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Plan and implement sensory proficiency training programmes for food
or related products
Level
6
Credits
12
Purpose
This unit standard is for people who are currently working, or who intend to
work, in jobs which involve planning and implementing sensory proficiency
training programmes for food or related products. These programmes are for
panellists regularly taking part in sensory evaluation panels.
People credited with this unit standard are able to plan and implement
sensory proficiency training programmes.
Subfield
Food and Related Products Processing
Domain
Food and Related Product Staff Development
Status
Registered
Status date
21 September 2007
Date version published
21 September 2007
Planned review date
31 December 2012
Entry information
Recommended: Unit 7642, Design, implement, and
improve laboratory test methods for food or related
product production.
Accreditation
Evaluation of documentation and visit by NZQA and
industry.
Standard setting body (SSB)
Competenz (Food and Beverage)
Accreditation and Moderation Action Plan (AMAP) reference
0111
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1
Legislation relevant to this unit standard may include but is not limited to the: Health
and Safety in Employment Act 1992; Health and Safety in Employment Regulations
1995; Food Act 1981; Food Hygiene Regulations 1974; Food (Safety) Regulations
2002; Resource Management Act 1991; and their associated regulations and
subsequent amendments.
 New Zealand Qualifications Authority 2016
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2
Related products may include: beverages, household products, or personal care
products.
3
Definitions
Organisational procedures refer to documents that include: worksite rules, codes,
and practices; equipment operating instructions; production specifications;
documented quality management systems; and health and safety requirements.
Panellist refers to a person who assesses, evaluates or tests product by using
sensory evaluation.
Elements and performance criteria
Element 1
Plan sensory proficiency training programmes.
Performance criteria
1.1
Sensory proficiency training programmes are planned and documented within
agreed timeframe.
1.2
Planned sensory proficiency training programme matches organisational needs
as determined by key stakeholders.
Range
key stakeholders – senior managers and/or production managers
and/or quality assurance staff and recognised experts.
1.3
Planned sensory proficiency programmes are authorised by personnel
responsible for work area.
1.4
Resources required for sensory proficiency training programmes are procured.
Range
resources – budget and/or equipment and/or building space and/or
human resources.
1.5
Planned sensory proficiency training includes method for ensuring consistency
and accuracy of panellist's product rating.
1.6
Planning sensory proficiency training programmes complies with organisational
policies and procedures, and legislation.
Range
policies and procedures – work instructions and/or manuals and/or
quality standards.
 New Zealand Qualifications Authority 2016
7621 version 4
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Element 2
Implement sensory proficiency training programmes.
Performance criteria
2.1
Sensory proficiency training programmes are implemented within agreed
timeframe.
2.2
Sensory proficiency training venue is set up, and attributes of venue optimise
consistent and valid assessment.
Range
attributes – colour, ventilation, temperature, booth layout, lighting
type, palate cleanser, sample trays and containers.
2.3
Panellist product rating consistency is optimised by implemented training
programme.
2.4
Panellist product rating accuracy is optimised by implemented training
programme.
2.5
Cost of implemented training programme is within agreed budget.
2.6
Constraints to implementation of sensory proficiency training programmes are
identified, and contingency plans are developed to optimise performance.
Range
2.7
constraints – availability and/or performance of equipment,
product, personnel, environment.
Implementation of sensory proficiency training programmes complies with
organisational policies and procedures, and legislation.
Range
policies and procedures – work instructions and/or manuals and/or
quality standards.
Please note
Providers must be accredited by NZQA, or an inter-institutional body with delegated
authority for quality assurance, before they can report credits from assessment against
unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by NZQA before they can register
credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
 New Zealand Qualifications Authority 2016
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Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact Competenz qualifications@competenz.org.nz if you wish to suggest
changes to the content of this unit standard.
 New Zealand Qualifications Authority 2016