Food Processing Toolbox
Certificate III Food Processing
Trainer’s guide
Food Processing Toolbox – Trainer’s guide
Contents
Contents ............................................................................................................ ii
Purpose ............................................................................................................. 1
Target audience ..................................................................................................................... 2
Units of competency.............................................................................................................. 3
Underpinning ideas ............................................................................................................... 4
The learning environment ..................................................................................................... 5
The importance of communication ....................................................................................... 6
The importance of collaboration ........................................................................................... 7
Accessibility .......................................................................................................................... 8
Using the Toolbox .............................................................................................. 8
Trainer’s role ......................................................................................................................... 8
Learning plans ....................................................................................................................... 9
Communication ..................................................................................................................... 9
Customisation ...................................................................................................................... 10
Learning sequences ............................................................................................................. 10
Activities ............................................................................................................................. 11
Resources ............................................................................................................................ 11
Assessment .......................................................................................................................... 11
FDFCORHS3A Monitor the implementation of occupational health and safety
policies and procedures ................................................................................... 13
Job 1: OH&S roles and responsibilities .............................................................................. 13
Job 2: Ensure others can implement safe work practices .................................................... 13
Job 3: Monitor safe work practices ..................................................................................... 16
Job 4: Implement emergency procedures ............................................................................ 18
Job 5: Maintain and improve health and safety................................................................... 19
FDFCORQFS3A Monitor the implementation of quality and food safety programs
........................................................................................................................ 24
Job1: Ensuring hazard controls work properly ................................................................... 24
Job 2: Ensure others meet quality/food safety requirements ............................................... 24
Job 3: Monitor food quality and safety programs ............................................................... 28
Job 4: Take corrective action .............................................................................................. 31
Job 5: Maintain quality and food safety .............................................................................. 33
FDFZPMMB2A Operate a mixing/blending process .......................................... 36
Job 1: Wearing appropriate personal protective equipment ................................................ 36
Job 2: Prepare for a mixing/blending process ..................................................................... 36
Job 3: Operate and monitor a mixing/blending process ...................................................... 40
Job 4: Shut down a mixing/blending process ...................................................................... 43
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FDFOPTENV2A Implement environmental policies and procedures ................. 46
Job 1: OH&S ....................................................................................................................... 46
Job 2: Work in accordance with environmental policies and procedures ........................... 46
Job 3: Improve environmental practices ............................................................................. 50
Job 4: Respond to an environmental emergency ................................................................. 51
FDFOPTPAP3A Participate in an audit process ................................................. 53
Job 1: OH&S ....................................................................................................................... 53
Job 2: Participate in planning an audit ................................................................................ 53
Job 3: Participate in conducting an audit ............................................................................ 55
Job 4: Report and follow up on audit outcomes .................................................................. 57
FDFOPTPIP3A Participate in improvement processes ...................................... 60
Job 1: OH&S ....................................................................................................................... 60
Job 2: Identify opportunities for improvement ................................................................... 60
Job 3: Identify information needs........................................................................................ 61
Job 4: Analyse issues and problems .................................................................................... 63
Job 5: Recommend options for improvements .................................................................... 66
Job 6: Implement improvement ideas ................................................................................. 67
FDFZPRCI2A Operate a process control interface ............................................ 71
Job 1: Check that the interface and components are safe and ready ................................... 71
Job 2: Understand and use the process control interface .................................................... 71
Job 3: Use interface system to operate and maintain a process within required parameters73
Job 4: Analyse data to predict and control performance ..................................................... 75
FDFZPRSYS3A Operate processes in a production system ............................... 77
Job 1: Identifying hazards ................................................................................................... 77
Job 2: Prepare the production system for operation ............................................................ 77
Job 3: Operate and monitor the production system ............................................................. 80
Job 4: Hand over production system operation ................................................................... 82
Job 5: Shut down the production system ............................................................................. 83
Job 6: Contribute to continuous improvement of the production system ........................... 85
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Food Processing Toolbox – Trainer’s guide
Purpose
Australia’s food processing industry has one of the lowest qualification profiles of all
Australian industries. Importantly, however, the industry has recognised training as one
of the keys to lifting productivity and improving overall business performance, and for
the past decade has been working to establish a nationally accredited training system.
Food processing is the largest manufacturing industry in Australia, employing
approximately 170 000 people spread across 13 sectors:

Baking

General foods

Beverage

Meat

Confectionery

Milling

Dairy

Pharmaceutical

Edible oils and fats

Poultry

Fruit and vegetables

Seafood.

Wine
Processed food and beverages are among Australia’s most important exports and
account for around 32 per cent of total manufacturing export revenue.
The industry is experiencing strong growth in world trade due to:

Australia’s abundance of natural resources, which provides an accessible supply
of raw materials

a reputation for quality, hygiene, safety and freedom from contaminants

world-class manufacturing expertise and technology

a multicultural society which demands a diversity of food products and equips the
industry to meet the requirements of export markets

geographical proximity to the world’s expanding food markets, particularly those
in the Asia–Pacific region.
To remain competitive in the global market, the food processing industry in Australia
has introduced a number of initiatives, including:

stringent food management frameworks

streamlining of the Food Standards Code for Australia and New Zealand

investment in innovation and technology

programs to lift the skill levels of the workforce.
All of these initiatives impact on the demand for training in the food processing industry
and guide the nature of the training provided.
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The National Food Industry Training Council has determined that training should take
into account:

the diverse and dispersed nature of the industry

the industry’s reliance on casual and seasonal workers

the high level of workers with limited skills in literacy, numeracy and English
language

the industry’s lack of an established training culture.
The Food Processing Industry Training Package was endorsed by the National Training
Quality Council in January 2003 and covers the following streams:

Aerated waters

Flour milling

Biscuits

Fruit and vegetables

Cake

Honey production

Coffee

Ice processing

Confectionery

General foods

Dairy processing

Pastry

Edible oils

Pet food

Egg processing

Pharmaceutical
manufacturing

Plant baking (bread)

Poultry

Retail baking

Sales

Stockfeed milling

Tea.
Training packages have also been developed for:

Wine sector

Sugar milling.
The Food Processing Toolbox targets competencies from the Food Processing Industry
Training Package that can be used across a range of sectors in the food processing
industry.
The Food Processing Toolbox is designed to support the delivery of the Food
Processing Industry Training Package at Certificate III level.
Target audience
The learner group for the Certificate III in Food Processing is likely to comprise an even
distribution of men and women between the ages of 20 and 50. The group may also
include younger learners undertaking the training as part of a traineeship or
apprenticeship.
There is likely to be a broad range of educational backgrounds and skills across the
learner cohort, but most will have reasonable to low literacy, numeracy and English
language skills.
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Food Processing Toolbox – Trainer’s guide
The learners are likely to have limited experience with online learning and require
varying levels of support from the trainer. It is important, however, to remember that
while the learners may have limited online learning experience, they are likely to be
experienced users of computerised machinery in the workplace.
Most learners will have a significant level of on-the-job experience and will be either
seeking to acquire a formal qualification to improve their work opportunities or required
by their workplace to undertake certificate level training.
Learners undertaking studies at Certificate III level in the food processing industry are
likely to:

be responsible for the operation of a work process, system or section

work with limited guidance

exercise some autonomy

operate in a variety of contexts

work within established procedures and systems

facilitate a work group or team

exercise a level of operational discretion.1
Research suggests that a significant number of learners will be working in a casual or
seasonal capacity. Those in more permanent work will often work long or irregular
hours. Most will have limited time available for scheduled or formal training sessions.
Units of competency
The Food Processing Toolbox supports the delivery of the Certificate III in Food
Processing and provides training support and resources for the following units of
competency. Note that the listed units of competency do not complete the Certificate III
in Food Processing. The complete Certificate III in Food Processing comprises 13 units
of competency (totalling 600 hours). This Toolbox supports the delivery of eight units
(totalling 430 hours). The RTO providing training will need to provide additional
resources for the remaining hours of training required.
Dorward, G. (1999) ‘Food Industry Training’ in McKean, C. (ed.), Australian Food: The Complete Reference
to the Australian Food Industry, Agrifood Media Pty Ltd, East Melbourne.
1
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Food Processing Toolbox – Trainer’s guide
Training package
Food processing industry
Qualification level
AQF 3
Certificate III in Food Processing
Competencies
National code
Unit of competency
FDFCORQFS3A
Monitor the implementation of quality
and food safety programs
100
FDFCORHS3A
Monitor the implementation of
occupational health and safety policies
and procedures
60
FDFZPMMB2A
Operate a mixing/blending process
40
FDFOPTENV2A
Implement environmental policies and
procedures
30
FDFZPRCI2A
Operate a process control interface
40
FDFZPRSYS3A
Operate processes in a production
system
60
FDFOPTPIP3A
Participate in improvement processes
50
FDFOPTPAP3A
Participate in an audit process
50
Total nominal hours
Nominal
hours
430
Underpinning ideas
The Food Processing Toolbox takes a problem-solving approach to learning by
presenting users with real-world challenges and the tools, resources and problemsolving skills they need to meet those challenges.
While the target audience may have limited educational backgrounds and little
experience with the use of technologies in learning, the industry in which they work is
increasingly using innovative technologies and computerisation to improve production
and quality. The Toolbox uses a simple and repetitive structure with minimal
distractions and a limited number of pathways, but still employs moderately
sophisticated individual components that simulate technologies used in the workplace.
While the default learning sequences are structured around competencies, the framing
of the activities organises them into job lists, a concept that will be familiar to the target
audience.
The Toolbox learning sequences have been designed using a problem-based learning
approach involving the following:

a problem: learners are confronted with a real-life problem, job, task or situation

definition of the problem: learners work out what they already know about the
situation, what they need to know and what resources they need to address the
problem
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Food Processing Toolbox – Trainer’s guide

accessing information: learners access available information or seek other
information to enable them to solve the problem or complete the activity; this may
include communicating with other learners

practice: learners develop a solution to the problem or complete the activity

reflect and apply: learners reflect upon and apply the learning to their own
workplace or other workplaces.
The learning environment
The design of the Toolbox focuses on separating activities from content, and on
separating interactions from instructions.
A typical screen is show below. This contains:

an activity or interaction

an Instructions box, which tells the learner what they are required to do

a Resources box, which links to resources relevant to the task

a Discuss button, which links to communication tool to assist with collaborative
learning (these are customised by the training organisation)

a Job list button, which links to the unit index page

a Home button which links to the Toolbox home page

an Office button which links to some useful resources: a glossary, a collection of
case studies and scenarios, a collection of documents and forms, and a collection
of videos and photographs

a Map button which links to the site map

navigation buttons to move between the pages of the steps within each job.
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Food Processing Toolbox – Trainer’s guide
The activities in the Food Processing Toolbox are organised by units. Each unit contains
a number of jobs that align with specific elements of competency. Each job contains a
number of smaller tasks that align with specific performance criteria. Links to relevant
resources are provided throughout the learning sequences.
A unique feature of the Food Processing Toolbox is that it incorporates activities
designed to verify that users have the underpinning knowledge required or to provide
them with opportunities to develop that knowledge. It also provides additional
interactions that cover occupational health and safety issues relevant to each unit of
study.
This Toolbox has been designed for people employed in the food processing industry
where Certificate III is usually delivered as workplace training.
The importance of communication
Assumptions about the learners’ computer skills level indicate that many of them will
not be confident in communicating online. As the trainer, you will need to provide
support and assistance for the use of communication tools such as email and bulletin
boards and don’t forget the telephone as a powerful communication tool.
Teaching in an online environment is a facilitative process. Learners have significant
learning resources available to them in the Toolbox, in the workplace and on the
Internet. The central role of the trainer is to help the learner to navigate information and
pinpoint materials relevant to their learning objectives. This requires a clear statement
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Food Processing Toolbox – Trainer’s guide
of learning objectives and regular feedback on the learner’s progress. Email and bulletin
boards are powerful communication tools when applied in this context.
Toolbox learning activities are designed to encourage learner collaboration through the
available communication tools. It is your role as the trainer to decide how feedback
should be given on this collaboration.
It is important to remember that these particular learners are likely to have limited
experience with online learning and will need your support.
The importance of collaboration
This Toolbox has been designed for use across a number of sectors in the food
processing industry. Learners may not have ready access to a trainer or other learners
and may be isolated by time and work constraints.
It is useful to encourage learners to collaborate. Not every activity needs to be
collaborative. The question to consider is: Will the learning be enhanced by
collaboration?
Throughout the Food Processing Toolbox, collaboration and communication are used to
show principles common to various industries from different perspectives and help
learners understand roles other than their own.
Learners are offered opportunities to compare their role and the procedures and methods
used in their workplace with those of other learners.
Encouraging collaboration
Activities that encourage collaboration include:

sharing ideas and perspectives on jobs or problems presented in the Toolbox

clarifying ideas by communicating with other learners

clarifying ideas by communicating with co-workers

providing feedback on other learners’ ideas

sharing resources with other learners

facilitating group discussions

seeking group solutions to problems

comparing industry contexts.
Facilitating collaboration
Facilitating collaboration will require vigilance, encouragement and support. Keep in
mind that most of the learners will not be experienced or confident in online learning
and will require clear guidance.
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Food Processing Toolbox – Trainer’s guide
As a trainer, you should:

introduce the concept of collaboration and the use of communication technologies

encourage and support interaction between learners

provide technical support regarding basic user problems

establish rules or ‘netiquette’ for online interaction

inform the learners of your online availability

use and refer to examples of collaboration as a way of acknowledging learner
participation

establish clear guidelines about how the learner’s participation will be used as part
of their assessment

manage discussion forums by setting beginning and end dates and monitoring
participation.
Accessibility
The Toolbox has been designed to comply with the W3C web content accessibility
guidelines (priority level one). It also adheres to W3C recommended technical standards
including:

XHTML 1.0

CSS2

JavaScript 1.2.
To comply with access and equity guidelines, the Toolbox incorporates the following
features:

large clickable areas for icons and buttons

text alternatives to all non-text resources

resizable text

use of contrasting colours.
The Toolbox has been designed to be screen-reader friendly and present a logical, easyto-follow structure for visual and non-visual browsers.
Using the Toolbox
Trainer’s role
The key role for the trainer in using online learning materials is that of facilitator or
guide, helping learners to navigate through the learning content and resources.
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Food Processing Toolbox – Trainer’s guide
Trainers are advised to become familiar with the Toolbox prior to its use with learners.
The Toolbox is just that – a set of tools, which like all tools are only effective if used
properly.
You should instruct learners on keeping their written work in a folder, either in digital
or hard copy. All work can be used as part of their assessment.
Learning plans
The creation of the learning plan is an important step in engaging learners in training
that recognises their skills and identifies gaps in skill areas. The learners may have a
variety of experiences that should be ascertained when drawing the learning plan
together. As the trainer you may wish to add other questions that reflect the individual
learner’s workplace or training focus.
You should ask learners to submit their learning plan before they commence any of the
activities. This initial contact will provide an opportunity for you and the learner to
agree on the learner’s needs and proposed activities, and to introduce learners to the
online working environment.
Communication
You should ensure that learners are able to effectively use the online learning materials
and communication tools:

email: for one-to-one communication with the trainer or other learners. Blogs
could also be used to set up an online diary or journal, visit the following site for
more information: http://www.blogger.com/tour-start.g

the Discuss facility: for sharing and comparing ideas and situations. You can set
up discussion forums through a service such as http://quicktopic.com/

announcements can be made by using a free service such as SMSpup. For
instructions on how to do this see the website at http://smspup.com/

notify learners of three-way phone chat options to encourage peer-to-peer
consultation on activities. For instructions on creating three-way chats, check the
white pages phone directory under Telstra phone services information.
At the start, learners will need some guidance to become involved in online
communication. In a classroom you wouldn’t begin without introductions. In an online
class, learners may be tentative to begin with as they can’t see who they are
communicating with. Begin small.

Post a test message under the topic ‘Introductions’ and then check that it appears
in the Discuss facility.

Send an email to the learners asking them to post a message using Discuss, and
send an email to let you know they are ready to begin.

Mobile phones may also play a role in communication. After posting a message in
Discuss, ask the learners to send you a text message (SMS) to let you know they
are ready to begin.
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You will need to monitor the discussions and respond to keep the threads going, and
encourage learners to expand on comments or direct discussions to the information
required. If a learner isn’t getting a response from anybody, they will quickly become
disengaged from the communication environment.
The framework you provide in the beginning will ensure a comfortable environment for
your learners to communicate in.
You should collect responses to the questions from learners and provide feedback where
appropriate. In developing the online environment, you should set up topic threads in
the communication area (Discuss) for each of the topics that learners are asked to
respond to; for example, Job 1 Step 1.
To set up the Discuss facility for your learners you may like to create topic threads as in
the following example:

Operate a mixing/blending process

Job 2 Step 1 Ensure services and materials are available

Job 2 Step 2 Prepare pre-mixes

Job 2 Step 3 Determine cleaning and maintenance status and requirements.
Discussion board topics are referred to throughout the trainer’s role section of this
guide.
If learners are unable to access the communication area, you will need to give advice as
to how they should submit their answers to questions or reflections (for example,
written or printed response, verbal response or written response sent by email).
Customisation
The Food Processing Toolbox has been designed so that it can be customised for
different learning, industry and delivery contexts.
Everything can be tailored to specific course and learner needs. The activities and
assessment tasks in each of the units can be altered to reflect the specifics of a learning
environment. For example, each unit focuses on one of the industry sectors, such as
baking, dairy or general foods. If your learners are working with other industry sectors,
the activities, case studies, underpinning content, images and references can be changed
to reflect the differences. The procedure for making changes is detailed in the Technical
guide.
Learning sequences
The activities in the Toolbox have been organised by units. Each unit contains a number
of jobs that align with specific elements of competency. Each job contains a number of
smaller tasks that align with specific performance criteria. Throughout the learning
sequences, links to relevant resources are provided.
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Food Processing Toolbox – Trainer’s guide
Activities
Activities are based on real workplace situations. Some involve simulations of actual
equipment and processes used in the food processing industry.
Some activities will require learners to work with multiple windows open
simultaneously. Learners will be required to work with various documents to complete
some activities. You may need to explain how to minimise or move windows. For
example, in the unit Operate a mixing/blending process, Job 1, Step 1, learners are
asked to complete an activity in one screen and access a mix plan in another screen. To
do this, learners could either resize each screen so that each takes up half the screen, or
switch between two screens by minimising or maximising.
Resources
The resources are available separately and categorised according to the topic covered by
each unit:

Fundamentals – covering the underpinning knowledge required for each unit of
competency

Documents and forms – a collection of all the documents and forms used in each
of the units

Case studies and scenarios – real-life and fictional case studies and scenarios

Media centre – a collection of video clips and photos

links to relevant legislation and other useful websites.
Assessment
The Certificate III in Food Processing offers a number of assessment pathways:

training and assessment pathway
Assessment and training are integrated, with assessment evidence collected
progressively and feedback provided to the learner. This may occur in on-the-job
or off-the-job environments, or a combination. This option is particularly suited to
New Apprenticeships, as trainees can be presented with a mix of formal training,
structured workplace experience and formative assessment activities.

assessment only pathway
Learners provide current, quality evidence of their skills against the units of
competency. This may occur in both on-the-job and off-the-job environments.
This option is particularly suited to existing workers, workers with overseas
qualifications, recent migrants with established work histories, people returning to
the workforce and people with disabilities or injuries who require a job change.

combination of training and assessment and assessment only pathways
Learners may undertake initial assessment to determine current competency using
the assessment only pathway, then a training and assessment program to acquire
additional competency using the training and assessment pathway. This option is
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Food Processing Toolbox – Trainer’s guide
particularly suited to learners who are experienced but have gaps in their
competency and require training in new areas.
Workplace-based assessment is a key component for the Certificate III in Food
Processing; however, it is outside the scope of this Toolbox. It is crucial for the trainer
to be familiar with the Assessment Guidelines for Food Processing, available from the
National Training Information Service at http://www.ntis.gov.au.
It is important to consider assessment processes for learners who may have literacy or
English language difficulties. Alternatives may include verbal assessment or
demonstration of competency.
At the end of each step of the job list activities (performance criteria) learners are asked
to reflect on the content and its application to their workplace. Learners are advised to
record their response (along with responses to other activities) as it may be used as part
of their assessment.
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Food Processing Toolbox – Trainer’s guide
FDFCORHS3A
Monitor the implementation of occupational
health and safety policies and procedures
Job 1: OH&S roles and responsibilities
Resources: Occupational Health and Safety Act 1985 at the Victorian Law Today
website.
Learners are required to:

identify in the interactive activity who is responsible for the tasks listed

identify who would be responsible in their workplace for those tasks.
Trainer’s role:
Advise learners how to submit the list of roles and responsibilities in this activity. This
may be by email, phone, SMS or when you next visit.
Job 2: Ensure others can implement safe work practices
Step 1: Ensure safety equipment is available and functional
Resources: Glossary.
Learners are required to:

identify the best way for Phil to find out what safety equipment and PPE is
required in each area

help Phil identify problems with the items of PPE shown

examine the PPE they wear and write down examples of wear or disrepair that
could eventually lead to safety problems

identify who is responsible when a hazard is noticed

identify the correct order of events that should take place when a hazard has been
noticed.
Trainer’s role:
Inform the learner how to submit their answers regarding their PPE. This could be by
SMS or email, or you could direct them to keep it in their folio for submission at the end
of the unit.
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Step 2: Ensure OH&S information is available and current
Resources: Glossary, Signs, Audio clip.
Learners are required to:

identify types of OH&S information found in their workplace

complete multiple choice questions on ‘Janet’s’ horror story of finding SOPs with
out-of-date information.
Trainer’s role:
The types of OH&S information found in the workplace could be sent to you by SMS or
email.
Alternative approach: Set up a discussion board topic, Job 2 Step 2 Horror stories,
where learners can post their own ‘horror stories’ and read other learners’ stories.
Step 3: Ensure information on hazards and risk control procedures is
available and current
Resources: Glossary, Fundamentals.
Learners are required to:

complete a drag-and-drop activity where hazards are matched with OH&S
information

complete a multiple choice activity that identifies how workers in the cutting and
packaging plant can be made aware of all relevant risk control procedures for their
work area

write two short paragraphs on who they think is responsible for making sure the
SOP is up to date and what the consequences might be if it is not kept up to date.
Post answers and respond to others.
Trainer’s role:
Set up a discussion topic, Job 2 Step 3 Up-to-date SOPs, and respond to the learners’
postings.
Alternative approach: Conduct a three-way phone chat or online chat session to discuss
the responsibilities for keeping up-to-date SOPs. Invite learners to respond on the
discussion board to horror stories from Step 2 with the possible consequence.
Step 4: Ensure workers can identify hazards and control measures in
their area
Resources: Fundamentals, FPT hazard ID checklist.
Learners are required to:

identify three hazards in their workplace and explain the control measures that
need to be implemented to minimise risks
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
post answers to the Discuss facility

choose the most appropriate way that workers should learn to identify hazards

locate their workplace hazard reports for the last couple of years, note the type of
hazard and who reported it

keep notes for assessment.
Trainer’s role:
Set up a discussion board topic, Job 2 Step 4 Hazard control measures.
Encourage learners to reply to other learners and also respond where appropriate. It may
be useful to provide a summary of the hazards and control measures and ask for
comments on any recurring hazards.
Step 5: Ensure workers receive appropriate OH&S and risk control
training
Resources: Fundamentals, Section 21(2)(e) of the Occupational Health and Safety Act
1985.
Learners are required to:

identify the OH&S training they have undertaken and the benefits of this training

discuss this with their co-workers and post in Discuss what appropriate OH&S
training appears to have had the greatest benefits in their workplace

identify the training ‘Victor’ needs to organise for his workplace.
Trainer’s role:
Set up a discussion board topic, Job 2 Step 5 OH&S training, or a chat session.
Alternative approach: If you have a group of learners, it may be possible to visit a
workplace to investigate the OH&S and risk control training provided and compare with
their own workplace training. Recommendations for improvements in the training may
then be posted using the Discuss facility.
Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete the self-test and identify gaps. Find further information if necessary

complete final tasks and questions:
1. With permission from your supervisor, organise and conduct a PPE audit for an
area of your workplace.
2. What OH&S information exists in your workplace? What process is used to
make sure it is kept up to date?
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3. What is your workplace's policy on OH&S training?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Job 3: Monitor safe work practices
Step 1: Clearly define and document proper work procedures
Resources: Fundamentals.
Learners are required to:

select correct statements on SOPs

find an SOP in their workplace and write down whether they think it is well
written and easy to understand, up to date and readily available to everyone who
needs it, and to keep this information for the job summary

make a list of SOPs in their work areas and check with their supervisor to add any
they have missed

read steps for developing SOPs

create an SOP for a piece of equipment they use and show the trainer.
Trainer’s role:
You may ask the learner to send the list of SOPs by SMS, email or mail to check they
are on the right track
Advise learners how to submit the SOP they have developed. You may wish to post
effective SOPs using the Discuss facility or encourage learners to email the SOPs for
comment to another learner before sending it in to you.
Alternative approach: Set up a discussion board topic, Job 3 Step 1 SOPs, and ask
learners to compare their lists of SOPs. Are there any gaps in a workplace that are
identified through this list when compared to other organisations?
Step 2: Identify, report and address deviations from procedures
Resources: Fundamentals.
Learners are required to:

identify what Phil should do first when he notices that one of the workers is not
following the correct OH&S procedure

locate the main OH&S procedure information in their workplace and compare the
first steps of the standard reporting procedure with the feedback from Phil’s
situation.
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Trainer’s role:
No interaction is required at this step.
Alternative approach: Learners could be encouraged to make comparisons of the first
steps in their standard reporting procedures using the Discuss facility and note
differences and similarities when working in a variety of areas and processing plant
sizes.
Step 3: Ensure OH&S information is recorded
Resources: Fundamentals, Occupational accident and injury or illness investigation
report.
Learners are required to:

find out what types of OH&S information are in their workplace and where they
are kept

write this information down to use in the job summary

complete multiple choice question on drawing conclusions from OH&S
information

read the information on ensuring OH&S information is recorded and look at the
sample report.
Trainer’s role:
No interaction is required at this step.
Alternative approach: A scenario could be posted using the Discuss facility and learners
asked to complete an accident and injury or illness investigation report.
Step 4: Ensure housekeeping standards are maintained
Resources: Fundamentals.
Learners are required to:

complete a multiple choice question on how Phil and his co-workers know what
housekeeping needs to be done

locate their workplace housekeeping lists and explain what each one requires, and
keep this information for the job summary

choose the correct responses from a list for Phil to tell a worker why good
housekeeping is important

post advice for Bryan using the Discuss facility as to how he should deal with the
situation where workers are following old housekeeping procedures and checklists

respond to other postings, indicating whether they agree or disagree, and their
reasons.
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Trainer’s role:
Set up the discussion topic, Job 3 Step 4 Housekeeping. Monitor discussion board
postings and encourage learners to respond to at least one other learner.
Alternative approach: If you have a group of learners, you could set up a chat session to
discuss Bryan’s situation. Encourage learners to identify the factors in their workplace
that may make the response different.
Job summary
Resources: Self-test.
Learners are required to:

answer the questions below and submit answers to the trainer:
1. Why are SOPs an important part of working safely?
2. In your workplace, what steps should you follow if you saw someone who was
not following the correct procedure?

complete self-test and identify gaps. Find further information if necessary

complete final questions.
Trainer’s role:
Advise learners how they should submit their answers (using Discuss, by email, in a
Word document, by mail or phone, or during your next visit).
Job 4: Implement emergency procedures
Step 1: Implement workplace emergency procedures promptly
Resources: FPT emergency procedures.
Learners are required to:

identify an emergency that is a risk in their workplace

find out the proper procedure for dealing with this emergency

write down the steps in point form and keep a record to refer to in the job
summary

watch the animation of an emergency procedure for the cheese cutting and
packaging plant and list the important steps to be included in the emergency
procedure

check the list with the FPT document and the emergency procedure in their own
workplace

keep the lists in their folio for assessment
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
select the correct answer to the question on how everyone knew what to do in the
case of the fire emergency in the cheese cutting and packaging plant.
Trainer’s role:
Learners could be encouraged to video an emergency evacuation drill in their workplace
and send it in as part of their assessment.
Alternative approach: If you have a group of learners available for a workshop, you
could organise a variety of scenarios to role-play the emergency procedures. Learners
could be encouraged to use the Discuss facility to post their experiences in dealing with
an emergency in their workplace and comment on how effectively the emergency
procedures were followed.
Job summary
Resources: Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary

answer the following question below and submit the answer to the trainer:
Consider the range of emergencies that may arise in your workplace (for example,
fire, flooding, bomb threat or chemical spill). In a potentially dangerous situation,
some people might be inclined to panic and not react safely. In the case of an
emergency, what measures should a workplace take to ensure the safety of its
workers (including those who might panic)?
Trainer’s role:
Advise learners how they should submit their answers (using Discuss, by email, in a
Word document, by mail or phone, or during your next visit).
Job 5: Maintain and improve health and safety
Step 1: Address potential hazards promptly
Resources: Identifying hazards, Fundamentals.
Learners are required to:

identify who is responsible for identifying and addressing workplace hazards in
the cheese cutting and packaging plant

answer a question about the following scenario:
Milo operates one of several vacuum packaging machines in a medium sized
smallgoods factory. His machine is working perfectly, but he notices that Pedro's
machine is putting out a lot more heat than it should. Pedro doesn't notice this
because he is new and is not familiar with how much heat these machines should
be producing.
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What should Milo do in this situation? Using Discuss, post the answer and
compare their answer with other learners.
Trainer’s role:
Create a discussion topic, Job 5 Step 1 Milo’s situation.
Respond to postings and encourage learners to respond to each other’s postings.
Alternative approach: Learners could be encouraged to post their own scenario, based
on a situation they have observed, and other learners invited to respond.
Step 2: Conduct risk assessments
Resources: FPT risk assessment form.
Learners are required to:

check the risk assessment form in the resources section and identify types of risks
present in your workplace

answer the following questions with regard to the risks they have identified:
o Has the hazard in question already caused any accidents, injuries, illnesses or
near misses?
o Is it a common hazard that is known to cause problems in other workplaces?
o Are there any legal requirements associated with the hazard?

explain the answers and keep for use in the job summary

write down what should be done if an immediate and significant threat to worker
safety is noticed.

answer the following question:
Would hand cake decorating normally be the sort of process that needs a risk
assessment, or should a risk assessment only be done for work involving
machinery or hazardous materials? Why do we generally do risk assessments?

post the answer and compare their response with others.
Trainer’s role:
Set up a discussion topic, Job 5 Step 2 Risk assessments. You may ask the learners to
SMS the risks in their workplace to you or discuss the risks with other learners in a chat
session or three-way phone chat.
Alternative approach: It may be possible to have learners in larger workplaces discuss
this risk assessment with someone who works in smaller workplaces to identify
similarities and differences.
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Step 3: Implement control measures
Resources: Fundamentals.
Learners are required to:

complete multiple choice questions regarding steps that should be taken to prevent
people from working in an area that has been identified as hazardous or may
present a risk to workers

locate some examples of hazard control procedures in their workplace

compare the first steps of the standard control procedure with the feedback from
the multiple choice activity

read the explanation of each hazard control measure

place hazard control measures in order of use

with the correct order of hazard control identified, select one example of a hazard
in their workplace and explain how each control step would be applied for the
example

keep a record of the answer because it may be needed for the job summary

read information on how to control the risks to OH&S

identify a situation in the workplace where interim measures had to be
implemented

explain why the control measures couldn’t be applied

email the answer to the trainer

talk with an OH&S rep in their workplace and try to locate a plan for
implementing hazard control measures. Summarise the plan in terms of the
actions required, the timetable for implementation and the people responsible for
the implementation.

keep a record of the answer because it may be needed for the job summary.
Trainer’s role:
Respond to learners’ emails on the interim measures provided.
Alternative approach: Learners could be encouraged to organise an interview with
another food processing plant’s OH&S representative and compare the hazard control
implementation plan with their workplace plan. If you have a group of learners it may
be possible to organise this as part of a workplace visit.
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Step 4: Identify and report inadequacies in control measures
Resources: Fundamentals.
Learners are required to:

identify possible examples in their workplace where control measures may be
inadequate, and keep answers to refer to in the job summary

identify what John should do when he discovers people are injuring themselves
because they are not used to the requirements of performing the particular task
with the new equipment despite the control measures that have been put in place

post answers using the Discuss facility and compare answers with other learners.
Trainer’s role:
Set up a discussion topic, Job 5 Step 4 Inadequate control measures. Monitor learners’
contributions and respond where necessary.
Alternative approach: Learners could post a scenario describing a situation where new
control measures were found to be inadequate for other learners to respond to,
suggesting how these could be addressed.
Step 5: Identify opportunities to improve OH&S
Resources: Fundamentals.
Learners are required to:

identify opportunities to improve OH&S

use the Discuss facility to enter their response and compare with the responses of
other learners.
Trainer’s role:
Set up a discussion topic, Job 5 Step 5 Opportunities to improve OH&S.
Alternative approach: Hold a chat session to discuss possible OH&S improvements in
their workplaces. Learners could also be encouraged to put their suggestions to the
OH&S committee in their workplace and report on the uptake of those suggestions with
the reasons why they were accepted or rejected.
Job summary
Resources: Self-test.
Learners are required to:

complete self-test and identify gaps and find further information, if necessary

complete final questions

answer the questions below and submit the answers to the trainer:
o Who is responsible for reporting workplace hazards?
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o Who is responsible for eliminating or reducing the associated risks?
o Why is it important for everyone to be involved in OH&S in the workplace?

talk to their supervisor and arrange to participate in a risk assessment at their
workplace.
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
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FDFCORQFS3A
Monitor the implementation of quality and
food safety programs
Job1: Ensuring hazard controls work properly
Resources: Ragu employee handbook, Production and hazard control equipment
checklist.
Learners are required to:

explain to another learner, either by phone, in person or by email, how Ragu’s
requirements compare to those of their own workplace

complete an activity on hazard identification in the chiller

complete production and hazard control equipment checklist in their work area for
the trainer

write a half-page report on their checklist trial, explaining how effective it was
and what alterations are needed.
Trainer’s role:
Inform learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Alternative approach: Set up a discussion topic, Job 1 Step 1 Hazard controls, so
learners can compare the results of their trials and offer possible solutions to problems.
Job 2: Ensure others meet quality/food safety
requirements
Step 1: Communicating up-to-date information
Resources: Fundamentals: Communication tips, Tomato–basil sauce SOP, Ragu
employee handbook, Food Safety Standards website.
Learners are required to:

discuss communication options in their supervisory role with another learner

use the Discuss facility to publish tips

write a brief outline of the purpose of the SOP, explain why it is important from a
quality and safety point of view to follow an SOP, and send their answers to the
trainer

compile a detailed checklist of personal health requirements, personal hygiene
requirements and hand-washing principles workers need to follow.
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Trainer’s role:
Set up learning partnerships to discuss communication tips.
Set up a discussion topic, Job 1 Step 2 Communication tips.
Advise learners how to submit the personal health and hygiene checklist (for example,
by phone or SMS).
Alternative approach: Set up a chat session or three-way phone chat to discuss
communication tips and the effectiveness of ensuring new workers have access to and
an understanding of their workplace SOPs. The checklist of personal health, hygiene
and hand-washing requirements could also be shared during this chat.
Step 2: Communicating hazard and risk control information
Resources: Hazard information table, Glossary, Audio clip.
Learners are required to:

explain the potential hazards in the photos

categorise the photos into safety hazards, quality hazards or food safety hazards

categorise food safety hazards into biological hazards, chemical hazards, and
physical hazards

print out the hazard information table

fill in the table according to the Ragu story

list four hazards in their work area and fill in the cause, risks and risk controls for
the hazards.
Trainer’s role:
Inform learners how they should submit the explanation for the hazards, the identified
categories and hazard information table. This could be by email or mail.
Alternative approach: Learners could brainstorm hazards using the Discuss facility,
identifying the causes, risks and risk controls for hazards raised by others.
Step 3: Checking workers know safety and quality control measures
Resources: Fundamentals: HACCP.
Learners are required to:

complete a drag-and-drop activity to apply appropriate control measures to the
hazard

ask others to match a control measure with the hazard

discuss alternative ways workers can identify control measures for hazards in their
work area

complete a drag-and-drop activity to match control points to correct definitions
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
identify programs used by their company to manage food safety and quality

list the support programs their company uses

explain to another learner what each program does

email another learner with details of five, preferably related, cross-contamination
risks in their work area, ensuring that two of these risks involve workers’ hands

explain how the control measures given control the hazard.
Trainer’s role:
Set up a discussion board topic, Job 2 Step 3 Cross-contamination risks, so learners can
share alternative ways to identify control measures in their work areas.
Instruct learners to phone or SMS when another learner has contacted them to discuss
the cross-contamination risks, food safety and quality programs.
Alternative approach: If the learner is working in a small business, it may be useful to
set up a workplace visit for them to discuss these issues in a larger industry and find out
how this is handled. The results from this interview could be emailed or discussed by
phone.
Step 4: Identifying mentor support available
Resources: Audio clip.
Learners are required to:

use the Discuss facility to enter comments on whether they think the story is a
good example of mentoring or coaching

draw conclusions from other learners’ contributions.
Trainer’s role:
Set up a discussion board topic, Job 2 Step 4 Mentoring support. Respond to the
discussion entries where necessary.
Alternative approach: Learners could share their own experiences of mentoring and
coaching in a chat session or three-way phone chat.
Step 5: Addressing training needs
Resources: Fundamentals.
Learners are required to:

write a report indicating which of the workers shown require training due to their
work history. The report needs to include the issue, their findings and their
recommendations for training.
Trainer’s role:
Advise learners how to submit their report (for example, by email or mail).
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(This activity is submitted as apart of the job summary.)
Job summary
Resources: Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary.

complete the final questions:
1. Your supervisor has asked you to compile a work area induction checklist that
includes all the things a new worker needs to know before they start working
on the production line. The emphasis needs to be on quality and food safety.
You must cover at least three examples of each of the following:

safe clothing

safe equipment

SOPs

food safety documentation

quality documentation

hazard control measures

control points

other quality and food safety points.
2. Submit the activity that was part of Step 5.

Read the work history of each person.

Decide who needs training, what training they need, and why.
3. Record your decisions in the form of a report to your training manager. Your
report needs sections on:

the issue

your findings

your recommendations (with reasons).
Trainer’s role:
Advise learners how they should answer the questions (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
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Job 3: Monitor food quality and safety programs
Step 1: Ensuring procedures are clear, documented and followed
Resources: Fundamentals, Glossary, Ragu quality policy.
Learners are required to:

rewrite the SOP for Ragu’s tomato-basil pasta sauce so the procedures are clear

use the Discuss facility to record their SOP and read other learners’ contributions

draw conclusions regarding Ragu’s SOP and SOPs from their workplace.
Trainer’s role:
Set up a discussion board topic, Job 3 Step 2 Pasta sauce. Respond to learners’
conclusions regarding SOPs.
Alternative approach: Ask learners to identify what makes an SOP clear and easy to
follow. Enter this using the Discuss facility for others to make comment.
Step 2: Addressing deviations from procedures
Resources: Fundamentals, Glossary.
Learners are required to:

search the Internet for information on the Garibaldi food poisoning outbreak in
1995

outline the effects/actions of the company, employees, victims and their families
following the Garibaldi food poisoning outbreak

listen to scenario and identify three possible deviations from procedure

listen to the two problems and identify who the problems should be reported to by
completing the multiple choice question.
Trainer’s role:
Assist learners with the Internet search if necessary.
Advise learners how to submit their answers. A simple SMS message would also serve
to alert the trainer that the learners have passed this step.
Alternative approach: Encourage learners to investigate other cases of food poisoning
and their causes and use the Discuss facility to post their findings.
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Step 3: Ensuring behaviour follows policies and procedures
Resources: Workplace policies and procedures compliance checklist.
Learners are required to:

use the workplace policies and procedures compliance checklist to make
observations of at least five workers

compare findings with other learners by using the Discuss facility to post findings

complete a multiple-choice question identifying what the team leader should do
when all team members aren’t doing the right thing.
Trainer’s role:
Set up a discussion board topic, Job 3 Step 3 Compliance checklist findings.
Alternative approach: A chat session or three-way phone chat could be set up to discuss
findings.
Step 4: Reporting quality or safety hazards
Resources: Fundamentals: Problem solving, Glossary.
Learners are required to:

develop a hazard reporting form

check it with two other workers

fill it in using the information from the memo

email the completed form to the trainer.
Trainer’s role:
Check hazard reporting forms as they are sent in.
Alternative approach: If a chat session has been organised for Step 3, the effective use
of report forms could be discussed during this time. Prior to the chat session, learners
would need to have developed their forms or located the form in their workplace.
Step 5: Recording information
Resources: Fundamentals, Glossary, Production and hazard control equipment
checklist.
Learners are required to:

identify how food safety and quality information can be used in the multiplechoice question

discuss food safety and quality information with their work team and email a
report on discussion to the trainer

identify who is responsible for recording information accurately
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
create a production and hazard control equipment checklist for their work area,
complete and send into the trainer with a brief report on how effective it was and
what alterations needed to be made.
Trainer’s role:
Inform learners how to send in their reports. It may be appropriate to keep them in their
folio until the end of the unit.
Alternative approach: If you have a group of learners in smaller production plants, it
may be useful to organise a site visit to a large processing plant to find out how food
safety and quality information is recorded in the various areas of the plant.
Step 6: Maintaining housekeeping standards
Resources: Fundamentals: Cleaning and sanitising, Food Standards website, Glossary.
Learners are required to:

ask their quality manager what the company’s housekeeping principles are and
use the Discuss facility to post the main points

prepare a cleaning schedule using the FoodSmart example, trial it for a month and
send a copy with a report on its usefulness to their manager and trainer

demonstrate the cleaning and sanitising of an item of equipment to the trainer

review the procedure with the trainer.
Trainer’s role:
Set up a discussion board topic, Job 3 Step 6 Housekeeping standards.
Organise a time to visit learners to observe cleaning and sanitising of equipment.
Alternative approach: If it is difficult to organise a visit, it may be appropriate for the
learner to video the cleaning and sanitising procedure and send the video to the trainer
with comments on any improvements or changes they think should be made.
Job summary
Resources: Self-test, Fundamentals.
Learners are required to:

complete the self-test and identify gaps and find further information, as necessary

complete the final questions:
1. Go back to Step 5 and ensure you have completed Activity 2: Ask your quality
manager for examples of production data (information) used to:

investigate a food safety incident

investigate a quality incident

trace product during a recall
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
provide evidence for legal proceedings

provide information to a customer.
Give or email your report to your trainer.
2. Write a cleaning and sanitising procedure for a piece of equipment in your
work area. Include:

what to do

what to use

when to do it

where it is used

who does it

how to do it.
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Job 4: Take corrective action
Step 1: Responding quickly
Resources: Fundamentals: Due diligence, Fundamentals: Out-of-specification material,
Glossary, Ragu SOP, Audio clips.
Learners are required to:

research the meanings of the terms ‘duty of care’ and ‘due diligence’ on the
Internet and using the Fundamentals, and post their findings using the Discuss
facility

draw up a table with three columns with the headings: ‘corrective action’, ‘person
responsible’ and ‘simple and effective’

identify corrective actions that quickly brought non-compliance under control

compare the process with that at their workplace, listing similarities and
differences

write a report on the procedure for their manager and the trainer.
Trainer’s role:
Set up a discussion board topic, Job 4 Step 1 Responding quickly.
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Step 2: Investigating hazardous events
Resources: Fundamentals: Problem solving, Case study.
Learners are required to:

read the case study and summarise the investigation and the cause

present their summary at a team meeting.
Trainer’s role:
No interaction is required.
Alternative approach: The case study could form the basis for a chat session.
Step 3: Preventing recurrence
Resources: Case study, Fundamentals, Glossary.
Learners are required to:

re-read the case study in Step 2

identify the corrective actions and control measures that were introduced to
prevent recurrence and minimise risks

identify the critical limits for chilling and heating on the thermometer

explain why they have been selected

identify four other factors that are used in their work area to control hazards

identify the critical limits of each

use the Discuss facility to post and compare with the responses of other learners.
Trainer’s role:
Set up a discussion board topic, Job 4 Step 3 Preventing recurrence. Respond to
postings where appropriate and encourage learners to respond to each others’ postings.
Alternative approach: To encourage interaction, pair learners in different work areas to
make comparisons.
Job summary
Resources: Self-test, Fundamentals.
Learners are required to:

complete self-test and identify gaps and find further information, if necessary
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
complete final tasks and questions:
Draw up a flowchart showing the steps you should take when investigating a
quality or food safety non-compliance in your workplace.
o Create three columns. In the first, list each corrective action taken; in the
second, who took it; and in the third, whether it was simple and effective.
o Mark with a star those corrective actions that quickly brought the noncompliance back under control.
o Write your findings in the form of a report for your manager.
o Make a list of differences and similarities in procedures at your current
workplace compared with this example.
o What have you learnt from this example?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Job 5: Maintain quality and food safety
Step 1: Removing and reporting processes that threaten quality/food
safety
Resources: Fundamentals, Glossary, FoodSmart website.
Learners are required to:

identify the critical control measures and the critical limits for Ragu

prepare a checklist for reviewing food safety in the workplace, carry out a review,
identify any problems and document any actions taken

create a list of probable tasks in a product recall.
Trainer’s role:
If the learners do not have access to the Internet, make sure you have the documentation
available from the FoodSmart and Food Safety websites.
Alternative approach: A chat session or three-way phone chat could be set up to discuss
findings.
Step 2: Conducting risk assessments
Resources: Fundamentals, Glossary, Audio clip.
Learners are required to:

write a report on the new product at Ragu, Creamy Tomato–Basil Sauce, mention
the risks involved, control measures and critical limits, monitoring requirements at
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each CCP, PCP and QCP, and appropriate methods of recording and reporting
results of checks and tests.
Trainer’s role:
Respond to learners emails.
Alternative approach: Learners may choose to use a new product that is being
developed in their workplace to report on.
Step 3: Putting control measures in place
Resources: Fundamentals, Glossary, Audio clips.
Learners are required to:

find a copy of the hazard or incident report form used in their workplace and
identify how it is used and who receives a copy.
Trainer’s role:
Set up a discussion board topic, Job 4 Step 3 Control measures. Respond to learners’
postings where appropriate and encourage learners to respond to each others’ postings.
Alternative approach: To encourage interaction, pair learners in different work areas to
make comparisons.
Step 4: Reporting shortcomings in control measures
Resources: Interactivity.
Learners are required to:

complete the interactivity.
Trainer’s role:
No interaction is needed.
Step 5: Fixing or referring quality/safety matters
Resources: Fundamentals.
Learners are required to:

complete the interactivity.
Trainer’s role:
No interaction is required.
Alternative approach: This case study could form the basis for a chat session.
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Step 6: Telling the workgroup about quality/safety matters
Resources: Fundamentals, Glossary.
Learners are required to:

review a work procedure and report on it. If there are deviations, revise the
procedure then submit the revised procedure to the appropriate personnel.
Trainer’s role:
Observe the revised procedure. Assess any documentation created from this activity.
Alternative approach: This is a good activity to encourage learners to create a blog
(weblog) and document the process that was involved in reviewing and revising a
procedure.
Step 7: Reviewing records
Resources: Food Standards website, Glossary.
Learners are required to:

review work area records

review another learner’s records.
Trainer’s role:
Assess the learner’s review of the work records.
Alternative approach: Set up a discussion board topic, Job 5 Step 4 Reviewing records,
where the learners can post their reviews and also read what other learners have posted.
Job summary
Resources: Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information as necessary

complete the final tasks and questions:
1. Identify a hazard in your work area and the control measures, the critical limits,
monitoring procedure and corrective actions used for it.
2. Write a report on a food quality and safety matter that was reported on and
resolved in your workplace. Detail who was involved, what was identified and
how was it resolved.
3. What are your company’s policies for reviewing HACCP plans or food safety
programs?
4. List the steps involved in developing or revising a work procedure.
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
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FDFZPMMB2A
Operate a mixing/blending process
Job 1: Wearing appropriate personal protective
equipment
Learners are required to:

complete a drag-and-drop activity to identify the necessary PPE that Phil must
wear

use the Discuss facility to post the reasons why Phil needs to wear each item of
PPE.
Trainer’s role:
Set up a discussion board topic, Job 1 Step 1 PPE.
You may wish to have the learner SMS or email you to list the PPE required in their
work area.
Job 2: Prepare for a mixing/blending process
Step 1: Ensuring services and materials are available
Resources: Fundamentals, Scenario, Sample mix plan, Glossary.
Learners are required to:

make sure all the required services and ingredients are available

complete an activity to identify a type of mixer in their workplace and write down
services and materials that need to be available for it to operate properly, keeping
the answers for the job summary

use a mix plan to calculate required amount of each ingredient

print a copy of the mix plan

check ingredients are available and answer questions relating to missing
ingredients

read the scenario and answer questions

use the Discuss facility to reflect on how they go about ensuring that the required
services and materials are available for a mixing/blending process in their
workplace.
Trainer’s role:
Set up a discussion board topic, Job 2 Step 1. If you do not have a number of learners
ready to reflect on this step you may need to provide an alternative scenario in the
forum for your learner to compare workplaces.
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The scenario at the end of this section may be replaced with a scenario you create,
related to the learner’s specific workplace.
You will also need to give directions as to how the answers should be submitted (using
the Discuss facility, by email, in a Word document, by mail or phone, or during your
next visit).
Alternative approach: The activities in this step use examples from relatively high-tech,
medium to large-scale production. You may like to provide extra activities that use
small production and more manual processes as examples (for example, small-scale inshop baking). If you are working with a group of learners, organising a tour of both a
large-scale and a small-scale mixing/blending facility may be beneficial.
Step 2: Preparing pre-mixes
Resources: Fundamentals, Scenarios, Glossary.
Learners are required to:

identify what a pre-mix is and why some ingredients need to be pre-mixed

identify any pre-mixes they use in their workplace

enter stabiliser and emulsifier ingredient amounts and transfer

use the Discuss facility to post a story about a ‘friend of a friend’

post the answers to the questions following the scenario.
Trainer’s role:
Set up a discussion board topic, Job 2 Step 2 Friend of a friend. You will need to
respond to the answers.
Ideally, these activities should be supplemented with a practical exercise that allows
learners to participate in the preparation of a pre-mix. You may wish to combine this
exercise with later ones to cover an entire mixing/blending process (for example,
making a loaf of bread).
Alternative approach: You may like to have learners conduct some practical
experiments to demonstrate why some ingredients need to be pre-mixed and what
happens when they are not. You may wish to ask learners to compare procedures if they
are working across different industry sectors. This information could be entered for
discussion using the Discuss facility.
Step 3: Determining cleaning and maintenance status and requirements
Resources: Fundamentals, Glossary, Scenario, Cleaning maintenance log.
Learners are required to:

explain why cleaning and maintenance must be done and why it should be
recorded

locate an example of a cleaning and maintenance SOP from their workplace
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
use the Discuss facility to post ideas on the possible consequences if cleaning and
maintenance procedures for this equipment weren’t followed

use email or SMS to identify that appropriate cleaning and maintenance schedules
have been followed in their workplace.
Trainer’s role:
Set up the discussion topic, Job 2 Step 3 Cleaning and maintenance.
Reinforce the importance of cleaning and maintenance, for health, quality and safety
reasons. One way of doing this would be to initiate a discussion on the consequences of
not following cleaning and maintenance schedules, encouraging learners to share any
relevant experiences they have had. If you have access to a chat room or teleconference,
this would be a great topic.
Remember to respond to emails or SMS messages promptly.
Alternative approach: It may be appropriate to invite a guest speaker to talk about the
importance of maintenance, emphasising productivity issues, food safety issues and
OH&S. This could be done as a face-to-face presentation or an online discussion.
Step 4: Entering operating parameters
Resources: Penguin Ice-cream daily mix plan, Consequences of incorrect parameter
settings.
Learners are required to:

identify what operating parameters are and the role they play in the mixing and
blending process

identify operating parameters from a mix plan and enter them correctly in the
plant control panel

identify operating parameters used in a mixing/blending process in the learner’s
own workplace, and the safeguards in place to ensure they are set correctly

use the Discuss facility to post suggestions about the reasons for Phil’s problem,
and compare their suggestions with those of other learners.
Trainer’s role:
Set up a discussion board topic, Job 4 Step 2 Entering operating parameters. This
discussion thread will be used for identifying the possible problems Phil is having.
Learners will need to send in a list of the operating parameters used in a
mixing/blending process in their own workplace and explain what safeguards are in
place to ensure they are set correctly. Due to confidentiality, it may not be appropriate
to share this information with other learners.
Alternative approach: This step provides opportunities for presentation of case studies
and scenarios for other industry sectors to provide ‘bigger picture’ concepts. For
instance: What are the consequences of entering incorrect parameters? What happens
when something is mixed at an incorrect temperature?
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These activities could provide opportunities for workers to understand the broader
consequences and importance of their work performance. Guest speakers could provide
a range of examples and case studies.
Step 5: Checking and adjusting equipment performance
Resources: Glossary, Fundamentals.
Learners are required to:

explain the need to check and adjust equipment performance before a
mixing/blending process is started

outline different ways that performance may be checked and explain the concept
of tolerance in performance measures

use the Discuss facility to post ideas about what they would do if the equipment
wasn’t functioning correctly.
Trainer’s role:
Set up a discussion board topic, Job 1 Step 5 Checking equipment.
You may wish to pair learners from different scale operations to compare how
equipment is monitored. They may communicate by email or phone and then make a
joint contribution using the Discuss facility.
You may wish to further explore the specific gauges, panels and control systems used
by some of your learners in the workplaces.
Smaller production units may require their employees to calculate tolerances manually
or to make decisions on the need to adjust operating parameters during the
mixing/blending process. This decision making is not covered by the competencies for
this unit, but you may still wish to explore this issue if it is relevant to your learners.
Alternative approach: Learning will be enhanced by learners being able to discuss
operations in their own food processing sector and food processing plant. This provides
an opportunity for learners to realise that their skills and knowledge are transferable.
Trainers can highlight differences between industry sectors as well as coaching learners
to explore the similarities and match their existing skills to a different industry sector.
If learners are working in large scale food processing plants where much of the
monitoring of equipment performance is automated, trainers may arrange opportunities
for visits to smaller scale operations, where equipment must be monitored manually.
Job summary
Resources: Self-test questions, Fundamentals.
Learners are required to:

complete the self-test and identify gaps and find further information, if necessary

complete the final questions:
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1. How do the things you do in your workplace to prepare for a mixing/blending
process differ from the Penguin premium ice-cream process? What things are
the same?
2. Which people do you have to contact in your workplace when you are
preparing for a mixing/blending process? (For example, in the Penguin icecream plant, a lab technician is contacted to analyse a sample of the product.)
3. With permission from your supervisor, organise a brief meeting with one of the
people you work with and get them to help you answer these questions:
a. When you are preparing for a mixing/blending process, if one of you makes
a mistake, how might it affect the other?
b. In what ways do the two of you communicate with each other while
preparing for a mixing/blending process (for example, talking, hand signals,
signing off on forms)?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, or by
email, in a Word document, by mail or phone, or during your next visit).
Job 3: Operate and monitor a mixing/blending process
Step 1: Delivering ingredients to mixer and start the mixing and
blending process
Resources: Fundamentals, Ingredient calculations, Penguin premium vanilla ice-cream
mix plan.
Learners are required to:

identify the delivery of ingredients to the mixer in the right quantities and in the
right order (they will need the mix plan from Job 1)

explore the consequences of adding ingredients in the wrong sequence

read the scenario and answer the questions

use the Discuss facility to respond to questions.
Trainer’s role:
Set up a discussion topic, Job 2 Step 1 Separate scoops.
Group discussions regarding the consequences of inaccurate mixes are important. This
could take place in an organised chat session or phone conference.
Learners should consider questions such as:

How would this affect productivity?

How would this affect brand loyalty and consumer confidence?

How could this affect the security of the industry and their jobs?
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Alternative approach: Trainers may wish to conduct practical classroom-based
experiments where learners prepare mixes and make products (for example, sausages,
cheese, ice-cream).
Step 2: Monitoring equipment performance
Resources: Fundamentals, Glossary.
Learners are required to:

monitor equipment and respond to fluctuations in performance that fall outside
tolerance levels

identify the main steps that must be followed to monitor operational performance

use the Discuss facility to enter a list of ideas that may address the problem of a
failed hot water system, and compare with other postings

use the Discuss facility to discuss solutions to the problem presented in a scenario,
and compare with other learners.
Trainer’s role:
Create two discussion topics:

Job 2 Step 2 Failed hot water – check responses for suitability and respond

Job 2 Step 2 Mia’s mixing problem – encourage learners to comment on solutions.
Alternative approach: Learners could take part in a chat session to discuss the
equipment breakdown (failed hot water) and equipment performance problem (Mia’s
mixing problem).
Learners could compare standard operating procedures for monitoring equipment
performance in their workplace with those of other workplaces and then make an
evaluation of the most efficient procedure, or discuss possible improvements.
Learners could also collect information regarding lost time due to fluctuations in
equipment performance and suggest possible solutions to the problem.
Step 3: Monitoring the mixing and blending process
Resources: Fundamentals, Glossary.
Learners are required to:

identify how to check a sample and how often samples are checked in their
workplaces

identify how to respond to variances to product specification

read the scenario and use the Discuss facility to post a response to Roland’s
mixing problem.
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Trainer’s role:
Create a discussion topic, Job 2 Step 3 Roland’s mixing problem, for learners to post
their answers to the questions relating to the scenario or their workplace. Encourage
learners to compare their answers.
Alternative approach: A presentation from a guest speaker regarding quality control in
the food processing industry would be suitable for this step. Learners could also respond
to similar questions to the earlier step, such as:

How would this affect productivity?

How would this affect brand loyalty and consumer confidence?

How could this affect the security of the industry and their jobs?
Step 4: Transferring the mix to the next stage
Resources: Fundamentals, Glossary.
Learners are required to:

identify the next step before transferring a completed mix to the next stage of
production

identify the steps in their workplace when transferring a completed mix to the
next stage of production

identify the documentation to be completed with the transfer

keep answers for the job summary.
Trainer’s role:
You may wish to ask learners to send you their answers to the transfer steps as part of
the assessment process.
If your learners are located in a small-scale production unit you could organise a
workplace visit to a larger-scale production unit to observe the transfer process, or pair
learners so that they can compare what occurs where manual transfers are used and
where automatic transfers are used.
Alternative approach: Email learners asking them to reply to you by email, attaching a
Word document (if this is compliant with workplace protocols) of a step-by-step
procedure for transferring a completed mix to the next stage of production.
Trainers could facilitate a group discussion regarding how a mix is transferred to the
next stage of production. This could take place in a chat session or teleconference, if
available.
Learners could find out about consequences or transfer requirements from other workers
further along the production line.
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Job summary
Resources: Self-test questions, Fundamentals.
Learners are required to:

complete self-test and identify gaps, and find further information if necessary

complete final questions:
1. With the permission of your workplace supervisor, ask one of your plant
maintenance crew members what part or machine most commonly breaks
down or requires maintenance? Is there any way that the need for maintenance
or repairs could be reduced?
2. Imagine you are responsible for minor maintenance to a small piece of
mixing/blending equipment. If, for some reason, you could not complete the
required maintenance when it was scheduled, what should you do?
3. If you record that a piece of equipment requires repairs, but the next day when
you go to use it is still broken, what should you do?
4. If every batch you sampled was out of specification even though the mix plan
had been followed accurately, what could be some possible causes?
5. In your workplace, do you have to notify someone when the mix is completed?
If so, who, and why?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Job 4: Shut down a mixing/blending process
Step 1: Cleaning and maintaining equipment
Resources: Fundamentals, Glossary.
Learners are required to:

identify the time allocated for cleaning-in-place (CIP) in their workplace

locate routine maintenance checklists in their workplace

examine the difference between manual and automatic cleaning operations

determine what may be identified through a visual inspection

specify their workplace procedure for organising maintenance that prevents and
replaces broken seals in their plant, keeping this to refer to in the job summary

use the Discuss facility to respond to the scenario about Julio’s mixing problem.
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Trainer’s role:
Create a discussion topic, Job 4 Step 1 Julio’s mixing problem. This could be used to
post the answers to the scenario questions at the end of this section or you could post a
short scenario related to a particular workplace for learners to respond to such as, ‘You
notice a pump seems to be vibrating more than usual during operation, what procedure
would you follow?’ or ‘The cleaning cycle appears to have been completed too quickly,
what action would you take?’
This could also be responded to by phone, email or SMS.
Alternative approach: You could organise visits to plants that can demonstrate both
automated and manual cleaning operations. You could facilitate a group discussion
regarding the importance of appropriate maintenance and cleaning schedules and
documentation in terms of handover to other shifts, food safety issues and quality
control.
Step 2: Shutting down equipment and completing documentation
Resources: Fundamentals, Glossary, Penguin Ice-cream mixing/blending log.
Learners are required to:

identify a shutdown sequence and what to do if there is a problem

complete a batch record

identify shutdown procedure for their workplace and note differences and
similarities with the Penguin process

identify the completion of relevant documentation for their workplace including
process, product and batch details, and cleaning and maintenance activities.

complete scenario questions (feedback provided).
Trainer’s role:
Email learners, asking them to send an email with an attached Word document (if this is
compliant with their workplace protocols) outlining the shutdown sequence for their
workplace.
You may also ask learners to locate and send copies of relevant documentation (again, if
that is in keeping with company policy) or use the Discuss facility to post a list of the
documents and their purposes.
Alternative approach: Documentation is an important part of this step, so it would be
useful for learners to collect samples of documentation relevant to their work.
Job summary
Resources: Self-test questions, Fundamentals.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary
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
complete the final tasks:
1. Write a short summary of the handover procedures that need to be completed
when you finish your shift on a mixing/blending process.
2. With the permission of your workplace supervisor, talk to your OH&S
supervisor to find out what OH&S factors make it important to follow
documented mixing/blending procedures in your workplace.
Trainer’s role:
Advise the learner how they should answer the questions (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
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FDFOPTENV2A
Implement environmental policies and
procedures
Job 1: OH&S
Resources: Fundamentals of OH&S, Fundamentals of environmental management,
Glossary.
Learners are required to:

note that Phil shouldn’t assist workers to pump acid into the storage tank without
the appropriate PPE or qualifications.
Trainer’s role:
No interaction is needed.
Alternative approach: Learners could be asked to email the qualifications needed to
handle this type of transfer of acid.
Job 2: Work in accordance with environmental policies
and procedures
Step 1: Identifying environmental policies and procedures
Resources: Fundamentals.
Learners are required to:

identify how Phil could learn more about environmental issues relevant to FPT
Foods

use the Discuss facility to post their response

read other learners’ responses and identify if any of the suggestions could be used
to learn more about environmental issues in their workplace

locate policy and procedures related to the environment

rate the best three environment policies or procedures and briefly explain their
ratings

use the Discuss facility to post their ratings and read responses from other
learners.
Trainer’s role:
Set up a discussion topic, Job 2 Step 1 Learning about environmental issues.
Set up a discussion topic, Job 2 Step 1 Rating policy and procedures.
Encourage learners to respond to at least one other learner.
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Alternative approach: To encourage collaboration, learners could be asked to email or
phone each other to discuss their ratings before using the Discuss facility to post them.
Step 2: Checking work area and identifying environmental hazards
Resources: Drainage inspection checklist, Glossary.
Learners are required to:

print the drainage inspection checklist

using the map of the stormwater and wastewater drains, record their observations
on the checklist

send the checklist to the trainer.
Trainer’s role:
Advise learners how they should submit their checklists. If they use the RTF file, they
will be able to do this electronically.
Alternative approach: If learners work in an appropriate processing plant, and have
permission from their supervisor, they may be able to send in photos with an
accompanying checklist of their own work place. These may also be posted using the
Discuss facility, if permission is given.
Step 3: Reporting environmental hazards
Resources: Fundamentals, Glossary.
Learners are required to:

compare the procedures for reporting hazards at FPT with the procedures in their
workplace

use the Discuss facility to list the procedures and compare them with another
learner, then think about which is better, and why

determine what Phil should do when he finds a puddle of oil from one of the truck
parking areas has leaked into the stormwater.
Trainer’s role:
Set up a discussion board topic, Job 2 Step 3 Reporting hazards procedures.
Monitor the discussion postings and encourage learners to add comments about which
procedures are better and for what reasons.
Alternative approach: If you have a group of learners in one processing plant, you may
use the Discuss facility to post some hazard procedures from other plants for them to
compare with their procedures.
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Step 4: Taking corrective action
Resources: Fundamentals, Completed drainage inspection checklist, Glossary.
Learners are required to:

read the completed drainage inspection checklist

select three items and decide what corrective action should be taken

discuss the matter with a workmate, supervisor or another learner

prepare a short report

click and drag the corrective actions used in the case of an environmental hazard
into the correct order.
Trainer’s role:
Learners may need to be put into pairs to discuss their selections and corrective actions.
Inform learners when and how to submit their reports. They may keep them in their
folio until the end of the unit or, if you feel they need more immediate feedback, ask
them to email it to you.
Alternative approach: Learners may be able to supply their own completed drainage
inspection checklists and write a report about the corrective actions that were taken.
If learners work in small food processing plants you may be able to organise a visit to a
larger food processing plant where the drainage systems are more complex. Learners
could use the checklist to make observations and then write a report of the observations
made and explain any corrective actions they would recommend.
Step 5: Managing failed control measures
Resources: Fundamentals: Environmental hierarchy of controls.
Learners are required to:

identify who Phil should report to when he sees the problem with one of the
drains is clearly indicated on the chart

listen to Phil discuss the drainage problem with his workmate

check the environmental hierarchy of controls

select the most appropriate way of dealing with the waste issue

discuss similar problems in their workplace with the environment manager and
how they were dealt with and keep notes of this discussion for the assessment.
Trainer’s role:
No interaction is necessary.
Alternative approach: If you have a group of learners from a variety of processing
plants, it may be useful to have one of the learners conduct a meeting with their
environment manager that other learners can attend, or alternatively, record and make a
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transcript available for other learners to read. This may be helpful for other learners,
particularly those in small food processing plants.
Step 6: Recording environmental data
Resources: Fundamentals.
Learners are required to:

identify why it is important to keep records of data collected

research in their workplace the types of environmental data recorded and how that
data is used to improve plant practices

keep this research for the assessment.
Trainer’s role:
No interaction is required. Learners may need to be encouraged to submit their research
by email or mail to receive some more immediate feedback if necessary.
Alternative approach: Learners may interview environment managers from alternative
processing plants. If learners are working in a small production plant, you may need to
link them with other learners with whom they can discuss their findings and compare
work practices.
Step 7: Minimising waste
Resources: Waste management report.
Learners are required to:

talk with their supervisor and environmental manager about a waste minimisation
exercise that has been conducted in their workplace

write a short report about the exercise and use the Discuss facility to post it for
discussion.
Trainer’s role:
Set up discussion topic, Job 2 Step 7 Waste minimisation. Encourage learners to
respond to at least one other learner’s report.
Alternative approach: Learners may be able to contact other organisations to identify
waste minimisation strategies in a variety of workplaces. It may be possible to organise
a guest speaker for a group on waste minimisation strategies, or, learners may be able to
research new strategies on the Internet.
Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete self-test and identify gaps, and find further information if necessary
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
complete final questions:
1. What policies and procedures are relevant to environmental issues?
2. Why is it important to control environmental hazards?
3. When you check your work area for environmental hazards, what sorts of
things are you looking for?
4. Why is it important to record environmental data?
5. In your workplace, see if you can identify any ways to reduce waste. How
would you go about implementing these ideas?
Trainer’s role:
Advise learner as to how they should submit their answers (using the Discuss facility,
by email, in a Word document, by mail or phone, or during your next visit).
Job 3: Improve environmental practices
Step 1: Planning improvement
Resources: Fundamentals.
Learners are required to:

read the information regarding the aims and contents of FPT’s continuous
environmental improvement plan

request permission from their supervisor to look at the continuous environmental
improvement plan for their workplace

identify the aims of the plan and what is listed in the plan.

use the Discuss facility to post their findings.
Trainer’s role:
Set up a topic on the discussion board, Job 3 Step 1 Continuous environmental
improvement plan, and monitor discussions.
Alternative approach: If learners are unable to locate their workplace’s continuous
environmental improvement plan, they could be directed to read the discussion postings
from other learners and respond if they feel any of the measures would be effective in
their own workplace.
Step 2: Identifying areas for improvement
Resources: Fundamentals, Audio clip, Glossary.
Learners are required to:

listen to Dorothy and Phil discussing the procedure for handling a spill leaking
into the stormwater
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
identify the steps Phil should take following his research into automatic diversion
systems

read the information regarding Phil’s presentation and the suggestions made by
the workers.
Trainer’s role:
No interaction is required.
Alternative approach: Learners could be encouraged to identify areas for improvement
in their workplaces and email them to the trainer.
Job summary
Resources: Self-test, Fundamentals.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary

complete the final questions:
1. Why is it important to plan for environmental improvement?
2. What sorts of things should an environmental plan aim to achieve?
3. Who is responsible for identifying areas of possible improvement in regard to
environmental issues?
4. Why is it important to set timelines and assign responsibilities for
implementing environmental improvement plans?
5. Why is it important to review the effectiveness of any actions taken?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Job 4: Respond to an environmental emergency
Step 1: Responding to an environmental emergency
Resources: Fundamentals, Glossary.
Learners are required to:

read about the milk spill at FPT Foods

read the fundamentals of environmental management

discuss the situation with workmates, their supervisor and environment manager
and do some further research on dealing with spills
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
write in approximately 100 words why a milk spill into a stormwater drain would
be an environmental emergency

submit the answer to the trainer.
Trainer’s role:
You may need to direct the learners to further sources for their research. Learners could
also be encouraged to contact other processing plants regarding their environmental
emergency procedures.
Advise learners how to submit their answers regarding the milk spilling into the
stormwater drain.
Alternative approach: If there is a group of learners, it may be possible to organise a site
visit and a guest speaker to look at where and how a milk spill could occur and explain
the problems a spill would create. Alternatively, a video could be made of the visit and
presentation and borrowed by learners to assist with their research.
Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete self-test and identify gaps, and find further information if necessary

complete the final question:
With permission from your supervisor, locate your workplace’s environmental
emergency procedures/plan. What are your roles and responsibilities in an
environmental emergency?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
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FDFOPTPAP3A
Participate in an audit process
Job 1: OH&S
Resources: Fundamentals of auditing.
Learners are required to:

identify the OH&S procedure when entering the milk drying area to participate in
an audit.
Trainer’s role:
There is no interaction specifically required.
Alternative approach: Ask learners to specify the OH&S procedure necessary in their
own work areas and compare this with other learners. This could be an introductory
activity to the unit in a chat session or three-way phone chat. It may be useful to pair
learners from larger-scale production units with smaller-scale production units to
compare their procedures.
Job 2: Participate in planning an audit
Step 1: Learning about the auditing process
Resources: Audio clip, Auditing policy and procedures document.
Learners are required to:

listen to the audio of the Technical Manager asking Salena to research the
auditing process

read the auditing policy and procedures document

click and drag the correct definition to the non-conformance classification.
Trainer’s role:
No specific interaction is required.
Step 2: Audit group meeting
Resources: Fundamentals of auditing: Five stages of auditing, Audio clips, Audit
specification document (scope), Dryer cleaning SOP, Dryer maintenance schedule,
Audit checklist.
Learners are required to:

choose the correct reason for holding an audit group meeting six weeks after the
installation of the new machinery
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
use the Discuss facility to post their thoughts as to why audit team members don’t
work in the milk drying area

identify methods used to monitor and control processes

describe the main aim and purpose of the audit specification document, dryer
cleaning SOP, dryer maintenance schedule and audit checklist

identify their own audit skills and explain why they would choose a particular
audit role

use the Discuss facility to post their answers

determine the information needed for the audit and where to find it

identify a role Salena could take in the auditing process is her normal workplace.
Trainer’s role:
Set up the discussion topics, Job 2 Step 2 Audit team, and Job 2 Step 2 Audit role. You
may wish to include these discussions in a chat session or three-way phone chat.
Alternative approach: If you have a group of learners, you could invite a guest speaker
to discuss planning the audit and the audit process. This could be particularly valuable
for learners from small production units.
Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete self-test and identify gaps, and find further information if necessary

complete the final questions:
1. Why is it important to have the audit scope and objectives outlined before
carrying out the audit?
2. What are the role and responsibilities of a technical expert during the audit?
3. Why do you need to gather SOPs for an internal audit?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
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Job 3: Participate in conducting an audit
Step 1: Collecting information
Resources: Fundamentals, Dryer cleaning SOP, Dryer cleaning log sheets.
Learners are required to:

identify the first thing to do when entering the milk dryer area (OH&S)

‘tour’ the milk dryer area

identify where to locate a cleaning SOP and cleaning log sheets in their own
workplace

print out a copy of the dryer cleaning SOP and the log sheets from the Resources
section.
Trainer’s role:
You may wish to remind learners to keep their printed documents in their folio to be
sent in at the completion of the unit.
Alternative approach: If your learners are from a small production unit or other type of
food processing plant, you may be able to organise a workplace visit to a plant with a
milk dryer or other larger machinery that would not be used in their own workplace.
Step 2: Checking information collected against audit requirements
Resources: Dryer cleaning SOP, Dryer cleaning log, Audio clip.
Learners are required to:

identify the discrepancy shown in the log sheet from the SOP

identify the correct procedure to follow after finding the wrong details have been
recorded

listen to the audio clip of Salena asking Stan about the cleaning process they are
watching.
Trainer’s role:
No interaction is required.
Alternative approach: Trainers may set up a discussion board topic or email out other
examples of SOPs and log sheets for learners to identify discrepancies. It may be
appropriate to use examples from each learner’s particular area of work.
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Step 3: Identifying non-conformances
Resources: Fundamentals, Audio clip, Salena’s audit checklist, Internal audit checklist.
Learners are required to:

identify what to do when a non-conformance is found

listen to the audio of Salena querying the operator about the discrepancy between
the log sheet and the computer read-out

print out Salena’s audit checklist

complete the records of non-conformance on the internal audit checklist and print
it out.
Trainer’s role:
Remind learners they are able to complete the internal audit checklist RTF document on
the screen and then print it out.
Alternative approach: You may lead a chat session about the procedure for taking
corrective actions in the learners’ workplaces. This session could include the questions
raised in the job summary.
Job summary
Resources: Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary

complete final questions:
1. What is a non-conformance and why is it important?
2. Why is it important to make a visual check during an audit?
3. Name three audits that have been completed in your workplace. What was the
purpose and scope of those audits? What were the audit outcomes?
4. If you were to find a non-conformance that presented a serious risk, what
would you do?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
The questions could be the basis for a chat session.
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Job 4: Report and follow up on audit outcomes
Step 1: Identifying and reporting serious risks or hazards
Resources: Audio clip, Salena’s list, Rudi’s list and Jacinta’s list.
Learners are required to:

read the findings of the audit checklists

choose what action should be taken when a serious issue is identified

identify a possible serious problem in their workplace that would need to be fixed
immediately and a problem that would not be so serious and could wait until an
audit report is produced

record answers to assist in the job summary.
Trainer’s role:
No interaction is required at this step.
Alternative approach: SMS potential problems and invite learners to identify which
require immediate attention. Learners could respond using the Discuss facility, by email
or SMS.
Step 2: Developing a corrective action report
Resources: Fundamentals, Incomplete corrective action report (CAR), Complete CAR.
Learners are required to:

print out the incomplete CAR

enter NCRs and corrective actions on the report using Salena’s, Rudi’s and
Jacinta’s lists

compare the report with the completed CAR

keep the report in their folio for use in other steps and to show to the trainer, if
requested

access a workplace example of a correction action report and compare with the
Childers Cove Dairy Products’ report

note why there is enough detail in their workplace form

keep notes for use in the job summary.
Trainer’s role:
If learners are unable to locate a CAR, you may need to provide an example so they can
draw comparisons or ask them to create a form that would suit their workplace.
Alternative approach: In a discussion thread, link two further examples of CARs for
learners to comment about the suitability of the report and whether it would be useful in
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their own workplace. Learners should be encouraged to read and respond to other
learners’ comments.
Step 3: Reporting on the audit
Resources: Fundamentals, Audio clip.
Learners are required to:

read what Jason’s final report will cover

listen to Jason’s report and give more details on the audit findings

email the report to the trainer

identify their workplace process for identifying and fixing NCRs

use the Discuss facility to post details of the process and look at what other
learners have posted.
Trainer’s role:
Respond to learners’ emails or inform them of alternative ways to submit Jason’s report.
Set up a discussion topic, Job 4 Step 3 NCR process. Respond to learners’ postings, if
needed, and encourage learners to post comments to each other.
Alternative approach: Lead a chat session to discuss the effective communication of
audit reports. Learners could be encouraged to come up with a list of strategies that
need to be considered when delivering a report to a final audit meeting.
Job summary
Resources: Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information, if necessary.

complete the final questions:
1. What might be classed as a serious risk in your workplace?
2. How often, and for what reason, does your workplace conduct internal audits?
3. How often, and for what reason is your workplace externally audited?
4. For a process control audit in your workplace, what types of documentation
would you have to collect?
5. Write down a list of the steps involved in an audit at your workplace.
6. Why is it necessary to act on corrective action plans? What would you do if
you knew a corrective action plan wasn’t being implemented?
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Trainer’s role:
Remind learners to refer to the documents collected in this job to complete the
questions.
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
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FDFOPTPIP3A
Participate in improvement processes
Job 1: OH&S
Resources: Fundamentals: Workplace hazards.
Learners are required to:

correctly place hazard signs

identify consequences of hazards and ways of fixing hazards

use the Discuss facility to post answers.
Trainer’s role:
Set up discussion topic, Job 1 Step 1 Identify hazards.
You could ask learners to identify the hazard signs in their own workplace. If learners
work in a workplace with small-scale production, you may wish to organise a visit to a
larger production workplace where learners can observe the safety issues there; for
example, working around a forklift.
Alternative approach: Learners could be asked to make note of, or photograph, potential
hazards in their workplace and email this to their trainer, explaining the cause and
consequence of the hazard, or, use the Discuss facility to post their findings.
Job 2: Identify opportunities for improvement
Step 1: Identifying opportunities for improvement
Resources: Audio clip, Fundamentals.
Learners are required to:

read the memo and discuss the following questions with someone at their
workplace. Compare their answers with another learner to see if they have
covered all the possibilities. (Learners may contact another learner by phone,
email or using the Discuss facility.)
o Why does it matter that another company has released a similar product line?
o What could happen if Cobber Snack Foods was unable to meet demand?

listen to the audio clip and identify improvement problems by clicking and
dragging issues from transcript to notepad

identify and make note of the improvement problems that could also occur in their
workplace and keep information for the job summary.
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Trainer’s role:
Organise learners’ responses by setting up a discussion topic, Job 2 Step 1 Improvement
opportunities, or pairing learners to share and compare answers.
Step 2: Clarifying the problem
Resources: Fundamentals, Audio clip.
Learners are required to:

listen to an audio clip and identify how describing the problem clearly can help
management to fully understand the problem, and make a judgement about how
serious the problem is by selecting the two correct responses.
Trainer’s role:
No response is required as the information will be used in the job summary activity.
Job summary
Resources: Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary

complete final questions:
1. How are things that may hinder workplace improvements identified in your
workplace?
2. Collect an improvement form from your workplace. Fill it in with three things
that could improve your area's productivity. Discuss this with your quality
manager. Keep a copy. This may be used as part of your assessment.
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
reply email, in a Word document, by mail or phone, or during your next visit).
Learners are required to submit improvement forms from their workplaces. While it
may not be appropriate to share these with other learners, they may be able to discuss
how improvements are identified and acted upon.
Job 3: Identify information needs
Step 1: Improvement processes
Resources: Fundamentals.
Learners are required to:

listen to audio of Keith discussing the improvement process at Cobber Snack
Foods
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
investigate quality assurance programs in their workplace

use the Discuss facility to post an explanation of models such as Plan, Do, Check,
Act.
Trainer’s role:
Set up a discussion topic, Job 3 Step 1 PDCA, for learners to post their models to.
Trainers will need to respond to the models, perhaps drawing attention to particular
efficiencies or effectiveness of particular models.
Alternative approach: Learners could be encouraged to visit alternative workplaces to
investigate the QA programs that have been implemented.
Step 2: What information do you need to collect?
Resources: Audio clip.
Learners are required to:

listen to the audio clip of Keith telling Salena why it is important to collect as
much information as possible

identify information required to be collected for packaging area problems by
checking off the provided list.
Trainer’s role:
Check information collected is sufficient. You may ask learners to phone you to discuss
this problem.
Step 3: How will you collect the information?
Resources: Fundamentals.
Learners are required to:

write down examples of how to collect information in their workplaces

identify effective ways of collecting information

explain why some information may not be the best option to use

use the Discuss facility to post answers and read other learners’ responses, discuss
with their QA manager or discuss by phone with another learner.
Trainer’s role:
Set up a discussion board topic, Job 3 Step 3 Collecting information. Respond to
discussion board postings where necessary.
Alternative approach: Pair learners to discuss answers by phone.
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Step 4: Seeking additional resources
Resources: Fundamentals.
Learners are required to:

select the additional resources and support Keith needs from the list provided

make a list of resources required for their job

write a short report detailing additional resources that were required for a short
term project in their workplace and how it was decided these resources were
needed.
Trainer’s role:
Advise learners how they should submit the report (using the Discuss facility, by email,
in a Word document, by mail or phone, or during your next visit).
Job summary
Resources: Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary

complete the final activities:
o Make a case for additional resources needed for a short-term project.
o Show how the additional resources will allow you to achieve improved
productivity quickly.
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Alternative approach: Learners could be encouraged to collaborate through a chat
session or discussion in identifying additional resources and support needed for a shortterm project scenario put forward by the trainer.
Job 4: Analyse issues and problems
Step 1: Ways to investigate issues or problems
Resources: Fundamentals, Pareto charts, Ishikawa charts.
Learners are required to:

read definitions of brainstorming, Pareto charts and Ishikawa (cause-and-effect)
diagrams

collect one example of a Pareto chart and an Ishikawa diagram from their
workplace
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
select the correct answers to the questions on Keith’s Pareto chart

note the main problem identified in their workplace example of a Pareto chart

listen to Keith’s audio clip on how an Ishikawa diagram is constructed and used to
identify a problem

identify main problems in their workplace example of an Ishikawa diagram.
Trainer’s role:
If learners are unable to obtain a Pareto chart or Ishikawa diagram from their workplace,
trainers may need to provide examples.
Alternative approach: Trainers could email an example of a Pareto chart and an
Ishikawa diagram to a group of learners and ask them to identify the problems by phone
or using the Discuss facility, and compare with other learners’ answers.
Step 2: Describing issues and problems
Resources: Keith’s Pareto chart, Ishikawa diagram.
Learners are required to:

use the information collected by Keith to prepare a short report on the problems in
the packaging area.
Trainer’s role:
Inform learners how they should submit their report (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Step 3: Identifying causes of issues and problems
Resources: Blank Ishikawa diagram.
Learners are required to:

contact another learner or someone at their workplace and brainstorm some
possible causes of the high absentee rates in the loading area of Cobber Snack
Foods

print a copy of the blank Ishikawa diagram from the Resources section

complete the Ishikawa diagram to identify the possible causes of the high absentee
rates in the loading area.
Trainer’s role:
Pair learners to discuss the problem and complete the Ishikawa diagram.
Advise learners how to submit their completed Ishikawa diagram.
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Step 4: Identifying options for improvement
Resources: Audio clip.
Learners are required to:

read Salena’s list of how information about the problem was collected

listen to Keith’s audio clip on why it is necessary to collect so much information

select three options that could provide productivity improvements from the list
given

record the improvements that have been or could be made from their workplace
charts and diagrams

keep this record for completing the job summary.
Trainer’s role:
No action is required.
Job summary
Resources: Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary

write a brief description of a problem that has been identified in their workplace
and complete the following questions:
1. What techniques would you use to investigate the problem?
2. How would you identify possible causes?
3. How would you make a judgment about what improvements could be made?
4. What are three ways that the problem could be fixed?
Trainer’s role:
Inform learners that the information regarding their identified problem could relate to
the Pareto chart or Ishikawa diagram they have collected.
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
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Job 5: Recommend options for improvements
Step 1: Choosing preferred options
Resources: Salena’s list of possible improvements.
Learners are required to:

read Salena’s list

drag and drop the suggested preferred options into the following categories:
o easy and could be tried right away
o not a good option
o would take a bit of effort and needs to be recommended to management
o would cost a lot of money and time and would require significant changes to
operations that would need to be approved by management.
(Feedback is given on choices)
Trainer’s role:
No interaction is required at this step.
Step 2: Making recommendations
Resources: Fundamentals, Salena’s report.
Learners are required to:

choose the most appropriate way for Salena to make recommendations to the
workers from the given options

choose the most appropriate way from the given options for Salena to make
recommendations to Keith and the managers

select the correct words to fill in the gaps or complete the sentences in Salena’s
report and then print it out and send it to the trainer

find more information for the report in some of the earlier activities

work with another learner to finish the report if possible

work with another learner to help Salena write some recommendations

check back over the section and make sure the recommendations match the
information and data collected

notify the trainer when completed and participate in a group discussion with other
learners.
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Trainer’s role:
Set up a discussion board topic, Job 5 Step 2 Making recommendations, and lead a
discussion on how recommendations are made within their workplaces. Encourage
learners to suggest improvements in their workplaces based on the information they
have covered in this section.
Alternative approach: You could set up a chat session or three-way phone conversation
so learners can share their workplace experiences.
Job summary
Resources: Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary

complete final questions:
1. Describe a problem you have identified in your workplace.
2. Make three different recommendations for how that problem could be fixed.
3. What information did you use to help you decide on your three
recommendations?
You need to show that you have used the processes and tools you've learned about in
this job. Include the completed tools with your report as evidence for your assessment.
Trainer’s role:
You may need to check that learners understand what is required regarding the
processes and tools.
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Job 6: Implement improvement ideas
Step 1: Improvement trials
Resources: Fundamentals, Audio clip, Article: ‘Communicating and workplace
change’.
Learners are required to:

listen to the audio clip of Salena and other workers discussing the trial work
changes

discuss thoughts on why it is important to trial changes with supervisor, coworkers or other learners

find out if work place changes have been trialled in their workplace
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
discuss Brian’s attitude to the trial work changes with supervisors, other workers
or other learners

read the article: ‘Communicating and workplace change’

write down suggestions for how the supervisor could help Brian to accept the trial
of the changes

notify the trainer when all activities are completed

participate in a discussion.
Trainer’s role:
Set up a discussion topic, Job 6 Step 1 Improvement trials. Lead and monitor the
discussion.
Alternative approach: Conduct a chat session where learners can interact to share their
experiences of trialling work changes and make suggestions for Brian’s supervisors.
Step 2: Evaluating improvement trials
Resources: Audio clip.
Learners are required to:

listen to the audio clip of Jim Sloane explaining the Plan, Do, Check, Act cycle

choose a process in their workplace and prepare a report that shows how they
could use the Plan, Do, Check, Act cycle

contact the trainer to discuss submitting the report.
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Step 3: Updating operating procedures
Resources: Audio clip, Fundamentals.
Learners are required to:

listen to an audio clip of a meeting about how changes may be implemented

talk to their supervisor or QA manager to find out how new procedures are
introduced in their workplace

make a list of things that need to be done when a new procedure is introduced in
their workplace

participate in discussion with other learners to compare procedures in different
workplaces.
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Trainer’s role:
The discussion in this step could be conducted using the Discuss facility or in a chat
session. Set up a discussion topic, Job 6 Step 3 Implementing new procedures, if you
are using the Discuss facility.
Organise a timeframe for the discussion to take place. You may like to include some
questions to broaden the discussion: Are processes different or similar in your
workplace? How well do you think the processes used at your workplace could be used
in another workplace?
Encourage learners from different food processing fields to be involved in the
discussion if possible.
This discussion could cover the monitoring of improvements in Step 4, especially if it is
conducted as part of a chat session.
Alternative approach: If you have a group of learners, you may be able to organise a
workplace visit for learners to meet with a QA manager at a food processing plant that
is different to where they work and identify the comparisons as a group. Monitoring
improvement (Step 4) could also be investigated in this visit.
Learners could be paired to compare their different workplaces and report back to you
with their findings.
Step 4: Monitoring improvements
Resources: Fundamentals.
Learners are required to:

find out how improvements are monitored in their workplaces

identify the sorts of things they and their co-workers do that are part of the
ongoing monitoring system at their workplace

share findings with other learners.
Trainer’s role:
Inform learners how they will share their findings; for example, using the Discuss
facility or in a chat session. You may need to pair learners to work on this step if you
don’t have a group available. As suggested in Step 3, this discussion could be linked to
the previous step.
Alternative approach: If you have a group of learners you may be able to organise a
workplace visit for learners to look at a food processing plant again this could be linked
to the requirements of Step 3.
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Job summary
Resources: Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary

complete the final tasks:
1. Identify something in your job that you could improve.
2. Describe what you would do to improve that part of your job.
3. Write a new operational procedure for your improvement.
4. Ask your supervisor or team leader to check your updated procedure.
5. Discuss your improvement procedure with your supervisor or team leader with
a view to trialling the procedure.
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss forum, by
email, in a Word document, by mail or phone, or during your next visit).
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FDFZPRCI2A
Operate a process control interface
Job 1: Check that the interface and components are safe
and ready
Resources: Glossary.
Learners are required to:

read the information, then think about their own workplace and what the
consequences would be if a component wasn’t ready for the start of production.
Trainer’s role:
Discuss with the learner what would happen in their workplace.
Alternative approach: If you have a group of learners from a variety of processing
plants, it may be useful to arrange an online chat session where they can discuss their
ideas and experiences.
Job 2: Understand and use the process control interface
Step 1: Using the hardware provided
Resources: Fundamentals, Glossary.
Learners are required to:

compare their workplace PCI setup with that used at Bluey

find out what areas they can control, who has privileges for what areas and why

outline the procedures for accessing the information in the up and down process.
Trainer’s role:
Give email feedback for any information given by the learner.
Alternative approach: To encourage collaboration, learners could be asked to email or
phone each other to discuss differences in their workplaces.
Step 2: Using page links to move between screens
Resources: Glossary, Interaction.
Learners are required to:

use the interaction by listening to and viewing each screen

outline the differences to their workplace to the trainer.
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Trainer’s role:
Give feedback.
Alternative approach: Set up a discussion topic, Job 2 Step 2 Using page links.
Encourage learners to post their differences and read what other learners have written.
Step 3: Responding to messages and alarms
Resources: Fundamentals, Glossary, Interaction.
Learners are required to:

listen to the information in the animation

draw of flowchart of the Robbo scenario

explain the strengths and weaknesses of latched alarms.
Trainer’s role:
Discuss with learners their answers to the questions.
Step 4: Getting required information from screen displays
Resources: Glossary, Interaction.
Learners are required to:

explain how they would pinpoint the stage of a process and whether the
production process was waiting for anything

explain how they would know if process variables were within tolerance.
Trainer’s role:
Discuss with learners their answers to the questions.
Step 5: Recording and reporting malfunctions
Resources: Fundamentals.
Learners are required to:

explain what they would do if the system lost communication with the PLC

explain what the screen would look like if there was a problem.
Trainer’s role:
Discuss with learners their answers to the questions.
Alternative approach: Encourage learners to communicate what happens in their
workplace with other learners using the Discuss facility.
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Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete the self-test questions

complete the final questions:
1. When/how often does your workplace check the cleanliness of machinery?
2. How do you check that all processes are ready for operation?
3. What permissions does your login allow?
4. What pages will most interfaces have to present information?
5. What are your workplace procedures for responding to alarms?
6. How do you check that process control variables are within limits?
7. What are set points, and how do you check them?
8. What procedures are in place for reporting malfunctions at you workplace?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Job 3: Use interface system to operate and maintain a
process within required parameters
Step 1: Starting up, monitoring and shutting down equipment
Resources: Glossary.
Learners are required to:

use the interaction to get more information

manually run a process

discuss problems that could occur when manually running a process.
Trainer’s role:
Encourage discussion and evaluate answers.
Alternative approach: If you have a group of learners from a variety of processing
plants, it may be useful to arrange an online chat session where learners can discuss
their ideas and experiences.
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Step 2: Altering equipment status and set points
Resources: Fundamentals, Glossary.
Learners are required to:

demonstrate changing set points

change a recipe manually

locate an SOP for their area and identify their own roles and responsibilities
according to an SOP.
Trainer’s role:
If a learner is unable to change a recipe manually, you may be able to organise a visit to
another area where they could watch a manual changeover.
Step 3: Activating sequences to start operation
Resources: Fundamentals.
Learners are required to:

demonstrate starting, running and stopping the system according to the SOP.
Trainer’s role:
Make workplace visits to view the learners’ demonstrations.
Step 4: Recognising incorrect signals and taking responsive action
Resources: Fundamentals, Glossary.
Learners are required to:

find out whether the system uses any in-flight values and if they are adjustable

find out how to calibrate equipment.
Trainer’s role:
Discuss calibration with the learner.
Alternative approach: Use some alternative equipment to demonstrate and discuss
calibration and the fundamentals of calibration.
Encourage learners to contact each other and discuss their experiences of calibration.
Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete the self-test questions

complete the final questions:
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1. What areas of the process does your login allow you to change?
2. What are the procedures for starting up and shutting down your area of the
process?
3. How can you find out if the process is operating within required parameters?
4. According to your workplace procedures, how do you alter a set point or
setting?
5. How does your interface display alarms? What steps are required when an
alarm is displayed on your screen?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Job 4: Analyse data to predict and control performance
Step 1: Identifying performance patterns
Resources: Fundamentals, Glossary.
Learners are required to:

demonstrate the following:
o display a set point and actual or PV of the same thing on a trend graph
o change the time base to fit more information on the graph
o change it again to spread the information out
o change the vertical scale (you may need to change it separately for each line) to
display as much variation as possible.
Trainer’s role:
Watch the demonstration.
Alternative approach: Have the learners research different PCIs. Have learners upload
screen dumps of the PCIs to the discussion area so other learners can look at what is
being used in other workplaces.
Step 2: Identifying causes of unacceptable performance and taking
corrective action
Resources: Fundamentals, Glossary.
Learners are required to:

list two problems from the recent past

explain the cause of each problem and how it was found.
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Trainer’s role:
No interaction is necessary.
Step 3: Recording information as required
Resources: Fundamentals, Glossary.
Learners are required to:

locate all electronic manual logging pages in their system

demonstrate to the trainer the recording of information electronically.
Trainers role:
Watch the demonstration.
Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete the self-test questions

complete the final questions:
1. What reports are available from your interface?
2. How do you access these reports, what happens to the information?
3. List three abnormalities within the process that can happen at your workplace.
What steps would you take to fix these?
4. How is information recoded at your workplace? Where is this information
stored? What responsibilities do you have for recording of information as per
your SOPs?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
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FDFZPRSYS3A
Operate processes in a production system
Job 1: Identifying hazards
Resources: Fundamentals of OH&S, WorkSafe website, Glossary.
Learners are required to:

complete a click-and-drag activity to identify hazards.
Trainer’s role:
No interaction is required.
Job 2: Prepare the production system for operation
Step 1: Confirming equipment and materials are available
Resources: Fundamentals, Audio clip, Glossary, Fundamentals: Ensuring quality
inputs, Production schedule, Production log sheet.
Learners are required to:

listen to the audio clip describing the pie production equipment

identify the best way for Phil to find out what inputs and equipment are required
for the day’s production

identify how they would find this out for their shift

write down what they would do if one or more of the services on the pie
processing line were unavailable

calculate the ingredients Phil needs for the pie run

keep the calculations to show the trainer

identify how they know the quantities for the products they make.
Trainer’s role:
Inform learners how to send in the calculations. SMS would be a simple way to achieve
this and would alert the trainer that the learner was up to this step.
Alternative approach: Learners may be able to supply a copy of their production log
sheet and schedule (with permission from their supervisor). They could also explain the
calculations that need to be made.
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Step 2: Confirming equipment is ready to operate
Resources: Machine cleaning log, Plant cleaning log, Maintenance check sheet, Prestart checklist, Fundamentals: Preparing equipment.
Learners are required to:

discuss with other learners what they would do if they discovered a cleaning log
was incomplete

identify the best way to check the work area is a clean and ready to operate

use the pre-start checklist to work through the steps and fill in for their work area.
Trainer’s role:
If learners are to use the Discuss facility, you will need to set up a topic, Job 2 Step 2
Incomplete cleaning log.
Ask learners to fax, email or mail the completed pre-start checklist.
Alternative approach: Conduct a chat session on incomplete cleaning logs instead of
using the discussion board, or pair learners to discuss this issue and send their
comments to you by email or SMS.
Step 3: Setting up the processing system
Resources: Audio clip, Fundamentals: Pre-start checklist, Setup and pre-start SOP,
Cleaning and safety pre-start checklist, Fundamentals: Pre-start preparation.
Learners are required to:

print out the setup and pre-start SOP and the cleaning and safety checklist

identify how they would know if the equipment was properly cleaned

listen to the audio clip on the fault found with the mould and identify who should
change the mould

read the scenario and answer the questions.
Trainer’s role:
Advise the learners how to submit their answers. You may want them to keep it in their
folio for assessment at the end of the unit.
Alternative approach: If a chat session was set up for the previous step this scenario
could also be discussed as part of that session.
Step 4: Loading materials
Resources: Production schedule, Production log sheet.
Learners are required to:

choose the correct ingredients and amount needed to create the first pie run in the
onscreen activity.
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Trainer’s role:
No interaction is required.
Alternative approach: Learners could be asked to identify the correct ingredients and
amounts required in a similar process in their work area, and email the information to
the trainer.
Step 5: Checking the equipment
Resources: Video, Pre-start checklist, Setup and pre-start SOP.
Learners are required to:

answer the question on how to ensure the processing line is correctly set up and
ready to operate

identify the final pre-start checks in their workplace and compare with that of
Starkies’ Pies

write a brief outline of their comparison and save it to show the trainer.
Trainer’s role:
Advise learners how they should submit the outline. It may be kept in their folio and
sent in at the end of the unit it or you may want it emailed to you to check that the
learners are on track.
Alternative approach: Final pre-start checks could be posted using the Discuss facility
so learners can compare a variety of workplaces.
Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete self-test and identify gaps, and find further information if necessary

complete final questions:
1. How do the things you do in your workplace to prepare a production process
differ from the pastry baking process? What things are the same?
2. Which people do you have to contact in your workplace when you are
preparing a production process? (For example, in the pastry baking plant, Phil
needed to contact people in the filling preparation area so he could find out
when the filling would be ready to use.)
3. What parameters are normally set in your workplace? What safeguards are in
place to ensure that those parameters are met?
4. With permission from your supervisor, organise a brief meeting with one of the
people you work with to help you answer the following questions:
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a. When you are preparing the production system for operation and an adjacent
area makes a mistake, how might your operation be affected?
b. In what ways do you communicate with other areas while preparing your
production process (for example, talking, hand signals, signing off on
forms)?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Job 3: Operate and monitor the production system
Step 1: Starting up and operating the system
Resources: Start-up SOP.
Learners are required to:

identify that the start-up SOP needs to be checked before starting the line

drag and drop the processing line start-up process into the correct order

after discussions with other operators at their workplace, and based on their
experiences, write down the consequences of getting the start-up procedure
wrong, and keep their answer for assessment.
Trainer’s role:
Advise learners how they should submit their answers. They could be kept in their folio
until the end of the unit.
You may choose to pair learners if you have some who work in smaller production
areas to discuss the start-up process on a more complex line.
Alternative approach: If you have a group of learners, organise a visit to a processing
plant production line. Learners could produce a checklist and comment sheet to
complete, addressing all steps in this job.
Step 2: Monitoring the operation of the production line
Resources: Fundamentals, Line operation checklist, Phil’s line operation checklist.
Learners are required to:

write down who is responsible for monitoring the operating process and how this
is done in their workplace

print out the line operation checklist

check the inspection or control point on the picture of the production line and
complete the checklist

print out Phil’s checklist
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
compare their checklist with Phil’s and identify what should be done about the
problem with the blunt guillotine.
Trainer’s role:
Advise learners as to whether they need to submit the checklists or keep them in their
folio to show you at the end of the unit.
Alternative approach: See Step 1.
Step 3: Monitoring the production system
Resources: Production Log, Glossary
Learners are required to:

read about the pastry cutter problem and decide what action Phil should take

consider what would happen if this type of problem occurred in their workplace

use the Discuss facility to post their ideas and discuss them with other learners.
Trainer’s role:
Inform learners how the discussion should take place. It may be possible to set up a chat
session, or if using the Discuss facility, set up a topic Job 3 Step 3 Production line
problem.
Alternative approach: See Step 1.
Step 4: Maintaining housekeeping standards
Resources: Fundamentals, Glossary.
Learners are required to:

drag clean-up symbols to areas that Phil should clean

use the Discuss facility to say why it is important to maintain housekeeping
standards in production system areas.
Trainer’s role:
Set up discussion topic, Job 3 Step 4 Housekeeping standards.
Alternative approach: The discussion board answer could be sent by SMS. See step 1.
Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary
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
complete the final questions:
1. With permission from your workplace supervisor, ask one of your plant’s
maintenance crew what part or machine most commonly breaks down or
requires maintenance. Is there any way that the need for maintenance or repairs
could be reduced?
2. Imagine you are responsible for minor maintenance to a small piece of
production equipment. If, for some reason, you cannot complete the required
maintenance when it is scheduled, what should you do?
3. If you have recorded that an item of equipment requires repairs, but the next
day when you go to use it, you find it is still broken, what should you do?
4. If every batch you sampled was out of specification, even though the
production specifications had been followed accurately, what could be some
possible causes?
5. In your workplace, do you have to maintain the housekeeping of your area?
If so, why?
Trainer’s role:
Advise the learner how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during you next visit).
Job 4: Hand over production system operation
Step 1: Maintaining workplace records
Resources: Fundamentals: Handover.
Learners are required to:

list the tasks completed by the outgoing operator in their workplace

write down the issues that are normally discussed by the outgoing and incoming
operators, and keep this for assessment.
Trainer’s role:
Advise learners how they should submit their answers. They could keep their answers in
their folio until the end of the unit or submit their answers by email so you can keep a
check on their progress.
Alternative approach: Ask learners to interview each other by phone about the handover
procedure in their workplaces, or use the Discuss facility to post their findings and
compare their procedures.
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Step 2: Carrying out shift handover
Resources: Fundamentals: Handover.
Learners are required to:

make a list of all the things Phil needs to tell Salena about his shift

check their answers with the feedback given in the activity.
Trainer’s role:
No interaction is required.
Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary.

complete the final tasks and questions:
1. List and describe all the workplace documentation you are required to maintain
when operating the production process at your workplace.
2. Imagine you are responsible for organising a handover on your production line.
If, for some reason, you could not complete the required documentation, what
should you do?
3. In your workplace, do you have to notify someone when the handover is
completed? If so, who and why?
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
Job 5: Shut down the production system
Step 1: Identifying the appropriate shutdown procedure
Resources: Fundamentals: Shutting down.
Learners are required to:

read the fundamentals of shutting down.

use the Discuss facility to post an example of an emergency shutdown
(maintaining confidentiality), highlighting what went wrong and how it should
have been handled

read the scenario and answer the multiple-choice questions about who was
responsible for the fire and what needs to be done to prevent such a situation
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
use the Discuss facility to post suggestions as to what might happen in their
workplace if the correct shutdown procedure was not followed, and compare their
comments with those of other learners.
Trainer’s role:
Set up discussion topic, Job 5 Step 1 Emergency shutdown.
Set up discussion topic, Job 5 Step 1 Shutdown procedure.
Monitor learners’ responses and reply where necessary. Remind learners of the need to
maintain confidentiality.
Alternative approach: If possible, the discussion could be conducted in a chat session.
This would encourage greater interaction.
Step 2: Shutting down the system according to workplace procedures
Resources: Shutdown procedure.
Learners are required to:

read the shutdown procedure for the pie line

drag the steps into the table in the correct order.
Trainer’s role:
No interaction is required.
Step 3: Identifying and recording maintenance requirements
Resources: Fundamentals, Maintenance request.
Learners are required to:

read the routine maintenance section in the fundamentals for shutting down

fill out the maintenance request form according to the information shown on the
production line

compare the maintenance request form with their workplace form

identify what Mike should have done when Moira noticed the smoke coming from
the conveyor

access a maintenance request form and fill it in for their production system, or if
they can’t identify a problem, complete it for a possible problem.
Trainer’s role:
Advise learners how they should submit the maintenance request form. It may be
appropriate to keep it in their folio until they have completed this unit, or if they have
completed it in RTF format, send it by email.
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Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary

complete the final tasks:
1. Write a short summary of the procedures that need to be followed when you
carry out a normal shutdown on the production system at your workplace.
2. Talk to your OH&S supervisor to find out what OH&S factors make it
important to follow documented emergency shutdown procedures in your
workplace.
Trainer’s role:
Advise the learner how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during you next visit).
Job 6: Contribute to continuous improvement of the
production system
Step 1: Reviewing the system’s performance against targets
Resources: Fruit pie specification.
Learners are required to:

read the fruit pie specification

find out how their workplace deals with product complaints and write a brief
report on the process when customers complain about products not being as they
are advertised

save this report to use in the self-test.
Trainer’s role:
No interaction is required.
Step 2: Investigating opportunities for system improvement
Resources: Seven steps to continuous improvement, Flowchart, Fundamentals of
improvement processes, Glossary.
Learners are required to:

use the seven steps to continuous improvement to identify the opportunity to
improve the fruit pie filling and determine what Salena should do next

create a flowchart using the steps shown and check it with the flowchart in
Resources
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
suggest what could be causing the fruit to become mashed in the production
process

find out what the process for following up an opportunity for system improvement
is in their workplace, including who to notify, how to document it and who could
help

keep a record of their answer.
Trainer’s role:
Advise learners how they should submit their responses. This could be kept in their
folio to be submitted at the end of the unit or emailed to you.
Alternative approach: Set up a chat session to discuss the improvement processes in the
learners’ workplaces. If there is a processing plant that has recently implemented an
improvement process, you could organise a visit to take learners through the process.
Step 3: Developing and implementing improvement proposals
Resources: Fundamentals, Audio clip.
Learners are required to:

identify where the problem is occurring when the fruit is pumped into the hopper

read what needs to be included when writing a proposal

write an implementation proposal for installing and trialling a new pump

use the Discuss facility to post their answer and compare with other responses

find out from the manager or supervisor about any instances where improvement
proposals were not successful and why

document these instances and any lessons learned from the experience to show to
the trainer.
Trainer’s role:
Set up a discussion topic, Job 6 Step 3 Improvement proposal.
Monitor responses and reply where necessary. Advise learners how to submit the
lessons learned from unsuccessful improvement proposals. Their answer could be kept
in their folio until the end of this unit or emailed for a quicker response.
Alternative approach: Learners may be able to work together to identify an
improvement proposal for a similar problem in their workplaces. The trainer may need
to organise learners in pairs to communicate by phone, email or SMS.
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Job summary
Resources: Fundamentals, Self-test.
Learners are required to:

complete the self-test and identify gaps, and find further information if necessary

complete the final tasks:
1. Write a short summary of the process you would follow if you were reviewing
the performance of the production system at your workplace.
2. Look at the last continuous improvement project carried out in your workplace
and describe the methods used to investigate the causes of the problem.
3. Talk to your supervisor to find out what the procedures are for implementing
and verifying a proposed production system improvement. List and discuss
why these procedures are followed.
Trainer’s role:
Advise learners how they should submit their answers (using the Discuss facility, by
email, in a Word document, by mail or phone, or during your next visit).
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