Unit of competency Outline
Date retreived
23/07/2026 1:36 AM AWST
23/07/2026 1:36 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Foster a learning culture in a meat enterprise
Foster a learning culture in a meat enterprise
Unit of competency
National Code
MTMPSR404C
MTMPSR404C
State Code
D9022
D9022
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
30/09/2011
Field of Education
080303 - Human Resource Management
Original Release Date
30/09/2011
Nominal Hours
50
Description
This unit covers the skills and knowledge required to integrate work and learning in a meat enterprise. This unit does not provide workplace trainer skills but describes skills and knowledge for people in leadership positions to monitor and facilitate workplace training and learning.
Notes
Elements and Performance Criteria
1. Develop a learning culture in the enterprise
- 1.1. Personal performance demonstrates a commitment to, and the value of, learning.
- 1.2. Learning and training strategies are included as an integral part of work and performance plans.
- 1.3. Learning and training strategies and plans reflect the diversity of needs and opportunities.
- 1.4. Resource proposals to support workplace learning are prepared and recommended.
- 1.5. Consultation and negotiation with training and development professionals results in the planning and provision of learning, which enhances individual, team and organisational performance.
2. Create learning opportunities to develop individual, team and organisational performance
- 2.1. Workplace environments and contexts which facilitate learning are developed and supported.
- 2.2. External and internal opportunities for learning are identified and promoted.
- 2.3. Learning plans are developed collaboratively to meet individual, team and organisational goals.
- 2.4. Individual and/or team access to, and participation in, learning opportunities is facilitated.
- 2.5. Individual and or team learning and training is planned and provided in consultation with learners and training specialists where appropriate.
3. Facilitate and promote learning
- 3.1. Workplace activities are used as opportunities for learning.
- 3.2. Personnel are encouraged to take advantage of learning opportunities.
- 3.3. Coaching and mentoring contributes effectively to the development of workplace knowledge, skills and attitudes.
- 3.4. Benefits of learning are shared with others in the team and organisation.
- 3.5. Opportunities are provided for learners to continue to utilise and extend new skills and knowledge.
- 3.6. Workplace achievement is recognised by timely and appropriate recognition, feedback and rewards.
4. Monitor and improve learning effectiveness
- 4.1. Individual and or team performance is monitored to determine the type and extent of additional work-based support required.
- 4.2. Feedback from individuals and or teams is used to make improvements in future learning arrangements.
- 4.3. Effectiveness and efficiency of learning and training programs is monitored and recommendations for improvement are prepared.
- 4.4. Adjustments to learning plans and activities negotiated with training and development personnel result in improvements in the efficiency and effectiveness of learning.
- 4.5. Learning plans, records and reports of competency are documented and maintained within the organisation's systems and procedures.
RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Training and development professionals may be:
internal or external and include:
workplace trainers and assessors
employee development personnel.
Learning opportunities include:
access to professional and trade journals and publications
active problem-solving or project involvement
coaching and mentoring
demonstration, observation and shadowing
discussion
experimentation
participation in enterprise and industry networks
rotation and exchange
structured training
visits, exchange, discussion with suppliers, customers, competitors
formal and informal and designed to support:
initial qualifications
the update of existing qualifications
skills and knowledge or advanced and complementary qualifications
formal training undertaken outside the workplace.
Individuals and teams may include:
retail and wholesale sales people, butchers, packers, smallgoods makers and operators, slaughtermen, boners, renderers, labourers, supervisors or anyone employed in the meat industry
trainees, apprentices, trades people, staff with or without formal qualifications.
Learning and training plans may be:
simple or complex and linked with:
individual and team goals
individual performance appraisal plans
team performance plans and enterprise goals.
Teams may be:
of two or more members
short or long term and include:
full-time
part-time
permanent
contract
casual employees.
Communication may:
be spoken, written, non-verbal and include the use of signs, signals, symbols and pictures
be with colleagues, team members, superiors, customers, clients, external parties from a range of cultural, social and ethnic backgrounds
involve interpreting the needs of internal or external customers
involve preparation of explanations and reports in language styles suitable for the audience and include everyday workplace language, technical and mathematical language
require the use of negotiation, persuasion and assertiveness skills.
Targets, goals and performance measures may be:
short, medium and long term and relate to:
market advantage
operations
certification
licensing or registration
customer service
skills gains/growth
job redesign
staffing
OH&S
Quality Assurance (QA)
waste etc.
Mathematical skills may:
relate to product and product quality, price, sales and turnover, profits and losses, return and new custom, market penetration.
OH&S requirements may include:
enterprise OH&S policies, procedures and programs
hygiene and sanitation requirements
OH&S legal requirements
Personal Protective Equipment (PPE) which may include:
coats and aprons
ear plugs or muffs
eye and facial protection
head-wear
lifting assistance
mesh aprons
protective boot covers
protective hand and arm covering
protective head and hair covering
uniforms
waterproof clothing
work, safety or waterproof footwear
requirements set out in standards and codes of practice.
Regulatory requirements may include:
animal welfare
commercial law including fair trading, trade practices
consumer law
corporate law, including registration, licensing, financial reporting
employment
environmental and waste management
Equal Employment Opportunity (EEO), anti-discrimination and sexual harassment
Export Control Act
industrial awards, agreements
relevant regulations
state regulations regarding meat processing
taxation
training and education.
Workplace requirements may include:
enterprise ethical standards, values and obligations
enterprise-specific procedures, policies and plans
OH&S requirements
QA requirements
Standard Operating Procedures (SOPs)
the ability to perform the task to production requirements
work instructions.
Training services provided by training professionals may include:
assessment of individual, team and organisational needs
delivery, assessment, monitoring and management of structured training
planning of structured training and identification of unstructured and incidental learning opportunities
training and support for internal coaches and mentors, enterprise trainers and assessors.
Formal training agreements and contracts may include:
cadetships
internships
traineeships and apprenticeships
training arrangements included in industrial agreements.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Training and development professionals may be:
internal or external and include:
workplace trainers and assessors
employee development personnel.
Learning opportunities include:
access to professional and trade journals and publications
active problem-solving or project involvement
coaching and mentoring
demonstration, observation and shadowing
discussion
experimentation
participation in enterprise and industry networks
rotation and exchange
structured training
visits, exchange, discussion with suppliers, customers, competitors
formal and informal and designed to support:
initial qualifications
the update of existing qualifications
skills and knowledge or advanced and complementary qualifications
formal training undertaken outside the workplace.
Individuals and teams may include:
retail and wholesale sales people, butchers, packers, smallgoods makers and operators, slaughtermen, boners, renderers, labourers, supervisors or anyone employed in the meat industry
trainees, apprentices, trades people, staff with or without formal qualifications.
Learning and training plans may be:
simple or complex and linked with:
individual and team goals
individual performance appraisal plans
team performance plans and enterprise goals.
Teams may be:
of two or more members
short or long term and include:
full-time
part-time
permanent
contract
casual employees.
Communication may:
be spoken, written, non-verbal and include the use of signs, signals, symbols and pictures
be with colleagues, team members, superiors, customers, clients, external parties from a range of cultural, social and ethnic backgrounds
involve interpreting the needs of internal or external customers
involve preparation of explanations and reports in language styles suitable for the audience and include everyday workplace language, technical and mathematical language
require the use of negotiation, persuasion and assertiveness skills.
Targets, goals and performance measures may be:
short, medium and long term and relate to:
market advantage
operations
certification
licensing or registration
customer service
skills gains/growth
job redesign
staffing
OH&S
Quality Assurance (QA)
waste etc.
Mathematical skills may:
relate to product and product quality, price, sales and turnover, profits and losses, return and new custom, market penetration.
OH&S requirements may include:
enterprise OH&S policies, procedures and programs
hygiene and sanitation requirements
OH&S legal requirements
Personal Protective Equipment (PPE) which may include:
coats and aprons
ear plugs or muffs
eye and facial protection
head-wear
lifting assistance
mesh aprons
protective boot covers
protective hand and arm covering
protective head and hair covering
uniforms
waterproof clothing
work, safety or waterproof footwear
requirements set out in standards and codes of practice.
Regulatory requirements may include:
animal welfare
commercial law including fair trading, trade practices
consumer law
corporate law, including registration, licensing, financial reporting
employment
environmental and waste management
Equal Employment Opportunity (EEO), anti-discrimination and sexual harassment
Export Control Act
industrial awards, agreements
relevant regulations
state regulations regarding meat processing
taxation
training and education.
Workplace requirements may include:
enterprise ethical standards, values and obligations
enterprise-specific procedures, policies and plans
OH&S requirements
QA requirements
Standard Operating Procedures (SOPs)
the ability to perform the task to production requirements
work instructions.
Training services provided by training professionals may include:
assessment of individual, team and organisational needs
delivery, assessment, monitoring and management of structured training
planning of structured training and identification of unstructured and incidental learning opportunities
training and support for internal coaches and mentors, enterprise trainers and assessors.
Formal training agreements and contracts may include:
cadetships
internships
traineeships and apprenticeships
training arrangements included in industrial agreements.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
The meat industry has specific and clear requirements for evidence. A minimum of three forms of evidence is required to demonstrate competency in the meat industry. This is specifically designed to provide evidence that covers the demonstration in the workplace of all aspects of competency over time.
These requirements are in addition to the requirements for valid, current, authentic and sufficient evidence.
Three forms of evidence means three different kinds of evidence - not three pieces of the same kind. In practice it will mean that most of the unit is covered twice. This increases the legitimacy of the evidence.
All assessment must be conducted against Australian meat industry standards and regulations.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Competency must be demonstrated through sustained performance over time, at an appropriate level of responsibility and authority under typical operating and production conditions for the enterprise.
Context of and specific resources for assessment
Resources may include:
real work environment
relevant documentation such as:
workplace policies and procedures
regulatory requirements
relevant equipment and materials.
Method of assessment
Recommended methods of assessment include:
debriefs
workplace project
workplace referee or third-party report of performance over time.
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality or Torres Strait Islander, gender, or language backgrounds other than English. Language and literacy demands of the assessment task should not be higher than those of the work role.
Guidance information for assessment
A current list of resources for this unit of competency is available from MINTRAC www.mintrac.com.au or telephone 1800 817 462.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
The meat industry has specific and clear requirements for evidence. A minimum of three forms of evidence is required to demonstrate competency in the meat industry. This is specifically designed to provide evidence that covers the demonstration in the workplace of all aspects of competency over time.
These requirements are in addition to the requirements for valid, current, authentic and sufficient evidence.
Three forms of evidence means three different kinds of evidence - not three pieces of the same kind. In practice it will mean that most of the unit is covered twice. This increases the legitimacy of the evidence.
All assessment must be conducted against Australian meat industry standards and regulations.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Competency must be demonstrated through sustained performance over time, at an appropriate level of responsibility and authority under typical operating and production conditions for the enterprise.
Context of and specific resources for assessment
Resources may include:
real work environment
relevant documentation such as:
workplace policies and procedures
regulatory requirements
relevant equipment and materials.
Method of assessment
Recommended methods of assessment include:
debriefs
workplace project
workplace referee or third-party report of performance over time.
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality or Torres Strait Islander, gender, or language backgrounds other than English. Language and literacy demands of the assessment task should not be higher than those of the work role.
Guidance information for assessment
A current list of resources for this unit of competency is available from MINTRAC www.mintrac.com.au or telephone 1800 817 462.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| W6768 | MTMPSR404B | Foster a learning culture in a meat enterprise | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVW12 | AMPX411 | Foster a learning culture in a meat enterprise | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D611 | MTM40411 | Certificate IV in Meat Processing (General) | Qualification |
| D608 | MTM40111 | Certificate IV in Meat Processing (Leadership) | Qualification |