.

- An interview to the trainee should be conducted in the school after the IAP has

been completed and should be documented in the trainee portfolio.

- All completed logbooks should be part of the trainee portfolio.

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C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS

CCMOL001 Describe the occupation and learning process

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

This module is covered first in all qualifications. It allows the learner to get to know the other

participants to the training programme and to understand himself/herself as part of a team.

Also, the trainee will develop a comprehensive and clear vision of the occupation and the

training programme. The module will allow the participant to avoid mistakes of career

guidance and confirm or deny his/her choice from the start. The training and learning

methods are presented to the learner. This approach encourages greater motivation and,

subsequently, a better integration of various learning.

14 | P a g e

Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competency Performance criteria

1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

15 | P a g e

LU 1: Participate as part of a team and respect the rules of the training environment.

1

Learning Outcomes:

1. Introduce oneself and get to know one another 2. Intergrate in team 3. Participate in setting rules and adhere to them

6 Hours

Learning Outcome 1.1: Introduce oneself and get to know one another

Introductions

Expectations about the

training

o Introduction

o Game

Presentation of trainees’ expectations

- Trainer manual

Formative Assessment 1.1

Performance criterion

Proper introduction of one self.

Resources Learning activities Content

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Assessor may collect among the following evidences and make judgements on whether the

performance criterion has been achieved.

Types of evidence Portfolio assessment tools

Written or performance

Written assessment (Recommendation: ranking exercise)

Group work (e.g. role play or scenario)

Checklist Score

Yes No

Learner opens introduction with a greeting

Learner says their name

Learner includes his/her background (academic, technical & work qualifications)

Learner closes introduction (e.g. “I am happy to be with you”)

Learner demonstrates consistent eye contact

Learner displays appropriate body language

Speaks in at an audible level

Learner is able to express his/her expectations

Learner is able to share his/her hobbies/interests

Learner is able to link his/her background to his/her future interests

Learner is able to advocate for his/her abilities, skills, interests

Learner uses advanced body language techniques

Observation

Learning Outcome 1.2: Intergrate in team

Working as a team

Building trust

o Game

o Group discussions

- Trainer manual


17 | P a g e





Performance

Practical task of a team

Checklist Score

Yes No

Closeness/cohesion

Active participation

Responsibilities taker

Mutual collaboration with others

Openness/free expression

Open to criticism/flexibility

Contribution of someone

Complying with rules set

Observation

Learning Outcome 1.3: Participate in setting rules and adhere to them

Rules of the classroom

Group responsibilities

o Brainstorming

o Discussions

o Assign class tasks

- Trainer manual




Appropriate integration in team.

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Written evidence


Checklist Score

Yes No

Signed commitment contract

Occupation title

Duties and responsibilities

Observation


Appropriate participation in setting rules and adhere to them.

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LU 2: Explain the occupation and learning process

2

Learning Outcomes:

1. Describe the main/major elements of occupation 2. Explain about the one’s qualification

12 Hours

Learning Outcome 2.1: Describe the main/major elements of occupation

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

o Group discussion o Personal research o Visit of a business in the

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector



Proper description of the main/major elements of occupation


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Written evidence

Oral evidence

Essay

Verbal explanation (interview)

Checklist Score

Yes No

Working conditions

Equipment tools and materials


REQF level


Award certificate

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

o Presentation by the teacher o Research o Visits of the premises of the

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable


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Written evidence

Oral evidence

Written exercise


Checklist Score

Yes No

Entry requirement

Pathways into the qualification

Duration

Qualification details

Pathways after the qualification

Following instructions


Social interdependence

Commitment of learners

Observation


Adequate explanation about the qualification

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LU 3: Respect the facilitation and apply learning methods.

3

Learning Outcomes:

1. Engage in active and participatory learning methods 2. Describe the assessment procedures

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual



Proper engagement in active and participatory learning methods


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Written evidence

Scenarios of learning style analysis Role play on engagement and participatory learning methods

Checklist Score

Yes No

Results of assignment

Active participation


Openness/free expression

Formative assessment

Summative assessment

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools

(portfolio & integrated situation)

o Presentation by the trainer - Assessment manual





Adequate description of the assessment procedures


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Written evidence

Oral evidence

written assessment


Checklist Score

Yes No

Time of assessment

Roles of Assessors

Roles of verifiers

List values

List of skills

Observation

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LU 4: Develop personal plans based on self-assessment practices

4

Learning Outcomes:

1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace





Written evidence

values, skills and interest identification exercise scenario/case study analysis


Proper identification of values, skills and interests


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Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Written evidence values, skills and interest self-assessment exercise

JOHARI window assessment


Proper assessment of values, skills and interests


27 | P a g e

Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Written evidence

Written exercise

Project work


Correct Setting of goals


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Checklist (Correct Setting of goals) Score

Yes No

Medium term SMART goals set

Long term SMART goals set

Strategies to reach set goal

Roadmap/timeframe

Medium term SMART goals set

Observation

Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual


Checklist (Proper development of plans in order to reach the set goal) Score

Yes No

Resources required

Activities to be performed

Possible obstacles

follow up on goal/progress report against set goal Action to be taken

One's learning style type (s)

features of one's learning styles (s)

Observation


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Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

Strategies for using one’s learning style in workplace/school

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual





Written evidence

VARK questionnaire

Scenario analysis

Checklist Score

Yes No

Learning style

Kinaesthetic

Observation


Proper assessment of one’s learning style


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Learning Outcome 4.6: Identification of learning strategies





Written evidence

Performance evidence

Scenario analysis

Checklist Score

Yes No

Auditory

Visual

Learning strategies for each style

Observation

Reference books: 1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods

Project. 2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods

Project.


Adequate identification of learning strategies


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C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

The use of ICT in several areas has grown appreciably in recent years. ICT products are now

used by most people, ranging from mobile phones and digital TVs through to personal

computers and the World Wide Web. This qualification focuses on providing skills, experience

and confidence for those learners who struggle to make the most of technology to demonstrate

creative thinking, problem solving and knowledge construction. It focuses on completing

workplace tasks, such as creating documents with text, graphics and numerical information

using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will

have the skills on how to protect the data in the computer systems.

32 | P a g e


Not applicable

Elements of competency and perfomance criteria






1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

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LU 1: Protect computer system

1

Learning Outcomes:

1. Install software utilities 2. Scan and Eliminate virus 3. Backup of computer data based on OS 4. Restore computer data based on OS installed

5 Hours

Learning Outcome 1.1: Install software utilities

Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

o Brainstorming on security software

o Group discussion on computer security

o Practical exercise on antivirus

installation

- Computer Lab - Projector - Computer with OS installed - White Board - Markers - Computer Lab with

internet access - Projector - Computer with OS installed - Antivirus


34 | P a g e





Written or Oral

Multiple choice

True or false question

Matching

Sentence completion

Ticking

Expose (presentation)

Checklist Score

Yes No

Description of software tools utilities

Installation of software tools\utilities: Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

Observation


Proper installation of software utilities according to the manufacturer

specifications

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Learning Outcome 1.2: Scan and Eliminate virus

Description of scan types Full system scan On demand scan On access scan

Description of san mode Manual Automatic Scheduled

Description of virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

o Presentation on computer virus scan types

o Brainstorming on computer virus scan

o Practical exercises on

computer virus scan

o Computer Lab with internet access

o Projector o Computer with OS

installed o Antivirus o White Board o Markers





Performance

Written

Oral

Multiple choice

Expose /presentation

Task on scanning viruses

Checklist Score

Yes No

Description of scan types and san mode

Description of virus elimination

Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

Observation


Regular computer scan and elimination of virus as per safety standards


36 | P a g e

Learning Outcome 1.3: Backup of computer data based on OS

Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups

Selection of common backup devices Tape drive Digital audio tape(DAT)

drives Auto-loader tape

systems Magnetic optical drives Removable disks Disk drives

o Brainstorming on backup types o Practical exercises on backup


o Projector o Computer with OS installed o Antivirus o White Board o Markers





Written evidence

Oral

Performance

Matching

Sentence completion

Ticking

Expose (presentation )

Task on backing up data


Accurate backup of computer data based on OS installation


37 | P a g e

Checklist Score

Yes No

Selection of backup types

Selection of common backup devices

backup on various devices Tape drive Digital audio tape(DAT) drives Auto-loader tape systems Magnetic optical drives Removable disks Disk drives

Observation

Learning Outcome 1.4: Restore computer data based on OS installed

Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical drives CDs DVDs Disc drives

o Brainstorming on backup types

o Practical exercises on data

restore


o Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS installed o Antivirus





Appropriate restoring of computer data based on OS installed


38 | P a g e


Written evidence

Oral

Performance

Matching


Task on restoring data

Checklist Score

Yes No

Selection of restoring devices

Restoring of data on HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical drives CDs DVDs Disc drives

Observation

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LU 2: Use Spreadsheet.

2

Learning Outcomes:

1. Describe elements of spreadsheet application 2. Use basic spreadsheet tasks 3. Format cell and their contents 4. Manage Sheets in workbook 5. Use essential functions 6. Optimize data (sorting, filtering, contiguous data) 15 Hours

Learning Outcome 2.1: Describe elements of spreadsheet application

Description of Workbooks and

Worksheets Cells Headings Formula bar Formatting tool Formula bar Colum headers Row headers Active Cell reference status bar application bar Spreadsheets tab Horizontal scroll bar Vertical scroll bar

o Brainstorming on elements of spreadsheet application

o Demonstration on elements of spreadsheet application

o Group discussions on elements

of spreadsheet application

o Computer o Projector o software o Whiteboard o Marker o Duster o Text books o Lecture notes o Papers o Internet


40 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Description of Workbooks and Worksheets

Description of Cells

Description of Headings

Description of Formula bar

Description of Formatting Tools

Description of Formula bar

Description of Colum headers

Description of Row headers

Description of Active Cell reference

Description of status bar

Description of application bar

Description of Spreadsheets tab

Description of Horizontal scroll bar

Observation


Proper description of elements of spreadsheet application

41 | P a g e

Learning Outcome 2.2: Use basic spreadsheet tasks

Open

Close

New document

Undo

Save

Save as….

Sheet

Selecting a cell

Deleting Cell contents

Modifying cell contents

Selecting group of cells

Increase and reduce the cell size

Delete row and Colum

Duplicate cell

o Brainstorming on basic spreadsheet tasks

o Group discussions on opening, closing, new document, save and save us a new document.

o Practical exercises on selecting, deleting, modifying a group of cells

o Practical exercises on deleting

row ad Colum

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet -





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking



Proper formatting of cells and their content


42 | P a g e

Checklist Score

Yes No

Formatting of text and cells Choice font, size, color Adjustment of Cow height Alignment of cell Formatting of Number Insertion of rows Merging cells Creating of border

Observation

Learning Outcome 2.3: Format cell and their contents

Formatting text and cells

Choosing font, size, color

Adjusting Cow height

Alignment of cell

Formatting Number

Inserting rows

Merging cells

Creating borders

Patterns

o Demonstration on formatting, text and cells

o Group discussions on choosing font, size and color.

o Practical exercises on Inserting

and formatting row ,number,

creation of border and partners

- Computer - Projector - software - Text books - Lecture notes - Papers - Internet





Proper management of sheets in workbook


43 | P a g e


Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Selection of Sheet Renaming of a Sheet Insertion of new sheets Moving of a Sheet in a workbook Deleting a sheet

Observation

Learning Outcome 2.4: Manage Sheets in workbook

Selecting a Sheet

Renaming a Sheet

Insert new sheets

Moving a Sheet in a workbook

Deleting a sheet

o Demonstration on selection of sheets

o Group discussions on inserting new sheet

o Practical exercises on inserting and formatting sheets

o Practical exercises on moving

sheet in workbook.

- Computer - Projector - software - Text books - Internet



Adequate using of essential functions


44 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Use of Numbers and Mathematical calculations Use of Addition operation Use of Multiplication operation Use of Division operation Use of Subtraction operation Use of AutoSum operation Use of Function operation Use of Average operation Use of Min operation use of Max operation

Observation

45 | P a g e

Learning Outcome 2.5: Use essential functions

Use of Numbers and

Mathematical calculations

Addition Multiplication Division Subtraction AutoSum Function Average Minimum Maximum Count numbers

o Demonstration on number and mathematical calculations

o Group discussions on addition, multiplication and division operations.

o Practical exercises on number and mathematical calculations


mathematical function(average,

minimum, maximum and count

numbers

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking



Proper optimization of data


46 | P a g e

Checklist Score

Yes No

Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels

Observation

Learning Outcome 2.6: Optimize data (sorting, filtering, contiguous data)

Sorting data by multiple columns at the same time

Creation of customized list and performing a custom sort

Automatically filter of list in place

Application of filter options to a list

Use of automatic sub-totalling features

Expanding, collapsing outline detail levels

o Brainstorming on data optimizations(sorting, filtering, contiguous data )

o Demonstration on sorting by multiple columns and creation of customized list

o Group discussions on application of filter options to a list

o Practical exercises data

optimization

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet



Proper optimization of data


47 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place

Observation

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LU 3: Use Presentation

3

Learning Outcomes:

1. Describe elements of presentation application 2. Manage a slide 3. Use Templates 4. Apply Animation and sound in presentation

10 Hours

Learning Outcome 3.1: Describe elements of presentation application

Title Bar

Menu Bar

Toolbars

Formatting tool bar

Standard toolbar

Outline slides tabbed planes

View button

Status bar

Tri-panel view

Drawing toolbar

Office asset

Task pane

Help

o Brainstorming on elements of presentation application

o Group discussions on elements of presentation application

o Demonstration on elements of

presentation application

o Computer o Projector o software o Text books



Proper description of elements of presentation application


49 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking

Expose (presentation

Checklist Score

Yes No

Description of Title Bar

Description of Menu Bar

Description of Toolbars

Description of Formatting tool bar

Description of Standard toolbar

Description of Outline slides tabbed planes

Description of View button

Description of Status bar

Description of Tri-panel view

Description of Drawing toolbar

Description of Office asset

Description of Task pane

Observation

Learning Outcome 3.2: Manage a slide

Creating a new slide

Modifying a slide

Duplicate selected slides

Slide from outline

Reusing slides

Entering a text

Formatting a slide

o Demonstration on creation, formatting of a new slide

o Group discussions on modification, duplication of slides

o Practical exercises on slide management

o Computer o Projector o software o Text books o Internet


50 | P a g e





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Creation of a new slide

Modification of slide

Duplication of selected slides

Slide from outline

Reuse of slides

Entering a text

Formatting of slide

Observation


Proper slides formatting

51 | P a g e

Learning Outcome 3.3: Use Templates

Design new template

Insert a template

Remove a template

Editing a template

o Brainstorming on use of templates

o Demonstration on design of new slide

o Practical exercises on design template, inserting templates, removing a new template and editing a template






Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Design of new template

Insertion of a template

Removing a template

Editing of a template

Observation


Proper using of templates


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Learning Outcome 3.4: Apply Animation and sound in presentation

Slide translation

Translation sound

Translation speed

Custom animation

o Brainstorming on slide translation

o Demonstration on translation sound

o Group discussions on elements of spreadsheet application

o Practical exercises on animation and sound in slides






Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Translation of Slide

Translation of sound

Translation of speed

Custom animation

Observation


Proper application of Animation and sound in presentation


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References:

1. https://www.ctdlc.org/remediation/indexComputer.html

2. https://www.ctdlc.org/remediation/mouse.html

3. https://www.ctdlc.org/remediation/software.html

4. https://www.ctdlc.org/remediation/copypaste.html

5. https://cce.sydney.edu.au/course/BCEI

6. http://www.ecdl.ch/

7. https://www.google.rw/search?q=spreadsheet+application+parts&dcr=0&source=lnms&tbm=is

ch&sa=X&ved=0ahUKEwjUnLiHu5_XAhXG1hQKHecWCmsQ_AUICigB&biw=1366&bih=662

8. https://www.thoughtco.com/excel-step-by-step-basic-tutorial-3123501

9. https://chandoo.org/wp/excel-basics/

10. https://www.google.rw/search?q=powerpoint+presentation+parts&dcr=0&source=lnms&tbm=i

sch&sa=X&ved=0ahUKEwin-

fHhu5_XAhWI8RQKHdqPAN4Q_AUICigB&biw=1366&bih=662#imgrc=boZUYisyVUdFkM:

11. http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html

http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html

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C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE

CCMQS401 Provide quality customer service


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitude required to provide quality customer

service and deal with any matter related to business during, before and after a service

delivery.

The module will allow the participant to identify opportunities for products and services

delivery and reflect on information received to devise changes and suggest coping strategies.

Moreover, the trainee will also develop and use communication techniques intended for the

management of the complaints and ways of recording customer information.

55 | P a g e


Not applicable







1. Develop and maintain product, service and market knowledge.

1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.

1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.

1.4 Suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

2. Provide a quality service experience to customers.

2.1. Determination and clarification of customer preferences, needs and expectations.

2.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.

2.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

2.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.

2.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling

56 | P a g e


3. Deal with complaints and difficult

customer service situations.

3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.

3.2 Effective use of communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.

3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.

3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.

3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.

4. Manage and use information about

clients and customers 4.1 Proper determination and record of customer

information where appropriate to provide personalized service.

4.2 Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.

4.3 Proactive provision of enhanced products and services to clients and customers based on client information.

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LU 1: Develop and maintain product, service and market knowledge.

1

Learning Outcomes:

1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.

2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team

4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

5 Hours

Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop

and maintain knowledge of products and services.

Products and services knowledge and its importance

Opportunities to develop and maintain knowledge of products and services Membership of

industry associations and networks

Conventional and creative sources of information

o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer

- Role play scenario - Reference books - Online materials - Scholarly materials


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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop

and maintain knowledge of products and services. (Cont.)

Formal and informal research techniques: o Discussions with

colleagues

Reading organization information

Research of product and service information brochures

General media Attendance at

conferences, trade shows and industry events

Distributing surveys and questionnaires







Written evidence

Multiple choice


Matching

Sentence completion

Ticking

Essay (short responses / extended responses)


Proper identification of opportunities and use of formal and informal research to

develop and maintain knowledge of products and services.


59 | P a g e

Checklist Score

Yes No

Products and services are identified

Opportunities to develop and maintain knowledge of products and services are identified

Use of formal research techniques

Use of informal research techniques

Observation

Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate

products, services and promotional initiatives and identify changes in customer preferences,

needs and expectations.

Products, services and promotional initiatives Tours and transport Conferences and

conventions Function facilities Entertainment Shopping services Restaurant facilities Food and beverage Add-on services Special offers or

packages.




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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate

products, services and promotional initiatives and identify changes in customer preferences,

needs and expectations. (Cont.)

Ways to determine customer preferences, needs and expectations:

Active listening Questioning Observation Recognition of non-

verbal signs

Factors influencing customer preferences, needs and expectations:

Age Gender Social and cultural

characteristics Prior knowledge Special needs

Ways to satisfy customer preferences, needs and expectations:

Friendliness

Courtesy

Value for money

Prompt or timely

service

Assistance

Empathy and support

Comfort

New experience

Basic needs for food,

shelter, transport or

other services.




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Written

Performance

Oral

Multiple choice


Matching

Ticking


Checklist Score

Yes No

Identification of promotional initiatives

Application of ways to determine customer preferences, needs and expectations

Identification of Factors influencing customer preferences, needs and expectations

Application of ways to satisfy customer preferences, needs and expectations

Observation


Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in

customer preferences, needs and expectations.

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Learning Outcome 1.3: Share market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team

Reasons to share knowledge

Methods and techniques of sharing knowledge at workplace

o Group discussion

o Role play

o Presentation






Written evidence


Checklist Score

Yes No

Identification of reasons to share knowledge of market, product and service

Application of methods and techniques of sharing knowledge at workplace

Observation


Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.


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Learning Outcome 1.4: Suggest ideas to appropriate person for product and service

adjustments to meet customer needs for future planning according to organization policy.

Product and Service adjustment procedure

Importance of Product and Service adjustment on customer satisfaction

o Individual reflection o Brainstorming o Large group discussion o Role play






Written evidence

Oral

Performance

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play

Checklist Score

Yes No

Application of product and Service adjustment procedure

Identification of the importance of product and Service adjustment procedure on customer satisfaction

Observation


Suggestion of ideas to appropriate person for product and service adjustments

to meet customer needs for future planning according to organization policy.


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LU 2: Provide a quality service experience to customers.

2

Learning Outcomes:

1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services

to customers to meet their needs and expectations. 3. Anticipate customer preferences needs and expectations throughout

the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate

5. Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase

10 Hours

Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.

Customer needs and preferences

The importance of researching your customers needs and preferences

o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play






Proper determination and clarification of customer preferences, needs and

expectations.


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Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation

Checklist Score

Yes No

Identification of customer needs and preferences

Clarification of customer needs and preferences

Identification of the importance of researching customers needs and preferences

Observation

Learning Outcome 2.2: Offer accurate information about appropriate products and services to

customers to meet their needs and expectations.

Needs and expectations of customers on products and services

General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or

order

o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play



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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Information about products and services to customers

Observation

Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout

the service experience and provide products and services in a timely manner, appropriate to

individual needs and preferences, and according to organization standards.

Steps to anticipate customer needs and preferences

Timely customer service

Importance of timely customer service

o Role play o Simulation o Brainstorming

- Role play scenario - Reference books - Online materials - Scholarly materials - Video record



Proper offering of accurate information about appropriate products and services

to customers to meet their needs and expectations.

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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service

Observation


Anticipation of customer preferences needs and expectations throughout the

service experience and provide products and services in a timely manner,

appropriate to individual needs and preferences, and according to organization

standards.

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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide

personalized and additional services and products where appropriate.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers

arousing interest.

o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate

- Reference books - Online materials - Scholarly materials





Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation


Offering possible extras and add-ons appropriately and provision of personalized

and additional services and products where appropriate.


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Checklist Score

Yes No

Identification of the importance of offering extras and add-ons Identification of ways to improve customer service Provision of personalized and additional services

Observation

Learning Outcome 2.5: Promote products and services at appropriate opportunities according

to current organization goals and promotional focus and employ selling techniques

appropriately to encourage usage and purchase.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers arousing interest.

o Large group discussion o Question and answer o Debate o Observation o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario



Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and appropriate

employment of selling


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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Identification of methods to promote products and services Application of selling techniques

Observation

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LU 3: Deal with complaints and difficult customer service situations.

3

Learning Outcomes:

1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.

2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

3. Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints

4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.

5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence

6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.

9 Hours

Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature,

possible cause and details of the complaint or difficult customer service situation with the

customer and assess the impact on the customer of the situation.

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

o Small group discussion o Individual work o Role play o Simulation



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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Identification of questioning techniques

Application of questioning techniques while dealing with difficult customer service situations

Observation


Proper use of questioning techniques to establish and agree on the nature,

possible cause and details of the complaint or difficult customer service

situation with the customer and assessment of the impact on the customer of

the situation.

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Learning Outcome 3.2: Use communication techniques to assist in the management of the

complaint and handle the situation sensitively, courteously and discreetly.

Communication techniques Listening and active

listening Asking questions to

gain information, clarify ambiguities and adequately understand requirements

Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood

Empathizing with the customer's situation while upholding organisation policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

Ability to speak clearly, be understood and use appropriate language, style and tone.

- Group work - Presentation - Brainstorming - Role play




Effective use of communication techniques to assist in the management of the

complaint and handle the situation sensitively, courteously and discreetly


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Role play

Checklist Score

Yes No

Application of communication techniques while handling customer complaints

Observation

Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly

analyse and decide on the best solution, taking into account any organisation constraints..

Organisation constraints

Emotional and logical aspects of complaints.

Methods to manage and reduce stress when resolving complaints

Proactive complaint handling

- Small group discussion - Individual work - Role play




Proper determination of possible options to resolve the complaint and prompt

analysis and decision on the best solution, taking into account any organization

constraints.


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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Identification of organization constraints Determination of emotional and logical aspects of complaints Application of methods to manage and reduce stress while handling complaints

Observation

Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate

high quality customer service.

Methods of transforming complaints into additional service opportunities

High quality customer service

o Individual work o Debate o Discussion o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario



Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.


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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Use of techniques of transforming complaints into opportunities

Observation

Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to

avoid future occurrence

The importance of feedback on customer complaints

Effective feedback giving

o Group work o Presentation o Brainstorming o Role play




Effective provision of feedback on complaints to appropriate personnel in order

to avoid future occurrence.


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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Identification of the importance of feedback on customer complaints Effective feedback giving

Observation

Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to

future complaints or difficult service situations.

Complaint analysis May include:

Tools of analyzing customer complaints

Customer complaint checklist

Customer satisfaction

o Individual work o Debate o Discussion o Pair work



78 | P a g e





Written evidence

Oral evidence

Product evidence

Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints or difficult service situations

Observation

.


Reflection and evaluation of complaint and solution to enhance response to

future complaints or difficult service situations.

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LU 4: Manage and use information about clients and customers.

4

Learning Outcomes:

1. Determine and record customer information where appropriate to provide personalised service

2. Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate

3. Proactively provide enhanced products and services to clients and customers based on client information. 2 Hours

Learning Outcome 4.1: Determine and record customer information where appropriate to

provide personalised service.

Customer information

Collecting customer information

Storing information

Maintaining customer information

o Brainstorming o Large group discussion o Individual reflection o Pair work




Proper determination and record of customer information where appropriate to

provide personalized service.


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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Identification of types of customer information

Application of techniques of collecting customer information

Identification of means of storing and maintaining customer information

Observation

Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional

initiatives and implement where appropriate.

Importance of promotional activities

Types of promotional activities

Steps to successfully implement organisation promotional initiatives

o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity



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Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation

Checklist Score

Yes No

Identification of the importance of promotional activities Identification of steps to successfully implement organization promotional initiatives

Observation

Learning Outcome 4.3: Proactively provide enhanced products and services to clients and

customers based on client information.

Using stored customer information

The impact of enhanced products and services

Systems and methods of providing enhanced products and services

o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing

- - Reference books - Online materials - Scholarly materials



Perfect development and maintaining of knowledge of organization promotional

initiatives and implementation where appropriate.

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Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation

Checklist Score

Yes No

Identification of the impact of enhanced products and services Identification of Systems and methods of providing enhanced products and services

Observation

References:

1. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company

Profits"

2. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice

(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.

3. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

4. https://www.customersure.com/blog/customer-complaints-online/


Proactive provision of enhanced products and services to clients and customers

based on client information.

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

https://en.wikipedia.org/wiki/International_Standard_Book_Number

https://en.wikipedia.org/wiki/Special:BookSources/0-9753719-0-8

https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

https://www.customersure.com/blog/customer-complaints-online/

83 | P a g e

C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES

CCMHE401 Implement S.H.E. policies and procedures


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the outcomes required to implement safety, health and environmental

(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure

own safety and that of others, together with protection of the environment. This includes

implementation of recognized environmental care principles.

84 | P a g e


Not applicable







1. Identify hazardous areas to be

improved

1.1 Proper selection of the tools and materials

1.2 Proper physical inspection of the working area

1.3 Proper marking and reporting of hazardous area

1.4 Proper reporting on the area of weakness according to

company procedure

2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements

2.2 Appropriate instruction to workers to follow safety best practices and Enforce health and safety regulations.

2.3 Proper establishment and maintenance of

communication with others in line with SHE

requirements.

2.4 Proper performance of tasks in a safe manner and in

line with SHE best practices

3. Assess and control risks 3.1 Proper analysis of work practices and processes to

identify areas for improvement in relation to SHE issues

and hazards

3.2 Proper detection and assessment of risk, and detailed report and investigation of all incidents/ accidents.

3.3 Proper control of hazard to make them less dangerous

by looking at the most effective options.

4. Promote awareness of SHE in working place

4.1 Proper implementation of environmental procedures

4.2 Adequate training of workers to operate tools and

equipment

4.3 Proper inspection of the working area and appropriate remedial action to be taken to minimize or eliminate hazards.

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LU 1: Identify hazardous areas to be improved.

1

Learning Outcomes:

1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas

5 Hours

Learning Outcome 1.1: Select tools and materials

Types of tools ,materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Visual aids

o Video and audio materials on

types of equipment

- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared thermometer - Strings and ropes - PPEs


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Learning Outcome 1.1: Select tools and materials (cont.)

Types of tools ,materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints Tape measure Level meter Pick Shovel Saw PPEs (nose masks,

hearing Protection, goggles, helmets , overalls, protective footwear, gloves)

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Visual aids

o Video and audio materials on

types of equipment

- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared thermometer - Strings and ropes - PPEs

Formative Assessment1.1


Proper selection of the tools and materials


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Written evidence

Oral evidence


Multiple choice


Matching

Sentence completion

Ticking Expose (presentation)

Task: Selecting tools and materials for hazardous area identification

Checklist Score

Yes No

Identification of working area

Arrangement of tools according to their types and use

Arrangement of materials according to their types and use

Arrangement of equipment according to their types and use

Observation

Learning Outcome 1.2: Inspect and identify physical feature of dangerous area

Tools and equipment checklist: Adequate supply of

tools and equipment for inspection

Appropriate PPE for inspection according to each job specification.

Work place examination for unsafe area Environment condition

Water Cracks Air Dust

o Presentation on checklists and work place examinations

o Observation o Group discussion o Practical exercises o on checklists and work place

examinations o Visual Aid materials o Video and audio aids

- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen


88 | P a g e





Written

Performance

Oral

Multiple choice


Matching

Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place

Checklist Score

Yes No

Identification of Environment condition

Identification of Adequate supply of tools and equipment for inspection

Identification of Appropriate PPE for inspection according to each job specification

Observation


Proper physical inspection of the working area

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Learning Outcome 1.3: Mark and report on the hazardous areas

Introduction to tools and

equipment for marking

hazardous area:

Hammer Brushes Crowbar Ladder Timber Nails Barricade tap (Warning

sign) Cones

Use of tools and


hazardous area:

Reporting: Through the

administrative hierarchy

Emergency reporting

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking and temporary supporting

o Visual Aid materials o Video and audio materials

- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap



Proper marking of hazardous area and proper reporting on the area of weakness

according to company procedure


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Written

Performance

Oral

Multiple choice


Matching

Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting

Checklist Score

Yes No

Selection of tools according the hazardous area

Selection of materials according the hazardous area

Selection of equipment according the hazardous area

Appropriate use of tools and equipment for marking hazardous area:

A detailed report is produced

Observation

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LU 2: Apply SHE practices.

2

Learning Outcomes:

1. Identify and follow applicable Occupational Health Safety and environmental (OHSE) requirements

2. Instruct workers to follow safety best practices and enforce health and safety regulations.

3. Establish and maintain communication with others in line with SHE requirements

4. Perform tasks in a safe manner and in line with SHE best practices

10 Hours

Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and

environmental (OHSE) requirements

OHS requirement:

Personal protective

equipment and clothing

safety equipment

first aid equipment

firefighting equipment

hazard and risk control

fatigue management

elimination of hazardous

materials and substances

safe forest practices

including required actions

relating to forest fire

manual handling including

shifting, lifting and carrying

machine guarding

o Research on OHS requirement,

environmental requirements,

Legislative requirements and

Organisational requirements

o Brainstorming on OHS

requirement, environmental

requirements, Legislative

requirements and


o Group discussion on OHS



requirements and


- PPEs - Reference books - Work sheet - Markers - Flip charts


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environmental (OHSE) requirements (Cont.)

Environmental

requirements:

legislation organisational policies

and procedures workplace practices

Legislative requirements:

award and enterprise agreements

industrial relations Australian Standards confidentiality and

privacy OHS the environment equal opportunity anti-discrimination relevant industry codes

of practice








requirements and





requirements and




93 | P a g e


environmental (OHSE) requirements (Cont.)

Organisational

requirements:

Legal

organisational and site

guidelines

policies and

procedures relating to

own role and

responsibility

quality assurance

procedural manuals

quality and continuous

improvement

processes and

standards

OHS, emergency and

evacuation procedures

ethical values

recording and

reporting requirements

equipment use,

maintenance and

storage requirements

environmental

management

requirements (waste

disposal, recycling and

re-use guidelines)








requirements and





requirements and





Proper identification of applicable Occupational Health, Safety and

Environmental (OHSE) requirements


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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements

Checklist Score

Yes No

Respected OHSE requirements are well identified

Respected Environmental requirements are well identified

Respected Legislative requirements are well identified

Respected Organisational requirements are well identified

Observation

Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and

safety regulations.

SHE standards and

regulations to be followed:

Use of PPEs

Use of inspection

checklist

Appropriate tools

,materials and

equipment to be used

o Observation o Group discussion o Practical exercises o Checklists

- PPEs - Reference books - Work sheet - Markers - Flip charts -


95 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Instructing SHE standards and regulations

Checklist Score

Yes No

Use of PPEs Use of inspection checklist of SHE standards and regulations Appropriate tools ,materials and equipment to be used

Observation


Appropriate instruction to workers to follow safety best practices and Enforce

health and safety regulations.

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Learning Outcome 2.3: Establish and maintain communication with others in line with SHE

requirements

Communication:

verbal and non-verbal language

constructive feedback active listening questioning to clarify

and confirm understanding

use of positive, confident and cooperative language

use of language and concepts appropriate to individual social and cultural differences

control of tone of voice and body language

o Group discussion o Practical exercises

- Public Board notices

- Communication

devices/phones

- Safety signs





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Communicate with others in line with SHE requirements


Proper establishment and maintenance of communication with others in line

with SHE requirements.


97 | P a g e

Checklist Score

Yes No

Verbal and non-verbal language are used constructive feedback is given active listening is respected questioning to clarify and confirm understanding

verbal and non-verbal language constructive feedback active listening questioning to clarify and confirm understanding use of positive, confident and cooperative language use of language and concepts appropriate to individual social and cultural

differences control of tone of voice and body language use of language and concepts appropriate to individual social and cultural

differences control of tone of voice and body language

Observation

Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices

Environmental policy which

ensures:

Compliance, improvement (where required to reflect environmental policy) and prevention

Continuous cycle of planning, implementing, monitoring, reviewing and improving environmental practices and systems

o Group discussion o Practical exercises

- Registration documents

- Regulations

- Safety standards


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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Perform tasks in a safe manner and in line with SHE best practices ( according to their specific trade)

Checklist Score

Yes No

Compliance Improvement (where required to reflect environmental policy) Prevention Continuous cycle of planning, implementing, monitoring, reviewing and improving environmental practices and systems

Observation

.


Proper performance of tasks in a safe manner and in line with SHE best practices

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LU 3: Assess and control risks.

3

Learning Outcomes:

1. Analyse work practices and identify areas for improvement in relation to SHE issues and hazards

2. Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel

3. Control hazard to make them less dangerous by looking at the most effective options. 10 Hours

Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation

to SHE issues and hazards

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

o Small group discussion o Individual work o Role play o Simulation




Proper analysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards


100 | P a g e




Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Analyze of work practices and processes to identify areas for improvement in relation to SHE issues and hazards

Checklist Score

Yes No

Analysis of work place to see if it is free from any hazard.

List of all identified risks/hazards in the working area to be improved

List of adequate measures to be used to improve unsafe area

Observation

Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to

appropriate personnel

Communication techniques Listening and active listening Asking questions to gain information,

clarify ambiguities and adequately understand requirements

Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood

Empathizing with the customer's situation while upholding organisation policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

Ability to speak clearly, be understood and use appropriate language, style and tone.

- Group work - Presentation - Brainstorming - Role play

- Role play scenario

- Reference books - Online materials - Scholarly

materials


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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Detecting and assessing risks, and detailed report and investigating all

Checklist Score

Yes No

Identification of hazards. Decide who might be harmed and how Evaluation of the risks and decide on precautions. Recording of findings and its implementation Reviewing risk assessment and update if necessary. Report to the appropriate personnel

Observation


Proper detection and assessment of risk, and detailed report and investigation of

all incidents/ accidents.

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Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the most

effective options.

Hazard control methods: prevention, handle, isolation, remove or use of PPE

Hazard reporting procedures job procedures and safe work

instructions and allocation of responsibilities

emergency procedures accident and near miss reporting and

recording procedures Consultation on Occupational Health

and Safety issues Selection, storage and maintenance

procedures for use of personal protective equipment (PPE)

o Group discussion o Practical exercises o Brainstorming o Research

Procedural manuals

Environmental policy

Reference books

Checklist

Papers

Pens

Internet





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Control of hazard options in working area


Proper control of hazard to make them less dangerous by looking at the most

effective options.


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Checklist Score

Yes No

Hazard control methods are applied Hazard reporting procedures are followed Job procedures and safe work instructions and allocation of responsibilities are respected Emergency procedures are planned Accident and near miss reporting and recording procedures are planned Consultation on Occupational Health and Safety issues Selection, storage and maintenance procedures for use of personal protective equipment (PPEs)

Observation

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LU 4: Awareness of SHE in working place.

4

Learning Outcomes:

1. Implement environmental procedures 2. Provide training to workers on SHE and operational control 3. Inspect the working area and remedial action to be taken to

minimize or eliminate hazards.

5 Hours

Learning Outcome 4.1: Implement environmental procedures

Environmental goals:

environmental sustainability (Afforestation, conservation)

Energy promotion (use of renewable energy and other resource such as; solar and wind energy)

Emissions control and where possible, reduction

Waste generation control and where possible, reduction

Waste management, recycling, re-use and disposal.

o Brainstorming on

Environmental goals

o Research on Environmental

goals

o Group discussion

- Procedural manuals - Organisational policies and

procedures - Environmental policy


105 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Implementing environmental procedures

Checklist Score

Yes No

Environmental sustainability is maintained

Energy promotion is encouraged/sensitized

Emissions control and where possible, reduction is encouraged/sensitized

Waste generation control and where possible, reduction

Waste management, recycling, re-use and disposal is encouraged/sensitized

Observation


Proper implementation of environmental procedures

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Learning Outcome 4.2: Provide training to workers on SHE and operational control

Training:

in-house or external training programs

one-on-one supervision programs that maintain up-to-

date knowledge of legislative changes at the local, State, Territory and Commonwealth levels

Operational controls:

Prevention of pollution Control of air emissions Solid and hazardous wastes Contamination of land Noise, Odour, Dust, Traffic Water discharges Raw material & resource use Hazardous material storage and

handling Compliance with legislation and

regulations Electronic or mechanical

technology to reduce emissions Routine preventive maintenance

programs to reduce wear and breakdown of equipment

Monitoring and observation of equipment performance

Types of Operational Controls

Standard Operating Procedures Signage Log Books Check Lists

- Fire extinguisher - First aid kit - Fire triangle - Personal protective

equipment and clothing

- Safety equipment - First aid equipment - Procedural manuals - Organisational policies

and procedures - Environmental policy


107 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Training on operating tools and equipment In line with SHE requirements

Checklist Score

Yes No

Training on Operational control is provided

Observation


Adequate training of workers to operate tools and equipments

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Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize

or eliminate hazards.

Remedial actions to be inspected in the working area; workplace waste management

systems emissions control of greenhouse

gases use of non-renewable resources

control chemical use control supply chain management

Environmental Impacts; Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding

o Research on environmental

impact

o Group discussion

o Brainstorming

- Environmental policy - Procedural manuals - Organisational policies

and procedures





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Training on operating tools and equipment In line with SHE requirements


Proactive inspection of the working area and appropriate remedial action to be

taken to minimize or eliminate hazards.


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Checklist Score

Yes No

Remedial actions to be inspected in the working area are identified Identification of Environmental Impacts

Observation

References:

1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN: 9781472419712, Publication Date: 2015

2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)

3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009

4. G:\\Basic OH&S Program Elements OSH Answers.htm 5. https://www.rospa.com/occupational-safety/advice/training-matters/ 6. https://www.3tonline.fi/incident-reporting 7. http://www.safety.uwa.edu.au/topics/plant/inspection 8. http://www.hse.gov.uk/statistics/causdis/index.htm 9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776

https://ecu.on.worldcat.org/oclc/271786642?databaseList=638

https://www.rospa.com/occupational-safety/advice/training-matters/

https://www.3tonline.fi/incident-reporting

http://www.safety.uwa.edu.au/topics/plant/inspection

http://www.hse.gov.uk/statistics/causdis/index.htm

https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

110 | P a g e

C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH

CCMEN401 Use intermediate English at the workplace


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2017

Purpose statement

This module describes the skills, knowledge and

attitudes to be acquired for the trainee’s. The trainee will be able to present personal ideas and

opinions, discuss selected topics of interest, build a convincing argument to support or refute

an opinion, support or refute an idea in a debate/discussion, use proper terminology to report

facts, describe, explanation and stating facts , use tenses Accurately, write structured factual,

descriptive, and explanatory texts on a range of topics, produce correspondence texts stating,

describe facts in the workplace, produce small scale-reports on trade-related issues, read

medium texts on general and trade-related topics, identify different reading techniques, select

and apply reading techniques to different texts, draw inferences from medium-length texts ,

Identify listening strategies, select appropriate listening strategy depending on the listening

purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to

detect messages implied by the speaker.

111 | P a g e


Not applicable

Elements of competency and performance criteria






1. Write factual, descriptive, and

explanatory texts

1.1 Effective use of proper terminology to report facts 1.2 Correct use of tenses to describe, explain and state

facts accurately 1.3 Clear distinction of factual, description and

explanatory paragraphs 1.4 Appropriate writing of well-structured factual,

descriptive, and explanatory texts on a range of topics

1.5 Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace

1.6 Production of small-scale reports on trade-related issues (field visits, industrial attachments)

2. Apply a range of listening strategies

to understand predictable

messages

2.1 Accurate identification of different listening strategies

2.2 Proper selection of a listening strategy depending on the listening purpose

2.3 Active application of listening strategies while listening to audio messages

2.4 Adequate use of non-verbal clues (intonation, tone, body movement) to detect messages implied by the speaker

3. Discuss general and trade-related

topics

3.1 Presentations of personal ideas and opinions during discussions selected topics of interest

3.2 Proper detection and avoidance of argumentation fallacies in debates and discussions

3.3 Proper use of functional language to support of refute ideas in a debate or discussion

3.4 Convincing building of arguments to support or refute an opinion (elements and types of an argument

112 | P a g e


4. Read medium texts on general and

trade-related topics

4.1 Accurate identification of different reading techniques (skimming, scanning, extensive reading, critical reading)

4.2 Proper selection of a reading technique depending on the reading purpose and material

4.3 Active application of reading techniques while reading different texts messages

4.4 Demonstration of the ability to understand the inferences made in a range of medium length texts

113 | P a g e

LU 1: Write factual, descriptive, and explanatory texts.

1

Learning Outcomes:

1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a

range of topics 5. Production of correspondence texts (letters, emails) stating,

explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,

industrial attachments)

10 Hours

Learning Outcome 1.1: Use proper terminology to report facts

Expressing facts

Expressions used in

outlining facts

The fact is that…

The (main) point is that …

This proves that …

What it comes down to is

that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt that …

Comparing and reporting facts

Using comparatives and

superlatives

Quantifiers and modifiers

o Group discussions

o Dialogues

o Role plays

o Short presentations

o Practical writing exercises

o Modelling

Projector

Computer

Flipcharts

Markers

Scenarios

Trainee

manuals

Stationeries

Lesson plans

Reference

books

Written

speeches

Newspaper

reports


114 | P a g e





Written evidence


Presentations

Sentence completion

Matching

Writing practice

Task: Using comparatives and superlatives, report key information

facts at your workplace.

Checklist Score

Yes No

Word choice

Comparatives and superlatives

Expression of facts

Observation


Use proper terminology to report facts

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Learning Outcome 1.2: Describe, explain and state facts using tenses accurately

Using present tenses to

describe, explain and state

present facts

Using past tenses to

describe, explain and state

past facts

o Dialogues

o Storytelling


o Practical writing exercises

o Modelling

o Brainstorming

o Vocabulary Games

Audiovisual materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Written speeches

Newspaper reports





Written

Performance

Writing practice

Discussions

Matching

Task: Describe present facts about your career using appropriate

tenses

Checklist Score

Yes No

Tense use

Description of facts

Observation


Describe, explain and state facts using tenses accurately


116 | P a g e

Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs

Introduction to tools and


hazardous area:

Hammer Brushes Crowbar Ladder Timber Nails Barricade tap (Warning

sign) Cones

Use of tools and equipment

for marking hazardous area:

Reporting: Through the

administrative hierarchy Emergency reporting

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking and temporary supporting

o Visual Aid materials o Video and audio materials

- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap





Written

Performance

Writing practice

Discussions

Matching

True or false questions

Task: Classify the paragraphs given to you by the teacher according

to their types


Distinguish factual, description and explanatory paragraphs


117 | P a g e

Checklist Score

Yes No

Paragraph types

Elements of a paragraph

Paragraph structure

Observation

Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on a

range of topics

Sentence structure

Compound sentences

Coordinative

conjunction

Complex sentences

Main clauses

Subordinate clause

Subordinate

conjunctions

Compound complex

sentences

Structure of narrative,

argumentative, descriptive,

and explanatory texts

Present and past tenses

o Group works

o Pair work

o Jumbled paragraphs

o Gap-fill

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures



Write well-structured factual, descriptive, and explanatory texts on a range of

topics


118 | P a g e




Written

Performance

Matching

Writing practice Presentation Task: Write a short essay describing your career dreams

Checklist Score

Yes No

Text structure

Types of texts

Tense use

Observation

Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating,

explaining, or describing facts at the workplace

Introduction to business

letters

Parts of a business letter

Types of business letters

Introduction to email

correspondence

Parts of an email

Strategies for writing a

good email

Types of emails

o Pair work

o Jumbled paragraphs

o Gap-fill

o Peer feedback

o Practical exercises on email

writing


business letters


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Letter samples


119 | P a g e





Written

Performance

Writing practice Task: Compose an email outlining some of the challenges you face at

work.

Checklist Score

Yes No

Strategies for writing correspondence texts

Parts of an email

Parts of letters

Types of letters and emails

Observation

Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits,

industrial attachments)

Writing small-scale reports

Structure of a formal

report

Layout

Introduction

Body

Conclusion

o Report Writing practice

o Peer feedback

o Group work


Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Sample reports



Produce correspondence texts (letters, emails) stating, explaining, or describing

facts at the workplace

120 | P a g e





Written

Performance

Writing practice

Presentation Task: Produce a short report on your recent field visit

Checklist Score

Yes No

Structure of a report

Language use

Observation


Produce small-scale reports on trade-related issues (field visits, industrial

attachments)

121 | P a g e

LU 2: Apply a range of listening strategies to understand predictable messages.

2

Learning Outcomes:

1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening

purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker

2 Hours

Learning Outcome 2.1: Identify different listening strategies

Listening strategies

Listening for details

listening for the gist

note taking

Active listening and

response

Listening for specific

information

predicting

drawing inferences

summarizing

recognizing cognates

recognizing word-order

patterns

Applying Listening strategies

Identifying the listening

purpose

Selecting the

appropriate listening

strategy

o Dialogues

o Role plays


o Modelling and drilling

o Listening to TV shows

o Listening to radio programs


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios


122 | P a g e





Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice

Task: List and explain at least three listening strategies.

Checklist Score

Yes No

Understanding of Listening strategies

Observation

Learning Outcome 2.2: Select appropriate listening strategy depending on the listening purpose

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1



Select appropriate listening strategy depending on the listening purpose



Identify different listening strategies

123 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice

Task: Which listening strategy would you use to get the main idea of a recording?

Checklist Score

Yes No

Understanding of Listening strategies Selection of listening strategies

Observation

Learning Outcome 2.3: Apply listening strategies while listening to audio messages






Written evidence

Oral evidence

Performance

Discussions

Multiple choice

Listening practice

Task: Which listening strategy would you use to get the main idea of a recording?


Apply listening strategies while listening to audio messages


124 | P a g e

Checklist Score

Yes No

Understanding of Listening strategies Selection of listening strategies Listening purpose

Observation

Learning Outcome 2.4: Use non-verbal clues to detect messages implied by the speaker

Understanding non-verbal

clues

Voice clues Intonation Voice tone

Body movement facial expressions gestures

o role play o video watching o note taking o modelling o drilling

video materials

posters/banners

wallpapers

audiovisual materials

Projector

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Scenarios

Trainee manuals





Use non-verbal clues to detect messages implied by the speaker


125 | P a g e


Written evidence

Oral evidence

Performance

Multiple choice

Discussions

Audio-visual practice

Task: Watch a video shown by the teacher and say what the speaker’s gestures mean.

Checklist Score

Yes No

Understanding of body language Interpreting voice clues

Observation

.

126 | P a g e

LU 3: Discuss general and trade-related topics.

3

Learning Outcomes:

1. Present personal ideas and opinions during discussions on selected topics of interest

2. Use functional language to support or refute ideas in a debate or discussion

3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 5 Hours

Learning Outcome 3.1: Present personal ideas and opinions during discussions on selected

topics of interest

Expressing opinion in English

Agreeing with an opinion

Full agreement with an

opinion

Partial agreement with an

opinion

Disagreeing with an opinion

Forms of disagreement

When to disagree

Disagreeing politely

Using functional language in

argument building

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be

refuted

Sequencing ideas

Predicting ideas

o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Trainee manual


127 | P a g e





Oral evidence

Performance

Presentation practice

Writing practice

Discussions

Task: Prepare a short presentation on a topic of interest and share it with your class.

Checklist Score

Yes No

Articulation of ideas

Using functional in expressing opinions

Observation

Learning Outcome 3.2: Use functional language to support or refute ideas in a debate or

discussion




Present personal ideas and opinions during discussions on selected topics of

interest

128 | P a g e





Oral evidence

Performance

Discussions

Presentations

Task: Following instructions given by your teacher, use functional language in supporting or refuting ideas in a group discussion

Checklist Score

Yes No

Observation

Learning Outcome 3.3: Detect and avoid argumentation fallacies in debates and discussions

Dealing with argumentation fallacies Types of Fallacies

Formal Fallacies

Propositional fallacies

Quantification fallacies

Formal syllogistic fallacies

Informal Fallacies

Faulty generalizations

Red herring fallacies Conditional fallacies

Responding to fallacies

o Dialogues

o Role plays

o Modelling and drilling

video materials

posters/banners

wallpapers


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books



Use functional language to support of refute ideas in a debate or discussion

https://en.wikipedia.org/wiki/List_of_fallacies#Propositional_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Quantification_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Faulty_generalizations

https://en.wikipedia.org/wiki/List_of_fallacies#Red_herring_fallacies

129 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice

Discussions

Listening practice

Note taking

Presentation

Task: Listen to the recording played to you by the teacher and tell which argumentation fallacies the speaker is using then respond to them.

Checklist Score

Yes No

Types of Argumentation fallacies Responding to fallacies

Observation

Learning Outcome 3.4: Build convincing arguments to support or refute an opinion

Building a convincing argument Definition of an argument Elements of an argument

Claims Counterclaims Reasons Evidence

Types of arguments

o Debates

o Group discussions

o Brainstorming

o Presentations

o Mock speeches

video materials

posters/banners

wallpapers


Projector

Flipcharts

Lesson plans

Recordings

Reference books

Speech samples



Detect and avoid argumentation fallacies in debates and discussions

130 | P a g e





Written evidence

Oral evidence

Performance

Discussions

Writing practice

Presentation

Task: After drafting your argument on the role of TVET on Rwanda’s development, indicate all the elements of an argument in it.

Checklist Score

Yes No

Understanding of an argument Elements of an argument Types of arguments

Observation

.


Build convincing arguments to support or refute an opinion

131 | P a g e

LU 4: Read medium texts on general and trade-related topics.

4

Learning Outcomes:

1. Introduce oneself and get to know one another 2. Intergrate in team 3. Participate in setting rules and adhere to them

2 Hours

Learning Outcome 4.1: Identify different reading techniques

Reading techniques

Skimming

Scanning

Deep reading

Critical reading

o Practical exercises

o Debating texts read

o Presentations on texts read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials





Identify different reading techniques


132 | P a g e


Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations

Task: Differentiate between different reading techniques

Checklist Score

Yes No

Reading techniques

Differentiating reading techniques

Observation

Learning Outcome 4.2: Select a reading technique depending on the reading purpose and

material




Adequate training of workers to operate tools and equipments


133 | P a g e




Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations

Task: Select an appropriate reading strategy based on the reading task given to you by the teacher.

Checklist Score

Yes No

Reading techniques Differentiating reading techniques

Observation

Learning Outcome 4.3: Apply reading techniques while reading different texts

Applying reading techniques to texts

General texts

Trade-related texts


o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials

Reference books


134 | P a g e





Written evidence

Performance

Reading practice

Presentations

Task: After using different strategies to read a given text, share with the class the differences you noticed.

Checklist Score

Yes No

Reading techniques Differentiating reading techniques Application of reading techniques

Observation

Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of

medium length texts




Apply reading techniques while reading different texts

135 | P a g e





Written evidence

Performance

Reading practice

Presentations

Task: Read the text given by the teacher and identify what the writer implies. How did you come up with such inferences?

Checklist Score

Yes No

Understanding of inferences Justifying inferences

Observation

References: .


Demonstrate ability to understand the inferences made in a range of medium

length texts

136 | P a g e

C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA

CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga

Ikiciro: 4 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Mutarama, 2017

Intego nyamukuru

Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore

Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye

n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye

kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu

myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda;

Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko;

Gusobanura intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no

Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

137 | P a g e

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda kiboneye

Ingingo n’ibipimo by’ubushobozi

Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.

Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo

gakondo bufatiye ku

mwuga ashyikirana

n’abandi

1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije

mu ngiro zitandukanye.

1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo

gakondo bufatiye ku mwuga.

1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye

ku mwuga

yubahiriza utwatuzo n’isesekaza.

1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

1.5. Gutarama akoresheje ubuvanganzo bwizwe.

2. Gukoresha Ikinyarwanda

kiboneye agaragaza ibyiza

by’ikoranabuhanga mu

iterambere ry’umwuga no

kugaragaza intego y’izina

mbonera.

2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

2.5. Kumurika ingero zifatika zihamya uruhare

rw’ikoranabuhanga mu iterambere ry’umwuga.

2.6. Kugaragaza intego y’izina mbonera ku buryo bukwiye.

138 | P a g e

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi


kiboneye uwiga agaragaza

ububi bw’ibiyobyabwenge

mu rubyiruko no

kugaragaza amategeko

y’igenamajwi mu izina

mbonera.

3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi

bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro

zitandukanye.

3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.



uburyo bunyuranye bwo

gufata neza ibidukikije no

gukoresha indangahantu.


yumva umwandiko ku nsanganyamatsiko yerekeye

uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro

zitandukanye.

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

4.3. Gusoma neza umwandiko yubahiriza utwatuzo

n’isesekaza.

4.4. Guhimba no kumurika umwandiko akurikiranya neza

ingingo.

4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

4.6. Gukoresha neza indangahantu.



akamaro k’ubutabazi

bw’ibanze no kwandika

yubahiriza imyandikire

y’Ikinyarwanda.


yumva ikinamico ku nsanganyamatsiko yerekeye akamaro

k’ubutabazi bw’ibanze mu ngiro zitandukanye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.

5.3. Gusoma neza ikinamico yubahiriza uturango twayo.

5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye

avuga ibice n’ingingo by’umubiri.

5.6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

139 | P a g e

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.

1

Umusaruro w’inyigisho:

1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku mwuga.

3. Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku mwuga yubahiriza utwatuzo n’isesekaza.

4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga akurikiranya neza ingingo.

5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya inyunguramagambo ingingo z’umuco

n’amateka inshoza n’uturango

by’Urwenya Ihimbamwandiko

Urwenya o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu

matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo

o Gusoma urwenya baranguruye

o Guhuza ibivugwa mu nshoberane n’indangagaciro

o Gusobanura ingingo z’umuco n’amateka

o Gusobanura inshoza n’uturango by’ urwenya

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo

n’inkoranyamuga

Imfashanyigisho Ibikorwa by’uwiga

activities

Ibyigwa

140 | P a g e


ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye. (Ibikurikira)

Ubuvanganzo gakondo bufatiye ku mwuga

Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza n’utwatuzo

Igitaramo gishingiye ku buvanganzo gakondo

Ubuvanganzo gakondo bufatiye ku mwuga o Gusoma ubuvanganzo gakondo o bufatiye ku mwuga bucece o Gusoma ubuvanganzo

bunyuranye gakondo bufatiye ku mwuga mu matsinda, bashaka ibisubizo byo kumva umwandiko, basobanura amagambo akomeye, banamurikaibyavuyemo.

o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye

o Guhuza ibivugwa mu ubuvanganzo gakondo bunyuranye bufatiye ku mwuga n’indangagaciro

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi

o Gusobanura ingingo z’umuco n’amateka

o Gusobanura inshoza n’uturango by’ ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

o Gutahura isomo ry’ingenzi o Gutarama

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo

n’inkoranyamuga


activities

Ibyigwa

141 | P a g e

Isuzuma Mbonezanyigisho 1.1

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya

Amavumvu, Amasare, Ibyidogo, Amahamba,..

Umwanzuro

Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo

bufatiye ku mwuga.

Reba Umusaruro w’inyigisho 1.1





activities

Ibyigwa

Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

142 | P a g e


Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


Yego Oya

Inyunguramagambo

Ingingo z’umuco n’amateka

Umwanzuro

Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku

mwuga yubahiriza utwatuzo n’isesekaza.





activities

Ibyigwa


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

143 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


Yego Oya

Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.






Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.

144 | P a g e


Gihamya Isuzuma

Ibihangano bishingiye ku buvanganzo gakondo mu mwuga


Yego Oya

Ihimbamwandiko

Ubuvanganzo gakondo bufatiye ku mwuga

Umwanzuro

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.






Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

145 | P a g e

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.

2


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu ngiro zinyuranye.

2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.

Amasaha 6


umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

Ibimenyetso by’uteze amatwi atarogoye;

Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda

umurimo (umurimo unoze, kubahiriza igihe…);

Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.

o Kutarogoya ufite ijambo nta mpamvu;

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;

o Gusoma bucece; o

- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;

- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo

n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;


activities

Ibyigwa

146 | P a g e


umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye. (Ibikurikira)

Isesekaza n’utwatuzo; Ihangamwandiko ku

nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

Intego y’izina mbonera.

o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;

o Gusoma aranguruye agaragaza isesekaza;

o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

o Gukora inshamake y’umwandiko;

o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;

o Kugaragaza intego y’izina mbonera.

- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;



Gihamya Isuzuma



Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye


activities

Ibyigwa

147 | P a g e


Yego Oya

Ibimenyetso by’uteze amatwi atarogoye

Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.2: Gusubiza ibibazo mu mvugo iboneye ku mwandiko.






Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yego Oya

Inyunguramagambo

Insanganyamatsiko y’umwandiko

Ingingo z’umuco

ingingo z’amateka

Indangagaciro zo gukunda umurimo

Umwanzuro


Yashubije ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

148 | P a g e

Umusaruro w’inyigisho 2.3: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.






Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya


Umwanzuro

Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.





activities

Ibyigwa


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

149 | P a g e



Gihamya Isuzuma

Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere

ry’umwuga

Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere

ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.5: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga.





activities

Ibyigwa


Yahinnye anahimba umwandiko akurikiranya neza ingingo

150 | P a g e



Gihamya Isuzuma

Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga


Yego Oya

Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.






Yagaragaje intêgo y’izina mbonera


activities

Ibyigwa


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga

151 | P a g e


Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


Yego Oya

Intego y’izina mbonera

Umwanzuro

152 | P a g e

LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera.

3


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko. 6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.

Amasaha 6


umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu

ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;

Ibimenyetso by’uteze amatwi atarogoya;


y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo kubaha

ubuzima (kwiyitaho); Ihinamwandiko ku

nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;

o Gutega amatwi umwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko.

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.

o Gusoma bucece. o

- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga.


activities

Ibyigwa

153 | P a g e


umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu

ngiro zitandukanye. (Ibikurikira)

Ihangamwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko;

Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko.

Amategeko y’igenamajwi mu izina mbonera.

o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo.

o Gusoma aranguruye agaragaza isesekaza.

o Gukusanya, mu matsinda, ibitekerezo ku bubi bw’ibiyobyabwenge mu rubyiruko n’ingamba zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko.

o Gukora inshamake y’umwandiko.

o Kugaragaza amategeko y’igenamajwi mu izina mbonera.

- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;

- Ibitabo by’ikibonezamvugo; - SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo

n’inkoranyamuga.



Gihamya Isuzuma




ku nsanganyamatsiko ku bubi bw’ibiyobyabwenge mu rubyiruko abinyujije mu

ngiro zitandukanye


activities

Ibyigwa

154 | P a g e


Yego Oya

Umwandiko ku nsanganyamatsiko y‘ububi bw’ibiyobyabwenge mu rubyiruko


Umwanzuro

Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.






Gihamya Isuzuma



Yego Oya

Inyunguramagambo


Ingingo z’umuco

ingingo z’amateka

indangagaciro zo kubaha ubuzima (kwiyitaho)

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

155 | P a g e

Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.






Gihamya Isuzuma



Yego Oya


Umwanzuro

Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.





activities

Ibyigwa


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

156 | P a g e



Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

Ihangamwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko

Umwanzuro

Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.





activities

Ibyigwa


Yahinnye anahimba umwandiko akurikiranya neza ingingo

157 | P a g e



Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ngamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko


Yego Oya

Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko

Umwanzuro

Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.







Yagaragaje amategeko y’igenamajwi mu izina mbonera


activities

Ibyigwa


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko

158 | P a g e

Gihamya Isuzuma

Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera


Yego Oya

Amategeko y’igenamajwi mu izina mbonera

Umwanzuro

159 | P a g e

LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije.

4


Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.

Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Guhimba no kumurika umwandiko akurikiranya neza ingingo.

Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije.

Gukoresha neza indangahantu

Amasaha 6


umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu

ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ibimenyetso by’uteze amatwi atarogoye.


y’umwandiko; Ihimbamwandiko; Ibikorwa

by’abanyamwuga bishobora kwangiza ibidukikije;

Isesekaza n’utwatuzo; Indangahantu.

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.

o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva

umwandiko n’ inyunguramagambo. o Kuvumbura insanganyamatsiko

ivugwa mu mwandiko. o Gusoma bucece. o Gusoma mu matsinda. o Gusoma aranguruye agaragaza

isesekaza. o Gukorera mu matsinda, bungurana

ibitekerezo ngamba zo kurengera ibidukikije.

o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo kwangiza

ibidukikije. o Gukoresha neza indangahantu.

- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Amafoto.


activities

Ibyigwa

160 | P a g e



Gihamya Isuzuma



Yego Oya

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije


Umwanzuro

Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.






Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa



ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije

mu ngiro zitandukanye

161 | P a g e


Gihamya Isuzuma



Yego Oya

Inyunguramagambo


Umwanzuro

Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.






Gihamya Isuzuma



Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

162 | P a g e


Yego Oya


Umwanzuro

Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ihimbamwandiko

Umwanzuro


Yahimbye anamurika umwandiko akurikiranya neza ingingo


activities

Ibyigwa

163 | P a g e

Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora

kwangiza ibidukikije.






Gihamya Isuzuma

Amajwi n’amashusho ku bisobanuro by’ ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije


Yego Oya

Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

164 | P a g e

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.






Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Indangahantu

Umwanzuro


Yakoresheje neza indangahantu


activities

Ibyigwa

165 | P a g e

LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda.

5


Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.

Gusubiza ibibazo mu mvugo iboneye ku ikinamico.

Gusoma ikinamico yubahiriza uturango twayo.

Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo by’umubiri.

Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Amasaha 6


ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro

zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;

Ibimenyetso by’uteze amatwi atarogoye;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo akwiye avuga ibice n’ingingo z’umubiri;

Ingingo z’umuco n’amateka;

Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.

Ifatana n’itandukana ry’amagambo.

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.

o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva ikinamico

n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa mu

ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa baranguruye bigana

abakinankuru. o Gukorera mu matsinda, bungurana

ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu kaga.

o Kubahiriza ifatana n’itandukana ry’amagambo.

o Gutahura no gukosora amakosa yubahiriza itandukana n’ifatana ry’amagambo.

- Ibitabo bikubiyemo imyandiko;

- Ibitabo by’ikibonezamvugo ;

- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo; - Amabwiriza ya Minisitiri

N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.


activities

Ibyigwa

166 | P a g e



Gihamya Isuzuma



Yego Oya

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze


Umwanzuro

Umusaruro w’inyigisho 5.2: Gusubiza ibibazo mu mvugo iboneye ku ikinamico.






Yashubije ibibazo mu mvugo iboneye ku ikinamico


activities

Ibyigwa


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ikinamico ku

nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro

zitandukanye

167 | P a g e


Gihamya Isuzuma



Yego Oya

Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico

Ingingo z’umuco n’amateka

Umwanzuro

Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango twayo.






Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


Yasomye ikinamico yubahiriza uturango twayo


activities

Ibyigwa

168 | P a g e


Yego Oya


Umwanzuro

Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro.






Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku ikinamico


Yego Oya

Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze

Umwanzuro


Yahimbye anakina ikinamico ahuza imvugo n’ingiro


activities

Ibyigwa

169 | P a g e

Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri.






Gihamya Isuzuma

Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri


Yego Oya

Amagambo akwiye avuga ibice n’ingingo z’umubiri

Umwanzuro

Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.





activities

Ibyigwa


Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo

by’umubiri


activities

Ibyigwa

170 | P a g e



Gihamya Isuzuma

Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo


Yego Oya

Ifatana n’itandukana ry’amagambo

Umwanzuro

Ibitabo n’inyandiko byifashishijwe:

BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème, Edition

BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 1ère

Edition

CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.

CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),

Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré

Champion, Paris.

COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura

Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.

EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye, Kigali

FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain

Publishers, Kigali

FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain

Publishers, Kigali

FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain

Publishers, Kigali


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

171 | P a g e

GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions actuelles

dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université,

Bruxelles.

GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF

INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u Rwanda,

Imfashanyigisho ibanza, Kigali

KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS

MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC, Kigali

MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo mu

Cyiciro cya Gatatu, Kigali

UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo Nyarwanda

, Kigali.

VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.

172 | P a g e

C C M K K 4 0 1 - KISWAHILI KATIKA SEKTA TOFAUTI ZA KAZI

CCMKK401 Kutumia Kiswahili katika sekta tofauti za kazi

Daraja: 4 Saa zinazofaa

Idadi ya vipindi: 3 30

Idara: Zote

Mikondo: Yote

Wakati ilipoandaliwa: Januari, 2017

Lengo

Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:

Kutumia Kiswahili kwa kusikiliza, kusoma, kuzungumza na kuandika katika sekta

tofauti za kazi;

Kutumia istilahi/rejesta kimazungumzo, kwa kuhudumia wateja na wageni wa

kampuni;

Kutumia istilahi/rejesta zitumikazo kimaandishi katika idara mbali mbali za kazi;

Kutumia istilahi/rejesta za utatuzi wa migogoro kazini.

173 | P a g e

Ujuzi wa awali

Ustadi wa kutumia kiswahili wastani

Kitengo na vigezo vya kitengo

Kitengo kinaeleza mategemeo muhimu yanayohitajiwa.

Vigezo vya kitengo vimepangwa kupima ikiwa mwanafunzi anazingatia kitengo ifaavyo.

Mwishoni mwa moduli hii mwanafunzi atakuwa na uwezo wa:

Kitengo Vigezo vya kitengo

1. Kutumia kimazungmzo

istilahi/rejesta zinazohusiana na

kazi.

1.1 Uwezo wa kujitambulisha na kueleza kampuni na

shughuli zake;

1.2 Uwezo wa kupokea wageni/wateja kimazungumzo

kwa kutumia rejesta mahususi ;

1.3 Uwezo wa kuambatanisha lugha ya ishara na istilahi

mahususi.

2. Kutumia kimaandishi

istilahi/rejesta zinazohusiana na

kazi.

2.1 Uwezo wa kujaza fomu na kuandaa orodha kama

inavyotakiwa katika idara fulani za kampuni;

2.2 Uwezo wa kuandika na kufahamu maelekeo na

miongozo inayohitajika katika warsha/kampuni

2.3 Uwezo wa kueleza kazi na majina ya nafasi za kazi

katika kampuni.

3. Kutumia istilahi/rejesta za utatuzi wa

migogoro katika kampuni.

3.1 Uwezo wa kutoa migogoro inayoweza kujitokeza

kampuni;

3.2 Zingatio la wadau;

3.3 Matumizi ya istilahi za lugha zinazohusiana na utatuzi

wa migogoro kampuni.

174 | P a g e

LU 1: Kutumia kimazungmuzo istilahi / rejesta zinazohusiana na kazi.

1

Yanayotegemewa:

1. Uwezo wa kujitambulisha na kueleza kampuni na shughuli zake. 2. Uwezo wa kupokea wageni/wateja kimazungumzo kwa kutumia

rejesta mahususi. 3. Uwezo wa kuambatanisha lugha ya ishara za kiswahili na istilahi

mahususi. Saa 6

Yanayotegemewa 1.1: Uwezo wa kujitambulisha na kueleza kampuni na shughuli zake

Zoezi la kuigiza:

Msamiati wa

kujitambulisha;

Uchambuzi wa lugha ya

wahusika na tabia zao;

Muundo wa zoezi la

kujitambulisha na

kueleza kampuni.

o Kutazama zoezi la kuigiza;

o Kujadili katika makundi;

o Kuigiza mchezo mwenyewe;

o Kutunga mifano ya kujitambulisha na

kueleza kampuni.

- Kanda (CD);

- Mtandao ;

- Kamusi ya Kiswahili;

- Kipazasuti;

- Kinasa-sauti;

- Projekta.

Tathimini Endelezi /Arifu1.1

Vigezo vya kitengo

Kujitambulisha na kueleza kampuni na shughuli zake

Vifaa Kazi ya mwanafunzi Yaliyomo

175 | P a g e

Mwongozo wa Tathimini. Tathimini Endelezi/Arifu

Aina za thibitisho Vifaa

simulizi

Kanda ya filamu

Majibizano

Uwasilishaji

Yatakayochunguzwa Matokeo

Ndiyo Bado

Tawasifu

Kampuni yake

Shughuli za kampuni

Maoni

Yanayotegemewa 1.2: Uwezo wa kupokea wageni/wateja kimazungumzo kwa kutumia rejesta

mahususi.

Majibizano katika uwanja wa

kazi (Mazungumzo):

Msamiati wa kupokea

wateja;

Uchambuzi muundo

wa mazungumzo.

o Kufuata mazungumzo;

o Kubishana juu ya muundo katika

mazungumzo;

o Kuigiza mchezo mwenyewe;

o Kutunga mifano ya kupokea wageni;

- Kanda (CD);

- Mtandao ;


- Ubao;

- Chaki.


Vigezo vya kitengo

Kupokea wageni/wateja kimazungumzo kwa kutumia rejesta mahususi


176 | P a g e



simulizi

Kanda ya filamu

Majibizano

Usaili


Ndiyo Bado

Msamiati wa mapokezi

Misemo ya nidhamu

Ishara za mwili

Maoni

Yanayotegemewa 1.3: Uwezo wa kuambatanisha lugha ya ishara za kiswahili na istilahi

mahususi.

Hotuba zilizohifadhiwa:

Msamiati wa istilahi;

Uchunguzi wa ishara za

Kiswahili

zinazoambatanishwa na

masimulizi;

Maoni kulingana na

ishara za mhusika.

o Kufuata hotuba;

o Kuvumbua ishara

zinazoambatanishwa na masimulizi ;

o Kutoa maoni kuhusu ishara za

mhusika

o Kuwakilisha hotuba kwa kutumia

ishara iwezekanapo.

- Kanda (CD);

- Mtandao ;

- Kamusi

- Ubao;

- Chaki.


177 | P a g e




simulizi

Kanda ya filamu

Ishara kulingana na wageni

Uchangamfu kulingana na mazingira

Rejesta maalum


Ndiyo Bado

Ishara kulingana na wageni

Uchangamfu kulingana na mazingira

Rejesta maalum

Maoni

Vigezo vya kitengo

Kuambatanisha lugha ya ishara na istilahi mahususi.

178 | P a g e

LU 2: Kutumia kimaandishi istilahi/rejesta zinazohusiana na kazi

2

Yanayotegemewa:

1. Uwezo wa kujaza fomu na kuandaa orodha kama inavyotakiwa kwenye idara fulani za kampuni.

2. Ufahamu wa maelekeo na miongozo inayohitajika katika warsha/kampuni.

3. Uwezo wa kueleza kazi na majina ya nafasi za kazi Saa 10

Yanayotegemewa 2.1: Uwezo wa kujaza fomu na kuandaa orodha kama inavyotakiwa kwenye

idara fulani za kampuni

Makala kuhusu ushirikiano

wa idara tofauti katika

kampuni:

Msamiati unaofaa;

Uchambuzi wa makala;

Istilahi mbali mbali katika

makala.

o Kusoma makala;

o Kutambua istilahi za kazi katika

makundi;

o Kujaza fomu zinazoshirikisha idara

tofauti katika kampuni.

- Kanda (CD);

- Mtandao ;

- Kamusi ya

Kiswahili;

- Kipazasuti;

- Kinasa-sauti;

- Ubao na chaki;

- Projekta.

Tathimini Endelezi /Arifu 2.1

Vigezo vya kitengo

Kujaza fomu na kuandaa orodha kama inavyotakiwa


179 | P a g e



Thibitisho andishi

Kanda ya filamu

Maswali yakinifu


Ndiyo Bado

Rejesta zinazofaa

Walengwa

Maoni

Yanayotegemewa 2.2: Ufahamu wa maelekeo na miongozo inayohitajika katika

warsha/kampuni

Uchunguzi kuhusu vifaa katika

kampuni

Msamiati;

Utunzagi wa kifaa;

Uhusiano wa kifaa na

maelekeo au miongozo;

Maelezo ya kifaa na jinsi

kinavyotumika.

o Kuchunguza vifaa vya kampuni;

o Kusoma utunzagi wa kifaa;

o Kupatanisha maelekeo, miongozo na

utunzagi;

o Kuhitimisha na kuwasilisha utunzagi wa

kifaa fulani.

- Kanda (CD);

- Mtandao ;

- Kamusi ya kiswahili;

- Ubao;

- Chaki.


180 | P a g e




Thibitisho andishi

Kanda ya filamu

Maswali yakinifu


Ndiyo Bado

Lugha sanifu

Rejesta zinazofaa

Maoni

Yanayotegemewa 2.2: Kueleza kazi na majina ya nafasi za kazi katika kampuni

Makala ya kazi mbali mbali

Msamiati;

Kazi zipatikanapo;

Majina ya kazi;

Majina ya nafasi za kazi.

o Kusoma makala kwa kimya;

o Kusoma katika makundi;

o Kusoma kwa sauti;

o Kutoa kazi zipatikapo;

o Kutoa majina ya wafanyakazi.

- Vitabu vya habari za

kiswahili;

- Kanda (CD);

- projekta;

- Mtandao ;

- Kamusi ya kiswahili;

- Ubao;

- Chaki;


Vigezo vya kitengo

Kuandika na kufahamu maelekeo na miongozo inayohitajika katika

warsha/kampuni

181 | P a g e




Thibitisho andishi

Kanda ya filamu

Maswali yakinifu

Uwasilishaji


Ndiyo Bado

Kazi muhimu katika kampuni fulani

Majina ya nafasi za kazi hizo

Maoni

Vigezo vya kitengo

Kueleza kazi na majina ya nafasi za kazi katika kampuni.

182 | P a g e

LU 3: Kutumia istilahi/rejesta za utatuzi wa migogoro katika kampuni.

3

Yanayotegemewa:

1. Uwezo wa kutoa migogoro inayoweza kujitokeza kampuni 2. Zingatio la wadau. 3. Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa

migogoro kampuni.

Saa 10

Yanayotegemewa 3.1: Uwezo wa kutoa migogoro inayoweza kujitokeza kampuni

Tabaka mbali mbali katika

kampuni:

Viongozi;

Wafanyakazi;

Wateja/wageni;

o Kutoa migogoro inayoweza kujitokeza

baina ya tabaka hizo;

o Kutoa wajibu wa kila wadau;

o Kutoa mbinu za utatuzi;

- Kanda (CD);

- Mtandao ;


- Kipazasuti;

- Kinasa-sauti;

- Projekta.


Vigezo vya kitengo

Kutoa migogoro inayoweza kujitokeza kampuni


183 | P a g e



Thibitisho simulizi

Kanda ya filamu

Majibizano

Usaili

Uwasilishaji


Ndiyo Bado

Aina za migogoro

Majina ya migogoro

Maoni

Yanayotegemewa 3.2: Zingatio la wadau

Kifungu cha habari kuhusu

wadau:

Msamiati;

Wadau;

Mazingira ya wadau

(mahali,wakati).

o Kutoa tabia za wadau;

o Kutoa hisia za wadau;

o Uchambuzi wa mandhari.

- Vitabu vya vifungu vya

habari;

- Kanda (CD);

- Mtandao ;


- Ubao

- Chaki


Vigezo vya kitengo

Zingatio la wadau


184 | P a g e



Thibitisho simulizi

Thibitisho andishi

Kanda ya filamu

Majibizano

Uwasilishaji


Ndiyo Bado

Istilahi ya tabia za wadau

Istilahi ya hisia za wadau

Maoni

Yanayotegemewa 3.3: Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa migogoro

kampuni.

Kifungu cha habari (ya

mgogoro au ajali kazini):

Msamiati;

Istilahi za migogoro;

Istilahi za utatuzi wa

migogoro.

o Kusoma kifungu cha habari;

o Kutoa jedwali la migogoro na istilahi

inayotumiwa;

o Kutoa istilahi za utatuzi wa migogoro;

o Kuigiza utatuzi wa migogoro kwa kutumia

istilahi zinazofaa.

- Kifungu cha habari;

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki


Vigezo vya kitengo

Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa migogoro kampuni


185 | P a g e



Thibitisho simulizi

Kanda ya filamu

Majibizano

Uwasilishaji


Ndiyo Bado

Istilahi za kueleza migogoro

Istilahi za utatuzi wa migogoro

Maoni

186 | P a g e

C C M F T 4 0 1 - APPLICATION DES ELEMENTS DE LA LANGUE FRANCAISE

CCMFT401 Communiquer en appliquant les elements de la langue francaise

Niveau: 4 Heures d’apprentissage

Credits: 3 30

Section: Toutes

Option: Toutes

Date d'élaboration: Décembre, 2016

But visé

Ce module décrit l’application des éléments de la langue aux domaines techniques. A la fin

de ce module, l’apprenant sera capable de lire les différents textes techniques devant le

public, rédiger des textes simples et autres écrits techniques, appliquer certains éléments de

la littérature en rapport avec le métier, utiliser les expressions usuelles de la langue française

tels que jeux de rôles, devinettes, humours, proverbes et dictons et rédiger des lettres en

rapport avec le métier.

187 | P a g e

Prerequis pour le nouvel apprentissage

Non appliqué

Elements de competence et les Critères de performance

Les unités d’apprentissage décrivent les résultats essentiels d’une compétence

A la fin de ce module, l’apprenant sera capable de:

Elements de competence Critères de performance

1. Lire les différents textes techniques

devant le public.

1.1. Lecture correcte du texte en prose respectant la

ponctuation, la liaison et les accents ;

1.2. Application correcte des règles d’intonation et

d’accentuation dans un texte donné

1.3. Déclamation rythmée d’un poème sur le métier

2. Rédiger des textes simples et autres

écrits techniques.

2.1. Composition propre d’un texte sur le thème du

règlement intérieur du centre de

formation

2.2. Description précise des traits caractéristiques de son

métier

2.3. Exposition méthodique de son expérience personnelle

dans le métier

3. Appliquer certains éléments de la

littérature en rapport avec le métier.

3.1. Interprétation adéquate de jeux de rôle sur le métier

3.2. Interprétation adéquate de chansons sur le métier

3.3. Exploitation correcte du vocabulaire technique d’un

texte sur les transports des

matériels et produits de son métier

4. Utiliser les expressions usuelles de la

langue française jeux de rôles,

devinettes, humours liés au métier

4.1. Utilisation correcte des proverbes et des dictons de la

langue française en rapport avec le métier

4.2. Interprétation correcte des devinettes en rapport avec

le métier

4.3. Utilisation correcte des locutions et des maximes de la

langue française en rapport avec le métier

5. Rédiger les lettres en rapport avec le

métier.

5.1. Adaptation correcte des formules aux destinataires

5.2. Application correcte des formules de politesse

5.3. Structuration appropriée d’un écrit épistolaire

5.4. Organisation correcte de la mise en page d’une lettre

et le curriculum vitae

188 | P a g e

LU 1: Lire les différents textes techniques devant le public

1

Résultats d’apprentissage:

4. Lire le texte en prose respectant la ponctuation, la liaison et les accents.

5. Appliquer des règles d’intonation et d’accentuation dans un texte donné.

6. Déclamer un poème sur le métier. 6 Heures

Résultats d’apprentissage 1.1: Lire le texte en prose respectant la ponctuation, la liaison et

les accents.

Lecture du texte en prose

Ponctuation

Liaison

Accents

o Lire un texte en respectant la

ponctuation, la liaison et les accents.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et tableaux

feutres

- Projecteurs

- Flash Disk

Matériels tactiles

Evaluation Formative 1.1

Critère de performance

Lecture correcte du texte en prose respectant la ponctuation, la liaison et

les accents.

Ressources Activités d’Apprentissage Contenus

189 | P a g e

Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critere de

performance à observer atteint ou a atteint le résultat escompté

Types de preuves Instruments d’evaluation du portfolio

Preuves orales

Text écrit

Liste de contrôle Résultat

Oui Non

Lecture d’un texte en respectant :

La ponctuation

La liaison

Les accents

Observations

Résultats d’apprentissage 1.2: Appliquer des règles d’intonation et d’accentuation dans un

texte donné..

Règles d’intonation

Règles d’accentuation

Lire un texte en appliquant les règles

d’intonation et d’accentuation.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles


190 | P a g e




Types de preuves Instruments d’evaluation du portfolio

Preuves écrites

Preuves orales

Text écrit


Oui Non

Lecture d’un texte en appliquant les règles:

D’intonation

D’accentuation

Observations

Résultats d’apprentissage 1.3: Déclamer un poème sur le métier.

Rythmée d’un poème

Liaison

Pause

Ponctuation

Déclamer un poème e respectant le rythme en particulier la liaison, la pause et la ponctuation.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Matériels tactiles



Application correcte des règles d’intonation et d’accentuation dans un

texte donné

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Types de preuves Outils d’evaluation Portfolio

Preuves écrites

Preuves orales

Text écrit


Oui Non

Déclamation d’un poème en respectant le rythme, en particulier :

La liaison La pause La ponctuation

Observations


Déclamation rythmée d’un poème sur le métier

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LU 2: Rédiger des textes simples et autres écrits techniques.

2


1. Composer un texte sur le thème du règlement intérieur du centre de formation.

2. Décrire les traits caractéristiques de son métier. 3. Exposer de son expérience personnelle dans le métier.

6 Heures

Résultats d’apprentissage 2.1: Composer un texte sur le thème du règlement intérieur du

centre de formation. .

Composition d’un texte sur le

règlement intérieur du centre

de formation.

Composer un texte. - Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles





Précision nette de sa réponse relative au texte


193 | P a g e


Preuves ecrites

Rédiger un texte


Oui Non

Composition d’un texte en dégageant: L’introduction Le corps Composition d’un texte en décrivant au moins 3 caractéristiques de son métier.

Observations

Résultats d’apprentissage 2.2: Décrire les traits caractéristiques de son métier

Traits caractéristiques de

son métier

Composer un texte sur les caractéristiques de son métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles



194 | P a g e




Preuves écrites

Rédiger un texte.


Oui Non

Composition d’un texte en dégageant :

L’introduction Le corps La conclusion

Observations

Résultats d’apprentissage 2.3: Exposer de son expérience personnelle dans le métier.

Son expérience

personnelle dans le

métier.

Composer et exposer un texte sur

son expérience dans le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles




Précision nette de sa réponse relative au texte

195 | P a g e




Preuves ecrites

Preuves orales

Rédiger un texte et l’exposer


Oui Non

Composition et exposition d’un texte décrivant son expérience : Professionnelle Economique Socio-culturelle

dans le métier

Observations


Articulation convenable tenant compte de la ponctuation

196 | P a g e

LU 3: Appliquer certains éléments de la littérature en rapport avec son métier

3


1. Interpréter les jeux de rôle sur le métier. 2. Interpréter les chansons sur le métier. 3. Exploiter le vocabulaire technique d’un texte sur les

transports des matériels et produits de son métier.

6 Heures

Résultats d’apprentissage 3.1: Interpréter les jeux de rôle sur le métier

Jeux de rôle sur le métier

Scènes

Humour

Interpréter un jeu de rôle

humoristique sur le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles





Production effective d’avis personnels dans son argumentation devant

l’auditoire


197 | P a g e


Preuves écrites

Preuves orales

Rédiger un texte du jeu de rôle.


Oui Non

Interprétation d’ un jeu de rôles humoristique sur le métier en réalisant

l’humour et le comique par :

Les mots Les gestes Les répétitions Les situations

Observations

Résultats d’apprentissage 3.2: Interpréter les chansons sur le métier.

Chansons sur le métier

Scènes

Interpréter des chansons sur le

métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles


198 | P a g e





Preuves écrites

Preuves orales

Rédiger un texte du jeu de rôle.


Oui Non

Interprétation d’ un jeu de rôles humoristique sur le métier en réalisant

l’humour et le comique par :

Les mots Les gestes Les répétitions Les situations

Observations


Appliquer certains éléments de la littérature en rapport avec son métier

199 | P a g e

Résultats d’apprentissage 3.3: Exploiter le vocabulaire technique d’un texte sur les

transports des matériels et produits de son métier.

Vocabulaire technique

d’un texte

Transports des

matériels de son

métier

Transports des

produits de son métier

Identifier et définir le vocabulaire technique à travers un texte sur le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles





Preuves écrites

Preuves orales

Text ecrit


Oui Non

Application de trois (3) techniques de l’éloquence :

Observations


Application correcte des techniques de l’éloquence


200 | P a g e

LU 4: Utiliser les expressions usuelles de la langue française.

4


1. Utiliser des proverbes et des dictons de la langue française en rapport avec le métier

2. Interpréter des devinettes en rapport avec le métier 3. Utiliser des locutions et des maximes de la langue française

en rapport avec le métier 6 Heures

Résultats d’apprentissage 4.1. Utiliser des proverbes et des dictons de la langue

française en rapport avec le métier

. .

Proverbes de la langue

française liés au métier ;

Dictons de la langue

française liés au métier

Insérer les expressions usuelles

liées au métier dans son discours

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles



Utiliser les expressions usuelles de la langue en rapport avec le métier.


201 | P a g e




Preuves écrites

Preuves orales

Rédiger un texte et l’exposer.


Oui Non

Insertion d’expressions usuelles liées au métier : 3 Proverbes 3 Dictons

Idiomes

Observations

Résultats d’apprentissage 4.2 Interpréter des devinettes en rapport avec le métier

Devinettes liées au métier Répondre aux devinettes liées au métier

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs




Lecture méthodique respectant les éléments segmentaux et supra

segmentaux


202 | P a g e




Preuves écrites

Preuves orales

Rédiger un texte de jeu de rôle.


Oui Non

Déchiffrement de 5 devinettes liées au métier

Observations

Résultats d’apprentissage 4.3 Utiliser des locutions et des maximes de la langue française

en rapport avec le métier

Locutions de la langue

française liées au métier

Maximes de la langue

française liées au métier.

Interpréter un jeu de rôle en

utilisant des locutions et maximes

de la langue française en rapport

métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs




Production effective des messages personnels liés à son métier.


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Preuves ecrites

Preuves orales

Rédiger un texte de jeu de rôle.


Oui Non

Interprétation d’un jeu de rôles en utilisant : 2 locutions rapport avec le métier

Observations

204 | P a g e

LU 5: Exécuter les accords

5

Résultats d’apprentissage

1. Adaptation correcte des formules aux destinataires. 2. Application correcte des formules de politesse 3. Structurer d’un écrit épistolaire. 4. Organiser la mise en page d’une lettre et le curriculum vitae

6 Heures

Résultats d’apprentissage 5.1. Adaptation correcte des formules aux destinataires.

Formules aux destinataires Rédiger des lettres en faisant

correspondre les formules requises

aux destinataires

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles





Adaptation correcte des formules aux destinataires .


205 | P a g e


Preuves écrites

Preuves orales

Rédiger une lecture.


Oui Non

Rédaction d’une lettre ordinaire en faisant correspondre les formules requises aux destinataires :

Au début Au milieu

A la fin.

Observations

Résultats d’apprentissage 5.2 Application correcte des formules de politesse.

Formules de politesse Rédiger une lettre en y appliquant les formules de politesse.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs




Application correcte des formules de politesse


206 | P a g e




Preuves écrites

Preuves orales

Rédiger une lettre


Oui Non

Rédaction d’une lettre ordinaire en faisant correspondre les formules requises aux destinataires:

Au début Au milieu

A la fin.

Observations

Résultats d’apprentissage 5.3 Structurer d’un écrit épistolaire

Ecrit épistolaire. Structurer un écrit épistolaire. - Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- FMatériels tactiles



Structuration appropriée d’un écrit épistolaire .


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Preuves écrites

Preuves orales

Rédiger une lettre


Oui Non

Structuration d’un écrit épistolaire avec au moins 5 éléments caractéristiques

Observations

Résultats d’apprentissage 5.4 Organiser la mise en page d’une lettre et le curriculum vitae

Mise en page

Lettre

Curriculum vitae.

Organiser la mise en page

d’une lettre

Etablir un curriculum vitae.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs




Organisation correcte de la mise en page d’une lettre et le curriculum

vitae


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Preuves écrites

Preuves orales

Composition d’une letttre

Etablissement d’un curriculum vitae


Oui Non

Composition d’une lettre en indiquant:

Le lieu

La date L’auteur

Le destinataire

Les paragraphes dans le corps de la lettre

La signature

Le post-scriptum

Etablissement d’un curriculum vitae en en dégageant :

L’identification

Les études faites

Les diplômes obtenus

L’expérience professionnelle

Les préférences

La certification

La signature

Observations

209 | P a g e

C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT

CCMBP401 Develop a business plan


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module covers the skills, knowledge and attitude to develop a business plan which is

linked to organisational strategic outcomes and facilitates the achievement of service

delivery. The module will allow the learner to identify elements of business plan, develop

business plan in line with the identified elements, establish strategies to monitor, evaluate

and update the business plan (Contingency plan) and present a business plan.

210 | P a g e


Not applicable







1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance

with identified business idea.

1.2 Appropriate conduct of business feasibility study in line

with business environment analysis results

1.3 Correct definition of business plan elements

2. Write a business plan in line with the

identified elements

2.1 Proper description of the business in accordance with

business environment analysis results

2.2 Proper design of business production plan in line with

results from business environment analysis

2.3 Clear design of marketing plan in line with market

feasibility study and business products

2.4 Accurate develop of business staffing requirement plan

in line with business activities

2.5 Proper design of business financial plan in line with

business needs

3. Establish strategies to monitor,

evaluate and update the business plan-

contingency plan

3.1 Clear identification of risk in accordance with business

environment

3.2 Accurate assessment of risk associated to the business

in line with the business plan developed

3.3 Clear explanation of business contingency plan

concepts

3.4 Accurate development of contingency plan in

accordance of assessed risks

4. Present a business plan

4.1 Accurate preparation of business plan presentation in

accordance with business plan Clearly explain Clear

different ways to present the business plan

4.2 Appropriate presentation of a business plan

211 | P a g e

LU 1: Identify elements of business plan.

1

Learning Outcomes:

1. Analyse business environment in accordance with identified business idea.

2. Conduct business feasibility study in line with business environment analysis results

3. Define elements of business plan 4 Hours

Learning Outcome 1.1: Analyse business environment in accordance with identified business

idea.

Meaning of business environment

Meaning of business situation

Types of business environment.

Internal environment

Financial resources

Assets

Human resources

Technological resources

External environment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

Demographical environment

Natural environment

o Brainstorming

o Questions and answers

o Story telling

o Problem solving

o Role play

o Practical exercise

- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis

template

- Industry trends

analysis

template


212 | P a g e

Learning Outcome 1.1: Analyse business environment in accordance with identified business

idea. (Cont’d)

Current industrial trends analysis:

Industry rivalry (Degree of

competition among existing

firms)

Treat of substitutes (products

or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new

entrants)

SWOT analysis of the business

o Brainstorming


o Story telling

o Problem solving

o Role play


- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis template

- Industry trends analysis

template





Written evidence

Oral evidence

Product evidence

Multiple choice exercises

Essay& Cases study

True or false questioning

Sentence completion

Observation checklist

A produced industrial analysis


Proper analysis of business environment in accordance with identified business

idea.


213 | P a g e

Checklist Score

Yes No

Types of business environment.

Analysis of business environment

Current industrial trends analysis

SWOT analysis of the business

Observation

Learning Outcome 1.2: Conduct business feasibility study in line with business environment

analysis results

Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility

study

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Steps involved in feasibility analysis

Step 1. Conduct a preliminary

analysis

Step 2. Prepare a projected income

statement

Step 3. Conduct a market survey

Step 4. Plan business organization

and operations

Step 5. Prepare an opening day

balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

o Brainstorming


o Problem solving

o Story telling


- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Feasibility study

template


214 | P a g e





Written

Product evidence


Essay& Cases study


Sentence completion

Problem solving

A produced business feasibility study.

Checklist Score

Yes No

Identification of purpose of business feasibility study

Identification of components of business feasibility study

Performing steps involved in feasibility analysis

Observation


Appropriately conduct business feasibility study in line with business

environment analysis results

215 | P a g e

Learning Outcome 1.3: Define elements of business plan

Meaning of the term business plan

Difference between business plan and project plan

Importance of the business plan

The needs of the business plan Internal use External use

Elements of business plan Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan

Risk associated to the business Meaning of business risk Types of risks associated to the

business activities

o Brainstorming o Questions and answers o Story telling o Problem solving

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios





Written

Performance


Essay& Cases study


Sentence completion


Correctly define elements of business plan


216 | P a g e

Checklist Score

Yes No

Difference between business plan and project plan

Importance of the business plan

The needs of the business plan

Identification of business plan elements

Observation

217 | P a g e

LU 2: Write a business plan in line with the identified elements

2

Learning Outcomes:

1. Describe the business 2. Design business production plan in line with results from business

environment analysis 3. Design marketing plan in line with market feasibility study and

business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs

20 Hours

Learning Outcome 2.1: Describe the business

Title Page Business name Business logo Product mark Address Name of person who developed the

business In which month and year plan is

issued.

Executive summary the name and location of the

business Type of business to be done the industry/market of the business the uniqueness of the

products/services and what proprietary rights of the business

the current stage of development for the venture

the legal form of the organization and why

the key management personnel and what skills do they have that will help the business

o Oral presentation o Brainstorming o Questions and answers o Practical exercise

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template

Including questions that guiding trainee to write a business plan


218 | P a g e

Learning Outcome 2.1: Describe the business (Cont’d)

Executive summary (Cont’d) Projection of sales the break-even Who is requesting the funds For what purpose are the funds

being requested the expected benefits of this

investment to your company funds repayment collateral to be used to secure a

loan the business financial milestones

Description of the business The rationale of the business idea Structure of the business What is the type of the business

(Manufacturing? Services? Construction?

Business mission Business vision Business objectives Competitive advantage of the

business


- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template

Including questions that guiding trainee to write a business plan





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced business caver page and description of the business.


Proper description of the business in accordance with business environment

analysis results


219 | P a g e

Checklist Score

Yes No

Cover page- 1page

Executive summary-1 page

Description of the business

Reflecting business idea

Observation

Learning Outcome 2.2: Design business production plan in line with results from business

environment analysis

Product design Branding and Packaging

Business premises and plant location Location and reason of the choice House or land for the production

Equipment and machinery required types, quality and quantity for the

production

Production planning process under which the production

will pass through

Raw materials The amount of raw materials

needed to produce a given quantity of product

Amount of each ingredient that will be needed to formulate a batch/set of product

Competing technologies the technology to be used during the

production process technologies that should be

developed by other and affect your business


- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan

template Including questions that guiding trainee to write a business plan


220 | P a g e

Learning Outcome 2.2: Design business production plan in line with results from business

environment analysis (Cont’d)

Manufacturing and operations the cost of manufacturing Reduction of the manufacturing cost

Quality control and ongoing service plan to avoid defects or imperfections

of products Monitoring or inspection that you

intend to build into the production process

strategies will you use to satisfy the customer changing preferences

Labour requirements Types of workers needed during

production process the required skills of each workers

Operations The design of your production

operations

Utilities and office consumables Consumables needed in the

production

Packaging equipment required Types of materials that you will use to

package your product Source of supply and the quantity

needed The terms and conditions of suppliers

Importance of business product





221 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced production plan of the business.

Checklist Score

Yes No

Product design Identification of business premises and plant location Estimation of equipment and machinery required Designing production planning Estimation of raw materials Setting competing technologies Manufacturing and operations Quality control and ongoing service Labour requirements Operations Utilities and office consumables Packaging equipment required Importance of business product

Observation


Proper designing of business production plan in line with results from business

environment analysis

222 | P a g e

Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business

products

Market research (Customer description)

Market Analysis Geographical location of the customers The size of the different market

segments? The current and past trends affecting the

market you plan to enter

Competition analysis Major competitors the SWOT of your competitors Use their weakness to compete them strategy to address the threats

Target market core customer group of customers that made you to start

your business

Marketing objectives market share The level of sales Market intermediaries

Product description Product positioning the proportions of sales revenue for each

type of product/service Economic value of your products/services

Price of products/services

Place Where will you locate your business and

why At which market will you sell your

product? What is channel of distribution of your

product

Promotion How will you communicate to customers

the availability of your product How will you offer discount to customer

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that

guiding trainee to

write a business

plan


223 | P a g e

Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business

products (Cont’d)

Market Strategies What will be the partners of your

business How will you manage your

customers How will you increase market

share

Ongoing marketing evaluation What methods will you use to

track customer satisfaction What methods will you use to

track the effectiveness of your marketing activities

What communication will you use to get feedback from customers

Marketing budget What will be the cost of

marketing activities

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan template

Including questions

that guiding trainee to

write a business plan





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced marketing plan of the business plan.


Clearly design marketing plan in line with market feasibility study and business

products


224 | P a g e

Checklist Score

Yes No

Market research Target market Marketing objectives Product description Price Place Promotion Market Strategies Ongoing marketing evaluation Marketing budget

Observation

Learning Outcome 2.4: Design business staff in line with business activities

Job analysis What are the business

activities

Job description How each task will be

performed

Job specifications What are the performance

requirements to a specific task

Organizational structure What is the hierarchy of the

staff

- Oral presentation - Brainstorming - Questions and answers - Practical exercise




225 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced developed business staff.

Checklist Score

Yes No

Job analysis

Job description

Job specifications

Organizational structure

Observation


Accurately develop business requirements in terms of staffing in line with

business activities

226 | P a g e

Learning Outcome 2.5: Develop business financial plan in line with business needs

Total cost

Start-up requirements plan Cost items (What are the cost items

your business will need in its first year of implementation

Cost : how much each item cost Source of funds: what are the source

of fund: What is the share owner

Projected cash flow statement for the first three years what is the estimated profit in three years?) Details Period of twelve months

Projected Income: Profit & Loss statement for the first three years How your business will vary in

term of income for 3 years

Projected balance sheet for the first three years What will be the financial position

of your business in the first three years

Liquidity ration What is the business ability to pay

its short term obligations

Debt Equity ratio

Return of investment ratio What is profitability percentages on

business performance How efficiently the company will use

their total assets base to generate sales

Breakeven point At which point your business, product

will become financially viable

Payback period At which period the business will

cover cash invested on its asset

Projected sales plan

Loan payment plan


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan



227 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced business financial plan.

Checklist Score

Yes No

Total cost

Start-up requirements plan

Projected Income (Profit & Loss) statement for the first three years

Projected balance sheet for the first three years

Projected cash flow statement for the first three years

Liquidity ration

Debt Equity ratio

Return of investment ratio

Breakeven point

Payback period

Projected sales plan

Loan payment plan

Observation


Properly design business financial plan in line with business needs

228 | P a g e

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan).

3

Learning Outcomes:

1. Analyse risk in accordance with business environment 2. Assess identified risks in accordance with business plan

developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks

3 Hours

Learning Outcome 3.1: Analyse risk in accordance with business environment

Meaning of Monitoring, Evaluation and Updating business plan

Important tools used in updating business plan CANVAS model Marketing plan review

Importance of Monitoring and Evaluation

Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification tools:

SWOT Analysis PESTEL Analysis

Estimate risks (Quantitative and Qualitative risk estimation)

Risk estimation tools: Risk impact chart Probability chart

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Risk analysis

template


229 | P a g e





Written evidence

Oral


Essay& Cases study


Sentence completion


Checklist Score

Yes No

Meaning of monitoring, evaluation and updating business plan

Important tools used in updating business plan

Meaning of risk analysis

Importance of risk analysis

Steps involved in risk analysis

Steps involved in risk analysis

Observation


Clearly identified risk in accordance with business environment

230 | P a g e

Learning Outcome 3.2: Assess identified risks in accordance with business plan developed

Factors influencing risks assessment

SWOT analysis

What factors are critical for

the success of your plan?

What risk does your plan

should face?

Analyze the source of the

risk, the probability of it

happening and the effects

What measures can you take

to avoid these risks?

Define operational plan

PESTEL analysis

What factors are critical

for the success of your

plan in relation with

politics, economy, social,

technological,

environment and legal

What measures can you

take to avoid these risks

Define operational plan

o Brainstorming

o Oral presentation

o Group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer





Accurately assess risk associated to the business in line with the business plan

developed


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Written evidence

Oral


Essay& Cases study


Sentence completion


Checklist Score

Yes No


Observation

Learning Outcome 3.3: Explain business contingency plan concepts

Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

o Brainstorming on identifying

meaning of key words

o Oral presentation

o Group discussion



o Internet research

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer





Briefly explain business contingency plan concepts


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Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced schedule

Checklist Score

Yes No





Observation

Learning Outcome 3.4: Development contingency plan in accordance of assessed risks

Steps involved in contingency plan

Identifying requirements related to

specific contingency plan

Cost Calculation of requirements

identified

Appreciation of company capacity

to cover risks identified

Decide choice to undertake

Adaptation

Complementarity

Abandon

Specific strategies to make the

contingency plan operational

Describe the risk statement

Define the protocol

o Brainstorming

o Oral presentation

o Group discussion


o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Role play scenarios

- Business plan

- Computer


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Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced contingency

Checklist Score

Yes No

Steps involved in contingency plan

Specific strategies to make the contingency plan operational

Observation


Accurate development of contingency plan in accordance of assessed risks

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LU 4: Present a business plan

4

Learning Outcomes:

1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan

3 Hours

Learning Outcome 4.1: Explain different ways to present the business plan

Purpose of business plan presentation Financing support Strategic orientation Attracting investors

Types of preparation required Content preparation Material preparation Psychological preparation

Steps involved in preparation of business plan presentation

Analyze your audience Select a topic Define the objective of the presentation

of business plan. Prepare the body of the business plan to

be presented and anticipate the questions from audience

Prepare the suggestions and conclusion. Practice delivering the presentation of

business plan

Presentation content Business idea Market Marketing strategy

o Brainstorming

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer


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Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced presentation of business plan

Checklist Score

Yes No

Purpose (Why) of business plan presentation

Types of preparation required

Steps involved in preparation of business plan presentation

Observation


Accurately prepare of business plan presentation in accordance with business

plan

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Learning Outcome 4.2: Explain different ways to present the business plan

The business plan shall be presented

shareholder

stakeholder

Procedures involved in business plan

presentation

Connect with your audience

Business like

Simple language

Presentation touch at a

personal level

Paint a picture in your audience’ minds

Pick out great images and

visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Graph

o Brainstorming Questions

and answers

o Group discussion

o Role play

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Computer

- Internet





Written evidence

Oral


Essay& Cases study


Sentence completion



Clearly explain different ways to present the business plan


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Checklist Score

Yes No

Types of audience to whom to present a business plan

Procedures involved in business plan presentation

Observation

Learning Outcome 4.3: Present a business plan

Techniques to present your business plan Only write key points Don’t read them, speak about

them Use visualization, pictures,

symbols, colours, tables Short, concise, come to the point,

not more than 10 min. React positive to questions Use body language, voice,

appearance Try to convince

Integrating comments, suggestions and remarks in the business plan

Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration

o Brainstorming o Group discussion o Questions and answers o Role play

o Internet o Reference books o Case studies o scenarios o Computer o Internet





Appropriately present a business plan


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Written evidence

Oral

Performance


Essay& Cases study


Sentence completion


Video

photos

Checklist Score

Yes No

Techniques to present your business plan

Integrating comments, suggestions and remarks in the business plan

Planning to maintain and enforce relationship with stakeholders (audience) for further

collaboration

Observation

References:

Omagor, P. a. (2010). Entrepreneurship education for advanced level students.

Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,

third edition. Uganda: Kyambogo University.

SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education

Limited.

Read more: http://www.businessdictionary.com/definition/breakeven-point.html

http://www.businessdictionary.com/definition/breakeven-point.html

239 | P a g e

C C M I A 4 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA401 Integrate the workplace


Credits: 30 300

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitudes required to integrate the

learners/internee in workplace for an industrial attachment program. The module will allow

the learner to investigate and secure industrial attachment place, deal with workplace

challenges, comprehend the whole process of the industrial attachment program and be able

to demonstrate the competencies acquired at school in the real workplace.

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All the modules covered at REQF level 4.







1. Investigate and secure industrial

attachment place

1.1 Accurate description of types of industries

1.2 Appropriate mapping of the industry organizational

structure

1.3 Proper identification of importance of industrial

attachment

1.4 Accurate collection of information on different

industries where one can carry his/her IAP

1.5 Proper selection of industrial attachment place based

on training package

1.6 Appropriate application of correspondences

2. Deal with workplace challenges 2.1 Proper identification of industrial attachment

challenges

2.2 Careful development of ways/ strategies to overcome

industrial attachment challenges

2.3 Regular creativity and innovation in accordance with

work situation

3. Get briefed on industrial attachment

program

3.1 Proper setting of industrial attachment goals.

3.2 Proper description of IAP documents

3.3 Clear explanation on how IAP assessment is conducted.

4. Develop one’s competencies on the

workplace

4.1 Expected competencies are fully developed

4.2 Trainee logbook is completely and well filled

4.3 Proper description of gained work experience

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LU 1: Investigate and secure industrial attachment place.

1

Learning Outcomes:

1. Describe types/categories of industry. 2. Map the industry organizational structure 3. Identify importance of industrial attachment 4. Collect information on different industries 5. Select industrial attachment place based on training package 6. Apply correspondences 10 Hours

Learning Outcome 1.1: Describe types/categories of industry.

Definition of terms Firm Sector Industry Company Organization Factory Enterprise

Industry classification Primary industry Genetic industry Extractive industry Manufacturing industry Construction industry Service industry

Industry sectors

o Small group work

o Large group discussion

o Observation of pictures

o Presentation of videos

o Group discussions

o Group work on the industry

classification.

o Site visit

- Pictures and videos of

various industries

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

categories of industry



Accurate description of types of industries.


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Written evidence

Oral evidence

Product evidence

Essay (extended responses) Sentence completion Expose /presentation

Concept / mind map (organizational chart)

Checklist Score

Yes No

Types of industries

Industry classification

Industry sectors

Observation

Learning Outcome 1.2: Map the industry organizational structure

Purpose of organizational

structure

Benefits to use

organizational chart

Types of organizational

structure.


o Individual work

o Pair work

o Small group work


o Learning through pictures.

o mapping the industry

organizational structure

- Sample of organizational

structure

- Reference books

- Chalkboard

- Projector

- Power Point presentation

on mapping the industry

organizational structure

- Pictures



Appropriate mapping of the industry organizational structure.


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Written

Oral evidence

Expose /presentation Concept / mind map (organizational chart)

Checklist Score

Yes No

Organizational Chart

Observation

Learning Outcome 1.3: Identify importance of industrial attachment

Benefits of IAP

Characteristics of IAP

o Small group work


o Asking questions

o Group work on the IAP

characteristics.

o Research on IAP.

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

importance of

industrial attachment





Proper identification of importance of industrial attachment


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Written

Oral evidence

Multiple choice True or false question Matching Sentence completion Expose /presentation

Learning Outcome 1.4: Collect information on different industries

industry location

Industry type

Industry size

o Observation of the environment

o Research on the industry types

and size

o Guided learning on how to collect

information

o Learning through maps

o Asking questions

o Group work on the given topic

o Industry visit

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

collection of

information on

different industries




Checklist Score

Yes No

Importance of industrial attachment

Observation


Accurate collection of information on different industries where one can carry

his/her IAP.


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Written

Oral



Learning Outcome 1.5: Select industrial attachment place based on training package.

IAP selection criteria

Training package

Tasks related to the field.

Working hours

o Reflection on the training

package

o Pair sharing of selection criteria

of IAP place

o Discussions

o Asking questions

o Industry visit

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

selection of industrial

attachment)




Checklist Score

Yes No

Information about:

industry location

Industry type

Industry size

Recorded information on different industries where one can carry out his/her IAP

Observation


Proper selection of industrial attachment place based on training package


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Oral

Question and answer

Learning Outcome 1.6: Apply correspondences

Use of workplace documents.

IAP application letter

Curriculum vitae

E-mail

Complain letter

Thanks letter

o Research on how to use

workplace documents

o Guided learning on how to

write workplace documents

o Asking questions

o Group work on the

interpretation of the workplace

documents

- Sample of IAP

application letter

- Sample of Curriculum

vitae

- Sample of Complain

letter

- Sample of thanks letter

- Reference books

- Chalkboard

- Projector

- Correspondences




Checklist Score

Yes No

Appropriate industrial attachment place based on training package

Observation


Appropriate application of correspondences.


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Written

Product

Short responses

Different Workplace documents

Checklist Score

Yes No

Workplace documents / completed Checklist

Essential element of workplace documents

Observation

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LU 2: Deal with workplace challenges.

2

Learning Outcomes:

1. Identify industrial attachment challenges 2. Develop ways/strategies to overcome industrial attachment

challenges 3. Discuss creativity and innovation at work place

20 Hours

Learning Outcome 2.1: Identify industrial attachment challenges

IAP challenges (before ,During and

After)

Budget issues

Cope with a new work situation

Insufficient of industrial

attachment place

Lack of assistance from industrial

attachment in charge

Industry attitude toward interns

o Observation of the

environment

o Group discussion on IAP

challenges

o Pair sharing of IAP challenges.

- Reference books

- Projector

- Power Point presentation

on creativity and

innovation





Proper identification of industrial attachment challenges.


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Written evidence

Oral



Matching

Sentence completion

Expose (presentation).

Checklist Score

Yes No

List Possible industrial attachment challenges.

Observation

Learning Outcome 2.2: Develop ways/strategies to overcome industrial attachment challenges

Effective strategies to enhance IAP

Partnership with industries

Collaboration/Regular contact

Early Preparation of IAP

Tips for Overcoming Your IAP

Challenges

Being patient

Meet new people

Effective communication

o Pair sharing on effective

strategies to enhance IAP

o Brainstorming on the way to

overcome IAP challenges.

o Research on effective

strategies and tips to

overcome IAP challenges

o Asking questions

o Group discussion on ways to

overcome IAP challenges

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

creativity and

innovation



Careful development of ways/ strategies to overcome industrial attachment

challenges.


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Written evidence

Performance

Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.

Checklist Score

Yes No

Possible ways/strategies to overcome industrial attachment challenges

Observation

Learning Outcome 2.3: Discuss creativity and innovation at work place

Ways to develop creativity in

the workplace.

Ways to promote innovation

in your workplace.

o Pair sharing of effective ways to

promote creativity and innovation

o Research on good ways to develop

creativity and innovation

o Asking questions

o Discussions on ways to promote and

develop creativity and innovation

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

creativity and

innovation)





Regular creativity and innovation in accordance with work situation.


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Written evidence

Multiple choice True or false question

Essay (short responses /extended responses)

Checklist Score

Yes No

List of possible ways to develop creativity and innovation on the workplace

Observation

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LU 3: Get briefed on industrial attachment program.

3

Learning Outcomes:

1. Set industrial attachment goals. 2. Describe of IAP documents. 3. Explain how IAP assessment is conducted.

5 Hours

Learning Outcome 3.1: Set industrial attachment goals.

Goals of industrial attachment

o Group discussion on the IAP

goal

o Research on the IAP goals

o Asking questions

o Individual work on the

setting of own IAP goals

- Hand out on industrial

attachment goals.





Written evidence

Oral

Essay (short responses /extended responses) Multiple choice True or false question Question and answer


Proper setting of industrial attachment goals.


253 | P a g e

Checklist Score

Yes No

Essential elements of IAP documents

Observation

Learning Outcome 3.2: Describe of IAP documents.

IAP Logbooks:

IAP list of competencies to be

developed

IAP attendance sheet

IAP agreement

IAP report form

IAP Evaluation form

IAP interview form

o Presentation

o Small group work on the

interpretation of IAP

logbooks

o Exercise on the completion

of IAP logbooks

o Guided learning on how to

complete IAP logbooks

- Logbooks





Written evidence

Oral


Essay& Cases study


Sentence completion



Accurately assess risk associated to the business in line with the business plan

developed


254 | P a g e

Checklist Score

Yes No


Observation

Learning Outcome 3.3: Explain how IAP assessment is conducted.

Written tests

Performance evidence(marked by company supervisor)

Respond to interview questions

o Presentation by trainees and trainer

o Discussion on IAP assessment is conducted

o Asking questions

- Vocational tools - Task sheets





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced schedule


Briefly explain business contingency plan concepts


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Checklist Score

Yes No





Observation

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LU 4: Develop one’s competencies on the workplace.

4

Learning Outcomes:

1. Develop competencies related to one’s field. 2. Fill in trainee logbook 3. Describe gained work experience

280 Hours

Learning Outcome 4.1: Develop competencies related to one’s field.

o Preform daily workplace routine tasks related to one’s field.

- Industry tools, equipment and consumables related to one’s field





Expected competencies are fully developed.


257 | P a g e


Performance

Product

Checklist Score

Yes No

List of well performed activities

tasks given by industry (checklist)

Observation

Learning Outcome 4.2: Fill in trainee logbook

o Complete trainee logbook

o Complete IAP reports

o Complete IAP Evaluation

o Conduct IAP interview

- logbooks





Trainee logbook is completely and well filled.


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Performance

Product

Checklist Score

Yes No

List of well performed activities/ tasks given by industry (checklist)

Observation

Learning Outcome 4.3: Describe gained work experience

o Presentation on work experience related to one’s field

- Questionnaires related to work experience.





Written evidence

Oral


Essay (short responses / extended responses)photos


Proper description of gained work experience.


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Checklist Score

Yes No

Brief presentation of experience gained during the industrial attachment period

Observation

References:

1. http://www.differencebetween.net/business/difference-between-factory-and-industry/

2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-

attachment/

3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html

4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/

5. https://www.edrawsoft.com/why-use-orgchart.php

6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-

structure/

7. http://www.differencebetween.com/difference-between-company-and-vs-industry/

8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition

9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-

workplace-improve-innovation/

10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html

11. https://www.thebalance.com/creating-a-document-management-system-2948084

12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content

13. https://bizfluent.com/how-5093085-write-daily-report.html

14. https://resources.workable.com/supervisor-job-description

15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program

(IAP)-challenges/

16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Tra

ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3

a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf

17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-

Industrial Attachment Program (IAP)s

18. Adu peproh J., Frank.B.K Twenefour (2015) industrial training program of polytechnics in Ghana:

the pertinent issues, Ghana

http://www.differencebetween.net/business/difference-between-factory-and-industry/

https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/

https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/

http://smallbusiness.chron.com/purpose-organizational-structure-3812.html

http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/

https://www.edrawsoft.com/why-use-orgchart.php

http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/

http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/

http://www.differencebetween.com/difference-between-company-and-vs-industry/

https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition

http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-improve-innovation/

http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-improve-innovation/

http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html

https://www.thebalance.com/creating-a-document-management-system-2948084

http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content

https://bizfluent.com/how-5093085-write-daily-report.html

https://resources.workable.com/supervisor-job-description

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Training_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf



https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-internships

https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-internships

260 | P a g e

F B S W I 4 0 1 - WORKPLACE IMPROVEMENT

FBSWI401 Contribute to workplace improvement


Credits: 10 100

Sector: Hospitality and tourism



Purpose statement

This module describes the performance outcomes, skills and knowledge required to generate

and propose ideas for improvements to workplace practices, services or products. It requires

the ability to identify areas for improvement, generate appropriate ideas or solutions, and

discuss and review their appropriateness.

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Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.




Elements of competence Performance criteria

1. Identify areas for improvement 1.1. Clear identification of own role and others. 1.2. Proper identification of opportunities for

improvement. 1.3. Careful checking and clarification of the area for

improvement.

2. Generate ideas for improvement.

2.1. Relevant generation of a range of ideas or solutions.

2.2. Relevant gathering of information. 2.3. Relevant review of ideas for practicality. 2.4. Suitable development of ideas based on

information collection and review

3. Share ideas 3.1. Correct identification of people who can contribute to the ideas for improvement to work practices, services or products.

3.2. Appropriate selection of communication methods for discussing ideas.

3.3. Proper sharing and discussion of ideas, considering all opinions.

3.4. Correct review of feedback and modification of ideas in response to feedback

4. Implement ideas for improvement.

4.1. Appropriate exploration of processes required to implement suggested improvements to work practices, services or products.

4.2. Appropriate presentation of ideas to concerned people.

4.3. Proper review of process for developing, discussing and presenting ideas and identify how things could be done better.

262 | P a g e

LU 1: Identify areas for improvement

1

Learning Outcomes:

1. Identify own role and others. 2. Identify opportunities for improvement. 3. Check and clarify the area for improvement.

40 Hours

Learning Outcome1.1: Identify own role and others

Identification of: Responsibilities Weaknesses

o Brainstorming o Group discussion

- Books - News papers - Internet


Assessor may collectamong the following evidences and make judgements on whether the



Written List down your duties and responsibilities


Clear identification of own role and others.


263 | P a g e

Checklist Score

Yes No

Responsibilities

Weaknesses

Observation

Learning Outcome 1.2: Identify opportunities for improvement

Internal opportunities: Management style Organizations culture

External opportunities Policies Industry trends

o Brainstorming o Group discussion o Research






Written Matching questions

Ticking questions

Essay

Checklist Score

Yes No

Opportunities

Management style

Organizations culture


Proper identification of opportunities for improvement.


264 | P a g e

policies

Industry trends

Observation

Learning Outcome 1.3: Check and clarify area for improvement

Checking procedures Observe the problem Check the area to

improve observe inefficient work

practices Observe unsuitable

practices and process

o Brainstorming o Small group discussion






Written

• Matching questions • Ticking questions • Essay

Checklist Score

Yes No

Checking procedures

Observe the problem

Check the area

Observation


Careful checking and clarification of the area for improvement.


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LU 2: Generate ideas for improvement

2

Learning Outcomes:

1. Generate a range of ideas or solutions 2. Gather information 3. Review ideas for practicality 4. Develop ideas based on information collection and review

30 Hours

Learning Outcome 2.1: Generate a range of ideas or solutions

Ideas and solutions : Consult colleague or supervisor Consider how work practices is

done in other workplaces Develop check list







Written evidence

Matching questions

Essay

True or false


Relevant generation of a range of ideas or solutions.


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Checklist Score

Yes No

Ideas and Solutions:

Consult colleague or supervisor

Consider how work practices is done in other workplaces

Develop checklist

Observation

Learning Outcome 2.2: Gather information

Generate information

Customers feed back Staff Managers Other people from outside

o Brainstorming o Discussion






Written evidence

Matching questions

Open ended questions

Essay


Relevant gathering of information.


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Checklist Score

Yes No

Source of information:

Customers feed back

Staff

Managers

Other people from out side

Observation

Learning Outcome 2.3: Review ideas for practicality

Selection of ideas: Ideas that can work well Ways of developing the

idea

o Small group discussion o Brainstorming o Individual presentation






Written evidence True or false

Checklist Score

Yes No

Analysis of ideas:

Ideas that can work well

Ways of developing the idea

Observation


Relevant review of ideas for practicality.


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Learning Outcome 2.4: Develop ideas based on information collection and review

Developing ideas

Think through all aspects of ideas Time required Resources needed

o Group discussion o Brainstorming






Written evidence List down the procedures for developing suitable ideas

Checklist Score

Yes No

Think through all aspects of ideas

Time required

Resources needed

Observation


Suitable development of ideas based on information collection and review


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LU 3: Share ideas

3

Learning Outcomes:

1. Correct identification of people who can contribute to the ideas for improvement to work practices, services or products.

2. Appropriate selection of communication methods for discussing ideas.

3. Proper sharing and discussion of ideas, considering all opinions. 4. Correct review of feedback and modification of ideas in response to

feedback

20 Hours

Learning Outcome3.1 Identify people who can contribute to the ideas for improvement to

work practices, services or products.

People who can contribute ideas’ Those who can challenge Support Fund

Promote or provide technical

knowledge for the ideas







Written evidence

Circle the appropriate answer


Correct identification of people who can contribute to the ideas for

improvement to work practices, services or products.


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Checklist Score

Yes No

The managers

Supervisors

Colleagues

Suppliers

Customers

Observation

Learning Outcome 3.2: Select communication methods for discussing ideas

Communication methods: Telephone Emails Writing Meeting Face to face







Written evidence

Matching questions

Essay


Appropriate selection of communication methods for discussing ideas.


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Checklist Score

Yes No

Telephone

Face to face

Emails

Letters

Fax

Observation

Learning Outcome 3.3.Share and discuss ideas, considering all opinions

Active listening

Ask questions

Understanding and accepting the opinions and ideas of others Consider health and safety as

well as cross culture implications







Written evidence

Essay

Matching questions

True or false

Checklist Score

Yes No

Active listening

Ask questions

Understanding and accepting the opinions and ideas of others


Proper sharing and discussion of ideas, considering all opinions


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Consider health and safety as well as cross culture implications

Observation

Learning Outcome 3.4: Review feedback and modification of ideas in response to feedback

Consider the important ideas Modifications of customer

feedback







Written evidence

What do we use to get information from customers?

Checklist Score

Yes No

Active listening

Ask questions

Understanding and accepting the opinions and ideas of others

Consider health and safety as well as cross culture implications

Observation


Correct review of feedback and modification of ideas in response to feedback


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LU 4: Implement ideas for improvement

4

Learning Outcomes:

1. Explore processes required to implement suggested improvements to work practices, services or products.

2. Present ideas to concerned people. 3. Review of process for developing, discussing and presenting ideas

and identify how things could be done better. 20 Hours

Learning Outcome 4.1Explore processes required to implement suggested improvements to

work practices, services or products.

Steps for implementation Create a new strategy Check the budget Follow the strategy Engage staff Make follow up

Brainstorming

Group discussion






Appropriate exploration of processes required to implement suggested

improvements to work practices, services or products.


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Write down ways of exploration for implementation of suggested improvement

Checklist Score

Yes No

Important ideas are considered

Comment form

Suggestion box

Customer feedback modification

Observation

Learning Outcome 4.2: Present ideas to concerned people

Talking in public

Reporting systems

Supervisors

Bar tenders

o Discussion o Presentation






Appropriate presentation of ideas to concerned people.


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Written evidence Who are the people concerned in the idea presentation

Checklist Score

Yes No

Important ideas are considered

Comment form

Suggestion box

Customer feedback modification

Observation

Learning Outcome 4.3: Review process for developing, discussing and presenting ideas and

identify how things could be done better

Identify the different ways of developing ideas

Talk to the supervisor

Present the idea to right person

o Brainstorming o Group discussion o Individual presentation o Scenario






Written evidence Matching questions

Essay


Proper review of process for developing, discussing and presenting ideas and

identify how things could be done better


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Checklist Score

Yes No

Create a new strategy

Check the budget

Follow the strategy

Engage staff

Make follow up

Observation

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F B S B O 4 0 1 - STOCK ORDERS PROCESSING

FBSSO401 Process stock orders


Credits: 12 120




Purpose statement

This module describes the performance outcomes, skills and knowledge required to carry out

bar operations in a range of hospitality enterprises. The module involves the service of a range

of alcoholic and non-alcoholic beverages commonly found in a bar.

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Not applicable







1. Check stock 1.1. Proper making of physical inventory 1.2. Proper checking of the stock records 1.3. Proper comparison between closing stock and

opening stock

2. Verify demand 2.1. Accurate reception of information from colleagues about client’s reservation

2.2. Proper checking of previous estimated stocks 2.3. Adequate consideration of stock turnover, stock

levels and customer’s

3. Order stock 3.1. Proper maintenance and recording of stock levels ensuring information is complete, correct and current.

3.2. Accurate filling of requisition form 3.3. Proper handover of requisition form to concerned

personnel 3.4. Accurate filling and delivering of local purchasing

order(LPO)

4. Follow up orders 4.1. Suitable monitoring of the delivery process to ensure agreed deadlines.

4.2. Proper reminding about quality of goods ensuring that it is protected from loss, contamination, and spoilage and temperature abuse.

4.3. Proper exchange of information between supplier and purchaser

4.4. Proper confirmation of goods to be delivered

279 | P a g e

LU 1: Check stock

1

Learning Outcomes:

1. Make physical inventory 2. Check the stock records 3. Compare between closing stock and opening stock

40 Hours

Learning Outcome1.1: Make physical inventory

Introduction

Stock inventory

Physical inventory

Procedures:

Step1. Planning for a Physical

Inventory:

Clearly define roles and responsibilities

Establish a schedule Notify affected parties Purchase necessary supplies Prepare the storage area Organize staff to help you to

count Develop written physical

inventory Instructions

Establish clear cutoff guidelines

Step2. Conduct physical count: Review Counting Instruction

o Brainstorming physical inventory

o Role play physical inventory o Group discussion physical

inventory procedures o Practical exercise on physical

inventory

- Audio-visual equipment

- Books - Internet - Pictures - Projector - Mark pen - Flip chart - Laptop


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Control Inventory Tags Count Inventory Twice

Step3. Reconciling physical inventory; Determine The Amount Per Item Determine The Amount Per

General Ledge Determine The Difference Compare the quantity on hand to

the quantity used or sold during the year

Stock categories : Perishable Non- perishable





Written evidence



Essay


Checklist Score

Yes No

Procedures:

Planning

Counting

Reconciliation

Items groups

Observation


Proper taking of physical inventory

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Learning Outcome 1.2: Check the stock records

Meaning of stock record accuracy

Importance of stock records checking

Sources of information:

Inventory List

Order Sheet

Bin Cards

Damage Notes

Techniques of checking :

Proof reading

Compare

Analysis

o Brainstorming Importance of stock records checking

o Group discussion on checking of the stock records

o practical exercise on

checking of the stock

records


- Books - Internet - Pictures - Projector - Mark pen - Flip chart - Laptop - Sample

Inventory List - Sample Order

Sheet - Sample Bin

Cards - Damage Notes





Written evidence


Identify the different items on the stock records

Checklist Score

Yes No

Sources of information :

Inventory list

Order sheet

Reading

Observation


Proper checking of the stock records


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Learning Outcome 1.3: Compare closing stock and opening stock

Definitions:

Opening stock

Closing stock

Purchases

Determining the amount/quantity sold:

Formula ( opening stock +purchase - closing stock)

Importance :

Helps to know stock

turnover, stock level

o Exercises on closing and opening stock comparison

o Group discussion

importance on closing and

opening stock comparison

- Audio-visual equipment - Books - Internet - Projector - Mark pen - Flip chart - Laptop - Sample Inventory List - Calculator





Written

Oral

Open ended questions Essay

Checklist Score

Yes No

Opening stock quantity

Closing stock quantity

Receiving

Issuing

Observation


Proper comparison between closing stock and opening stock


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LU 2: Verify demand

2

Learning Outcomes:

1. Receive information from colleagues about client’s reservation 2. Check previous estimated stocks 3. Consider stock turnover, stock levels and customer’s

30 Hours

Learning Outcome 2.1: Receive information from colleagues about client’s reservation

Demand / customers

determinants of demand

Categories of customers and

their needs

Information sources about demand:

Reservation list

Suggestion box

Purchase orders Function sheets

Colleagues

o Brainstorming on demand o Role play reception of

information from colleagues about client’s reservation

o Group discussion on Information sources about demand


- Books - Internet - Projector - Flip chart - Laptop - Reservation list - Purchase orders - Function sheets - Colleagues -





Accurate collection of information from colleagues about client’s reservation


284 | P a g e


Written

Performance

Tick the appropriate sources of reservation information


Essay


Checklist Score

Yes No

Reservation lists

Purchase orders

Function sheets

Colleagues

Observation

Learning Outcome 2.2: Check previous estimated stocks

Previous stocks estimations

quantity to be ordered per item

stock level

turnover of stock

References for estimation:

Inventory list

Requisition form

Damage note

Season

Time

Bookings

Importance of checking the

estimation of stock

To Determine The Items To Be

o Brainstorming on References for estimation

o Role play on References for estimation

o Group discussion checking

of previous estimated

stocks


- Books - Internet - Projector - Mark pen - Flip chart - Laptop - Inventory list - Requisition form - Damage note


285 | P a g e

Ordered

To Know Stock Turnover

To Make Adjustment

To Avoid Shortage And Excess





Performance evidence Verify previous stock estimations

Checklist Score

Yes No

Hardware devices

Hardware components

Software tools

Media

Connectors

Troubleshooting tools

Observation

Learning Outcome 2.3: Consider stock turnover, stock levels and customer’s requests

Key terms

Stock Turnover

Stock Levels

Customers’ requests

Importance of considering

stock turnover, stock levels

o Brainstorming on Importance of considering stock turnover, stock levels and customer’s request

o Case study consideration of stock turnover, stock levels and customer’s requests

o Group discussion on importance of

considering stock turnover, stock

levels and customer’s requests


- Books - Internet - Projector - Mark pen - Flip chart - Laptop -



Proper checking of previous estimated stocks

286 | P a g e

and customer’s requests :

To determine the most

demanded item

To minimise the wastage

To Determine The

Quantity To Be Ordered

To Identify The Supplier





Performance evidence Observation checklist

Checklist Score

Yes No

Inventory list

Re-order level

Estimated demand

Quantity

Specifications

Observation


Adequate consideration of stock turnover, stock level and customer’s request

287 | P a g e

LU 3: Order stock

3

Learning Outcomes:

1. Maintain and record stock levels ensuring information is complete, correct and current.

2. Fill requisition form 3. Handover requisition form to concerned personnel 4. Fill and deliver local purchasing order(LPO)

45 Hours

Learning Outcome 3.1: Maintain and record stock levels ensuring information is complete,

correct and current.

Maintenance of stock levels:

Factors

Importance

Stock level records:

Document

Characteristics of accurate records:

complete , correct and current

information

o Brainstorming on Maintenance of stock levels

o Group discussion on

Characteristics of accurate

records: complete , correct

and current information


- Books - Internet - Projector - Mark pen - Flip chart - Laptop



Proper maintenance and recording of stock levels ensuring information is

complete, correct and current.


288 | P a g e




Written evidence Multiple choice

Checklist Score

Yes No

Issuing rate per category/item

Receiving rate per category/item

Amount / quantity per item

Stock level:

Maximum

Minimum

Danger

Customers’ needs/ requests:

Preferences

Style

Culture

Tastes

Types of events / functions

Observation

Learning Outcome 3.2: Fill requisition form

Requisition form:

Definition

Importance

Layout / format

Information to be recorded

Techniques for Filling requisition

form

o Brainstorming on Requisition form

o Role play guidelines on filling of requisition form

o Group discussion

information to be filled


- Books - Internet - Projector - Mark pen - Flip chart - Laptop - sample

requisition form


289 | P a g e

Characteristic of good requisition

form

- White board





Performance

Complete a requisition form for different categories

Checklist Score

Yes No

Requisition form information:

Items category

Quantity requested

Date

Department

Description of item

Signature of concerned persons

Observation


Accurate filling of requisition form

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Learning Outcome 3.3: Handover/ submit requisition form to concerned personnel

Requisition form submission

procedures:

Check the errors

Select the proper channel

Ensure that you get approval

Importance of proper submission of

requisition form

Persons/departments concerned with

receiving requisition form

Controller

Accountant

General Manager

Owner

o Brainstorming on Requisition form submission procedures

o Role play guidelines submission of requisition form

o Group discussion on Importance of proper submission of requisition form

o


- Books - Internet - Pictures - Projector - Mark pen - Flip chart - Laptop - White board - sample requisition

form





Performance evidence Deliver a requisition form to the store


Proper handover and or submission of requisition form to concerned personnel


291 | P a g e

Learning Outcome 3.4: Fill and deliver local purchasing order (LPO)

Local Purchasing orders (LPO)

Key terms

Importance:

Right buys

Right specifications,

confusing suppliers,

Format and information

Types of LPOs

Delivery procedures

o Brainstorming on Requisition form submission procedures

o Role play guidelines submission of requisition form

o Group discussion on Importance of proper submission of requisition form


- Books - Internet - Pictures - Projector - Mark pen - Flip chart - Laptop - White board - sample requisition

form





Written evidence

Complete the local purchasing order form

Checklist Score

Yes No

Order form

Records :

Amount

Date

Specifications

Observation


Accurate filling and delivering of local purchasing order (LPO)


292 | P a g e

LU 4: Follow up the orders

4

Learning Outcomes:

1. Monitor delivery process to ensure agreed deadlines. 2. Remind about quality of goods ensuring that it is protected from

loss, contamination, and spoilage and temperature abuse. 3. Exchange information between supplier and purchaser 4. Confirm goods to be delivered

20 Hours

Learning Outcome 4.1: Monitor the delivery process to ensure agreed deadlines

Channels for monitoring

delivery process:

Telephone

Fax

Internet

e-mail,

face book

skype

letters /memo

Importance of for

monitoring delivery

process

o Brainstorming on Channels for

monitoring delivery process

o Role play on monitoring of the

delivery process to ensure

agreed deadlines

o Group discussion on

Importance of for monitoring

delivery process

- Audio-visual equipment - Books - Internet - Projector - Mark pen - Flip chart - Laptop - White board



Suitable monitoring of the delivery process to ensure agreed deadlines


293 | P a g e




Written evidence

Identify the deliveries process and deadlines

Checklist Score

Yes No

Order form

Date and time records

Carriage document:

Supplier

buyer

Observation

Learning Outcome 4.2: Remind supplier about quality of goods ensuring that it is protected

from loss, contamination, and spoilage and temperature abuse.

Specifications to be

reminded :

Kind and means of

transport

Quantity and quality,

brand of items

Date of delivery

Importance of reminding supplier

o Group discussion on Specifications to be reminded

o Role play on reminding about quality of goods

o

- Audio-visual equipment - Books - Internet - Projector - Mark pen - Flip chart - Laptop


294 | P a g e





Written evidence Explain the factors to consider when reminding suppliers about the order

Checklist Score

Yes No

Specifications:

Quality of goods

Quantity

Packaging

Labels

Cost

Transport mean

Observation

Learning Outcome 4.3: Exchange information between supplier and purchaser.

Exchange of information:

Channels

Information to be

o Brainstorming on Exchange of information

o Role play Exchange of information between suppliers and purchaser

- Audio-visual equipment - Books - Internet - Projector - Mark pen



Proper reminding about quality of goods ensuring that it is protected from loss,

contamination, and spoilage and temperature abuse.

295 | P a g e

exchanged

Importance

Communication

process

Barriers to proper

exchange of

information

o Group discussion on Barriers to proper exchange of information

- Flip chart - Laptop





Written evidence Select the appropriate communication channel

Checklist Score

Yes No

Information:

Packing

Transportation

Specifications

Quantity

Quality

Communication channels

Observation


Proper exchange of information between supplier and purchaser

296 | P a g e

Learning Outcome 4.4: Confirm goods to be delivered.

Confirmation process :

Repeat the order to

the supplier

Inform supplier Any

cancellation

Inform supplier any

additional items

o Group discussion on Specifications to be reminded

o Role play on reminding about quality of goods

o

- Audio-visual equipment - Books - Internet - Projector - Mark pen - Flip chart - Laptop





Written evidence Proper Communication with supplier

Checklist Score

Yes No

Specifications:

Date

Quality

Quantity

Brand

Transportation mode

Communication Tools :

Letter

Telephone

Internet


Proper confirmation of goods to be delivered


297 | P a g e

Specifications:

Observation

Reference books:

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F B S F T 4 0 1 - FINANCIAL TRANSACTIONS

FBSFT401 Process financial transactions


Credits: 5 50




Purpose statement

This module d describes the performance outcomes, skills and knowledge required to process

simple financial transactions in a range of workplace contexts. Cash and other types of

transactions are included in the unit.

299 | P a g e


Not applicable







1. Take food and beverage order using

a Captain’s Order

1.1. Right usage of captain order techniques

1.2. Accurate delivery of captain order to the outlet

1.3. Proper verification of items on the bill against

captain order

2. Apply different types of Checking

and billing Systems

2.1. Accurate usage of duplicate captain order

2.2. Correct usage of computerized checking system

2.3. Effective application of electronic billing machine

3. Check billing transactions 3.1. Careful check-up of all transactions

3.2. Relevant filling of financial transaction forms

3.3. Accurate handover procedures to the head cashier

300 | P a g e

LU 1:Take food and beverage order using a captain’s Order

1

Learning Outcomes:

1. Apply captain order techniques 2. Deliver captain order to the outlet 3. Verify items on the bill against captain order

40 Hours

Learning Outcome1.1: Apply captain order techniques

Key terms Captain order Financial transactions Bill

Captain order content: Information on captain order Types Techniques for filling captain

order Importance of captain order

o Brainstorming

o Group discussion


- Audio-visual

equipment

- Books

- Internet

- Pictures

- Projector

- Mark pen

- Flip chart

- Laptop

- White board





Right usage of captain order techniques


301 | P a g e


Performance


Checklist Score

Yes No

Observation

Learning Outcome 1.2: Deliver captain order to the outlet

Captain order delivery Procedures: Repeat order Duplicate Order follow up

Importance of deliver captain order delivery

o Brainstorming

o Group discussion


o Role play


- Books - Internet - Pictures - Projector - Mark pen - Flip chart - Laptop - White board





Accurate delivery of captain order to the outlet


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Written

oral

Multiple choice


Matching

Ticking

Presentation

Checklist Score

Yes No

Observation

Learning Outcome 1.3: Verify items on the bill against captain order

Captain order characteristics : Visible Readable Clear

Bill filling procedures: Collect information from

captain order Compare the captain

order and the bill

Importance of verifying items on the bill against captain order

o Brainstorming o Group discussion o Practical exercises o Role play

- Audio-visual equipment - Books - Internet - Pictures - Projector



Proper verification of items on the bill against captain order


303 | P a g e




Written

Oral

Multiple choice


Matching

Sentence completion

Ticking

Presentation

Checklist Score

Yes No

Observation

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LU 2: Apply different types of Checking and billing Systems

2

Learning Outcomes:

1. Use duplicate captain order 2. Use computerized checking system 3. Apply electronic billing machine

20 Hours

Learning Outcome 2.1: Use duplicate captain order

Procedures of using duplicate: Make sure you have two copies Correct filling

Importance of use duplicate captain order

To avoid wrong billing








Accurate usage of duplicate captain order


305 | P a g e


Written evidence

Performance


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Observation

Learning Outcome 2.2: Use computerized checking system

Computerized checking system Role Use Features








Correct usage of computerized checking system


306 | P a g e


Written evidence

Performance


Multiple choice

Essay

Sentence completion

Observation

Checklist Score

Yes No

Observation

Learning Outcome 2.3: Apply electronic billing machine

Electronic billing machine Definition Role Use






Effective application of electronic billing machine


307 | P a g e




Written evidence

Oral evidence

Multiple choice

Essay

Sentence completion


Checklist Score

Yes No

Observation

308 | P a g e

LU 3: Check billing transactions

3

Learning Outcomes:

1. Check-up all transactions 2. Fill financial transaction forms 3. Follow handover procedures to the head cashier

15 Hours

Learning Outcome 3.1: Check-up all transactions

Financial transactions Definition Types Sources Purpose



- Books - Internet - Pictures - Projector - Mark pen - Flip chart - Laptop





Careful check-up of all transactions


309 | P a g e


Written evidence


Multiple choice


Matching

Sentence completion


Checklist Score

Yes No

Observation

Learning Outcome 3.2: Fill financial transaction forms

Journal: Types Meaning Role Ledger






Relevant filling of financial transaction forms


310 | P a g e




Written evidence

Product

Performance

Multiple choice


Matching

Sentence completion


Assessor’s completed quality checklist

Checklist Score

Yes No

Observation

Learning Outcome 3.3: Follow handover procedures

Handover report Preparation Types Submission Importance






Accurate handover procedures to the head cashier


311 | P a g e




Written evidence

Performance

Product

Multiple choice

Essay


Assessor’s completed quality checklist

Checklist Score

Yes No

Observation

312 | P a g e

F B S N A 4 0 1 - HOT AND COLD NON-ALCOHOLIC BEVERAGES

FBSNA401 Prepare hot and cold non-alcoholic beverages


Credits: 12 120




Purpose statement

This module describes the performance outcomes, skills and knowledge required to prepare

and serve a range of teas, coffees and other non-alcoholic beverages in a range of industry

contexts.


Not applicable

313 | P a g e


Hygiene, safety and environment







1. Prepare materials, equipment and

ingredients for non-alcoholic

beverages

1.1. Correct identification of the name and style of drink

in response to a customer request.

1.2. Proper identification of materials equipment and

ingredients

1.3. Proper selection of ingredients, equipment and

relevant machinery according to enterprise

practices

1.4. Proper cleaning of ingredients and equipment

for non-alcoholic drinks.

2. Apply technical skills procedures for

hot and cold non-alcoholic

beverages preparation

2.1. Correct measurement of ingredients according to

the recipes to be made

2.2. Appropriate use of preparation methods according

to the standard recipes, customer requests and

required timeframe.

2.3. Proper use of machinery and equipment according

to the manufacturer specifications and safety

requirements

2.4. Correct ensuring of strength, taste, temperature

and appearance for each drink prepared.

2.5. Proper use of energy and ingredients when

preparing non-alcoholic beverages to reduce

negative environmental impacts.

2.6. Appropriate presentation of drinks in crockery or

glassware and garnish attractively, according to

enterprise standards.

314 | P a g e

3. Clean and rearrange used materials

and equipment

3.1. Proper identification of cleaning agents

3.2. Proper use of cleaning agents for machinery,

equipment and workplace according standard

procedures

3.3. Adequate disposition of materials and equipment in

appropriate area

3.4. proper storing of unused ingredients

315 | P a g e

LU 1: Prepare materials, equipment and ingredients for non-alcoholic beverages

1

Learning Outcomes:

1. Identify the name and style of drink in response to a customer request.

2. Identify materials equipment and ingredients 3. Select ingredients, equipment and relevant machinery according to

enterprise practices 4. Clean ingredients and equipment for non-alcoholic drinks.

50 Hours

Learning Outcome1.1: Identify the name and style of drink in response to a customer request

Non-alcoholic beverages Style: Hot

Tea coffee

Cold Carbonated waters Syrup Squashes Juices

o Group discussions o Brainstorming o Research o Presentation o Field visit o Demonstration o

- Hot and cold beverages

- Projector - Extension cable - Reference books - Internet - Marker pen - White board - Bar - Student van





Prepare tools, equipment and ingredients for non-alcoholic beverages


316 | P a g e


Written

Tick the correct answer among the following Cold and Hot non-

alcoholic drinks

Match name with drinking style.

Checklist Score

Yes No

Cold non-alcoholic drinks:

Fruits based juices

Vegetables based juices

Iced drink

Coffee based

Tea based

Hot non- alcoholic drinks:

Milk based

Coffee based

Tea based

Observation

Learning Outcome 1.2: Identify materials, equipment and ingredients

Ingredients for: hot beverages Cold beverages

Equipment for: Hot beverages Cold beverages

Machinery: Mechanical Electrical

o Group discussions o Brainstorming o Research o Presentation o Field visit o Demonstration on selection

of ingredients, equipment and relevant machinery according to enterprise practices

- Projector - Extension cable - Reference books - Internet - Marker pen - White board - Bar - Student van - Ingredients - Machinery - Equipment


317 | P a g e





Written

Performance

Match the correct answer among the following tools &

equipment used for cold and hot non-alcoholic beverages

Pick/select equipment with their right names.

Checklist Score

Yes No

Cold non-alcoholic beverage tools, equipment and ingredients

Hot non-alcoholic beverage tools, equipment and ingredients

Observation

Learning Outcome 1.3: Select ingredients, equipment and relevant machinery according to enterprise

practices

Ingredients for: - hot beverages - Cold beverages Equipment for: - Hot beverages - Cold beverages Machinery: - Mechanical - Electrical

o Group discussions o Brainstorming o Research o Presentation o Field visit o Demonstration o Practical exercises

- Projector - Extension cable - Reference books - Internet - Marker pen - White board - Bar - Student van - Ingredients - Machinery

Equipment



Proper identification of tools, equipment and ingredients

318 | P a g e





Written

Answer the following questions by true or false

Match names with appropriate hot and cold non-alcoholic beverage ingredients, equipment and relevant machinery

Checklist Score

Yes No

Cold non-alcoholic beverage ingredients equipment and machinery

Hot non-alcoholic beverage ingredients equipment and machinery

Observation

Learning Outcome 1.4: Clean ingredients and equipment for non-alcoholic drinks.

Methods of cleaning ingredients: Washing Wiping

Cleaning methods of equipment: Washing Wiping Sterilizing

o Demonstration on how to clean ingredients and equipment

o Presentation o Research o Brainstorming o Group discussion

- Projector - Extension cable - Reference books - Internet - Marker pen - White board - Bar - Ingredients - Equipment - Washing dish machine



Proper selection of ingredients, equipment and relevant machinery according to

enterprise practices

319 | P a g e





Performance Answer the following questions by true or false

.Complete the sentence using the appropriate words Observation checklist

Checklist Score

Yes No

Cleaning methods for Ingredients and equipment

Observation


Proper cleaning of ingredients and equipment for non-alcoholic drinks.

320 | P a g e

LU 2: Apply technical skills procedures for hot and cold non-alcoholic beverages preparation

2

Learning Outcomes:

1. Measure ingredients 2. Use preparation methods 3. Use machinery and equipment 4. Ensure strength, taste, temperature and appearance for each

drink prepared. 5. Use energy and ingredients when preparing non-alcoholic

beverages to reduce negative environmental impacts. 6. Present drinks in crockery or glassware and garnish attractively

20 Hours

Learning Outcome 2.1: Measure ingredients

Tools of measurement for: Hot beverages Cold beverages

Recipes of: Hot beverages Cold beverages

o Presentation o Discussion o Brainstorming o Research o Demonstration on

measurement

- Bar - Marker pen - Projector - Extension cable - White board -





Written

Performance

Match ingredients and their measuring tools



Correct measurement of ingredients according to the recipe to be made


321 | P a g e

Checklist Score

Yes No

Measuring tools

Quantity per types of beverage

Observation

Learning Outcome 2.2: Use preparation methods

Preparation methods for: Hot beverages:

Mixing Stirring Boiling Brewing

Cold beverages Mixing Stirring Shaking

o Demonstration o Group discussion o Brainstorming o Presentation o Research o

- Bar - White board - Marker pen - Espresso machine - Mixing Jug - Bar spoon - Cocktail shaker - Bar knife - Projector - Extension cable





Performance

Written

Complete sentence use the appropriate methods



Appropriate use of preparation methods according to the standard recipes,

customer requests and required timeframe.


322 | P a g e

Checklist Score

Yes No

Cold non-alcoholic drinks:

Cutting ingredients

Mixing ingredients

Hot non-alcoholic drinks:

Brewing process.

Mixing ingredients

Observation

Learning Outcome 2.3: Use machinery and equipment

Types of machinery and equipment

Function of machinery and

equipment

o Presentation o Demonstration o Brainstorming o Group discussion o Research o

- Bar - White board - Marker pen - Hot and cold

non-alcoholic machinery

- Hot and cold non-alcoholic equipment

- Projector - Extension cable





Performance

Written

Match instructions to the appropriate equipment and machinery

Use instructions to the specific equipment and machinery


Proper use of machinery and equipment according to the manufacturer

specifications and safety requirements


323 | P a g e

Checklist Score

Yes No

Instructions use for equipment and machinery

Observation

Learning Outcome 2.4: Ensure strength, taste, temperature and appearance for each drink

prepared.

Characteristics of hot and cold beverages:

Taste Temperature Colour

o Research o Brainstorming o Presentation o Demonstration o Group discussion o

- Bar - Marker pen - Projector - Extension cable - White board - Assorted hot beverages

cups - Assorted hot beverages - Assorted cold beverages





Written

Performance

Complete sentence by types of taste and degree of temperature


Correct ensuring of strength, taste, temperature and appearance for each drink

prepared.


324 | P a g e

Checklist Score

Yes No

Characteristics of prepared cold and hot non-alcoholic beverages

Observation

Learning Outcome 2.5: Use energy and ingredients when preparing non-alcoholic beverages to

reduce negative environmental impacts.

Types of energy: Electricity Gas Solar system Charcoals Biogas

Impact of each energy types


- Bar - Marker pen - Projector - Extension cable - White board - Assorted hot

beverages cups - Assorted hot

beverages - Assorted cold

beverages





Written evidence

Complete sentence by the following types of energy

Use the appropriate conservation techniques to the specific ingredients


Proper use of energy and ingredients when preparing non-alcoholic beverages to



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Checklist Score

Yes No

Types of energy to be used in preparation of hot and cold non-alcoholic beverages

Ingredients conservation techniques

Observation

Learning Outcome 2.6: Present drinks in crockery or glassware and garnish attractively,

according to enterprise standards

Presentation of hot beverages: Container Garnishes Quantity

Presentation of cold beverages Container Garnishes Quantity Temperature status



beverages cups - Assorted hot

beverages - Assorted cold

beverages





Appropriate presentation of drinks in crockery or glassware and garnish

attractively, according to enterprise standards.


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Performance

Written

Use true or false to the following questions

select the appropriate glassware, crockery and garnish to the specific non-alcoholic beverages

Checklist Score

Yes No

Types of glassware and crockery used for non

Types of garnishes used for a specific non

Observation

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LU 3: Clean and rearrange used materials and equipment

3

Learning Outcomes:

1. Identify cleaning agents 2. Use cleaning agents for machinery, equipment and workplace

according standard procedures 3. Dispose materials and equipment in appropriate area 4. Store unused ingredients

10 Hours

Learning Outcome 3.1: Identify cleaning agents

Types of cleaning agents for: Machinery Equipment Tools Working place

o Group discussion

o Brainstorming

o Presentation

o Research

- White board - Marker pen - Projector - Extension cable - Class room - Laptop - Internet - Bar - General cleaning

agents Disinfectant





Proper identification and use of cleaning agents for machinery, equipment and

workplace according to the standard procedures


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Performance

Written

Tick the correct answer among the following list Use the correct cleaning procedures to the specific equipment,

machinery and work place

Checklist Score

Yes No

Types of cleaning agents for machinery, equipment and working area Cleaning procedures to the specific machinery, equipment and working area

Different area used to keep remained materials and cleaned equipment

Observation

Learning Outcome 3.2: Use cleaning agents for machinery, equipment and workplace according

standard procedures

Cleaning style according to the cleaning agents:

Dry Mixing with water

o Group discussion o Brainstorming o Presentation o Research


agents - Disinfectant - Equipment - Machinery




workplace according to the standard procedures


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Written evidence

Performance

Tick the correct answer among the following list .Use the correct cleaning procedures to the specific equipment,


Checklist Score

Yes No

Types of storage areas used for the unused ingredients

Storage procedures to the specific ingredients

Observation

Learning Outcome 3.3: Dispose tools and equipment in appropriate area

Tools and equipment disposition style: Up right Up-side down


- White board - Marker pen - Projector - Extension cable - Class room - Laptop - Internet - Bar - Equipment - Machinery - Shelves - Cup boards

Refrigerator


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Written evidence

Explain in your own words how you can keep the following materials and equipment.

Checklist Score

Yes No



Observation

Learning Outcome 3.4: Store unused ingredients

Types of ingredients: Perishable Non-perishable

Store areas: Perishable store area Non-perishable area


- White board - Marker pen - Projector - Laptop - Internet - Bar - Equipment - Machinery - Shelves - Cup boards

Refrigerator



Adequate disposition of materials and equipment in appropriate area

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Written

Performance

Match the storage areas to the specific ingredients


Checklist Score

Yes No



Observation


Proper storing of unused ingredients

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Summative Assessment

Integrated situation Resources

Akagera Game Lodge is one of hospitality industries in Rwanda, this lodge has a very active bar called Giraffe bar which has different type of drinks; Hot and cold non-alcoholic drinks. The current Bartender of this bar is a specialist in Non-alcoholic drinks only, since the clients prefer varieties of drinks, management would like to hire a profession Barman who is specialist in both alcoholic and Non-alcoholic beverages as well as mixiology. Among the candidate, you are selected as full time employee who did attachment in various hotels during the studies; your role is to assist the current bartender on his/her duty. Informed that the bar has all necessary items to perform the duties, the bar Manager informs you that, there are 5guests from America on Saturday at 6 pm to take care of. Among of them 1 will take iced coffee, 2 will take Cappuccino and the remaining two will take Espresso Dopio. You are requested to prepare and serve those Guests according to their needs knowing that they prefer to be served on the Bar counter. Each guest will take 1 cup of drink and you have to avail all drink within 1 hour.

- Espresso Machine

- Grinding Machine

- Coffee un

- Cappuccino cup

- Stainless steel milk jug

- Espresso Machine

- Grinding Machine

- Coffee un

- Cappuccino cup


- Espresso cup - Straws - High ball glass - Bar spoon - Espresso Machine - Grinding Machine - Coffee un - Double espresso cup - Roasted coffee

- beans,

- Fresh milk,

- Chocolate powder

- Water

- Sugar/Honey

- Roasted coffee beans,

- Hot water

- Cold milk

- Ice Cream

- Ice cubes

- Sugar

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Hands are cleaned and sanitized

Nails trimmed

No dirty in hands

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Indicator: Working surface is cleaned

No stain on the surface

No bad smell

Indicator: Person is well groomed

Cleaned uniform

Ironed uniform

Polished shoes

Hair and bears well shaved for men

Hair are tied behind for ladies

Indicator: Clean as you work rule is applied

No dirty on the surface

Sportex available

Indicator: Tools, equipment and ingredients are well identified

Appropriate tools are selected

Appropriate machine are selected

Appropriate Ingredients are prepared

Indicator: Preparation methods and techniques are respected appropriately

Exact measurements are taken

Appropriate method of preparation is applied (brewing, Mixing, stirring, shaking)

Appropriate techniques are applied

Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Presentation of drinks in crockery or glassware and garnish is done attractively

Appropriate equipment

Colour is attractive

Garnishing is done

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Beverage taste is checked

Hotness

Coldness

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Labels & scale

Indicator: Product temperature is well checked

Hotness

Coldness

Indicator: Beverage quantity is checked

Level of drink

Observation

Assesment Criterion 3: Safety

Checklist Score

Yes No

Indicator: Hazard critical control points are followed

Wearing of gloves

Wearing of safety shoes

Indicator: Equipment safety is respected

Respect of the manufacturer’s instructions

Observation

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F B S E C 4 0 1 - PREPARING AND SERVING ESPRESSO COFFEE

FBSEC401 Prepare and serve espresso coffee


Credits: 10 100




Purpose statement

This module describes the performance outcomes, skills and knowledge required to extract and

serve espresso coffee using a commercial espresso machine, including storage of coffee and

cleaning, and care and preventative maintenance of machinery. Care and maintenance

procedures may vary according to the machine manufacturer recommendations and warranty

conditions. Dosage measuring may be mechanical or electronic. Dosing also refers to selecting

the correct amount of ground coffee, appropriate particle grind size and prevailing conditions

such as ambient humidity. An espresso coffee is the basis of most coffee-based beverages.

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ingredients for espresso coffee

1.1. Proper cleaning of ingredients and equipment for espresso coffee

1.2. Correct identification of the name and style of drink in response to a customer request.

1.3. Proper identification of materials equipment and ingredients

1.4. Proper selection of ingredients, equipment and relevant machinery according to enterprise practices


espresso coffee preparation

2.1. Correct measurement of ingredients according to the recipes to be made

2.2. Appropriate use of preparation methods according to the standard recipes, customer requests and required timeframe.

2.3. Proper use of machinery and equipment according to the manufacturer specifications and safety requirements

2.4. Correct ensuring of strength, taste, temperature and appearance for each drink prepared.

2.5. Proper use of energy and ingredients when preparing espresso coffee to reduce negative environmental impacts.

2.6. Appropriate presentation of drink and garnishing attractively, according to enterprise standards


and equipment

3.1. Proper identification of cleaning agents 3.2. Proper use of cleaning agents for machinery,

equipment and workplace according standard procedures

3.3. Adequate disposition of materials and equipment in appropriate area

3.4. Proper storing of unused ingredients

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LU 1: Prepare materials, equipment and ingredients for espresso coffee

1

Learning Outcomes:

1. Clean ingredients and equipment for espresso coffee 2. Identify the name and style of drink in response to a customer

request. 3. Identify materials equipment and ingredients 4. Selection of ingredients, equipment and relevant machinery

50 Hours

Learning Outcome1.1: Clean ingredients and equipment for espresso coffee

Methods of cleaning ingredients: Washing Wiping

Cleaning methods of equipment: Washing Wiping Sterilizing

o Demonstration on how to clean ingredients and equipment

o Presentation o Research o Brainstorming o Group discussion

- Projector - Extension cable - Reference books - Internet - Marker pen - White board - Bar - Ingredients - Equipment - Washing dish machine





Performance Use the correct methods to clean the espresso machine


Proper cleaning of equipment for espresso coffee


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Checklist Score

Yes No

No residual coffee in Filter holder

Filter holder is sterilized

Tamper is dry

Espresso machine is wiped

No residual coffee in Filter holder

Filter holder is sterilized

Tamper is dry

Observation

Learning Outcome 1.2: Identify type and style of drink in response to a customer request.

Pure espresso

Coffees based on espresso

o Group discussions o Brainstorming o Research o Presentation o Field visit o Demonstration

- Hot and cold beverages

- Projector - Extension cable - Reference books - Internet - Marker pen - White board - Bar - Student van -





Correct identification of the type and style of drink in response to a customer

request.


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Written

- Match the coffee name and drinking style

- Complete the following sentences

Checklist Score

Yes No

Hot style

Pure single &double espresso

Espresso macchiato

Café Americano

Café latte

Pure single &double espresso

Café mocha

Iced style:

Ice coffee macchiato

Ice coffee mocha

Ice coffee

Observation

Learning Outcome 1.3: Identify materials equipment and ingredients

Ingredients for: Pure espresso Coffee based on espresso

Equipment for: Pure espresso Coffee based espresso



of ingredients, equipment

and relevant machinery

according to enterprise

practices



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Written List the equipment and ingredients for making espresso

Checklist Score

Yes No

Ingredients for making espresso

Equipment and machine for making espresso

Observation

Learning Outcome 1.4: Select ingredients, equipment and relevant machinery

Ingredients for: Pure espresso Coffee based on espresso

Equipment for: Pure espresso Coffee based espresso



of ingredients, equipment

and relevant machinery

according to enterprise

practices




Proper identification of materials equipment and ingredients

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Performance Separate ingredients and equipment used for making espresso

Checklist Score

Yes No

Appropriate ingredients and equipment of espresso

Observation




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LU 2: Apply technical skills procedures for espresso coffee preparation

2

Learning Outcomes:

1. Measure ingredients according to the recipes to be made 2. Use preparation methods according to the standard recipes,

customer requests and required timeframe. 3. Use machinery and equipment according to the manufacturer

specifications and safety requirements 4. Ensure strength, taste, temperature and appearance for each

drink prepared. 5. Use energy and ingredients when preparing espresso coffee to

reduce negative environmental impacts. 6. Present drink and garnishing attractively, according to

enterprise standards

20 Hours

Learning Outcome 2.1: Measure ingredients according to the recipes to be made

Tools of measurement Pure espresso Coffee based on espresso

Recipes of: Pure espresso Coffee based on espresso

o Presentation o Discussion o Brainstorming o Research o Demonstration on

measurement


beverages cups - Graded jugs - Scale - Recipes for pure

espresso - Recipes for coffee

based on espresso


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Written

Performance

Match ingredients and their measuring tools

Answer Yes or no by observing performance

Checklist Score

Yes No

Observation

Learning Outcome 2.2: Use preparation methods according to the standard recipes, customer

requests and required timeframe

Preparation methods Pure espresso

Brewing Filtering

Coffee based on espresso Mixing Brewing Filtering

o Demonstration o Group discussion o Brainstorming o Presentation o Research

- Bar - White board - Marker pen - Espresso machine - Mixing Jug - Bar spoon - Cocktail shaker - Bar knife - Projector - Extension cable



Correct measurement of ingredients according to the recipes to be made

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Performance

Written

Complete sentence use the appropriate methods

Select appropriate methods to the type of cold and hot coffee based

on espresso

Checklist Score

Yes No

Methods of making espresso drinks

Brewing process

Mixing and filtering ingredients

Steaming

Observation

Learning Outcome 2.3: Use machinery and equipment according to the manufacturer


Types of machinery and equipment

Function of machinery and

equipment

o Presentation o Demonstration o Brainstorming o Group discussion o Research o

- Bar - White board - Marker pen - Hot and cold non-alcoholic

machinery - Hot and cold non-alcoholic

equipment - Projector - Extension cable




customer requests and required timeframe.

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Written

Performance

Explain the steps to be followed during use of espresso machine

Perform the steps of using espresso machine

Checklist Score

Yes No

Steps of using espresso machine

Switch on machine

Check working condition of machine and grinder

Check level of water in the machine

Observation


prepared

Characteristics of hot and cold beverages

Taste Temperature Colour

o Research o Brainstorming o Presentation o Demonstration o Group discussion


beverages cups - Assorted pure

espresso - Assorted coffee

based on

espresso





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Written

Performance

Complete sentence by types of taste and degree of temperature

Checklist Score

Yes No

Characteristics of prepared cold and hot non-alcoholic beverages

Observation

Learning Outcome 2.5: Use energy and ingredients when preparing espresso coffee to reduce

negative environmental impacts

Types of energy Electricity Gas Solar system Charcoals Biogas

Impact of each energy types





based on

espresso




prepared.

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Written evidence

Oral evidence

Complete sentence by the following types of energy

Use the appropriate conservation techniques to the specific ingredients

Checklist Score

Yes No

Types of energy to be used in preparation of hot and cold non-alcoholic beverages

Ingredients conservation techniques

Observation

Learning Outcome 2.6: Present drink and garnishing attractively, according to enterprise

standards

Presentation espresso: Container Garnishes Quantity

Presentation of coffee based on espresso Container Garnishes Quantity Temperature status

o Research o Brainstorming o Presentation o Demonstration o Group discussion




based on

espresso



Proper use of energy and ingredients when preparing espresso coffee to reduce

negative environmental impacts.

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Performance

Written

Use true or false to the following questions

.select the appropriate glassware, crockery and garnish to the specific types of coffee

Checklist Score

Yes No

Types of glassware and crockery used for espresso coffee

Types of garnishes used for espresso coffee

Observation


Appropriate presentation of drink and garnishing attractively, according to


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3

Learning Outcomes:



45 Hours

Learning Outcome 3.1: Identify cleaning agents

Types of cleaning agents Machinery Equipment Tools Working place



agents - Disinfectant






workplace according standard procedures


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Written

Performance

Tick the correct answer among the following list

Use the correct cleaning procedures to the specific equipment,


Checklist Score

Yes No

Types of cleaning agents for espresso machine and working area

Cleaning procedures used to clean espresso machine and working area

Observation

Learning Outcome 3.2: Use cleaning agents for machinery, equipment and workplace according

standard procedures

Cleaning style according to the cleaning agents Dry Mixing with water



agents - Disinfectant - Equipment - Machinery



Adequate disposition of materials and equipment in appropriate area


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Written evidence

Performance


.Use the correct cleaning procedures to the specific equipment,


Checklist Score

Yes No

Different area used to keep remained materials and cleaned equipment

Observation

Learning Outcome 3.3: Dispose tools and equipment in appropriate area

Tools and equipment disposition style: Up right Up- side down


- White board - Marker pen - Projector - Extension cable - Class room - Laptop - Internet - Bar - Equipment - Espresso machine - Cup boards - Refrigerator





352 | P a g e




Written evidence

Explain in your own words how you can keep the following materials and equipment.

Checklist Score

Yes No



Observation

Learning Outcome 3.4.Store of unused ingredients

Types of ingredients: Perishable Non-perishable

Storage areas: Perishable store area Non-perishable area

o Group discussion o Brainstorming o Presentation o Research o Demonstration

- White board - Marker pen - Projector - Extension cable - Class room - Laptop - Internet - Bar - Equipment - Espresso machine - Cup boards - Refrigerator





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Written

Performance

Use the appropriate storage procedures for following ingredients

Checklist Score

Yes No



Observation

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Integrated Situation Resources

At la Palisse hotel, Coffee shop generates more income compared to other departments of the hotel. However the preparation and service standard of coffee in this coffee is not sufficient. This is due to untrained staff employed. You have been hired as professional from Remera hospitality Academy as a Barista who has finished basic food and beverage service training. Your task is to improve on the above mentioned problem, since the hotel has the reservation of 10 VIP in next two months that is why they are trying to hire you in advance to be ready on time for these VIP. We are expecting 10 pax of VIP eating their dinner at 8:00PM. They are having 4 courses menus and a glass of white wine, then after they will take assorted coffee depend on their preferences, This time, you are requested to perform all the mis -en place required for preparing and give quality service only for the coffee because food and alcoholic beverages have people to prepare. You have all the necessary items in the coffee shop store. Information given by the VIP is that, two of them will take double espresso for each; three will take Cappuccino for each, one will take hot chocolate, two will take Americano, the last two will take Café latte. You are informed that each coffee will take 5 minutes to be prepared and the mise-en place is already done before.

- Espresso Machine

- Grinding Machine

- Cappuccino cup and saucer


- Roasted coffee beans

- Fresh milk

- Chocolate powder

- Water

- Sugar/Honey

Assesment Criterion 1: Hygiene

Checklist Score

Yes No

Indicator: Hands are cleaned with appropriate soap

Nails trimmed

No dirty in hands

Indicator: Working surface is clean

No stain on the surface

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No spot on the surface No bad smell

Indicator: Person is well groomed

Cleaned uniform

Ironed uniform

Polished shoes



Indicator: Clean as you work rule is applied


Sportex available

Observation


Checklist Score

Yes No

Indicator: Initial activities are followed

Espresso machine and Grinding machine are switched on

roasted coffee beans have been put in grinding machine

Indicator: Tools, equipment and ingredients are well identified

Espresso machine is well fixed.

Ingredients are well measured

Indicator: Preparation methods are respected appropriately

Use of filter holder

Exact quantity of grinded coffee have been taken from grinding machine

Measured coffee powder is fixed on espresso machine correctly using filter holder

Indicator: Double Espresso cup is used to the appropriate coffee

Espresso cup has been well placed on the espresso machine plate under its tap

Espresso cup has been well placed on the espresso machine plate under its tap

Indicator: Preparation methods according to the standard recipes, customer requests and required timeframe are used appropriately

Foam from milk well-formed using espresso nosal in the appropriate milk jug for Cappuccino

Indicator: Presentation of drinks in crockery or glassware and garnish is done attractively

Espresso well topped with milk foam for cappuccino in Cappuccino cup

Hot chocolate presented in cappuccino cup with garnish of chocolate powder

Cappuccino cup used to present American

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Hot milk is added to espresso to prepare café latte.

Espresso well topped with milk foam for cappuccino in Cappuccino cup

Observation


Checklist Score

Yes No

Indicator: Presentation of end product is checked

Presented in the appropriate Cup with its Saucer

right garnishes are used

Appropriate colour,

Presented with snack

Observation


Checklist Score

Yes No


Good body

Good color

Good aroma

Good flavour


Hot

Cold

At room temperature

Observation

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Checklist Score

Yes No


Wearing of gloves


Wearing of cleaned uniform



Observation

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F B S A B 4 0 1 - PREPARING HOT AND COLD ALCOHOLIC BEVERAGES

FBSAB401 Prepare hot and cold alcoholic beverages


Credits: 11 110




Purpose statement

This module d describes the performance outcomes, skills and knowledge required to organise,

prepare and service food, and alcoholic and non-alcoholic beverages to customers. It

incorporates all aspects of organising, preparing and serving a variety of menu items, and

alcoholic and non-alcoholic beverage items for a service period in a hospitality enterprise, using

a range of service methods and team coordination skills.

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ingredients for alcoholic beverages

1.1. Proper cleaning of ingredients and equipment for alcoholic beverages

1.2. Correct identification of the name and style of drink in response to a customer request.

1.3. Proper identification of materials equipment and ingredients

1.4. Proper selection of ingredients, equipment and relevant machinery according to enterprise practices


alcoholic beverages preparation

2.1. Correct measurement of ingredients according to the recipes to be made

2.2. Appropriate use of preparation methods according to the standard recipes, customer requests and required timeframe.

2.3. Proper use of machinery and equipment according to the manufacturer specifications and safety requirements

2.4. Correct ensuring of strength, taste, temperature and appearance for each drink prepared.

2.5. Proper use of energy and ingredients when preparing alcohol beverages to reduce negative environmental impacts.

2.6. Appropriate presentation of drink and garnishing attractively, according to enterprise standards


and equipment

3.1. Proper identification of cleaning agents 3.2. Proper use of cleaning agents for machinery,

equipment and workplace according standard procedures

3.3. Adequate disposition of materials and equipment in appropriate area

3.4. Proper storing of unused ingredients

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LU 1: Prepare materials, equipment and ingredients for alcoholic beverages

1

Learning Outcomes:

1. Clean ingredients and equipment for alcoholic beverages 2. Identify the name and style of drink in response to a customer request. 3. Identify materials equipment and ingredients 4. Select ingredients, equipment and relevant machinery according to

enterprise practices 40 Hours

Learning Outcome1.1: Clean ingredients and equipment for alcoholic beverages

Cleaning detergents for

equipment

Cleaning procedures for:

Ingredients

Equipment

o Brainstorming o Written questions o Role play guidelines o Case study guideline o Group discussion

- Internet - Audio-visual

equipment - Bar shelves - Fridge - Projector - workshop





Proper cleaning of ingredients and equipment for alcoholic beverages


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Written

Performance

Underline cleaning detergents used for cleaning equipment in alcoholic beverage preparation. Circle the correct procedures for cleaning ingredients and equipment

Checklist Score

Yes No

Cleaning detergents for equipment

Cleaning procedures for:

Ingredients

Equipment

Observation

Learning Outcome 1.2: Identify the type and style of drink in response to a customer request.

Hot alcoholic beverages:

Irish coffee

Cold alcoholic beverage:

Liquors

Beers

Whisky

Wines

Spirits

o Brainstorming

o Written questions

o Assignment

o Role play

o Case study guideline

o Project

report/presentation

o Group discussion

- Books - Internet - Workshop -





Correct identification of the name and style of hot and cold alcoholic drinks in

response to a customer request.


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Written

Match the name of alcoholic drinks with their corresponding groups.

Checklist Score

Yes No

Groups of the alcoholic:

Hot alcoholic beverage based on:

Coffee

Cold alcoholic beverage (cocktail) based on:

Liquors

Beers

Whisky

Wines

Spirits

Observation

Learning Outcome 1.3: Identify tools, equipment and ingredients

Tool and Equipment: Cocktail shaker Mixing glass Strainer Bar spoon Bar liquidiser or Blender Coffee machine Ice machine Ingredients: Fruits Coffee Alcohol Eggs

Syrup

o Brainstorming o Written questions o Assignment o Role play guidelines o Case study guideline o Individual presentation o Group discussion

- Books - Internet - Audio-visual equipment - shelves - Fridge - Projector - Workshop


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Written

Identify and separate different tools, equipments and ingredients from the list below used in preparation of hot and cold drinks

Checklist Score

Yes No

Tool and Equipment:

Tool and Equipment:

Cocktail shaker

Mixing glass

Strainer

Bar spoon

Bar liquidiser or Blender

Coffee machine

Ice machine

Ingredients:

Fruits

Coffee

Alcohol

Eggs

Syrup

Ice cubes

Observation


Proper identification of tools, equipment and ingredients for alcoholic beverage

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Learning Outcome 1.4: Select ingredients, equipment and relevant machinery according to enterprise

practices

Ingredients

Equipment

o Brainstorming o Written questions o Assignment o Role play guidelines o Case study guideline o Project report/presentation o Group discussion

- Books - Internet - Fridge - Workshop -






Underline the equipment and ingredients for Observation checklist

Checklist Score

Yes No

Recipe name

Quality of ingredients

Working condition of equipment

Number of clients/consumers

Observation





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LU 2: Apply technical skills procedures for alcoholic beverages preparation

2

Learning Outcomes:

1. Measure ingredients according to the recipes to be made 2. Use preparation methods according to the standard recipes,

customer requests and required timeframe. 3. Use machinery and equipment according to the manufacturer

specifications and safety requirements 4. Ensure strength, taste, temperature and appearance for each

drink prepared. 5. Use energy and ingredients when preparing alcohol beverages to

reduce negative environmental impacts. 6. Present drink and garnishing attractively, according to enterprise

standards

20 Hours

Learning Outcome 2.1: Measure ingredients according to the recipes to be made

Engredients

Tools

Procedures

Quantity


- Books - Internet - Bar tools - Bar equipments - Workshop - Table -





Correct measurement of ingredients according to the recipe to be made


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Written evidence


(Observation checklist)


Checklist Score

Yes No

Tools

Standard procedures

Standard quantities/ proportion per ingredient

Observation

Learning Outcome 2.2: Apply preparation methods according to the standard recipes,

customer requests and required timeframe

Methods of preparation: Shaking Stirring Mixing

o Brainstorming o Written questions o Assignment o Role play o

- Books - Internet - Bar equipment






Operate machinery and equipment used in preparing hot and cold

alcoholic beverage





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Checklist Score

Yes No

Operation procedures

Storage procedures

Observation

Learning Outcome 2.3: Use machinery and equipment according to the manufacturer


Machine operation procedures

Storage procedures


- Books - Internet - Manuals





Product evidence Prepare cold and hot alcoholic beverages



customer requests and required timeframe


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Checklist Score

Yes No

Methods of preparation:

Shaking

Stirring

Mixing

Observation


prepared.

Quality of the beverage: Color Taste Smell Texture Temperature

o Written questions o Assignment o Role play guidelines o Case study guideline o Project report/presentation o Group discussion

- Books - Internet - Assorted

beverages - Bar equipment - Bar tools





Product evidence Prepare cold and hot alcoholic beverages



prepared.


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Checklist Score

Yes No

Quality of the beverage:

Color

Taste

Smell

Texture

Temperature

Observation

Learning Outcome 2.5: Proper use of energy and ingredients when preparing alcohol

beverages to reduce negative environmental impacts.

Source of energy: Electricity Gas

Ingredient

Water

Left-over

o Written questions o Assignment o Role play guidelines o Case study guideline o Project report/presentation o Group discussion o







Performance

Evidence

Write at least 2sources of energy


Proper use of energy and ingredients when preparing alcoholic beverages to



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Checklist Score

Yes No

Source of energy:

Electricity

Gas

Water management

Left-over of ingredient management

Waste management

Observation

Learning Outcome 2.6: Appropriate presentation of drink and garnishing attractively,

according to enterprise standards

Presentation: Equipment Quantity Garnish








Product Evidence Present hot and cold alcoholic beverage.


Appropriate presentation of drink and garnishing attractively, according to



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Checklist Score

Yes No

Presentation

Equipment

Quantity level

Garnish

Observation

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3

Learning Outcomes:



45 Hours

Learning Outcome 3.1 Identify cleaning agents

Cleaning materials: Brushes Sponge Water Detergent

o Brainstorming o Written questions o Assignment o presentation o Group discussion

- Books - Internet - Audio-visual

equipment - Shelves





Written evidence

Underline the correct material to use for cleaning tools and

equipments


Proper identification of cleaning agents


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Checklist Score

Yes No

Cleaning materials:

Brushes

Sponge

Water

Detergent

Observation

Learning Outcome 3.2: Use cleaning agents for machinery, equipment and workplace

according standard procedures

Cleaning agent to the appropriate equipment

Use of the right quantity on the right place

o Written questions

o Assignment

o Role play guidelines

o presentation

o Group discussion

- Internet

- Books

- Projector


- Workshop





Performance

Match the following cleaning agents with the equipments and work

place


Proper use of cleaning agents for machinery, equipment and workplace



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Checklist Score

Yes No

Proper use of cleaning agent to the appropriate equipment;

Use of the right quantity

Observation

Learning Outcome 3.3: Dispose materials and equipment in appropriate area

Storage of materials : Quantity

Storage of equipment: Size Quantity Quality

o Written questions o Assignment o Case study guideline o Project report/presentation o Group discussion

- Internet - Books - Bar counter - Projector - Audio-visual

equipment - Workshop






Match the following cleaning agents with the equipments and work place


Proper use of cleaning agents for machinery, equipment and workplace



375 | P a g e

Checklist Score

Yes No

Arrangement of tools and equipment:

Size

Quantity

Quality

Observation

Learning Outcome 3.4: Store unused ingredients

Storage procedures:

Cleanliness

Different storage areas

o Written questions o Assignment o Case study guideline o Project report/presentation o Group discussion

- Internet

- Books

- Bar counter

- Projector

- Audio-visual

equipment

- Workshop






Arrange the equipments and tools appropriately


Adequate disposition of tools and equipment in appropriate area


376 | P a g e

Checklist Score

Yes No

Management of unused ingredients:

Storage

Quality

Management of unused ingredients:

Observation

377 | P a g e



Checklist Score

Yes No

Indicator: Tools, equipment and materials are identified

Shaker


As a barman at Karisimbi hotel you are having three different

customers from RDB, who take alcoholic beverages. These

customers will take different beverages both hot and cold.

The 1st customer needs a glass of Irish coffee.

The 2nd customer needs 1 glass of Margarita cocktail l.

The 3rd customer needs 1 glass of Kir royal cocktail

As a barman you are requested to prepare those drinks in 8

Minutes per each.

- Refrigerators

- Ice making machine

- Coffee machine

- Juice blender

- Beer glasses

- Cocktail glasses

- Sprits glasses

- Soft drinks glasses

- Wine glasses

- Liqueur glasses

- Cocktail glasses

- Cocktail shakers

- Mixing jug

- Bar spoon

- Bar knife

- Cutting board

- Different brands of beers

- Liqueur

- Spirits

- Carbonated waters

- Assorted white and red wines

- Lemon fruits

- Orange fruits

- Passion fruits

- Cocktail Umbrella

- Salt/ Caster sugar

- Water

- Drinking straws

- Colourings/syrup

378 | P a g e

Bar spoon

Knife

Opener

Glass

Tot measure

Indicator: Equipment are identified

Cutting board

Coffee machine

Table

Water heater

Sauce pan

Blender machine

Grander

Cutting board

Indicator: Ingredients are well identified and selected according to the type of cocktail requested

Alcohol

Fruits

Juice

Sugar

Margarita cocktail ingredients

Cointreau

Tequila

Lemon juice

Sugar

Fresh lemon. Ice cubes

Kir royal ingredients for Champagne

Crème de cassis

Shaker

Bar spoon

Coffee machine

Glass

Tot measure

Cutting board

Table

Water heater

Sauce pan.

Knife

Indicator: Ingredients are well cleaned and wiped

Fresh fruits

Indicator: Ingredients are measured according to the recipes to be made

Coffee

Alcohol

379 | P a g e

Sugar

Juice

Indicator: Methods of preparation are well applied according to the type of recipes requested by customer

Shaking

Stirring

Mixing

Observation


Checklist Score

Yes No

Indicator: Temperature is well maintained

Hotness

Coldness

Indicator: Strength is respected

Alcohol volume

Indicator: Drink is tasteful

Dryness

Aroma

Body

Spiciness

Sweetness

Indicator: Drink is well presented

Garnishing

Color


Checklist Score

Yes No

Indicator: Order is respected

Correct order

Indicator: Time is respected

Time allocated

Indicator: Quantity is respected

Glass is matching

Drink level

380 | P a g e

Observation

Assesment Criterion 4: Hygiene

Checklist Score

Yes No

Indicator: Workplace is cleaned

Tables

Counter

Shelves

Equipment are clean

Ingredients are washed

Indicator: Personal grooming

Hands are washed

Hair is well arranged/ maintained

The uniform is clean and ironed

Ironed and no stained

Nails are cut

Observation

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F B S A W 4 0 1 - SPECIALIZED ADVICE ON WINES

FBSAW401 Provide specialized advice on wines

RTQF Level: 4 Learning hours

Credits: 3 30


Sub-sector: Tourism


Purpose statement

This specific module describes the performance outcomes, skills and knowledge required to

provide specialised advice on Australian wines. It also includes some limited underpinning

knowledge about imported wine types in the context of placing wines in a world marketplace.

382 | P a g e


Not application







1. Update own knowledge of wines 1.1. Proper conduction of formal and informal

research to access current, accurate and relevant

information about wines.

1.2. Correct identification of trends in customer tastes

based on direct contact and workplace experience.

1.3. Appropriate identification of general trends in the

wine market and apply to the workplace.

1.4. Proper provision of assistance in the design,

content and pricing of wine list.

2. Evaluate wines 2.1. Proper identification and exploration of the

characteristics for a range of wines using the full

range of sensory evaluation techniques.

2.2. Appropriate review of other information about

viticulture, winemaking and specific wine styles,

regions and production methods to complement

the sensory evaluation process

2.3. Relevant development of informed opinions about

wines that support work as a specialist in wine.

3. Monitor wine products 3.1. Proper storage of wines according to particular

requirements.

3.2. Appropriate service of wine at the correct

temperature according to type and style of wine

and customer preference.

3.3. Appropriate decantation of wines basing on the

variety, style and vintage of wine.

4. Provide information on wines 4.1. Correct discussion and debating on wine

characteristics, origins and production methods

383 | P a g e

with customers, taking account of the customers'

level of wine knowledge.

4.2. Appropriate taking of account on ethical business

considerations when providing advice and make

adjustments accordingly.

4.3. Proper assistance of customers with wine selections

according to taste, price preferences and other

specific needs.

4.4. Careful resolving of issues with wine quality

through accurate identification of faults and

appropriate corrective action.

384 | P a g e

LU 1: Update own knowledge of wines.

1

Learning Outcomes:

4. Conduct formal and informal research to access current, accurate and relevant information about wines.

5. Identify trends in customer tastes based on direct contact and workplace experience.

6. Identify general trends in the wine market and apply to the workplace.

7. Provide assistance in the design, content and pricing of wine list.

40 Hours

Learning Outcome1.1: Conduct research about relevant information on wines

Description of wines Definition Historical background of wine Different types of grapes Different types of wines Wine defects


- Audio-visual

equipment

- Books

- Internet

- Pictures

- Projector

- Mark pen

- Flip chart

- Laptop

White board





Proper conduction of formal and informal research to access

current, accurate and relevant information about wines.


385 | P a g e


• Written evidence Tick the right steps collecting Wine information

Checklist Score

Yes No

Wine information research

Sources

Information

Process (collection, analysis , interpretation

Methods ( interview, survey)

Observation

Learning Outcome 1.2: Identify of trends in customer wine tasting

Changes in the production process at the crossroads of quality The problem of grape quality Technological modernization Evolution of the sales and changes in

the commercial strategies Changes in the organizational

structure and Professional

management

o Written questions

o Role play

o Case study

o Project report/presentation

o Group discussion

- Audio-visual

equipment

- Books

- Internet

- Audio-visual

equipment

- Books

- Internet

- Pictures

- Projector

- Mark pen

- Flip chart

- Laptop

- White board


386 | P a g e





Written evidence List down the trends in customer wine tastes Underline the correct source of information about customer trends

in wine taste

Checklist Score

Yes No

Customer records:

Bookings

Guest check

Guest comment

Wine stock turnover

Observation

Learning Outcome 1.3: Identify general trends in the wine market

Changes in the production process at the crossroads of quality The problem of grape

quality Technological

modernization Evolution of the sales and

changes in the

o Written questions o Role play o Case study o Project report/presentation o Group discussion

- Audio-visual equipment - Books - Internet - Audio-visual equipment - Books - Internet - Pictures - Projector - Mark pen



Appropriate identification of general trends in the wine market and apply to

the workplace.

387 | P a g e

commercial strategies

Changes in the

organizational

structure and

Professional

management

- Flip chart - Laptop - White board





Written evidence List down the general trends in wine market

Checklist Score

Yes No

Wine trends :

Most popular wine

Least popular wine

Costs

Observation


Appropriate identification of general trends in the wine market and apply to the

workplace.

388 | P a g e

Learning Outcome 1.4: Provide assistance in the design, content and pricing of wine list.

Layout and Design Tips for a Wine List Basic Wine List Design Types of wine and drinks

lists Content of wine and

drinks list Listing wines by types Listing wines by grapes General information

required during wine list design


- Audio-visual equipment - Books - Internet - Pictures - Projector - Mark pen - Flip chart - Laptop - White board





Written evidence


Illustrate how you determine wine list pricing

Checklist Score

Yes No

Wine list pricing:

Maturity

Origin

Cost

Quantity

Observation


Proper provision of assistance in the design, content and pricing of wine list.


389 | P a g e

LU 2: Evaluate wines.

2

Learning Outcomes:

4. Identify and explore the characteristics for a range of wines using the full range of sensory evaluation techniques.

5. Review other information about viticulture, winemaking and specific wine styles, regions and production methods to complement the sensory evaluation process

6. Develop informed opinions about wines that support work as a specialist in wine.

20 Hours

Learning Outcome 2.1: Identify and explore of wine characteristics.

Wine characteristics: Sweetness: aka “Level of Dryness” Acidity: Wrapping Your Head

Around It Tannin: The Misunderstood Wine

Characteristic Fruit: Identifying Different Flavors Body: Light to Full-Bodied.

o Written questions

o Role play

o Case study


o Group discussion

- Audio-visual

equipment

- Books

- Internet

- Pictures

- Projector

- Mark pen

- Flip chart

- Laptop

- White board





Proper storage of wines according to particular requirements


390 | P a g e



Perform wine storage

Checklist Score

Yes No

Wine storage procedures:

Types

Temperature

Wine cellar:

Temperature

Arrangement

Cleanliness

Observation

Learning Outcome 2.2 Review description of wine viticulture, Vinification process, wine

regions.

Vinification process: Harvesting Crushing Fermentation Racking Finning Blending Maturing Bottling

Viticulture component Vineyard characteristics

Type of soil Climate

Altitude





391 | P a g e





Written evidence


Match the type of wine with its corresponding service styles

.Perform wine service

Checklist Score

Yes No

Wine service according to their type:

Rules

Techniques

Procedures

Equipment

Observation

Learning Outcome 2. 3: Develop information that help to work as wine specialist

Information about wines: Bin number Name of wine Country and area of

origin Quality indication Shipper Chateau/ Estate bottled Grapes types

o Brainstorming

o Written questions

o Assignment

o Role play guidelines

- Audio-visual

equipment

- Books

- Internet

- Pictures

- Projector

- Mark pen



Appropriate service of wine at the correct temperature according to type and

style of wine and customer preference.

392 | P a g e

Vintage Alcoholic strength ½ bottle, bottle,

magnum Price Supplier Descriptive notes as

appropriate

o Case study guideline


o Group discussion

- Flip chart

- Laptop

- White board






Demonstrate the decantation of wine

Checklist Score

Yes No

Wine decantation process

Equipment (decanter)

Observation


Appropriate decantation of wines basing on the variety, style and

vintage of wine.

393 | P a g e

LU 3: Monitor wine products.

3

Learning Outcomes:

5. Store wines according to particular requirements. 6. Service wine at the correct temperature according to type and

style of wine and customer preference. 7. Decant wines basing on the variety, style and vintage of wine.

45 Hours

Learning Outcome 3. 1: Store wine

Description of wine cellar room Seven (7) basic tips for wine storage :

Keep It Cool But Not Too Cool Steady as She Goes Turn the Lights Off Don’t Sweat the Humidity See Things Sideways Not a Whole Lot of Shaking Conditions affecting wine Orientation of the bottle Places to store wine






Proper storage of wines according to particular requirements


394 | P a g e




Performance evidence Perform wine storage

Checklist Score

Yes No

Wine storage procedures:

Types

Temperature

Wine cellar:

Temperature

Arrangement

Cleanliness

Observation

Learning Outcome 3.2 Serve wine

Steps of wine service

Professional tasting of wine

Professional approach when serving a

wine

Matching food and wine/Drinks

Make recommendations to customers





395 | P a g e





Written evidence

Performance

Match the type of wine with its corresponding service styles

Perform wine service

Checklist Score

Yes No

Wine service according to their type:

Rules

Techniques

Procedures

Equipment

Observation

Learning Outcome 3.3: Decant wines basing on the variety, style and vintage of wine.

The reason why to decant wine: Get the Sediment Out Air on the Side of Caution

o Brainstorming o Written questions o Assignment o Role play guidelines o Case study guideline o Project report/presentation


- Books - Internet - Pictures - Projector



Appropriate service of wine at the correct temperature according to type and

style of wine and customer preference.

396 | P a g e

o Group discussion - Mark pen - Flip chart - Laptop - White board






Demonstrate the decantation of wine

Checklist Score

Yes No

Wine decantation process

Equipment (decanter)

Observation


Appropriate decantation of wines basing on the variety, style and vintage of

wine.

397 | P a g e

LU 4: Provide information on wines

4

Learning Outcomes:

1. Correct discussion and debating on wine characteristics, origins and production methods with customers, taking account of the customers' level of wine knowledge.

2. Appropriate taking of account on ethical business considerations when providing advice and make adjustments accordingly.

3. Proper assistance of customers with wine selections according to taste, price preferences and other specific needs.

4. Careful resolving of issues with wine quality through accurate identification of faults and appropriate corrective action.

20 Hours

Learning Outcome 4.1: Discuss on wine characteristics, origins and production methods

Characteristics wine : By colour By nature

Vinification process: Sparkling wine making

process Table ines making

process Fortified wines making

process Aromatised wines

making process Country origin of wines: Wine from France Wine of South Africa Wine of Australia Wine of German Wine of Italy

Written questions

Assignment

Role play guidelines

Case study guideline

Project report/presentation

Group discussion



398 | P a g e






Recommend a good wine to a customer

Checklist Score

Yes No

Recommend guest about wine

Label interpretation

Production method

Observation

Learning Outcome 3.2: Use ethical business considerations when providing advice

Different types of Entertainment during wine service Professional approach

in wine service Professional up selling

techniques Promotion ethics of

wines



- Books

- Internet

- Pictures

- Projector

- Mark pen

- Flip chart

- Laptop

- White board



Correct discussion and debating on wine characteristics, origins and production

methods with customers, taking account of the customers' level of wine

knowledge.

399 | P a g e






Circle the correct answer

Checklist Score

Yes No

Ethical behavior and practices :

Dos

Don’ts

Observation

Learning Outcome 4.3: Assist customers selecting wine selection

Different types of Entertainment during wine service Professional approach

in wine service Professional up selling

techniques Promotion ethics of

wines

Brainstorming

Written questions

Assignment




Group discussion


- Books

- Internet

- Pictures

- Projector

- Mark pen

- Flip chart

- Laptop

White board



Appropriate taking of account on ethical business considerations when providing

advice and make adjustments accordingly.

400 | P a g e






Assist the customer to select appropriate wine

Checklist Score

Yes No

Wine list interpretation

Suggestive selling techniques

Problem solving procedures

Techniques

Observation


Proper assistance of customers with wine selections according to taste, price

preferences and other specific needs.

401 | P a g e



As a waiter at SERENA hotel you are having a group of three customers , who need to order different wines, the guests don’t have knowledge about wines, so, they requested you to advice them the best wine matching with their wishes ( the first prefers sweet taste, the second prefer a dry taste , the last needs to celebrate his birthday) and assist them to make the right choice , then after the first selects white wine, the second customer selects red wine and the last choose champagne but while serving the last customer he complains about the temperature. Task: You are requested to advice each guest about wine and satisfy the needs of each guest in 30 min

- Champagne Glass - Red wine glass - White wine glass - Corkscrew - Candle holder/ candle stand - Wine list - Pen - Captain order - Matchbox - Ice cubes - Champagne - Red wine - White wine - Side plate - Wine basket - Ice bucket - Table - Chairs - Table cloths - Napkins


Checklist Score

Yes No

Indicator: Wine list is presented and explained

Specific Wine Styles, Regions is explained

Production Methods

Price Is Explained

Age Of Wine

Food Matching Is Proposed

Wine Characteristics

Ethical Business Are Considered

Indicator: Appropriate wine service is made

Wine order is well taken

Wine bottle is well presented

Temperature is respected

Appropriate glass is used

The bottle is correctly opened

The guest is given the sample for tasting

402 | P a g e

Appropriate Wine is correctly served

Indicator: Any guest complaints arisen is well solved

The guest is listened

The Apology Is Given

Possible Solutions Are Suggested

Best Solution Is Implemented

Follow Up Is Made

Observation


Checklist Score

Yes No

Indicator: Customer feedback

No complaint

More orders

Guest is happy

Indicator: The correct wine is served

White wine of the first guest

Red wine for the second guest

Champagne for the last guest

Indicator: Complaint record

Nature of complaint is recorded

Solution given

Follow up

Observation

403 | P a g e


Checklist Score

Yes No

Indicator: Advice is well done

Time is respected

Right wine Is suggested

Guest preferences are met

Observation

Assesment Criterion 4: Attitude

Checklist Score

Yes No

Indicator: Effective communication is done

Eye contact is maintained

Self-expression is well done

Posture is maintained

Indicator: Effective communication is done

Clean uniform is worn

Hair is cut/ maintained

Nails are cut /not vanished

Observation

Reference books:

http://www.h-economica.uab.es/wps/2010_05.pdf

http://winefolly.com/review/wine-characteristics/

http://www.winespectator.com/webfeature/show/id/45882

http://www.winespectator.com/webfeature/show/id/ABCs_of_Food_and_Wine_Pairin

1996, Managing Bar and Beverage Operations by the Education institute of the American hotel and

Lodging Associations, Michigan

2006, Food and Beverage service by Dennis Lillicraps, John cousins , London

2009, Tourism and hospitality studies(Introduction to hospitality by Mr Murray Muckenzie and Dr Benny

Chan, Wu Chung House

404 | P a g e

405 | P a g e

FBSBO401 - BAR OPERATIONS

FBSBO401 Operate a Bar


Credits: 10 100




Purpose statement

This module describes the performance outcomes, skills and knowledge required to carry out

bar operations in a range of hospitality enterprises. The module involves the service of a range

of alcoholic and non-alcoholic beverages commonly found in a bar.

406 | P a g e


Health, safety and environment







1. Prepare bar for service 1.1. Right set up of bar display and work area according

to company requirements and style of bar service.

1.2. Accurate checking and restocking of bar products

and materials where necessary, completing any

required documentation.

1.3. Suitable storage of all items in correct place and at

correct temperature.

1.4. Right preparation of range of decorations, coasters

and edible and non-edible garnishes and stock,

according to company requirements.

2. Take drink orders. 2.1. Correct taking and notation of orders.

2.2. Proper checking of products and brand preferences

with the customer in a courteous manner.

2.3. Relevant identification of any specific customer

preferences.

2.4. Careful receipt and process of customer payments.

3. Prepare and serve drinks. 3.1. Right service of drinks according to customer

preferences, using required glassware and

garnishes.

3.2. Correct preparation of drinks according to legal and

enterprise standards i.e using the correct

equipment, ingredients and standard measures.

3.3. Right reduction of wastage and spillage.

3.4. Proper checking of beverage quality during service

and correct taking of action when required.

3.5. Convenient report of beverage quality issues to the

appropriate person.

407 | P a g e

4. Close down bar operations. 4.1. Appropriate shutting down of equipment according

to enterprise safety procedures and manufacturer

instructions.

4.2. Regular clearance and cleanliness of bar areas

according to enterprise procedures.

4.3. Suitable storage of any leftover garnishes

hygienically and at the correct temperature.

4.4. Proper checking and reordering of stock according

to enterprise procedures.

4.5. Correct set up of bar for next service, i.e. ensuring

equipment, stock and glasses are in the correct

place.

4.6. Appropriate conduction of a handover to incoming

bar staff and relevant share of information.

408 | P a g e

LU 1: Prepare bar for service

1

Learning Outcomes:

8. Set up of bar display and work area according to company requirements and style of bar service.

9. Check and restock bar products and materials where necessary, completing any required documentation.

10. Store all items in correct place and at correct temperature. 11. Prepare range of decorations, coasters and edible and non-edible

garnishes and stock, according to company requirements.

40 Hours

Learning Outcome 1.1: Set up bar display and work area

Bar Layout: The bar menu in bar layout The human factor in bar

layout Self-sufficient and security

Basic Bar arrangement: The front bar The service bar

Bar equipment, Accessories, and tools: Ice and Ice-making machines Glassware Bar tools and Accessories

Bar Sanitation Explain how a bartender’s

work station should be set up

and maintained

o Brainstorming on ethical values and norms in bar management

o Group discussion on ethical values and norms

o Individual/group research on bar ethics, standards, values and norms

o Audio-visual presentation on ethical issues regarding the bar professionalism

o Field visit for ethical issues regarding the bar profession

o


equipment - Bar Counter - Bar shelves - Fridge - Projector - Class room - Laptop



Right set up of bar display and work area according to company requirements

and style of bar service.


409 | P a g e




Performance Observation checklist

Checklist Score

Yes No

Interpretation handover from previous shift

Bar and working area cleanliness

Mis-en place

Observation

Learning Outcome 1.2 Check and restock a bar products and materials, completing any

required documentation.

Check inventory the Product: Perpetual inventory and complete its

document Physical inventory and complete its

document Beverage inventory turnover and

complete its document Inventory control as monitor of

sales and cost



equipment - Bar counter - Bar stock - Assorted

beverages - Bar equipment



Accurate checking and restocking of bar products and materials where

necessary, completing any required documentation.


410 | P a g e




Written


Checklist Score

Yes No

Requisition of missing items

Arranging beverages on shelves

Observation

Learning Outcome 1.3: Store of all items in correct place and at correct temperature.

Factors that determine good bar storage: Storage temperature Cleanliness Different bar storage area

Bar storage and equipment: Beer storage Wines storage

Different types of

equipment used items in

bar

o Brainstorming on corporate value for a bar storage

o Group discussion on corporate value for a bar storage

o Individual/group research

on bar storage

- Books - Internet - Bar counter - Bar store - Classroom - Projector



Suitable storage of all items in correct place and at correct temperature.


411 | P a g e





Checklist Score

Yes No

Fill refrigerators appropriately

Dry goods are stored in the right place

Keep warm beverages in a warm temperature place

Observation

Learning Outcome 1.4: Prepare decorations, coasters and edible and non-edible garnishes and stock

Cocktail component Types of ingredients Types of garnishing Cocktail parts Cocktail making methods

o Brainstorming on corporate value for a bar storage

o Group discussion on corporate value for a bar storage

o Individual/group research

on bar storage

- Books

- Internet

- Bar counter

- Bar store

- Classroom

- Projector





Right preparation of range of decorations, coasters and edible and non-edible

garnishes and stock, according to company requirements.


412 | P a g e



Checklist Score

Yes No

Bar decoration style

Glasses display

Beverages display

Garnishes:

Edible

Non-edible

Coasters

Brand coasters

Non-brand coasters

Observation

413 | P a g e

L U 2: Take drink orders

2

Learning Outcomes:

7. Take and note orders. 8. Check products and brand preferences with the customer in a

courteous manner. 9. Identify any specific customer preferences. 10. Receive and process of customer payments.

20 Hours

Learning Outcome 2.1: Take and note orders

Methods of order taking: Triplicate Duplicate Service with order Pre-ordered

The Food checks: Captain order distribution Taking children’s order Taking orders for dispense bar







Correct taking and notation of orders.


414 | P a g e


Written

Performance

Matching questions

True or false


Checklist Score

Yes No

Use captain order to take order:

Duplicate

Triplicate

Observation

Learning Outcome 2.2: Check products and brand preferences with the customer in a

courteous manner

Customer with special needs Special diet Disabilities customers Procedures for anticipating

customer needs

o Brainstorming on customer preferences

o Group discussion customer preferences

o Role play on taking customer order






Proper checking of products and brand preferences with the customer in a

courteous manner


415 | P a g e


Performance

Written

Use true or false questions


Checklist Score

Yes No

Products by preferences ordered by customer:

Beverages

Status

Quantity

Observation

Learning Outcome 2.3: Identify any specific customer preferences

Customer with special needs Special diet Disabilities customers Procedures for

anticipating customer needs



o Role play on taking customer order o






Written

Performance

Use required procedures to anticipate customer needs?


Relevant identification of any specific customer preferences.


416 | P a g e

Checklist Score

Yes No

Customer with special needs:

Disability

Special diet

What are the procedures to be followed to anticipate customer needs

Observation

Learning Outcome 2.4: Process customer payments

Seven basic billing methods Bill as check Separate bill Bill with order Pre-paid Voucher No charge Deferred



o Role play on taking customer order

o






Written

Performance

Matching questions


Essay



Careful receipt and process of customer payments.


417 | P a g e

Checklist Score

Yes No

Compare what has been consumed with what is on the bill

Give customer the bill in a professional manner

Take money to the cashier and bring balance to the customer if any.

Observation

418 | P a g e

LU 3: Prepare and serve drinks

3

Learning Outcomes:

8. Serve drinks according to customer preferences 9. Prepare drinks according to legal and enterprise standards 10. Reduce wastage and spillage 11. Check beverage quality during service and take action when

required. 12. Report beverage quality issues to the appropriate person.

45 Hours

Learning Outcome 3. 1: Serve drinks according to customer preference

Service of aperitifs

Types of aperitifs and their service

Service of cocktails

Service of wines

Aspects taken when serving wine

Serving temperature for wine

Wine glasses

Service of sparkling wine

Service of beers

Types of beers glasses

Pouring beers

Service of liqueurs



equipment - Bar counter - Coffee machine



Right service of drinks according to customer preferences, using required

glassware and garnishes.


419 | P a g e




Written

Performance



Checklist Score

Yes No

Different glassware are used during service of different drinks

Beverage service techniques and style according to the enterprises standards

Observation

Learning Outcome 3.2 Prepare drinks according to legal and enterprise standards

Different methods of preparation Preparation of special coffee Preparation of mocktail Preparation of cocktail

State control of drinks Control and licenses state Handling problem guest Miscellaneous state regulation

Community or local regulations Drinking on the job Serving under 18 years old alcoholic

drinks



equipment - Bar counter - Coffee machine



Correct preparation of drinks according to legal and enterprise standards i.e

using the correct equipment, ingredients and standard measures


420 | P a g e




Written evidence

Performance

Use true or false questions

Essay


Checklist Score

Yes No

Beverage preparation methods in appropriate equipment

Check the status of ingredients before use

Observation

Learning Outcome 3.3: Reduce waste and spillage

Product control Establishing standards in bar Preventing pilferage Importance to use HACCP (hazard

analysis critical control point)


- Internet - Books - Bar counter - Projector - Laptop - White board - Audio-visual

equipment





Right reduction of waste and spillage.


421 | P a g e


Written

Performance

As Bartender how can you keep the remaining ingredients after use?

What can HACCP help a bartender during bar service operation?

Checklist Score

Yes No

Use three container systems in handling ingredients.

Keep the remained ingredients in the right place

Use HACCP system

Observation

Learning Outcome 3.4: Check beverage quality

Product control Establishing standards in bar Preventing pilferage Importance to use HACCP

(hazard analysis critical control

point)



equipment





Proper checking of beverage quality during service and correct taking of action

when required.


422 | P a g e


Performance

Written

Explain the measures to be considered to know if beverage is

expired?

What causes beverages to be flat?

Checklist Score

Yes No

Tips for expired beverage

Tips to know if beverage is flat

Observation

Learning Outcome 3.5: Report beverage quality issues to the appropriate person.

Identify all spillage Complete spillage items on

control sheets Check and records all

breakages items on control

sheet



equipment - Classroom





Written evidence

Open ended questions Essay


Convenient report of beverage quality issues to the appropriate person.


423 | P a g e

Checklist Score

Yes No

Report the problem to the concerned person.

Fill spillage report for record purpose

Observation

424 | P a g e

LU 4: Close down bar operations

4

Learning Outcomes:

1. Shut down bar equipment according to enterprise safety procedures and manufacturer instructions.

2. Clear and clean bar areas according to enterprise procedures. 3. Store any leftover garnishes hygienically and at the correct

temperature. 4. Check and reorder stock according to enterprise procedures. 5. Correct set up of bar for next service, i.e. ensuring equipment,

stock and glasses are in the correct place. 6. Conduct handover to incoming bar staff and relevant share of

information.

20 Hours

Learning Outcome 4.1: Shut down bar equipment

Description of bar equipment: Coffee machine Fridges Lighting

Written questions

Assignment




Group discussion

- Internet - Books - Bar counter - Projector - Laptop - White board - Audio-visual equipment





Appropriate shutting down of equipment according to enterprise safety

procedures and manufacturer instructions.


425 | P a g e


Written

Performance

Matching questions Essay Observation checklist

Checklist Score

Yes No

Follow instructions during shutting down of machines

Cleaning procedures to be used to clean equipment after use

Observation

Learning Outcome 4.2: Clean the bar areas

Methods of cleaning Mopping Wiping Dusting Blooming

Types of detergents used Window cleaner Air freshener Pledge Soap


- Internet - Books - Bar counter - Projector - Laptop - White board - Audio-visual equipment - Classroom





Regular clearance and cleanliness of bar areas according to enterprise

procedures.


426 | P a g e


Written

Performance

Essay


Checklist Score

Yes No

Clearance bar procedures:

Dirty glassware

Dirty equipment

Empty bottles

Observation

Learning Outcome 4.3: Conduct a handover to incoming bar staff and relevant share of

information.

Process of hand over:

Information to be handed over

Items to be handed over

Complete handover book

Written questions

Assignment




Group discussion






Suitable storage of any leftover garnishes hygienically and at the correct

temperature.


427 | P a g e


Performance

Use true and false to complete the sentences?

Checklist Score

Yes No

Use appropriate storage area to keep unused ingredients

Observation

Learning Outcome 4.4: Check and reorder stock according to enterprise procedures

Reordering procedures

dry till inclusive packages cash drinks set limits pre-set drinks open bar







Performance



Proper checking of beverage quality during service and correct taking of action

when required.


428 | P a g e

Checklist Score

Yes No

Tips for expired beverage

Tips to know if beverage is flat

Observation

Learning Outcome 4.5: Set up bar correctly for next service, ensuring equipment, stock and

glasses are in the correct place

Equipment blenders, vitamisers,

juicers and shakers coffee-making

equipment cleaning equipment refrigeration

equipment utensils glass-washers beer reticulation

equipment electronic spirit

measures post-mix systems ice machines manual and electronic

cash registers, credit and electronic funds transfer at point of sale (EFTPOS) equipment.

Written questions

Assignment




Group discussion



429 | P a g e





Performance

Essay

Checklist Score

Yes No

Report the problem to the concerned person.

Fill spillage report for record purpose

Observation

Learning Outcome 4.6: Conduct a handover to incoming bar staff and share relevant

information

Process of hand over:

Information to be handed over

Items to be handed over

Complete handover book

Written questions

Assignment




Group discussion




Suitable storage of any leftover garnishes hygienically and at the correct

temperature.



Convenient report of beverage quality issues to the appropriate person

430 | P a g e




Performance

Use true and false to complete the sentences?

Checklist Score

Yes No

Use appropriate storage area to keep unused ingredients

Observation

431 | P a g e


Integrated situation Resources

A five stars hotel is having a 10pax from WDA who will starting with a meeting at 8h30 then at 12h30 they will take their lunch which should be a buffet for 4 course menu in main restaurant, in the evening at 18h00 they end up with Cocktail party, this party will have both alcoholic and non alcoholic beverages, the charges of beverages will be after consumption and the party will take place near the main bar. Assume that you are bartender in this main bar and you are required to make sure that all guests are satisfied with what you provide from your bar without looking in what is happening about food service; here below are extra information and Instructions:

1. All drinks will be served in glasses

2. Drinks are Wines, Spirits, Liqueur, beers as well as soft drinks

3. Budget of all beverages is 200,000frw

4. Cold and warm beverages should be provided

5. At least all activities of mise-en place should be done within 1

hour before the party considering that the party will take 1

hour.

6. Billing of beverages will be done after consumption

7. After this party bar will be closed until tomorrow

8. Some guests will take cocktail (Tom Collins, Whisky sour,

Between sheet, Long island, Cosmopolitan and Margarita)

Required: you are told to do all possible to make this cocktail

successful and well managed in both guest side as well as hotel side.

Tools: - Beer glasses

- Cocktail glasses

- Sprits glasses

- Soft drinks glasses

- Wine glasses

- Liqueur glasses

- Cocktail glasses

- Cocktail shakers

- Mixing jug

- Bar spoon

- Bar knife

- Cutting board

Equipment: - Refrigerators

- Ice making machine

- Juice blinder

Ingredients/garnishes Different brands of beers - Liqueur

- Spirits

- Carbonated waters

- Assorted white and

red wines

- Lemon fruits

- Orange fruits

- Passion fruits

- Cocktail Umbrella

- Salt/ Caster sugar

- Water

- Drinking straws

- Colourings/syrup

432 | P a g e


Checklist Score

Yes No

Indicator: Hands are cleaned with appropriate soap

Nails trimmed

No dirty in hands

Indicator:Working surface is clean No stain on the surface

No spot on the surface

No bad sell

Indicator : Person is well groomed

Cleaned uniform

Ironed uniform

Polished shoes



Indicator:Clean as you work rule is applied


Sportex available

Observation


Checklist Score

Yes No

Indicator: Initial activities are followed Espresso machine and Grinding machine are switched on

Glasses are clean

Beverage stock is available

Indicator: Initial activities are followed

Bar and working area cleanliness

Mise-en place

Indicator: Bar products and materials are checked and replenished

Use of requisition form

Arrange requisitioned items on the shelves

Indicator: All items are placed in correct place and at correct temperature.

Warm beverage in a warm area

Cold beverage in refrigerator

433 | P a g e

Indicator: Cocktails are well prepared

Taste

Colour

Temperature

Flavour

Indicator: Cocktails are well presented

Cocktail glasses

Garnish

On coaster

Indicator: Beverages are well managed

All required drinks are available

Beverages are matching with the budget available

Bill is matching with beverages consumed

Indicator: Bar closing duties are well done

Machine switched off

Equipment are cleaned after use

Closing stock is filled


Checklist Score

Yes No


Good body

Good color

Good flavor

Indicator: Quality services is offered

Seep of service

No customer coplain

Billing on time


Hot

Cold

At room temperature

Observation

434 | P a g e


Checklist Score

Yes No


Wearing of gloves


Wearing of cleaned uniform



Observation

Reference books: 1996, Managing Bar and Beverage Operations by the Education institute of the American hotel and

Lodging Associations, Michigan

2006, Food and Beverage service by Dennis Lillicraps, John cousins , London

2009, Tourism and hospitality studies(Introduction to hospitality by Mr Murray Muckenzie and Dr Benny

Chan, Wu Chung House

Note:

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity

FOOD & BEVERAGE SERVICES - MIS

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