TLIL107C - Complete Workplace Orientation Induction Procedures - Learner Guide

TLIL107C Complete
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
Additional resources ..................................................................... 103
Feedback on activities .................................................................. 105

TLIL107C Complete workplace orientation/induction procedures
What this Learner’s Guide is about
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.
The Elements of Competency from the unit TLIL107C Complete

workplace orientation/induction procedures covered in this Learner’s
Guide are listed below.
Identify major areas of the workplace in terms of functions,
organisational structures and occupations
Organise and accept responsibility for own workload
Apply ethical practices
Receive and act constructively on personal feedback
Participate in identifying and meeting own learning needs
Plan and organise a personal daily routine
This unit of competency is from the Transport and Logistics
Training Package (TLI07).
© Australian National Training Authority 2003 Page 3

Customised and developed by Armstrong’s Driver Education Pty Ltd ADELG1050
Planning your learning
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.
Page 4 © Australian National Training Authority 2003

ADELG1050 Customised and developed by Armstrong’s Driver Education Pty Ltd October 2008
Section 1: How do you identify major zones of

the workplace, in terms of functions,
organisational structures and
occupation?
Are you able to: Yes No

1. name each area of the workplace, the
personnel employed there and their job
functions?
2. describe the organisational structure of
your workplace?
3. show the storage areas on a site map and
describe the purpose of the area and any
risks or hazards associated with that area?
4. list the equipment and technology that you
use in the workplace and describe its
function?
5. describe the responsibilities of your job
according to your job description and the
relevant industrial employment
agreements?
Section 2: How do you plan, organise and

accept responsibility for your own
workload?

1. work out the targets, goals and
performance standards for your work
tasks?
2. prioritise your work and schedule tasks on
a daily work plan?
3. take steps to ensure that work is
completed on time?
4. review your work performance against
performance standards?
5. get feedback and support and use these to
improve your work performance?

Section 3: How do you apply ethical practices?

1. name all the relevant codes of practice,
workplace policies and procedures,
regulations and legislation relevant to the
performance of your work?
2. describe the commitments that you
undertake as part of your job?
Section 4: How do you participate in identifying

and meeting your own learning
needs?

1. explain how you will receive training in
your workplace?
2. outline possible career paths in the road
transport industry?
3. identify your training needs?
4. learn from colleagues in the workplace by
networking, questioning and observing?

How you will be assessed
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.
You will be required to:

• identify the different sections of your workplace and the
functions performed in these sections
• describe the industrial relations framework in the road
transport industry
• demonstrate that you can plan your daily work routine
• explain laws regarding to the road transport industry
• prepare a report on work function sin the road transport
industry.


Section 1
How do you identify major zones

of the workplace, in terms of
functions, organisational
structures and occupation?

Section outline
Areas covered in this section
Workplace layout
Workplace organisational structure
Workplace storage facilities
Equipment and technology used in the workplace
Job responsibilities including agreements and awards

What is the layout of your workplace?
Some organisations will have a site map which show the locations of
every department making up the workplace.
The site map could include:

• gatehouse
• administration building
• loading bay
• vehicle maintenance and cleaning area.
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.

Activity 1: Workplace layout
Ask your trainer for a site map.
Mark each area with a number.
Part 1
Select an item, a piece of paperwork or delivered goods and show

on your site map how the item moves around your work site. Draw
a line showing the progress of the item around the site.
Part 2
Fill in the table below.

Area Name of area Personnel in the Job function of each
No. area person
1 Reception Ann Smith Receptionist
David Jones Office Trainee
10

What is the organisational structure of your

workplace?
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.
In each organisation there are people with different roles and

responsibilities. Most workplaces are organised into teams with team
leaders and the team leaders will report regularly to a management
group and give feedback and new information to their teams. A
representative from the management group will probably be involved
in regional or state/territory company discussion and the
state/territory manager will be involved in national and international
company business.
Organisational charts show how:

• information and knowledge is transferred
• responsibility is delegated
• decision making is performed.

Activity 2: Organisational structure
Find out if the workplace has an organisational chart. If there is no

chart ask your trainer to work with you to make one.
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?
Write your notes here:
How do departments or sections relate to each other?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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____________________________________________________
____________________________________________________
How does the chart show job levels?
____________________________________________________
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____________________________________________________
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How does the chart show job types?
____________________________________________________
____________________________________________________
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There is feedback on this activity at the back of this Learner’s

Guide.

What storage facilities are there in your

workplace?
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.

Activity 3: Storage facilities in the workplace
Please list all the storage facilities in your workplace. What is

stored there? Are there any safety hazards associated with the
store?
Name of storage Purpose of storage Associated risks

area area

Guide.

What equipment and technology is used in your

workplace?
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.

Activity 4: What equipment and technology is used in the

workplace?
Make a list of all the equipment and technology that you will be
using and the functions that you will be using it for.
Item of equipment or technology Function

What are the responsibilities of your job?
The responsibilities of your job are defined by:

• the position description, job description or duty statement
• industrial employment agreements.
Job description:
Your job description should list the following items.

• transport industry specific duties, which could include:
− drive the vehicle in position for loading/unloading
− assist with loading/unloading to make sure that goods are
correctly stowed
− check loading documents
− plan the shortest and safest delivery route
− arrange unloading
− obtain a receipt for goods delivered
• safety and vehicle maintenance duties, which could
include:
− check brakes, oil, tyres and electrical system
− check restraints and mass against regulations
− check emergency procedure guides and emergency equipment
• communication, writing and reporting duties, which could
include:
− accident, incident and damage reports
− on board computer operations
− radio communication
− telephone communication with customers
• other duties specific to your workplace, including who you
report to.
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.

Employment agreements and awards
The Employee Relations Act 1992 provides for employment

agreements to be negotiated between an employer and individual
employees and employer(s) and groups of employees. The
employment agreement is a written legal and binding confirmation of
the relationship between employer and employee and under the Act
can be a collective agreement or an individual agreement.
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
Each employment agreement should be customised/designed to meet

the requirements and particular needs of the employer and employee
at the worksite.
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.
Remember that the agreement is a negotiated document, and

therefore may contain everything that an employer or employee may
wish.
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.

When drafting an employment agreement remember:

• to keep it simple, unambiguous and easy to read and
understand (previous award conditions included should be
simplified)
• to be precise in the language used
• to ensure that the provisions of other legislation are not
being contravened, e.g. in areas such as Work Cover and
superannuation
• employment agreements can be individual or collective for
a group of employees
• agreements must contain a grievance/dispute settling
clause and a stand down clause
• under the Employee Relations Act, 1992, employers are
entitled to:
− four weeks annual leave
− one week’s sick leave
− parenting leave
− long service of 13 weeks after 15 years
− a prescribed minimum wage, at an hourly rate, as was elected
at the base level in any previous award
• an employment agreement prevails over any inconsistent
term of an award and the terms of an individual
employment prevail over a collective agreement
• no discriminatory provisions, giving either more or less
favourable preference, can be placed in an employment
agreement
• when an employment agreement expires and no new
agreement is made, employees are engaged on an
agreement containing terms and conditions based on the
expired agreement.
Contents of an Employment Agreement (for either individual or

collective 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.
Parties to Agreement
This employment agreement is made between

(name of employer) and
(name of/group of employees)
herein after called the employer and employee(s).
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
By entering into this agreement both parties aim to:

• provide a safe, harmonious work environment which
adheres to first class health, and safety procedures and
which is conducive to a high level of work output from
staff
• ensure that all aspects of the organisation’s operation
reflect the quality demanded of the industry
• encourage the achievement of best practice in all areas of
operation
• provide job security for employees by ensuring that the
organisation operates at optimum levels of efficiency and
effectiveness.
Term of Agreement
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.

Negotiations leading to a new agreement shall commence no later

than November, 1998 (example date only).
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:
Agreed allowances (if any) to be included here.
____________________________________________________________
____________________________________________________________
____________________________________________________________
As with wage rates, these allowances shall be the subject of review
each November whilst the agreement is in operation.
Terms of engagement
• 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.

Hours of 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).
Health and Safety: appropriate cluses covering safe work practices,

lighting, protective clothing, prevention of accidents, safety
equipment, standards and measures, provision of First Aid kits, training
etc.
Accommodation/amenities: areas could include appropriate heating,

cooling, seating, sanitation, toilet facilities, mealroom, security,
lighting, etc.

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.
Discipline (outline only)

• Code of behaviour.
• Counselling procedures.
• Steps in discipline procedures.
• Notice of termination due to disciplinary procedures.
• Instant dismissal.
Grievance/Dispute settling procedures (outline only)

• Introduction.
• Grievance procedures.
• Local level resolution -‐ immediate trainer.
• Senior staff member involvement.
• Board involvement (management and employee
representatives).
• Independent arbitrator.
Stand down procedures
Superannuation (details of scheme):
__________________________________________________________
__________________________________________________________

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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.
No extra claims -‐ reaffirmation that collective agreements cannot be

carried, except to remove any ambiguity or uncertainty. In the case of
individual agreements ‘the parties acknowledge that no extra claims
will be made during the term of this employment agreement’.
Retirement age -‐ statement about compulsory retirement, if

applicable.
__________________________________________________________
__________________________________________________________

__________________________________________________________
Reserved matters -‐ list here any matters which need to be further
negotiated or settled, probably to be included in the next agreement.
__________________________________________________________
__________________________________________________________
Signed by parties -‐ witnessed and dated.

Activity 5: Do you have a workplace agreement?
Does your workplace have a workplace agreement in place?
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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Activity 6: What are your reasons for working?
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. __________________________________________________
__________________________________________________

Guide.

Definitions of workplace terms
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.

Agreements may be incorporated into the arbitration

system, or may exist outside it altogether. Once registered
or certified by a tribunal, they have the same legal standing
as an award and are then described as ‘registered
agreements’.
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.

These questions could possibly cover the following areas:

• the structure of the Transport Workers Union, for
example:
− federal
− state/territory
− local
• key personnel in each of the above positions
• the roles and responsibilities of the union.

Section 2
How do you plan, organise and

accept responsibility for own
workload?

Section outline
Identifying a daily work plan
Effective time management
Work performance review

Improving work performance
What are your long term workload plans and

what relationship do they have to other people’s
or organisational plans?
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.

Activity 7: Working to targets
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.
Task Performance measure Timeline
Example - check First Details entered into log Weekly

Aid and safety book
equipment

Which of your work activities have any effect at all on other work
colleagues or teams and their ability to perform their work?
Please fill in the table below listing:

• each of your workplace tasks
• who will be effected if you complete the task late or
inaccurately.
Task Who is effected?

Daily work plan
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.
Work out what you need to do and:

• think about all the things that have to be done
• list the tasks that have to be completed before another
task can start
• list tasks that can be done at the same time
• plan the sequence of completing each task
• work out how long each task will take.
Plan how to do each job and:

• think about all the steps to be completed for each task
• check that you have all the information and equipment you
need
• find out if there is a quality or performance standard for
each task
• find out any safety precautions you need to take.

Activity 8: Checklist for daily work plan
Use this checklist to make sure you have considered all factors in
planning your daily workload:
Item 
Have you listed which tasks (or part of a task) needs to be

completed today?
Have you listed which tasks have to be completed before

another can start?
Have you listed which tasks can be done at the same time?
Have you prioritised tasks in order of importance?
Have you allocated a timeframe for each task?
Have you worked out the steps for each task?
Have you checked your plan against rosters, industrial

agreements and workplace procedures?
Do you have all the information you need?
Do you have all the materials and equipment you need?
Have you checked whether there are quality or performance

standards for any of the tasks?
Do you need to take any safety precautions?
Have you checked your plan through with your trainer?
Do you know who to notify if any of your tasks are delayed

or inaccurate?

Activity 9: Daily work plan
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
Task Planned Actual Planned Actual Quality

start start finish finish checked
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.
Ask your trainer or a work colleague to check the quality of your

work against workplace standards.

Why is it important for you to have good time

management skills?
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.
Alternatively, you could choose to manage your time by:

• establishing priorities
• scheduling tasks
• eliminating bad habits that slow down your performance.
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.

Activity 10: What are the consequences of poor time

management?
Think about situations at work when you have not managed to do

the jobs you were required to do well. What were the
consequences of not managing your time properly in those
situations? Write down your answer.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
How well do you manage your time? Complete the following

questionnaire.
How well do you manage your time Very Success Unsuccess
I am able to: success – fully – fully
– fully
achieve my goals
share time between work, leisure and

other activities
maintain a clean and tidy work area
complete the necessary paperwork on

time
complete customer orders and meet

delivery deadlines
handle disruptions and interruptions
say no
combine tasks
set priorities
use a daily workplan
use a diary
review my daily work requirements.

What are the common time wasters?
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.
Categories of time wasters:

• Human nature -‐ H
• Environmental factors -‐ E
• Poor management skills -‐ P

Activity 11: Classify common time wasters?
Look at the list of common time wasters, then classify them into
one of the categories of time wasters.
Use the letters, H, E, P, to categorise your answers,
Tick your answer H E P

• lack of clear instructions
• answering the telephone (not necessarily your own)
• socialising
• going slow
• handling a piece of paper more than once
• procrastinating (putting task off till later)
• feeling stressed or pressured
• doing something else instead
• lack of team work or co-operation
• not asking for help when it is needed
• confused lines of reporting/authority
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.
Some examples are:

• using action plans
• doing it now
• complete everything on the list.
Find at least six other time savers for your list.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Guide.

How to deal with time wasters
Time wasters prevent you from completing your specific goals.

Remove time wasters and free up time to do the things that are
important. Present a range of strategies for effectively managing time.
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.

Activity 12: What is your most productive part of the day?
What is the most productive part of your day?
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
As a new employee it is important to:

• make a good impression
• show enthusiasm
• create positive impressions
• pay attention to clothing and personal appearance
• ask questions
• familiarise yourself with work areas
• as you are being shown around ask questions and take
notes (don’t rely on your memory)
• familiarise your self with the other workers and their role
in the workplace
• learn to use equipment (specific to your job)
• don’t be frightened of making mistakes.
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.

Reviewing your work performance
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.

Activity 13: Reviewing daily work plan
Answer the following questions when you have used the daily
planning sheet at least three times.
Do you need to make any adjustments in the time estimates you

are making for how long your tasks are taking?
____________________________________________________
____________________________________________________
Which tasks take less time than you estimated?
____________________________________________________
____________________________________________________
Which tasks take more time than you estimated?
____________________________________________________
____________________________________________________
Have any tasks started more than 30 minutes later than you
planned?
____________________________________________________
____________________________________________________
What was the reason for the delay?
____________________________________________________
____________________________________________________
Do you need to take any action about the delay?
____________________________________________________
____________________________________________________
Did you need to report the delay to anyone else in the workplace?
____________________________________________________
____________________________________________________

How can you improve your work performance?
You can improve your work performance by:

• clarifying instructions
• asking for demonstrations and assistance
• asking for suggestions.
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?

Activity 14: Asking for suggestions for improvement and

acting on them
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.
Write the task and the suggestions for improvement here:
Task
____________________________________________________
____________________________________________________
Suggestions for improvement
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Discuss the suggestions with your trainer.
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.
Discuss the effects of incorporating the suggestions with your

trainer.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________


Section 3
How do you apply ethical

practices?

Section outline
Identify and follow workplace procedures
Ethical work practices

How do you identify and follow workplace

procedures, regulations and legislation?
Ethical work practices involve acting with integrity, honesty and

fairness in all your dealings with customers and work colleagues. It
also involves abiding by any rules or regulations imposed either by the
workplace or by other authorities and governments.
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.

Activity 15: Codes of practice
Does your workplace have a code of practice? Yes No
What regulations and legislation cover your area of the workplace?
Write the names of the relevant documents here:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
How do these documents relate to your daily work?
Write down the essential parts of the documents which relate to

your performance of your daily work:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

How do you apply ethical work practices
Ethical work practices also include:

• honouring your commitments to your work colleagues and
customers.
Your commitments may involve

− finishing a task before a certain time
− making sure that messages are passed on
− checking up on information
− calling people back
− altering arrangements and making sure everyone is informed.
• maintaining confidentiality.
If you are in any doubt at all as to whether a piece of
information is confidential, do not say anything until you
have checked with your trainer.
− some company information will be confidential and you will be
asked not to discuss information which may be of use to
competitors
− workplace colleagues may take you into their confidence and
discuss personal matters with you which you will be expected
to keep confidential
− you may hear information about a customer which should not
be passed on to another customer.
• security of information and equipment
− your workplace will have security policies and procedures
which must always be followed to the letter. Ask for a copy of
security procedures from your trainer
− if you neglect to follow security procedures you may endanger
the health and well-‐being of other people or the safety of
equipment.

Activity 16: Applying ethical work practices
Part 1
What commitments do you make to other people in your daily

workload?
Please write a list of your commitments here:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Part 2
Find a copy of your workplace security policies.
How do these policies relate to your job?
Please write down all the tasks you are required to perform as a
part of workplace security:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Section 4
How do you participate in

identifying and meeting your own
learning needs?

Section outline
Relevance of training in the road transport industry
Competency based training
Recognition of prior learning (RPL)/Recognition of Current

Competence (RCC)
Workplace functions and structure
Career paths and training opportunities
Other jobs in road transport
Training needs for your work tasks
Learning through networks

Describe the relevance of training in the road

transport industry
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.
Effective training will:

• reduce learning costs
• reduce training costs
• increase output
• increase quality
• standardise correction methods
• reduce accidents due to ignorance or carelessness
• make sure you take better care of tools, equipment and
materials
• increase work satisfaction and pride in the job
• engender team spirit and pride
• reduce labour turnover
• reduce material wastage and scrap.
Training will allow you to:

• improve your workskills
• learn new skills
• multi skill yourself
• broaden your career opportunities.

Activity 17: Why will training make you be a more valuable

employee?
Why will training make you a more valuable employee?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Guide.

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.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

What is competency based training?
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 perform individual tasks (task skills)
• 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)
• the requirement to deal with the responsibilities and expectations

of the work environment (job/role environment skills), including
working with others.

Activity 19: Definition of terms
What is the meaning of the following words.
Use a dictionary to look up these words and write down their

meaning:
• encompass
____________________________________________________
____________________________________________________
____________________________________________________
• management
____________________________________________________
____________________________________________________
____________________________________________________
• contingency
____________________________________________________
____________________________________________________
____________________________________________________

Guide.

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.
Gaining competency can usually be achieved through a sequence of

training which requires:
• demonstration
• explanation
• practice
• review
• application.
In recent years, government and industry have undertaken a major

program of reforms to Australian Vocational Education and Training.
These reforms aim to provide:
• training which integrates industry, an enterprise and individual

needs and supports life-‐long learning
• competency based training that achieves national industry and

enterprise standards
• more flexible pathways and delivery
• increased access and improved outcomes for groups of people

who have missed out on training opportunities in the past
• complementary roles for on-‐the-‐job and off-‐the-‐job training
• nationally recognised qualifications which are portable across

industries and states/territories
• a broader range of providers who both co-‐operate and compete to
meet national and international training demands.

Recognition of Prior Learning

(RPL)/Recognition of Current Competence
(RCC)
Recognition refers to the acknowledgement of skills and knowledge

held as a result of formal training, work experience and/or life
experience.
Recognition for individuals should be based on the following five
principles:
Principle 1: Competence
Recognition should focus on the competencies held as a result of
formal and informal training, not how, when or where the learning
occurred.
Recognition of competence of individuals makes the distinction

between formal and informal training unnecessary.
Principle 2: Commitment
Recognition underpins a system of competency based training. It is

essential that training providers have a demonstrable commitment to
recognising the competence of individuals.
A commitment by training provider to recognise competencies held

will ensure that access to competency assessments are improved and
not restricted to those who are articulate and determined. It will also
mean that individuals will not be required to duplicate their training.
Principle 3: Access
Recognition should be available to all potential applicants.
Mechanisms and practices for recognising competence should

facilitate entry to the process rather than present barriers.
Principle 4: Fairness
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.
Principle 5: Support
Recognition should involve the provision of adequate support to

potential applicants.
Potential applicants may require support when accessing systems for

recognition. Personnel involved in implementing the system also
require adequate support including training in order to maintain a
quality assessment service.
Process for RLP/RCC
The process for recognising prior learning will provide for:
• assessment or evidence of the accumulated learning experiences

of an individual in relation to the required competency
• potential applicants to provide evidence as to how their prior
experiences relate to the required competencies of the selected
course
• a range of techniques to accurately assess the competencies held
• support, mechanisms to encourage and facilitate applicants use of

the process
• clear criteria for deciding whether or not to grant recognition
• an appeals mechanism
• a review phase.

Assessment
Assessment refers to the process of judging competency against

prescribed standards of performance.
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.
Assessment should be based on the following principles:
Principle 1: Competency-‐based training
Assessment approaches should measure the range of knowledge and

skills and their application against the competency standards
developed by industrial parties and endorsed by Australian National
Training Authority (ANTA).
Principle 2: Flexibility in approach
Assessment approaches should be flexible.
The approaches used to assess competence may need to incorporate
demonstration or observation, interviews, portfolios, employer
references or reports, written assignments.
Principle 3: Validity
Assessment approaches used should be appropriate i.e. the

techniques used must actually assess what they claim to assess.
Principle 4: Reliability
Assessment approaches should be able to be relied upon.
In the context of competence, reliability means that the same

judgement about a particular performance would be made by another
assessor, or if it were made by the same assessor on another occasion.
Principle 5: Recognition
Assessment approaches should provide for the recognition of

competencies held, no matter where they have been acquired.
Assessment processes should provide for:

• 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.

Activity 20: What are your training requirements?
Test your training requirements
Tick True or False True False
You can’t do the job correctly because you

don’t know how to do the job.  
You can’t do the job correctly because you

don’t have the right equipment.  
Nobody has shown you how to do the job

correctly.  
You don’t do the job correctly because you

don’t have enough authority.  
The job is too hard for one person to do

properly.  
Show your answers to your trainer, ask him/her how to correct

these situations.

Training record book
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.

Activity 21: What information does your training book

contain?
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.
You are responsible for the following:

• the trainee record book
• taking the record book to all of your training sessions
• keeping your record book up-‐to-‐date
• keeping your record book in a secure place.
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.

Example of a work book

Elements of Assessment criteria RPL/RCC if Competency Assessor’s
competency granted achieved signature and
date
()
1. Explain the 1.1 Identify and

Occupational describe the OHS
Health and laws and practices
Safety laws and relevant to your
practices workplace.
relevant to the
road transport 1.2 Explain the
industry and the legislative
implementation responsibilities
of these in the regarding OHS of
workplace the following
people:

• employers
• trainers
• employees
• health and
safety
representatives
• customers.
1.3 Discuss the

procedures
involved in
implementing
relevant OHS
Legislation in the
workplace.

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.
Provider trainers have the same responsibilities as workplace trainers.

Activity 22: What are the names of other people in your

workplace?
Who is your trainer? Write the details below.
Name:
Job title:
Telephone number:
Who is your provider trainer? Write the details below.
Name:
Job title:
Organisation:
Telephone number:
You will also have dealings with other people in your workplace.
List their details below for future reference.
Name Position Telephone number

Your trainer and other workmates will have certain responsibilities

towards you during your training period. Their job will be to guide
you through the various job tasks that you will be required to do.
For example:
• help you by answering all of your questions related to workplace
• offering advice and feedback on your progress.

Activity 23: What is your trainer’s role in your training?
List five important things that your trainer will do for you during your
training period.
1.___________________________________________________
___________________________________________________
2.___________________________________________________
___________________________________________________
3.___________________________________________________
___________________________________________________
4.___________________________________________________
___________________________________________________
5.___________________________________________________
___________________________________________________

Guide.

Workplace procedures that impact on your lifestyle are:

• hours of work/breaks
• routines
• personnel hierarchy and supervising system
• schedules, timetables and deadlines
• rules, policies and regulations
• documentation systems
• reporting procedures
• safety and emergency procedures
• maintenance procedures.

Activity 24: What lifestyle changes have you made because of

your workplace?
What changes have the workplace procedures had on your

lifestyle? Write these changes below.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Workplace functions and structure
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.

Activity 25: Company information
Gather together as much company information as you can and find

out the answers to the following questions from the material you
have found. If you cannot find the answer ask your trainer.
How many people are employed by the company in total (this

includes national and international employees where relevant)?
____________________________________________________
____________________________________________________
How many people are employed at your site?
____________________________________________________
____________________________________________________
What different types of jobs are there at your site?
____________________________________________________
____________________________________________________
____________________________________________________
What types of vehicles, machinery and other equipment does the

company use at your site?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
What is the main purpose of your work area?
____________________________________________________
____________________________________________________
What is the main purpose of the whole work site?
____________________________________________________
____________________________________________________

Activity 26: Career paths in your workplace
Who is in your work team?
____________________________________________________
____________________________________________________
Who is your trainer or team leader?
____________________________________________________
____________________________________________________
Who does your trainer or team leader report to?
____________________________________________________
____________________________________________________
Who has the responsibility for your section of the work site?
____________________________________________________
____________________________________________________
Who has the responsibility for the whole work site (if different)?
____________________________________________________
____________________________________________________
Who is the State Manager?
____________________________________________________
____________________________________________________
Who is the National Manager?
____________________________________________________
____________________________________________________

Career paths and training opportunities
Vehicle operator jobs
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.

Activity 27: Vehicle operator jobs
Which vehicles are used in your company?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Which vehicles would you like to drive?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Other jobs in road transport
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.
The career structure is:

• vehicle operator
• trainer
• site manager
• regional manager
• general manager.

Activity 28: Other jobs in the road transport industry
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).
What jobs are there that do not involve much driving?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Which jobs appeal to you?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
What career paths are there within your organisation?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

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?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
What training opportunities are there within the company for you to
acquire these skills?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

How will you work out your training needs for

performing your work tasks?
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.
For example, you may have to:

• back the truck up to the loading bay
• operate a hand-‐held fork-‐lift
• work out the load placement
• refer to the delivery route
• make sure cartons are labelled correctly
• check the load off against a list
• secure the load
• speak to the customer when you unload
• get the customer to sign a delivery note.
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.

Other skills and abilities

You may have skills that you used in other jobs, or that you use in your
personal life that you would like to be using in your next job.
• Can you speak in public?
• Can you teach other people how to do things? What
things?
• Can you use a computer? How well?
• Are you good at getting people to work together?
• Are you full of bright ideas?
• Do you solve problems quickly?
• Are you steady and unflappable?
• What equipment and machinery can you use?
Your company will have procedures for tracking training needs and
assessing professional development and training of employees. You
will be required to participate in this procedure.

Activity 29: Skills and abilities
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:
What happens when you arrive at work?
What do people rely on you for?
Do you have to read written instructions or lists?
Do you have to write anything down?
Do you make any decisions at work?
Do you have any responsibility for health and safety?
Do you talk to customers or people from outside your company as

part of your work?
What equipment do you use?
What knowledge is necessary for you to do your job?
List the tasks that you perform in your job:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Which tasks do you enjoy most?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Which tasks do you need additional training in?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Discuss with your trainer or training manager how you can plan to
get the training you need.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Learning through networks and work

relationships
In addition to your formal training you will be able to learn from
observation and discussion with work colleagues. As you observe
people using skills and competencies that you are not yet using
yourself, you will gain background knowledge which will help you when
it is time for you to pick up these skills. Always take advantage of the
opportunities you have for increasing your knowledge and
understanding of workplace procedures. Follow up on your own
interests by asking questions and taking notes. If you see or hear about
something which sparks your interest ask the person to explain the
process to you. Ask where you can get written information. As you
establish networks and supports in the workplace, your knowledge will
grow and you will feel more comfortable in your learning.

Activity 30: Learning through workplace networks
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.
Workplace contact Skills/Competencies
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________

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.

Activity 2: Organisational structure
Examples:
The administration department relates to the freight department

through the manager.
The payroll department and the training department are both in the
human resources department.
There is a safety officer in each department. The OHS coordinator

works in the human resources department.
Activity 3: Storage facilities in the workplace
Examples:
Name of storage Purpose of storage Associated risks

area area
Flammable Goods Storage of oil, Fire hazard.

diesel, etc
Restraining ropes and Keep restraining

tarps. equipment in good
condition - out of
rain, sunlight.
Activity 6: What are your reasons for working?
What are your reasons for working?

• commitment to a career
• economic independence
• social contact
• self fulfilment
• financial well being of self and family
• success and achievement
• job satisfaction
• status.

Activity 11: Classify common time wasters
Tick your answer H E P
• lack of clear instructions 
• answering the telephone (not necessarily your

own)

• socialising

• going slow

• handling a piece of paper more than once

• procrastinating (putting task off till later)

• feeling stressed or pressured
 
• doing something else instead

• lack of team work or co-operation
 
• not asking for help when it is needed

• confused lines of reporting/ authority.

Activity 17: Why will training make you be a more valuable

employee?
It will allow me do other jobs in the organisation, and broaden my

chances of promotion.
It will lessen the possibility of having an accident by training me in

the correct way of doing things.
It will show me how to work with others.

Activity 19: Definition of terms
To encircle or enclose, to include.

The act or art of managing: control, direction. Skilfulness in
managing. Those who manage an enterprise.
A chance happening or event. A possible event or one foreseen as
possible if another occurs.
Activity 23: What is your trainer’s role in your training?
They will show me the correct way to carry out my duties.
Demonstrate (or have someone else demonstrate) the correct way

to use hand tools and equipment.
Explain my role in the workplace.
Initially set out work priorities for me to follow.
Assist me if I should have a problem.


TLIL107C - Complete Workplace Orientation Induction Procedures - Learner Guide

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TLIL107C Complete

Additional resources ..................................................................... 103

Feedback on activities .................................................................. 105

What this Learner’s Guide is about

The Elements of Competency from the unit TLIL107C Complete

© Australian National Training Authority 2003 Page 3

Planning your learning

Page 4 © Australian National Training Authority 2003

Section 1: How do you identify major zones of

Are you able to: Yes No

Section 2: How do you plan, organise and

Are you able to: Yes No

© Australian National Training Authority 2003 Page 5

Section 3: How do you apply ethical practices?

Are you able to: Yes No

Section 4: How do you participate in identifying

Are you able to: Yes No

Page 6 © Australian National Training Authority 2003

How you will be assessed

You will be required to:

© Australian National Training Authority 2003 Page 7

Page 8 © Australian National Training Authority 2003

How do you identify major zones

© Australian National Training Authority 2003 Page 9

Areas covered in this section

Workplace organisational structure

Workplace storage facilities

Equipment and technology used in the workplace

Job responsibilities including agreements and awards

Page 10 © Australian National Training Authority 2003

What is the layout of your workplace?

The site map could include:

© Australian National Training Authority 2003 Page 11

Activity 1: Workplace layout

Ask your trainer for a site map.

Mark each area with a number.

Select an item, a piece of paperwork or delivered goods and show

Fill in the table below.

1 Reception Ann Smith Receptionist

David Jones Office Trainee

Page 12 © Australian National Training Authority 2003

What is the organisational structure of your

In each organisation there are people with different roles and

Organisational charts show how:

© Australian National Training Authority 2003 Page 13

Activity 2: Organisational structure

Find out if the workplace has an organisational chart. If there is no

Write your notes here:

How do departments or sections relate to each other?

How does the chart show job levels?

Page 14 © Australian National Training Authority 2003

How does the chart show job types?

There is feedback on this activity at the back of this Learner’s

© Australian National Training Authority 2003 Page 15

What storage facilities are there in your

Page 16 © Australian National Training Authority 2003

Activity 3: Storage facilities in the workplace

Please list all the storage facilities in your workplace. What is

Name of storage Purpose of storage Associated risks

There is feedback on this activity at the back of this Learner’s

© Australian National Training Authority 2003 Page 17

What equipment and technology is used in your

Page 18 © Australian National Training Authority 2003

Activity 4: What equipment and technology is used in the

No extra claims -‐ reaffirmation that collective agreements cannot be

Retirement age -‐ statement about compulsory retirement, if

Signed by parties -‐ witnessed and dated.