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

© Australian National Training Authority 2003 Page 3 Customised and developed by Armstrong’s Driver Education Pty Ltd ADELG1050

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).


Page 4 © Australian National Training Authority 2003 ADELG1050 Customised and developed by Armstrong’s Driver Education Pty Ltd October 2008

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.



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 No.

Name of area Personnel in the area

Job function of each person

1 Reception Ann Smith

David Jones

Receptionist

Office Trainee

2

3

4

5

6

7

8

9

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?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

How does the chart show job levels?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________



How does the chart show job types?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

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 area

Purpose of storage area

Associated risks




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.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________



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. __________________________________________________

__________________________________________________




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 Aid and safety equipment

Details entered into log book

Weekly



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 start

Actual start

Planned finish

Actual finish

Quality 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 I am able to:

Very success – fully

Success– fully

Unsuccess – 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.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________




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?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________




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

____________________________________________________

____________________________________________________

____________________________________________________




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 competency

Assessment criteria RPL/RCC if granted

()

Competency achieved

Assessor’s signature and date

1. Explain the Occupational Health and Safety laws and practices relevant to the road transport industry and the implementation of these in the workplace

1.1 Identify and describe the OHS laws and practices relevant to your workplace.

1.2 Explain the legislative responsibilities regarding OHS of 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.___________________________________________________

___________________________________________________




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 area

Purpose of storage area

Associated risks

Flammable Goods Storage of oil, diesel, etc

Fire hazard.

Restraining ropes and tarps.

Keep restraining 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

Documents

aboutthis learners guide

learning needs plan

personal feedback

terms of functions

organisational structures

personal daily routine

major areas

unit of competency