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workplace orientation/
induction procedures
Learner Guide
Contents
What this Learner’s Guide is about ........................................ 3
Planning your learning ........................................................... 4
How you will be assessed ...................................................... 7
Section 1............................................................................................. 9
How do you identify major zones of the workplace, in terms of
functions, organisational structures and occupation? ............ 9
Section 2........................................................................................... 35
How do you plan, organise and accept responsibility for own
workload?............................................................................. 35
Section 3........................................................................................... 57
How do you apply ethical practices?.................................... 57
Section 4........................................................................................... 63
How do you participate in identifying and meeting your own
learning needs?.................................................................... 63
This
Learner’s
Guide
is
about
the
skills
and
knowledge
required
to
complete
workplace
orientation
and
induction
procedures
when
commencing
a
new
work
role,
including
identifying
major
areas
of
the
workplace
in
terms
of
functions,
organisational
structures
and
occupations,
and
organising
and
accepting
responsibility
for
own
workload.
It
also
includes
the
application
of
ethical
practices
in
work
activities,
receiving
and
acting
constructively
on
personal
feedback,
participating
in
the
identification
and
meeting
of
one's
own
learning
needs,
and
planning
and
organising
a
personal
daily
routine.
It
is
important
to
plan
your
learning
before
you
start
because
you
may
already
have
some
of
the
knowledge
and
skills
that
are
covered
in
this
Learner’s
Guide.
This
might
be
because:
• you
have
been
working
in
the
industry
for
some
time,
and/or
• you
have
already
completed
training
in
this
area.
Together
with
your
supervisor
or
trainer
use
the
checklists
on
the
following
pages
to
help
you
plan
your
study
program.
Your
answers
to
the
questions
in
the
checklist
will
help
you
work
out
which
sections
of
this
Learner’s
Guide
you
need
to
complete.
This
Learner’s
Guide
is
written
with
the
idea
that
learning
is
made
more
relevant
when
you,
the
learner,
are
actually
working
in
the
industry.
This
means
that
you
will
have
people
within
the
enterprise
who
can
show
you
things,
discuss
how
things
are
done
and
answer
any
questions
you
have.
Also
you
can
practise
what
you
learn
and
see
how
what
you
learn
is
applied
in
the
enterprise.
If
you
are
working
through
this
Learner’s
Guide
and
have
not
yet
found
a
job
in
the
industry,
you
will
need
to
talk
to
your
trainer
about
doing
work
experience
or
working
and
learning
in
some
sort
of
simulated
workplace.
Assessment
of
this
Unit
of
Competency
will
include
observation
of
real
or
simulated
work
processes
using
workplace
procedures
and
questioning
on
underpinning
knowledge
and
skills.
It
must
be
demonstrated
in
an
actual
or
simulated
work
situation
under
supervision.
Section 1
Section outline
Workplace layout
Some
organisations
will
have
a
site
map
which
show
the
locations
of
every
department
making
up
the
workplace.
You
will
need
to
familiarise
yourself
with
every
aspect
of
the
worksite,
not
just
the
area
you
work
in.
You
will
need
to
know
where
paperwork
is
kept
so
that
you
can
find
workplace
documents
and
legislation
relevant
to
your
job.
You
need
to
know
who
the
other
staff
are,
where
they
are
located
and
what
their
job
role
is
so
that
you
can
answer
customer
enquiries
and
transfer
calls,
or
so
that
you
can
find
out
information
relevant
to
your
job.
Part 1
Part 2
10
All
organisations
need
to
have
good
communication
systems
so
that
information
can
flow
from
each
section
of
each
work
site
through
to
the
group
that
makes
decisions
on
a
local
level
and
on
to
the
groups
that
make
company
decisions
on
a
regional,
state/territory,
national
or
international
level.
If
you
have
a
brilliant
idea
of
how
to
save
money,
the
information
can
be
passed
on
quickly
so
that
every
work
site
can
put
your
idea
into
practice.
If
a
problem
has
occurred
at
a
site
in
another
state/territory
your
workplace
may
be
required
to
take
on
some
of
the
other
sites’
load.
There
has
to
be
an
organisational
structure
which
can
communicate
plans,
policies
and
ideas
across
the
whole
company
very
quickly
and
effectively.
Discuss the chart with your trainer. Take notes about how each
section relates to each of the other sections. How does the chart
show classifications of job types and job levels?
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A
variety
of
equipment
is
used
in
the
road
transport
industry.
In
your
workplace
you
may
have
equipment
for:
• loading
and
unloading
goods
• restraining
loads
on
trucks
• weighing
and
measuring
loads
• checking
and
maintaining
vehicles
• cleaning
vehicles
and
the
worksite
• managing
emergency
and
First
Aid
incidents
• storing
and
printing
information.
You
need
to
know
what
equipment
there
is,
where
it
is
stored
and
what
it
is
used
for,
and
in
some
cases
who
is
authorised
to
use
it.
Every
workplace
keeps
and
inventory
or
assets
register
of
all
equipment.
This
is
required
for
insurance
purposes
and
for
arranging
regular
maintenance.
In
the
road
transport
industry
the
workplace
will
have
many
vehicles
and
load
handling
machinery
as
well
as
tools
and
other
equipment.
Most
workplaces
also
have
computers
and
printers.
You
will
need
to
be
able
to
recognise
each
piece
of
equipment
by
it’s
physical
characteristics
and
name
the
equipment
that
you
come
into
contact
with
through
your
work.
Make a list of all the equipment and technology that you will be
using and the functions that you will be using it for.
Job description:
As
you
perform
the
duties
of
your
job
description
you
need
to
take
into
account
your
responsibilities
under
the
industrial
employment
agreements
which
apply
to
your
workplace.
The
Employment
Agreement
will
cover
an
employee’s
rates
of
pay,
working
conditions,
leave
entitlements,
other
provisions
such
as
maternity
leave
and
dispute
settling
procedures.
The
agreement
can,
in
fact,
set
out
in
detail
all
the
rights
and
responsibilities
of
employers
and
employees
that
can
be
agreed
upon
including
superannuation
etc.,
but
must
contain
stand-‐down
and
a
settlement
of
dispute
procedure
provisions
and
provide
the
minimum
standards
of
annual
leave,
sick
leave,
parental
leave
and
rates
of
pay.
This
example
talks
about
the
Victorian
Act,
your
state/territory
may
have
different
legislative
requirements.
Preparation
When
preparing
an
employment
agreement
it
is
essential
that
a
review
of
the
following
take
place:
• existing
custom
and
practice
at
the
workplace
• the
existing
award
• any
current
agreements
• any
local
level
arrangements.
The
best
elements
of
the
above
should
then
form
the
basis
of
the
employment
agreement.
Added
to
this
should
be
further
specific
requirements/needs
of
the
employer
and/or
the
employee.
If
agreement
cannot
be
reached
on
a
specific
item,
unless
it
is
of
fundamental
importance,
it
may
be
better
to
either
omit
the
item
or
place
it
on
a
list
of
matters
to
be
further
negotiated
during
the
life
of
the
agreement
or
a
list
of
issues
to
be
considered
for
the
next
agreement.
N.B.
The
following
outline
is
for
indicative
purposes
only.
Because
of
the
need
to
customise
each
individual
or
collective
employment
to
the
needs
and
requirements
of
each
individual
employer
and
his/her
employees
this
draft
should
only
be
used
as
a
guide.
Therefore
where
there
is
little
or
no
point
in
filling
in
specific
detail
only
generic
heading
and
pointers
have
been
used.
A
contents
page/index
should
be
prepared
as
part
of
the
employment
agreement.
Introduction
The
employer
and
employee(s)
have
determined
to
enter
into
an
individual/collective
employment
agreement
under
the
Victorian
Government’s
Employee
Relations
Act,
1992.
This
agreement,
which
is
in
writing,
will
be
lodged
with
the
Employee
Relations
Commission.
It
is
the
aim
of
both
parties
to
have
the
agreement
in
place
such
that
it
will
replace
the
previous
award
(which
expired
on
March
1,
1993),
any/all
previous
agreements
and
all
previous
custom
and
practice
and
other
arrangements.
The agreement is binding upon both parties for its entire term.
Aim
The
agreement
shall
operate
for
a
three
year
period
ending
March
1,
1997
(example
date
only).
The
parties
agree
that
during
the
agreement
a
review
of
wage
rates
shall
occur
in
November
each
year
with
a
view
to
applying
any
agreed
increases
from
the
first
of
January
the
following
year.
Wage rates
The
parties
agree
that
for
the
life
of
this
agreement,
the
following
wage
rates
shall
apply:
Agreed
wage
rates
placed
here
(and
penalty
rates,
overtime,
shift
work,
job
classification,
work
to
be
undertaken,
occupational
requirements,
skills
required,
functions,
job
description,
geographic
location,
potential
career
path,
equipment
and
materials,
method
of
payment
-‐
electronic
fund
transfer,
monthly,
fortnightly,
etc.)
As
outlined
in
clause
Terms
of
Agreement,
the
parties
have
agreed
to
review
wage
rates
on
an
annual
basis
in
November
each
year.
Allowances
During
the
course
of
the
agreement,
the
employee(s)
will
be
paid
the
following
allowances:
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As
with
wage
rates,
these
allowances
shall
be
the
subject
of
review
each
November
whilst
the
agreement
is
in
operation.
• Each
employee
shall
be
engaged
on
a
month
trial
period.
During
this
time
employment
can
be
terminated
at
day’s
notice
(unless
circumstances
justify
summary
dismissal).
• On
completion
of
the
trial
period
of
employment,
the
employee
shall
be
appointed
to
an
ongoing
position.
• As
the
organisation
is
open
for
business
hours
per
week
(per
day),
it
is
agreed
that
the
employee
will
be
ready,
willing
and
available
for
work
at
all
times
when
rostered.
• Clause
inserted
here
about
availability
of
work.
• Clause
inserted
here
about
part-‐time
and
casual
work.
• The
ordinary
hours
of
wok
shall
be
an
average
of
38
hours
per
week.
Such
hours
shall
be
worked
in
shifts
mutually
agreed
to
by
the
employer
and
employee(s).
• Clause
inserted
here
about
days
of
the
week
to
be
worked.
• Clause
inserted
here
allowing
for
variation
of
hours.
• Clause
inserted
here
about
time
off
in
lieu.
• Standby
clause.
• If
appropriate,
travelling
time
clause.
• Meal,
morning
tea
and
rest
break
arrangements.
• Clause
about
time
allowance
for
preparation,
cleaning
up,
etc.
• Clause
about
time
sheets.
Leave
• In
accordance
with
the
provisions
of
the
Employee
Relations
Act,
1992,
employee(s)
shall
be
entitled
to
4
weeks
annual
leave.
• Public
Holiday
clause.
• Long
Service
Leave
clause
(13
weeks
after
15
years).
• Sick
leave
clause-‐minimum
of
one
week.
• Parenting
leave
provisions-‐maternity,
paternity
and
adoption.
• Bereavement
leave
arrangements.
• Training
leave,
provisions
(cross
reference
with
clause
18).
• Jury
duty,
etc.
• Other
forms
of
leave
(e.g.
care
of
sick
children).
Change
• Introduction
of,
and
need
for
change
in
a
dynamic
organisation.
• Restructuring.
• Technological
change.
• Consultative
processes.
Redundancy
• If
management
makes
a
firm
decision
to
abolish
a
position(s)
and
duties
performed
by
an
ongoing
employee(s),
and
this
is
not
due
to
the
ordinary
turnover
of
labour
or
the
natural
rate
of
attrition,
then
the
ongoing
employee
may
be
made
redundant.
• Persons/Positions
exempt
from
redundancy.
• Severance
pay/benefits.
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Training
• Introduction.
• Multi-‐skilling.
• Career
development.
• Compulsory
attendance
at
training
programs
during
work
time.
• Encouragement
of
employee(s)
attending
training
in
own
time.
• External
training
opportunities.
• Assistance
with
cost
of
training.
Performance
Appraisal
• Introduction
and
objectives.
• Purpose-‐to
set
future
targets/goals
based
on
past
performance.
• Feedback
to
employee(s).
• Identification
of
training
and
development
needs
of
employee(s).
• Employee(s)
career
path.
• Not
disciplinary
nor
to
replace
informal
daily
exchanges.
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Reserved
matters
-‐
list
here
any
matters
which
need
to
be
further
negotiated
or
settled,
probably
to
be
included
in
the
next
agreement.
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If so how does it compare with the example set out above. Write
below any variations between your agreement and the example
above.
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What are your reasons for working? You should be able to list at
least eight reasons. List these below.
1. __________________________________________________
__________________________________________________
2. __________________________________________________
__________________________________________________
3. __________________________________________________
__________________________________________________
4. __________________________________________________
__________________________________________________
5. __________________________________________________
__________________________________________________
6. __________________________________________________
__________________________________________________
7. __________________________________________________
__________________________________________________
8. __________________________________________________
__________________________________________________
Employee:
• one
employed
by
another,
usually
for
wages
or
a
salary.
Employer:
• one
that
employs
others.
The
head
or
owner
of
a
business
which
engages
others.
Casual
employee:
• casual
employee
is
a
person
who
is
hired
separately
on
each
occasion
that
he/she
is
employed.
Therefore,
because
a
casual
employee
is
engaged
separately
each
day,
such
employees
may
not
automatically
carry
over
entitlements
contained
in
an
award
which
previously
covered
his/her
employment.
Work:
• the
use
of
strength
or
ability
to
get
something
done.
The
activity
engaged
in
as
a
means
of
livelihood,
also
the
place
of
one’s
employment,
something
that
needs
to
be
done.
Work
ethic:
• the
conduct
of
performing
what
is
good
and
bad
at
work
with
moral
duty
and
conduct
governing
an
individual
or
a
group.
Voluntary
work:
• work
done,
given,
or
made
in
accordance
with
one’s
one
free
will
or
choice.
Unpaid
work:
• work
you
carry
out
without
being
paid.
Contract
work:
• work
carried
out
with
a
legal
binding
agreement
between
two
or
more
persons
or
parties.
Industrial
agreement:
• is
the
outcome
of
negotiations
between
the
employee
and
the
unions
setting
out
conditions
and
rates
of
pay.
Shift
work:
• a
workplace
that
operates
24
hours
a
day
and
seven
days
per
week
would
probably
require
workers
to
work
varying
8
hours
shifts
according
to
a
prepared
roster.
Piece
work:
• is
where
an
employee
gets
paid
for
what
they
produce,
not
on
the
time
spent
at
work.
Piece
work
still
exists
in
some
areas
of
the
manufacturing
industry
today
however,
its
widespread
use
has
been
averted
through
sustained
union
opposition.
Award:
• is
a
contract
of
agreement
between
workers
and
their
employers.
An
award
covers
wage
rates,
hours
of
work,
working
conditions,
holidays,
sick
leave,
sackings,
overtime,
meal
breaks
and
so
on.
Trade
unions:
• is
generally
defined
as
an
organisation
of
employees
in
a
similar
occupation.
The
principal
activities
of
which
include
the
negotiations
of
rates
of
pay
and
conditions
of
employment
for
its
members.
Trade
unions
are
registered
under
the
provisions
of
the
various
federal
and
state/territory
industrial
Arbitration
Acts.
Employers
association:
• is
an
organisation
of
employers
or
their
representatives,
with
a
common
interest
representing
those
interests,
co-‐
operate
to
act,
work
or
associate
with
others
especially
for
mutual
benefit.
Ask
your
trainer
to
arrange
for
you
to
meet
with
the
union
representative
and
the
employer
representative
to
have
a
group
discussion
on
the
industrial
framework
that
exists
in
the
road
transport
industry.
Write
out
for
yourself
a
number
of
questions
that
you
can
raise
at
this
meeting.
Section 2
Section outline
Your
personal
workload
will
consist
of
long
term
and
daily
objectives.
Before
you
can
set
any
daily
timetable
for
your
own
work
performance
you
will
need
to
plan
your
work
requirements
in
the
long
term
in
consultation
with
others
in
your
work
section
and
in
your
work
team.
Your
organisation
may
have
targets
and
goals
which
are
set
to
be
achieved
on
an
annual,
quarterly,
monthly,
fortnightly,
weekly
or
daily
basis.
These
targets
will
be
set
and
you
will
need
to
set
your
own
targets
in
consultation
with
your
trainer
so
that
you
contribute
to
the
achievements
of
the
organisation
as
a
whole.
The
speed
and
efficiency
with
which
you
complete
your
tasks
may
have
an
effect
on
other
people
in
your
work
section
and
in
your
team.
If
you
are
held
up
in
completing
a
task,
for
whatever
reason,
this
may
have
an
impact
on
how
other
people
can
perform
their
work.
If
your
work
is
inaccurate
this
may
also
have
an
effect
on
how
other
people
can
progress
with
their
work.
What are your goals or targets? Do you have any tasks in your
workload which are set to organisational goals and are measured
over time? Over what timeframe are they measured?
Please fill in the table below with your work activities and the
targets and timelines which are set for them.
Which of your work activities have any effect at all on other work
colleagues or teams and their ability to perform their work?
When
you
have
set
your
goals
in
consultation
with
your
work
colleagues
and
trainers
you
can
start
to
plan
your
daily
activities.
The
most
important
skill
in
planning
these
daily
tasks
is
to
prioritise
the
tasks
in
order
of
importance
and
in
the
order
of
work
flow.
Use this checklist to make sure you have considered all factors in
planning your daily workload:
Item
Have you listed which tasks can be done at the same time?
Now that you have assessed and prioritised your daily workload
you can make your daily work plan.
Make a copy of this sheet and use it to plan out your tasks each
day.
TIME
Make your task plans on this sheet by entering the planned start
and finish times. As you progress through the day make sure that
you carry a notebook and jot down the actual start and finish times
for each task. Enter these actual times onto your sheet at the end
of the day.
Time
management
is
a
self-‐management
tool.
It
enables
you
to
use
time
well
so
that
you
complete
the
tasks
and
achieve
the
results
that
you
decide
are
important.
You
could
allow
time
to
control
you
so
that
you
are
pressured
by
it
and
achieve
most
of
your
workload
in
a
haphazard
manner,
only
dealing
with
tasks
and
people
as
they
become
urgent.
Time
is
finite
and
once
used
cannot
be
replaced.
Time
is
always
there,
you
cannot
stop
it.
However
you
can
decide
how
to
use
it.
There
are
a
number
of
different
types
of
time
use.
For
example:
• discretionary
time
is
under
your
control
• response
time
is
your
contact
or
available
time
• organisational
time
is
doing
what
the
organisation
expects
you
to
do.
There
are
three
types
of
organisational
time,
these
are:
− ‘boss’
imposed
time
− ‘system’
imposed
time
− ‘self’
imposed
time.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
achieve my goals
say no
combine tasks
set priorities
use a diary
Most
effective
way
to
solve
the
cause
of
time
wasting
is
to
find
the
solution
that
suits
you.
Identifying
the
cause
and
finding
a
solution
is
easier
when
you
can
recognise
the
three
main
categories
of
time
wasters.
Look at the list of common time wasters, then classify them into
one of the categories of time wasters.
Add any other time wasters that occur in your workplace to the list
above.
____________________________________________________
____________________________________________________
____________________________________________________
Do this part of the activity with another person or your trainer. For
each time waster talk about possible solutions to the time wasters.
Make a list of time savers that you could use to improve the way
you do your job.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
For
example:
• effective
housekeeping
to
maintain
clear
and
safe
work
areas
• controlling
the
telephone
• effective
use
and
handling
of
paperwork
• reducing
disruptions,
interruptions
and
other
problems
• effective
delegation
• setting
priorities
• setting
goals
• using
a
diary/time
audits
• doing
the
little
tasks
• saying
no
• complete
everything.
Management skills
A
number
of
methods
may
be
used
to
manage
your
time.
Developing
methods
to
set
priorities
requires
skill
in:
• evaluating
the
way
of
doing
things
• making
a
list
of
your
tasks
• sorting
tasks
into
categories
• making
a
list
by
degree
of
importance
• preparing
and
using
diaries
• questioning
why
things
are
done
• creating
an
action
plan
• using
discretionary
time
to
think
and
plan.
From the list below, rate on a scale of one to five when you are
most productive.
• when I first get to work
• mid-morning
• midday
• early in the afternoon
• at the end of the working day
Life changes
On
entering
the
workforce
for
the
first
time
you
will
be
required
to
make
some
drastic
changes
to
your
life
style.
You
will
be
required
to
organise
and
change
your
daily
activities.
For
example:
• get
out
of
bed
earlier
in
the
morning
• attend
to
personal
hygiene
and
dress
(you
may
be
required
to
wear
a
uniform)
• be
on
time
to
start
work
• follow
rules
and
regulations
• be
aware
of
workplace
hazards,
take
care
of
yourself
and
others
in
the
workplace
• work
with,
and
maintain
tools
and
equipment
• gain
product
knowledge
• adopt
a
professional
respect
and
attitude
to
working
with
other
people
• be
aware
of
ethical
and
confidential
responsibilities
required
by
your
employer
• work
individually
or
in
a
group
(mutual
co-‐operation)
• understand
your
wage
structure
and
the
conditions
of
employment.
Your
employer
also
has
responsibilities
towards
you.
Some
of
these
responsibilities
are:
• safe
workplace
• wages
and
conditions
of
work
• non
discrimination
• mutual
co-‐operation
• ethical
behaviour/confidentiality/respect.
Starting work
Your trainer however, should outline what is excepted of you.
Change
from
school
to
work
is
hard
but
you
have
to
meet
work
deadlines.
Work
gives
you
a
new
status
and
with
this
comes
responsibilities.
Such
as:
• longer
hours
• a
positive
attitude
• rewards
other
than
money
• satisfaction
• learning
new
skills
• gaining
new
experiences
• gaining
confidence
in
yourself.
Every
workplace
is
involved
with
continuous
improvement
as
part
of
quality
assurance.
Each
individual
in
the
workplace
can
contribute
to
quality
assurance
by
making
sure
that
they
are
performing
their
job
well
and
making
improvements
as
they
gain
skills
and
experience.
When
you
start
a
new
job
you
take
longer
to
get
it
done.
As
you
get
more
practice
you
will
shorten
the
time
that
you
take
to
do
the
job.
Your
work
plan
can
be
adjusted
as
the
job
will
be
finished
sooner.
You
can
review
your
own
performance
by
timing
your
work
and
by
checking
that
the
work
is
performed
to
the
required
standard.
Answer the following questions when you have used the daily
planning sheet at least three times.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Have any tasks started more than 30 minutes later than you
planned?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Did you need to report the delay to anyone else in the workplace?
____________________________________________________
____________________________________________________
Your
work
performance
will
depend
on
the
skills
you
have
but
also
on
your
ability
to
receive,
interpret
and
act
on
instructions.
You
will
need
to
listen
carefully
and
check
instructions
to
make
sure
that
you
understand
all
the
requirements
of
the
job.
Asking
questions
is
a
good
way
to
learn.
It
also
shows
that
you
are
interested
and
keen
to
make
sure
that
work
is
of
the
best
standard.
Questions
you
can
ask
include:
• Are
there
any
performance
standards
for
the
job?
• How
can
I
tell
if
I
have
completed
the
job
correctly?
• What
is
the
best
way
to
do
this
job?
• Could
you
show
me
an
example
of
the
completed
job?
• Could
you
check
my
work
for
me,
as
I
go
along?
• Could
you
tell
me
where
I
am
going
wrong?
• Can
you
suggest
any
improvements
in
how
I
am
doing
this
job?
Select one of your workplace tasks that you feel quite confident in,
but where you know you could improve a little. Ask your trainer to
observe your performance of this task and make suggestions for
improvement.
Task
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Repeat the task a few times over a period of time, try to incorporate
the suggestions. After a week or two, ask your trainer to observe
you performing the same task again.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Section 3
Section outline
You
need
to
read
through
these
documents
and
ask
someone
to
explain
how
they
relate
to
you.
Sometimes
legal
documents
are
written
in
very
difficult
English
and
could
be
set
out
in
a
much
simpler
form.
If
you
have
any
difficulty
at
all
in
understanding
regulations
or
workplace
policies
ask
your
trainer
to
explain
them.
The
consequences
of
not
applying
ethical
work
practices
can
be
dangerous
and
could
result
in
injury
or
damage
as
well
as
disciplinary
proceedings.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Part 1
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Part 2
Please write down all the tasks you are required to perform as a
part of workplace security:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Section 4
Section outline
Why train
Planned
training
can
be
an
extremely
effective
means
of
having
people
perform
better
in
their
jobs,
of
helping
groups
work
better
together,
and
of
helping
make
work
safe.
It
takes
time
and
effort,
but
it
is
well
worth
it.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Training
in
this
course
has
been
designed
in
unit
or
modular
form.
You
will
be
provided
with
access
to:
• an
environment
appropriate
to
the
assessment
task
• appropriate
learners
handouts
detailing
the
course
• Training
Record
Book
• self
paced
learning
materials
(if
relevant)
• tools
and
equipment
• a
range
of
specific
trucks
• union
representatives
• employer
representatives.
Activity 18: What other things may help you with this training?
Can you think of other things you may need to assist you in this
training? Discuss this question with your trainer.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Competency
focuses
on
what
is
expected
of
an
employee
in
the
workplace
rather
than
on
the
learning
process,
and
it
embodies
the
ability
to
transfer
and
apply
skills
and
knowledge
to
new
situations
and
environments.
Competency
is
a
broad
concept
that
includes
all
aspects
of
work
performance
and
not
only
task
skills.
Competency encompasses:
• the
requirement
to
manage
a
number
of
different
tasks
within
the
job
(task
management
skills)
• the
requirement
to
respond
to
irregularities
and
break
downs
in
routine
(contingency
management
skills)
____________________________________________________
____________________________________________________
____________________________________________________
• management
____________________________________________________
____________________________________________________
____________________________________________________
• contingency
____________________________________________________
____________________________________________________
____________________________________________________
Competency
in
a
job
is
developed.
It
does
not
suddenly
happen
with
a
flash
of
insight.
Nor
does
a
person
achieve
competency
by
knowing
what
to
do
and
being
able
to
talk
about
it.
Ultimately
the
gaining
of
competency
requires
practice
in
the
work.
• a
broader
range
of
providers
who
both
co-‐operate
and
compete
to
meet
national
and
international
training
demands.
Recognition
for
individuals
should
be
based
on
the
following
five
principles:
Recognition
should
focus
on
the
competencies
held
as
a
result
of
formal
and
informal
training,
not
how,
when
or
where
the
learning
occurred.
Recognition
should
involve
processes
that
are
fair
to
all
parties
involved.
Processes
utilised
must
be
verifiable,
credible
and
just.
All
participants
must
be
confident
that
the
recognition
process
and
its
outcomes
are
fair.
The
way
in
which
all
decisions,
criteria
and
processes
are
determined,
must
be
governed
by
this
principle.
The
processes
used
must
enable
the
person
being
assessed
to
make
a
contribution.
• potential
applicants
to
provide
evidence
as
to
how
their
prior
experiences
relate
to
the
required
competencies
of
the
selected
course
• clear criteria for deciding whether or not to grant recognition
• an appeals mechanism
• a review phase.
Assessment
Assessment
is
critical
to
competency
based
training
and
as
such
is
integral
to
providing
award
courses
or
training
programs
or
recognising
the
prior
learning
of
individuals.
It
is
highlighted
in
this
report
as
a
quality
measure
for
training
systems.
The
approaches
used
to
assess
competence
may
need
to
incorporate
demonstration
or
observation,
interviews,
portfolios,
employer
references
or
reports,
written
assignments.
• confidentiality
• assessments
to
be
made
by
persons
who
are
competent
in
the
skills
being
assessed
and
in
appropriate
assessment
techniques
• an
on-‐going
validation
of
an
individual’s
skills
• counselling
and
advisory
service
• available
to
any
individual
participating
in
or
seeking
to
participate
in
an
accredited
course
or
training
program.
Assessment methods
Assessment
methods
used
in
these
Learner’s
Guides
will
be
by:
• verbal
and/or
written
short
answers
• practical
exercises,
such
as:
− checklists
− surveys
− role
playing
− discussions
− demonstrations
and
observation
− collecting
evidence
− recording
• completing
specific
tasks
• carrying
out
your
normal
routine.
The
training
developed
for
the
road
transport
industry
is
competency
based.
Your
training
record
book
is
an
important
part
of
your
training
tools.
The
training
record
book
records
your:
• name
• position
• commencement
date
• training
completed
(activities)
• training
validated
by
your
trainer
(progress)
• training
validated
by
your
off-‐the-‐job
trainer
(achievements
during
your
training)
• future
training.
Does your training record book contain information other than that
listed above? If it does write brief details of this information below.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
The
record
book
will
list
the
units
you
are
required
to
complete.
When
each
competency
and
associated
assessment
requirements
have
been
satisfied
it
will
be
signed
by
your
trainer
or
your
workplace
assessor.
If
you
cannot
complete
a
unit
or
you
change
training
providers,
the
record
book
will
show
what
you
have
completed
and
where
your
training
should
recommence.
All
assessments
should
be
signed
and
dated
by
your
trainer/workplace
assessor.
If
you
do
not
achieve
a
learning
outcome
then
you
will
be
reassessed
at
a
later
date.
Workplace trainer
When
you
first
start
to
work
in
the
road
transport
industry
it
is
likely
that
someone
will
help
you
during
your
first
couple
of
weeks.
This
person
is
usually
called
your
trainer.
The
trainer
will
assist
your
learning
in
the
workplace
by:
• job
rotation
• secondment
• worksharing
• project
work
• coaching
• mentoring
• work
schedules
• supervised
projects
• assigning
you
to
a
variety
of
workteams.
Your
trainer
has
a
number
of
responsibilities,
some
of
these
are
to:
• train
you
• directly
supervise
you
• organise
opportunities
for
you
to
learn
a
range
of
skills
• arrange
other
employees
to
demonstrate
skills
to
you
• check
or
assess
whether
you
have
mastered
those
skills
• support
you
in
your
learning
where
self-‐paced
materials
are
used
• motivate
you
• encourage
you
• provide
leadership
• increase
your
self-‐esteem
• help
you
think
for
yourself.
Training providers
The
bulk
of
training
for
road
transport
occurs
through
private
providers,
state/territory
Skill
Centres,
or
in
the
case
of
large
companies,
through
in-‐house
training.
Public
training
through
the
TAFE
system
plays
only
a
minor
role
at
this
stage.
In-‐house
training
is
offered
by
large
road
transport
enterprises,
while
smaller
companies
seek
training
from
external
providers.
Public
and
private
training
providers
in
most
cases
cover
the
theory
and
other
training
that
might
not
be
able
to
be
delivered
in
your
workplace.
This
provider
trainer
may
be
from
a
government
(TAFE)
or
private
industry
based
organisation.
Name:
Job title:
Telephone number:
Name:
Job title:
Organisation:
Telephone number:
You will also have dealings with other people in your workplace.
List their details below for future reference.
List five important things that your trainer will do for you during your
training period.
1.___________________________________________________
___________________________________________________
2.___________________________________________________
___________________________________________________
3.___________________________________________________
___________________________________________________
4.___________________________________________________
___________________________________________________
5.___________________________________________________
___________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
It
is
important
that
you
fully
understand
your
role
in
your
workplace.
Before
you
work
out
exactly
where
you
fit
in
and
where
you
could
go
in
the
future
you
need
to
understand
the
workplace
itself.
Your
company
may
be
a
small
family
owned
business
or
a
large
multi-‐
national
corporation.
In
the
road
transport
industry
the
employment
opportunities
are
many
and
various.
There
is
a
lot
of
scope
for
promotion
and
there
is
never
much
shortage
of
work.
Spending
time
on
working
out
where
you
are
and
where
you
would
like
to
go
in
this
crucial
infrastructure
industry
is
your
first
step
to
a
brilliant
career.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Who has the responsibility for your section of the work site?
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Who has the responsibility for the whole work site (if different)?
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In
the
road
transport
industry
there
are
many
different
types
of
work,
which
include
driving.
• interstate
semitrailer
driver
• local
bus
driver
• furniture
removalist
• quarry
tiptruck
driver
• tour
coach
driver
• tanker
driver
• courier
• taxi
driver
• road
train
driver.
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At
one
of
the
largest
transport
companies,
there
are
2,500
people
employed.
2,000
of
these
are
vehicle
operators.
The
other
500
people
are
trainers,
managers
and
administrative
staff.
Take a look at all the people working in your company. If you are
not working or working in a very small company, you can:
• refer to the published job guides, newspapers, industry
publications for a list of jobs in the road transport industry
• look in the newspapers for all the types of jobs listed in the
vacancies section to do with road transport (local,
state/territory).
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Talk to your trainer or team leader about the jobs you are interested
in.
What training would you need in order to apply for these jobs?
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What training opportunities are there within the company for you to
acquire these skills?
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When
you
are
beginning
a
new
job
no-‐one
will
expect
you
to
be
immediately
proficient
in
all
aspects
of
the
job.
You
will
need
to
plan
how
you
can
become
more
skilled
in
each
area
of
expertise
and
how
to
gain
any
knowledge
or
skills
that
you
do
not
already
have.
You
will
need
to
work
from
your
job
description
or
position
specification.
Break
down
all
the
elements
of
the
job
into
task
areas.
If
you
spend
some
time
thinking
about
all
that
is
involved
in
your
work,
you
will
come
up
with
a
list
of
activities.
When
you
break
your
job
down
you
will
get
a
list
that
gives
a
lot
of
information
about
the
skills
you
have.
In
the
list
above,
the
person
would
have
skills
in
the
following
areas:
• customer
service
• health
and
safety
• clerical
• driving
• fork
lift
operation
• planning.
Think of all the work that you do, or have done, in as much detail as
possible. The following questions may help you to list your tasks:
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Discuss with your trainer or training manager how you can plan to
get the training you need.
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List the workplace contacts that you have and the skills or
competencies that you can learn by observing or questioning them.
Add to this list as you progress.
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Additional
resources
Print
based:
• newspapers
• industry
publications
• brochures
and
information
supplied
by
the
training
provider
involved
in
your
training
• Transport
and
Distribution
Training
Australia
(see
cover
of
this
resource)
• Transport
Workers
Union
(see
your
site
representative)
• a
range
of
web
sites
is
available
for
career’s
information
(use
local,
state
newspaper
to
find
relevant
addresses).
Feedback on
activities
The responses provided in this section are suggested responses.
Because every workplace is different, your responses may vary
according to your specific workplace procedures, the equipment
available and the nature of the business.
Examples:
The payroll department and the training department are both in the
human resources department.
Examples: