Liz Fitchett - Tertiary Teaching Excellence Teaching Profile

Food Safety Co-Ordinator/ Lecturer, Waiariki Institute of Technology

Liz Fitchett teaches food handlers and food safety trainers. She combines experiential learning styles and accelerated learning techniques to encourage active participation. Liz has worked closely with the food industry and her programmes use teaching methods that encourage students to apply what they have learnt to their own work situation. Liz believes that ‘the ability to listen and to hear others' views is critical and, above all, the individual is to be valued and trusted.' A past student states that Liz ‘is an exceptional teacher and, I believe, is one of the lucky few to possess the "WOW factor"!'

When I first began teaching, I did so very reluctantly. I certainly am not what could be described as a ‘born teacher'. It has taken many years of self-criticism and reflection to develop teaching methods and assessment practices which seem to suit most of the people I work with in the hospitality and food industry.

Recognising the Learner

Although I believe it is unhelpful for people to be placed into categories, I do recognise that each learner brings with them a unique set of life experiences and contexts. Whilst considering and validating these differences, I endeavour to create an equitable learning environment. All students' contributions are valued. Creative and whimsical ideas and thoughts are as important as the rational and objective. Any so called ‘objective' learning practices are enhanced by encouraging a ‘subjective' approach in tandem. Encouragement is given to investigation and inquisitiveness. Problem solving is valued. The ability to listen and to hear others is critical and, above all, the individuals are to be valued and their opinions trusted. Students learn best when they are having fun, they do not feel threatened and they clearly understand the aim and agree it is important.

When students value and can see the importance of critical thinking, when they can make sense of what they are learning and relate it to their particular situation or job, then learning results in a positive change for both the individual and the industry they are working for.

Reflection and the Results

Although I have only recently identified what I have been doing over the years as ‘reflection', I now realise I have been carrying out this fascinating occupation for some time. Those who know me well tell me I am a tenacious and determined ‘reflector' who does not give up on an area of concern or a learner until a way has been found which effectively addresses that concern.

An example of this is the progression food safety training has taken over the last 20 years. When I first started my aim was to develop methods that would result in a positive learning experience for individuals. Many learners completing food safety training were made to come and many had had negative learning experiences in the past. They arrived fuming and resentful. My goal was to have them leave feeling more positive about food safety and learning than when they arrived. I took what learners considered complex scientific concepts and, with the use of interactive, accelerated learning techniques and some ‘shock treatment', broke these concepts down into experiments which were easily understood and which resulted in some great times together and some very humorous incidents.

Changing Behaviour

After this initial success I began to consider more directly what industry, local authorities and individuals were actually wanting from food safety training. I decided after discussion with all concerned and some considerable thought, that they were usually after a change in behaviour.

It was not good enough that individuals felt positive about the food safety training they had completed and knew what caused and how to prevent food poisoning, it was important they could apply and consistently carry out what they had learnt in their work situation. A survey carried out by the Ministry of Health at this time confirmed that little long-term application was occurring despite a number of food businesses having people employed who had completed food safety training.

Observation of chef tutors indicated that their role modelling and support for learners had far more impact on students' behaviour than any food safety tutor might have. It then seemed obvious that the best people to deliver training were co-workers who would be working alongside a learner and who could offer ongoing support similar to that of a chef tutor. This resulted in the development of a facilitator package used to train people from industry so that they could deliver food safety training to their own staff. I delivered this training to industry nominated facilitators and set up systems to provide support for them and their students. On completing the course, all participants were required to evaluate the training they had received and to suggest improvements. Suggestions provided were all considered and formed the basis for ongoing reflection and improvement. To date approximately 450 people have completed facilitator training and over 15,000 students have participated as learners.

There has been no advertising of this programme with all participants coming as a result of what they have heard or seen from others who have used the programme in their workplaces.

After six years following this path, I began to wonder whether all this work was really achieving what I had imagined it would - a change in behaviour. Could the training programme be improved so the likelihood of behaviour change was further enhanced? Were there other factors besides training which might need to be considered? This lead to the instigation of a four-year action research project.

Action Research

I started and completed this project because I wanted ideas and answers about how, together, learners and facilitators might progress. Action research now seems to have been a safe and effective way to achieve this. It resulted in answers emerging after in-depth observation and analysis of practice rather than theory alone.

In retrospect the project was rather large and my understanding of action research far too limited, but despite this, it has had a major influence on my teaching. The project looked at food safety practices in the workplace, then identified and implemented strategies that workers within the food industry felt would work better to encourage more effective long-term behaviour change. Thirty-five sites were involved, all of which had been using the food safety training package I had developed. As a result others now have more involvement with training and application. The action research project results identified the need for direct and effective support from people in supervisory positions within the workplace. It identified the importance for these people to have ‘mana' to be effective role models and communicators. It also required that these people be enthusiastic about safe food practice, be able to provide positive feedback to staff and coach where necessary. If these factors were not present, food safety application was unlikely to eventuate no matter how much training the individual received from either within the food business or from outside. As a result of this work, almost 75% of my time is now spent assisting food businesses to set up systems which results in food safety practice being established from the minute staff are employed and not something they learn from a ‘one-off' short training programme.

Support

As a result of the research project my job has evolved from one that required teaching and teaching others and providing them with support to include one of supporting and encouraging environmental change. This involves understanding the culture, pressures and constraints under which people work. I now aim to visit all the sites where learners and facilitators are implementing risk management food safety initiatives I am involved with. The aim is to listen and develop an understanding of the complete picture so that the support I provide is focused and meaningful. I am constantly amazed at how much I learn from these visits and how inappropriate the support I originally thought I was able to provide often turns out to be.

Assessment

The way assessment is carried out is fundamental to the success of any teaching programme. It is only a very small part of the learning process and needs to remain so. For many students I work with it seems to have been a nightmare and is the reason they do not want to attend training. Any assessment should be used as a guide to help students and teachers identify clearly how far both have come and how much further both would like to go. The feedback given to students must assist and promote learning and increase confidence. Students must emerge feeling positive about themselves and their learning and with a strong belief they are capable. The learning experience must result in a continued love of learning.

I am passionate about ensuring assessment does not get in the way of learning. The rule I work by is that if a person can demonstrate application of knowledge to a practical situation at any level then they have truly achieved. The rise in confidence seen in students as a result of this approach has been a privilege to encounter. I asked a young student who was unable to meet the NZQA requirement for an assessment what she wanted from the assessment. She replied that she wanted acknowledgement for what she could do, a letter outlining the skills achieved and a certificate because she had never managed one in the past. This was easy to provide and she went away feeling very contented as did her workmates who were very focused on providing her with support to achieve.

Passion and Enthusiasm

I am told by the people I work with that I am passionate about the subjects I teach and enthusiastic about promoting an effective, safe learning environment. This involves setting a scene where individual learners are encouraged to support one another, learn from each other and where the emphasis is on learners taking control. I gain most pleasure from my teaching when students comment about the positive way everyone interacted within the group and how much they have gained from discussion and debate, how they felt the group participants listened to each other and how motivated and enthusiastic they feel as a result. This indicates to me that the group and the individual learners in the group have taken over and this is exactly what I aim to do. The learners are actively engaged in the learning process and are given support to access their own learning processes. It is important to me that the teacher does not remain the focus of the learning or has a need to be in control.

Industry Relationships

I have established what I consider to be effective working relationships with the Hospitality Industry Training Organisation, the food businesses I work with and all the chefs who will implement food safety practice. This is very important to me because it means I am not working in isolation and it helps to keep my feet on the ground. If my ideas become too idealistic it is the industries, the food businesses and the chefs I work with who remind me that other things besides food safety are also important. I listen to them and actively seek feedback from them with any new venture. They are the ones who have forced me to be very practical and who promote the work I do. Over the years I have thoroughly enjoyed this contact and the support given to me by this sector.

My aim with all the teaching I do is to empower others and I will do anything to assist this process. I use any skills I do have to bring out the potential and watch others take flight.