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TLIA2012Pick and process ordersRelease 1

Trainers and assessors guide

Aspire Version 1.1

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Aspire Training & Consulting

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Intellectual property statement

Aspire Training & Consulting (ABN 51 054 306 428).

The intellectual property of this Trainers and assessors guide remains with Aspire Training & Consulting.

Purchasers may customise, contextualise or adapt the Trainers and assessors guide, and copy it as required. Purchasers may make the Trainers and assessors guide available to staff members within their organisation or campus, and may provide relevant parts of the guide to students.

The following statement must accompany any instance of a customised, contextualised or adapted Trainers and assessors guide or part thereof:The information provided here is based on the Trainers and assessors guide for [unit code and title] provided by Aspire Training & Consulting. The intellectual property of this Trainers and assessors guide remains with Aspire Training & Consulting.

Purchasers must not on-sell the Trainers and assessors guide, or make it available to other organisations.

Aspire Training & Consulting invests significant time and resources in creating its original products, and reserves its legal rights to claim its loss and damage or an account of profits made resulting from infringements of its intellectual property.

Every effort has been made to ensure the information in this resource is accurate; however, the author and publisher accept no responsibility for any loss, damage or injury arising from such information.

Except where an information source is acknowledged, the names and details of individuals and organisations used in examples are fictitious and have been devised for learning purposes only. Any similarity to actual people or organisations is unintentional.

All websites referred to in this resource were accessed and deemed appropriate at time of publication.

Aspire Training & Consulting apologises unreservedly for any copyright infringement that may have occurred and invites copyright owners to contact Aspire so any violation may be rectified.

TLIA2012 Pick and process orders, Release 1 Trainers and assessors guide

2017 Aspire Training & ConsultingLevel 8, 409 St Kilda Road MELBOURNE VIC 3004 AUSTRALIAPhone: (03) 9820 1300

First published February 2017

ISBN 978-1-76059-059-8

Contents

About this guide5

Section 1: Meeting VET sector requirements7

1.1How Aspires resources assist in meeting requirements7

Section 2: Unit of competency information17

2.1Unit of competency17

2.2Unit of competency assessment requirements20

2.3Aspire resources available for this unit22

2.4Target groups24

Section 3: Training requirements25

3.1Delivery approach25

3.2Learning mapping26

3.3Solutions general guidance34

3.4Solutions to activities35

Section 4: Assessment40

4.1Assessment approach40

4.2Assessment procedures41

4.3Assessment mapping46

4.4Assessment solutions and marking guidance53

4.5Completing the record of outcome71

Section 5: Forms73

Section 6: Glossary of VET terminology74

TLIA2012


Release 1 (Aspire Version 1.1)

Aspire Training & Consulting

5

About this guide

This guide is for trainers and assessors of unit TLIA2012 Pick and process orders, Release 1. It complements the corresponding Aspire learner guide.

As a trainer, you must develop and use training and assessment strategies that embrace the learners needs, educational background and preferred learning style and that meet the requirements of the training package.

This guide provides ideas on how you can encourage and support learners through the training and assessment process using Aspire resources. It is designed to help you optimise the learners experience of TLIA2012 Pick and process orders and record details of their competency.

The guide is divided into six sections:

Section 1:Meeting VET sector requirements

Section 2: Unit of competency information

Section 3:Training requirements

Section 4:Assessment

Section 5:Forms

Section 6: Glossary (VET sector terminology)

Section 1: Meeting VET sector requirements

Training organisations have a range of requirements that they must meet in developing and implementing quality training and assessment strategies and practices for course programs. As a trainer, you also have a range of requirements that must be considered when implementing programs for your specific group of learners.

1.1How Aspires resources assist in meeting requirements

The following section outlines a range of VET sector requirements and how Aspires resources may assist you and your training organisation in implementing a quality learning experience.

VET sector requirement

Aspires approach

Australian Qualifications Framework

The Australian Qualifications Framework is the national policy for regulated qualifications in the Australian education and training system. The AQF incorporates the quality assured qualifications from each education and training sector into a single comprehensive national qualifications framework.

You and your training organisation must be aware of the requirements of the relevant AQF qualification or course requirements, from the endorsed training package, as you implement course delivery.

Aspires learning resources, activities and assessment have been pitched at a level suitable for the unit of competency and the qualifications for which it is relevant, based on the specifications in the Australian Qualifications Framework (AQF) (Second edition, January 2013). For more information regarding these specifications, and to download the Australian Qualifications Framework, visit the AQF website at:

www.aqf.edu.au.

Volume of learning

When developing training and assessment strategies for this unit and the qualification for which it is relevant, you and your training organisation must take into account the volume of learning requirements as defined by the Australian Qualifications Framework. An explanation of volume of learning can be accessed at:

www.aqf.edu.au/wp-content/uploads/2013/06/Volume-of-Learning-Explanation.pdf

Aspire ensures that each unit of competency is covered completely and in depth in both the learning content and the assessment. This approach will help you meet volume of learning requirements as you develop your training and assessment strategies.

Training packages

Training packages are developed and endorsed in accordance with the national Standards for Training Packages. The endorsed components of a Training Package are: units of competency; assessment requirements (associated with each unit of competency); qualifications; and credit arrangements. These endorsed components document a range of requirements that your training organisation must meet.

Unit of competency key components include modification history, application, elements, performance criteria, foundation skills, range of conditions, unit mapping information and links.

Assessment requirements key components include modification history, performance evidence, knowledge evidence, assessment conditions and links.

Further information on training package formats and requirements is available at:

https://docs.education.gov.au/node/37157

Aspire resources have been developed with full coverage of unit of competency and assessment requirements in mind.

Unit of competency and assessment requirements are included in the mapping of both learning content and assessments, so that you can clearly identify where these requirements are overtly covered within Aspires resources.

Foundation skills

Underpinning all job roles is a set of skills that are essential if learners are to participate successfully in work and be valuable and productive employees. These skills are identified as:

learning

reading

writing

oral communication

numeracy

team-work

planning and organising

making decisions

problem-solving

innovation and creation

technology and digital literacy.

These foundation skills are embedded in the unit of competency (and sometimes explicitly identified). You will need to take time to analyse the unit of competency to identify where particular foundation skills are evident.

Foundation skills are discussed in each topic of Aspires learner guides. They are included in the content, the activities and the final assessments.

Foundation skills are included in the mapping of both learning content and assessments, so that you can clearly identify where these skills are overtly covered within Aspires resources.

Competency

Competency means the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.

Aspires resources help learners to have a basic understanding of how they can adapt their competence if they take up a similar role in a different context. This assistance is provided in the learning content by showing learners how to recognise and learn about the similarities and differences between, for example, policies, procedures, equipment, site layout and organisation and types of problems that vary from context to context.

Dimensions of competency

The dimensions of competency relate to all aspects of work performance.

Task skills: the candidate must perform the individual skills required to complete a work activity to the required standard.

Task management skills: the candidate must manage a number of different tasks to complete a whole work activity, such as working to meet deadlines.

Contingency management skills: the candidate must use their problem-solving skills to resolve issues that arise when performing a work activity.

Job/role environment skills: the candidate must perform effectively in the workplace when undertaking a work activity by working well with all stakeholders and following workplace policies and procedures.

Aspires resources have been designed to ensure that the dimensions of competency are addressed at both the learning and assessment stages of course delivery.

Dimensions of competency are included in the mapping of both learning content and assessments, so that you can clearly identify where these requirements are overtly covered within Aspires resources.

Workplace environments

Note that observation and assessment in the workplace is mandatory for some qualifications and units of competency. Refer to section 2.2 of this guide, or to the assessment requirements of the relevant unit of competency, for details of assessment conditions.

Aspires resources have been designed to support the implementation and performance of knowledge and skills within a workplace context where appropriate.

Training and assessment strategy

Training organisations must develop a training and assessment strategy for each training program they deliver. The training and assessment strategies developed and implemented must take into account and be contextualised to:

the needs of the learner or learner group

the learning context

the requirements of the training package.

Aspires resources have been developed with a variety of learners and contexts in mind, to ensure that a varied range of learners needs may be met.

In developing formal training and assessment strategies, training organisations may consider the following in structuring course programs and practices, and in considering what Aspire resources may best suit learners needs:

Specific target groups

Organisational policies

Standard operating procedures

Safety management strategies

Regulatory requirements

Equipment operating manuals

Quality and customer service standards

Pertinent key performance indicators

Other variable factors

Meeting learner and industry needs

It is part of your role as a trainer to select the most appropriate way to train to meet the needs of the learners. Remember to be flexible and adapt your training to:

the learners learning environment

the learners level of skill and knowledge

your own training style.

If the learner is currently in the workplace, you should always incorporate as much training and practice using their workplace situation. This will make their learning experience more meaningful. Ask learners to use authentic workplace documents wherever possible. Remind them to seek permission to use these documents.

It is important for learners to be fully aware of all issues relating to confidentiality and their legal and ethical responsibilities in this regard. As a trainer, you can also collect examples of documentation from different organisations to use in training sessions.


If the learner is in a training institution, use the case studies and examples provided in the Aspire learner guide. If you need to, adjust the case studies or examples so they are more appropriate to individual learners needs.

If you are delivering training for more than one unit, integrate the learning so the learner does not have to repeat content. Basic information about topics such as communication skills or work health and safety may be covered in more than one unit and, therefore, in more than one Aspire learner guide.

The activities included in Aspires learner guides are formative assessment instruments. They are designed to indicate the progress of the learner through the unit and to assist in reviewing and evaluating learning.

Assessment

Assessment refers to the process of collecting evidence and making judgments on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course.

Assessment must occur within your training organisations assessment system, with a coordinated set of documented policies and procedures (including assessment materials and tools) designed and implemented to increase the likelihood that assessments of learners, using many different assessors, in varying situations, are consistent and are based on assessment evidence that meets assessment requirements.

Aspires resources have been developed with full coverage of unit of competency and assessment requirements in mind.

Unit of competency and assessment requirements are included in the mapping of both learning content and assessments, so that you can clearly identify where these requirements are overtly covered within Aspires resources.

Aspires resources refer to learners commencing assessment processes as candidates.

Readiness for assessment

Each learners readiness for assessment must be confirmed before assessment commences.

Aspires learner guides include a Ready for assessment checklist to assist in determining that the learner is ready to commence the assessment process.

Developing assessment tools

To meet auditing requirements, your organisation must develop comprehensive assessment tools for the unit being delivered. An assessment tool includes the following:

The learning or unit(s) of competency to be assessed

The target group, context and conditions for the assessment

The tasks to be administered to the candidate

An outline of the evidence to be gathered from the candidate

The evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules)

The administration, recording and reporting requirements

Aspires final assessment format has been designed to support you and your training organisation in developing and implementing tools that meet modern assessment tool expectations.

Formative assessment

Formative assessment generally takes place at regular intervals before and during training with progressive feedback to improve competence. Formative assessment is assessment for learning: it focuses on the gap between where learners are in their learning and where they need to be to achieve the requirements of the unit under study.

The activities included in Aspires learner guides are formative assessment instruments. They are designed to indicate the progress of the learner through the unit and to assist in reviewing and evaluating learning.

The activities have not been designed to be used for the collection of evidence for the purposes of making a judgment of competency.

Summative assessment

Summative assessment is assessment of learning. Summative assessment is used after the instruction period. It is the process of collecting evidence and making judgments on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course.

Aspires learner guides include final assessment tasks that have been designed to support the summative assessment process.

Assessment context

The assessment context is the environment in which the assessment of competency will be carried out.

This may be the environment where the work is performed in situ, a simulated environment that replicates the work environment, or a range of contexts that address different aspects of the competency.


In considering and using Aspire resources with your specific learner group, you must consider a variety of requirements including:

physical and operational factors

the assessment system within which assessment is carried out

the range of opportunities for gathering evidence in a number of situations

the purpose of the assessment

who carries out the assessment

the period of time during which the assessment takes place.

Aspire learner guides include final assessment tasks that provide the ability for you to record the specific assessment context for each component of the assessment tool.

Purchasing Aspires customisable assessment resources allows you to customise and tailor the assessment tasks for specific contexts.

Principles of assessment

Quality outcomes require that assessments must be:

fair assessments are not discriminatory and do not disadvantage the candidate

flexible assessments meet the candidates needs and include an appropriate range of assessment methods

valid assessments assess the unit/s of competency performance evidence and knowledge evidence

reliable there is a common interpretation of the assessments.

Aspires learner guides include final assessment tasks that have been designed:

to ensure individual candidates needs are considered in the assessment process

with reasonable adjustment options for individual candidates needs

to support you in informing the candidate about the assessment process

to reflect individual candidates needs

to recognise performance by the candidate in varied assessment method options

to draw from a range of assessment methods, using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual candidate

to support assessment decisions that are justifiable, based on the evidence of performance of the individual candidate

to meet requirements of the unit of competency and the associated assessment requirements, covering the broad range of skills and knowledge that are essential to competent performance

to ensure unit knowledge and skills are integrated with practical application

to provide evidence that a candidate could demonstrate these skills and knowledge in other similar situations

to support judgment of competence based on evidence of learner performance that is aligned to the unit of competency and associated assessment requirements

to support evidence for assessment that is able to be consistently interpreted and comparable irrespective of the assessor conducting the assessment.

Evidence

Evidence is information gathered that provides proof of competency. While evidence must be sufficient, trainers and assessors must focus on the quality of evidence rather than the quantity of evidence.

Aspires learner guides include final assessment tasks that have been designed to support the use of multiple assessment method types, as may be most appropriate to the unit being undertaken and the characteristics of a varied range of learners and assessment contexts, to support the collection of quality evidence.

Rules of evidence

There are four rules of evidence that guide the collection of evidence. Evidence must be:

valid it must cover the assessment requirements of the unit of competency

sufficient it must be enough to satisfy the assessment requirements of the unit of competency

current skills and knowledge must be up to date (from the present or the very recent past)

authentic it must be the learners own work and supporting documents must be genuine.

Aspires learner guides include final assessment tasks that have been designed to support the collection of evidence that will assure you that the:

learner has the skills, knowledge and attributes as described in the unit of competency and associated assessment requirements

quality, quantity and relevance of the assessment evidence enables a judgment to be made of a learners competency

evidence presented for assessment is the learners own work

assessment evidence demonstrates current competency.

Third-party evidence

Evidence is often collected by the assessor. However, other people (third parties), such as supervisors, trainers, team members, clients or consumers, can report what they see or hear to the assessor. Evidence collected in this manner is called third-party evidence.

Involving a third party in the collection of evidence allows assessors to gather authentic and valid evidence in difficult circumstances in a cost-effective way.

It is common to use a third party for evidence-gathering in cases where workplace evidence is required, but where it is not possible for the assessor to directly observe the learner at work. For example, in cases where:

the presence of an observer may compromise workplace safety

work activities involve issues of patient confidentiality and privacy.

The use of third-party evidence is also a valuable strategy for collecting evidence of everyday performance rather than performance carried out as part of the formal assessment process.

Aspires final assessment tasks allow for quality-based third-party reports as a means of collecting evidence while on work placement.

Reasonable adjustment

Reasonable adjustment approaches must be provided where appropriate to meet individual learners needs.

Aspires learner guides include final assessment tasks that provide guidelines for making reasonable adjustments to the way in which evidence of performance is gathered (for example, in terms of the information to be provided to the candidate and the type of evidence to be collected from the candidate) without altering the expected performance standards.

Judgment

Judgment refers to a qualified assessor exercising their thinking skills to evaluate whether the evidence provided meets the principles of assessment and rules of evidence and whether the candidate is competent or not competent based on the evaluated evidence.

It is the quality of all evidence collected (including any third-party evidence) that is important in making a sound judgment about competence, rather than the quantity, type and form of evidence, where it was collected or who collected it.

Aspires learner guides include final assessment tasks that incorporate decision-making rules to assist you to evaluate whether the evidence provided meets the principles of assessment and rules of evidence, and whether the candidate is competent or not competent based on the evaluated evidence.

Section 2: Unit of competency information

2.1Unit of competency

TLIA2012 Pick and process orders

Modification history

Release

Comments

Release 1

This is the first release of this unit of competency in the TLI Transport and Logistics Training Package.

Application

This unit involves the skills and knowledge required to pick and process orders in accordance with relevant codes, regulations and workplace requirements within the transport and logistics industry.

It includes identifying workplace order picking processes, policies and procedures; picking and despatching orders; and recording stock levels.

Work is performed under some supervision generally within a team environment.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Not applicable.

Competency Field

A Handling Cargo/Stock

Unit Sector

Not applicable.

Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify workplace order picking processes, policies and procedures

1.1 Workplace procedures for order picking and related workplace documentation are interpreted

1.2 Stock allocation and location systems are identified and located

1.3 Appropriate manual handling equipment is selected in accordance with work health and safety (WHS)/occupational health and safety (OHS) regulations and workplace procedures

2. Pick and despatch an order

2.1 Work requirements are planned and appropriate equipment and documentation is assembled

2.2 Warehouse zones where required products are stored, are identified and located

2.3 Pick path is established

2.4 Appropriate pallet/s for orders are selected and stacked to minimise stock damage and to maximise stability, as required

2.5 Products are selected and consolidated

2.6 Products/pallets are located in despatch areas

2.7 Products are assembled to meet workplace schedules

2.8 Orders are consolidated, secured, arranged and placed in storage zones in accordance with schedules

3. Record stock levels

3.1 Storage areas are checked and stocks are noted for replenishment in accordance with workplace procedures

3.2 Workplace records are completed in accordance with workplace requirements

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Non-essential conditions can be found in the Companion Volume Implementation Guide.

Unit Mapping Information

This unit replaces and is equivalent to TLIA2012A Pick and process orders.

Links

TLI Transport and Logistics Training Package Companion Volume Implementation Guide at: - http://companion_volumes.vetnet.education.gov.au/Pages/TrainingPackage.aspx?pid=23

2.2Unit of competency assessment requirements

Assessment Requirements for TLIA2012 Pick and process orders

Modification History

Release

Comments

Release 1

This is the first release of this unit of competency in the TLI Transport and Logistics Training Package.

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria on at least one occasion and include:

applying precautions and required action to minimise, control or eliminate hazards that may exist when picking and processing orders

applying relevant legislation and workplace procedures

communicating and working effectively with others when picking and processing orders

completing documentation related to picking and processing orders

estimating the size, shape and special requirements of goods/loads

identifying relevant stock and goods coding and labelling, including Australian Dangerous Goods (ADG) and International Maritime Dangerous Goods (IMDG) markings

monitoring work activities in terms of planned schedule

operating and adapting to differences in equipment in accordance with standard operating procedures

reading, interpreting, and following instructions, procedures, signs and labels relevant to picking and processing orders

selecting and using relevant equipment and communications technology when picking and processing orders

selecting and using required personal protective equipment conforming to industry and work health and safety (WHS)/occupational health and safety (OHS) standards

working systematically with required attention to detail without injury to self or others, or damage to goods or equipment.

Knowledge Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria and include knowledge of:

documentation and record requirements when picking and processing an order

equipment used during picking and processing operations and the precautions and procedures to be followed in its use

housekeeping standards and procedures

operational work systems, equipment, management and site operating systems for picking and processing orders

problems that may occur when picking and processing an order and appropriate action that can be taken to resolve these problems

regulations relevant to picking and processing orders, including relevant bond, quarantine or other legislative requirements

relevant WHS/OHS and environmental protection procedures and guidelines

site layout and obstacles

workplace procedures and policies for picking and processing orders.

Assessment Conditions

As a minimum, assessors must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations, current at the time of assessment.

As a minimum, assessment must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations, current at the time of assessment.

Assessment must occur in workplace operational situations where it is appropriate to do so; where this is not appropriate, assessment must occur in simulated workplace operational situations that replicate workplace conditions.

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Resources for assessment include:

a range of relevant exercises, case studies and/or other simulations

relevant and appropriate materials, tools, equipment and personal protective equipment currently used in industry

applicable documentation including workplace procedures, regulations, codes of practice and operation manuals.

Links

TLI Transport and Logistics Training Package Companion Volume Implementation Guide at: http://companion_volumes.vetnet.education.gov.au/Pages/TrainingPackage.aspx?pid=23

2.3Aspire resources available for this unit

Aspires resources are structured to meet the requirements of the unit of competency. They are designed to complement, not replace, the learning and assessment strategies you or your training organisation have put in place.

As the trainer, you are in the best position to judge the full training and assessment requirements of a unit of competency. The judgments that you make in this regard should form part of your training organisations broader training and assessment strategy.

The following Aspire resources are available to support delivery in this unit.

Resource

General overview/how to use

Learner guide

The learner guides preliminary pages include information on:

how to work through the learner guide

foundation skills.

The preliminary pages also include a checklist the learner can use to identify the topics they may already know.

The learner guide content is presented in plain English so it is easy for the learner to understand. It describes procedures and current industry practice, and includes examples, links to industry documents, images and videos. There are also illustrations or diagrams to add interest and aid learning.

The topic summaries provide an opportunity to review the topic content.

The learner guide activities can be used to consolidate and evaluate learning. It is up to you and the learner to decide which ones are necessary. Remember, these activities are not finite. You can add to them, change them or substitute your own tasks according to the interest level, the experience of the learners and the specific situation.

A final assessment is included in the learner guide, which is designed to assess the learners competency across the whole unit. Features of the final assessment include:

information about the assessment and its scope

an Are you ready for assessment? checklist that the candidate can use to confirm they hold the skills and knowledge required to undertake the final assessment

an overview of the final assessment tasks, outlining task options

an assessment plan that the assessor and candidate can use to determine the tasks to be undertaken

the final assessment tasks themselves, which cover questioning, case studies and observation methods of assessment

a record of outcome for the assessor to use to confirm competency.

eBook

An eBook version of the learner guide is also available from Aspire.

Online resource

The online resource provides all the learning content, activities and final assessment tasks in an online format that can be accessed by learners through a training organisations learning management system. It includes the following features:

Interactive learning objects to display content

Videos and/or animations to further engage the learner

Transcripts of audio/video content to support the learning content

Benchmark responses to activities so online learners can check their progress

Interactive final assessment tasks

The facility to upload other materials/documents for assessment where required


The trainers and assessors guide is designed to complement the learner guide (either print or online). It contains the following:

Information about how Aspires resources support the requirements of the VET sector

Details of the relevant unit of competency

Mapping of the learning content to the unit of competency

Information about training organisations responsibilities regarding assessment

Benchmark solutions to the activities

Information about how to use the final assessment in the learner guide

Mapping of the final assessment to the unit of competency

Benchmark solutions to the final assessment

Reference documents required for the final assessment

Useful templates and forms

Glossary of VET terminology

Assessment resource

The assessment resource contains all the activities and the final assessment tasks from the learner guide in a fully customisable Word format. Training organisations can use the resource to contextualise activities to suit the specific needs of their organisation and learners.

2.4Target groups

Aspire resources for this unit have been developed for a diverse range of learners. The target group undertaking the assessment are learners in a wide range of warehousing training or workplace environments.

Learners may or may not be employed in the workplace. Where a learner is currently employed, you should endeavour to use relevant workplace documents and resources. Where learners are not currently employed, you must provide example documentation and a simulated environment wherever possible. Encourage classroom learners to take every opportunity to observe a real working environment and discuss what they have seen. Note that observation and assessment in the workplace may be mandatory for some units of competency.

Section 3: Training requirements

3.1Delivery approach

To comply with the requirements of the VET Quality Framework (VQF) and the Standards for Registered Training Organisations/Australian Quality Training Framework (AQTF), RTOs must develop a training and assessment strategy for the training programs they deliver. The training and assessment approach adopted by an RTO must accord with the need of their learners, current industry requirements and the requirements of the training package.

Trainers and assessors must make judgments about the most appropriate way to meet these requirements. These judgments should form part of the organisations overall training and assessment strategy.

3.2Learning mapping

TLIA2012, Pick and process orders, release number 1

Unit of competency

Content

Activity

Element 1: Identify workplace order picking processes, policies and procedures

n/a

n/a

1.1Workplace procedures for order picking and related workplace documentation are interpreted

2A Plan the picking order

Workplace procedures for picking orders

Follow precautions and procedures when using equipment

Interpret documents for order picking processes

Documentation and record requirements

Activity 3: Q1

1.2Stock allocation and location systems are identified and located


Identify stock allocation and location systems

1.3Appropriate manual handling equipment is selected in accordance with work health and safety (WHS)/occupational health and safety (OHS) regulations and workplace procedures

2B Select and use equipment

Precautions and procedures when using equipment

Activity 4: Q3

Element 2: Pick and despatch an order

n/a

n/a

2.1Work requirements are planned and appropriate equipment and documentation is assembled


Plan work requirements

Assemble equipment and resources

2.2Warehouse zones where required products are stored, are identified and located


Locate warehouse zones

2.3Pick path is established


Plan the pick path

2.4Appropriate pallet/s for orders are selected and stacked to minimise stock damage and to maximise stability, as required


Select and stack pallets safely

Activity 4: Q1

2.5Products are selected and consolidated

2C Pick and despatch orders

Select and consolidate products

2.6Products/pallets are located in despatch areas


Locate products and pallets in the despatch area

Activity 5: Q2

2.7Products are assembled to meet workplace schedules


Assemble products to meet workplace schedules

Activity 5: Q1

2.8Orders are consolidated, secured, arranged and placed in storage zones in accordance with schedules


Consolidate, secure, arrange and place orders in storage zones

Activity 5: Q2

Element 3: Record stock levels

n/a

n/a

3.1Storage areas are checked and stocks are noted for replenishment in accordance with workplace procedures


Check stock in storage

Replenish stock

Activity 5: Q3

3.2Workplace records are completed in accordance with workplace requirements


Complete workplace records

Performance evidence

Content

Activity

PE1

Applying precautions and required action to minimise, control or eliminate hazards that may exist when picking and processing orders


Identify hazards

Minimise, control and eliminate hazards

PE2

Applying relevant legislation and workplace procedures


Apply relevant legislation and workplace procedures

Activity 3: Q4

PE3

Communicating and working effectively with others when picking and processing orders


Communicate and work effectively

Activity 3: Q4

PE4

Completing documentation related to picking and processing orders


Complete documentation and records

PE5

Estimating the size, shape and special requirements of goods/loads


Estimate load size, shape and requirements

Activity 3: Q3

PE6

Identifying relevant stock and goods coding and labelling, including Australian Dangerous Goods (ADG) and International Maritime Dangerous Goods (IMDG) markings


Identify relevant labelling

Identify dangerous goods

Activity 3: Q2

PE7

Monitoring work activities in terms of planned schedule


Monitor work activities

PE8

Operating and adapting to differences in equipment in accordance with standard operating procedures


Operate and adapt to changes in equipment

Activity 4: Q4

PE9

Reading, interpreting, and following instructions, procedures, signs and labels relevant to picking and processing orders


Interpret documents for order picking processes


PE10

Selecting and using relevant equipment and communications technology when picking and processing orders


Select and use relevant communication technology

PE11

Selecting and using required personal protective equipment conforming to industry and work health and safety (WHS)/occupational health and safety (OHS) standards


Select and use PPE

Activity 4: Q2

PE12

Working systematically with required attention to detail without injury to self or others, or damage to goods or equipment.


Consolidate, secure, arrange and place orders in storage zones

Activity 5: Q2

Knowledge evidence

Content

Activity

KE1

Documentation and record requirements when picking and processing an order

1A Workplace rules for order picking

Legal requirements in the warehouse

Activity 5; Q4

KE2

Equipment used during picking and processing operations and the precautions and procedures to be followed in its use



Activity 2: Q3

KE3

Housekeeping standards and procedures



Activity 1: Q3

KE4

Operational work systems, equipment, management and site operating systems for picking and processing orders

1B Systems and equipment for order picking

Equipment used for picking and processing operations

Follow precautions and procedures when using equipment

Activity 2: Q2

KE5

Problems that may occur when picking and processing an order and appropriate action that can be taken to resolve these problems


Resolve problems when picking and processing orders

Activity 2: Q3

KE6

Regulations relevant to picking and processing orders, including relevant bond, quarantine or other legislative requirements


Regulations for picking and processing orders

Picking and processing regulations


Activity 1: Q4

KE7

Relevant WHS/OHS and environmental protection procedures and guidelines


WHS procedures and guidelines

Environmental protection procedures and guidelines

Examples of WHS procedures


Guidelines and techniques for manual handling

Activity 1: Q2

KE8

Site layout and obstacles


Site layout

Warehouse obstacles

Activity 2: Q3

KE9

Workplace procedures and policies for picking and processing orders.




Activity 1: Q2

Activity 2: Q1

Foundation skills

Content

Activity

FS1

Learning




Activity 3: Q4

FS2

Reading



Picking and processing regulations



Interpret documentation for order picking and related processes


Activity 3: Q4

FS3

Writing


Complete workplace records

Activity 2: Q2

FS4

Oral communication



FS5

Numeracy


Estimate load size, shape and requirements

Activity 3: Q3

FS6

Teamwork



FS7

Planning and organising


WHS procedures and guidelines


Environmental protection procedures and guidelines

Activity 3: Q4

FS8

Making decisions


Select and use PPE

Activity 4: Q2

FS9

Problem-solving


Resolve problems when picking and processing an order

Activity 2: Q3

FS10

Innovation and creation


Operate and adapt to changes in equipment

Activity 4: Q4

FS11

Technology and digital literacy



Activity 2: Q2

Dimensions of competency*

Content

Activity

Task skills

Throughout

Throughout

Task management skills


Select and use PPE

Throughout

Contingency management skills


Resolve problems when picking and processing an order

Throughout

Job role/environment skills


Identify hazards

Minimise, control and eliminate hazards

Throughout

*NB: For the purposes of mapping, Aspire has here indicated the most relevant instances where each dimension of competency has been covered. Each dimension of competency may be covered in other parts of the content.

3.3Solutions general guidance

Activities within Aspires learner guides are designed for formative assessment only; that is, for the purpose of determining how well a learner is progressing in their learning. These activities are not designed for use in summative (final) assessments.

The solutions to activities presented in section 3.4 should serve as a reliable guide to the type of information that should be included in the learners response. Refer to the activities when evaluating learner responses.

The answers provided by the learner will vary due to a number of factors, including the:

learners own experiences

learners workplace experiences

training situations and strategies presented by the trainer

interpretation of the activity by the learner/trainer

type of organisation, work practices, processes and systems encountered by the learner.

The nature and variety of the tasks presented means that, in some cases, there will be numerous correct responses and the solutions provided cannot cater for all contexts and eventualities.

In general terms:

For questions with a single answer, Aspire has provided the correct answer.

For questions that do not have a single answer, it is understood that answers will vary within certain parameters.

For questions where the candidate has to list a certain number of items, Aspire has provided a more comprehensive listing from which candidate responses may be drawn. However, this list may not in all cases be definitive, and trainers should account for other possible correct responses.

For activities that involve responding to a case study, Aspire has provided an example of how the learner may respond. Depending on the question, the terminology used will indicate either what the learner should have included in their response, or may have included. However, trainers should take into account different phrasing used by the learner, or different responses that may be equally correct.

For activities that take place in the workplace or involve workplace documentation, Aspire can only provide an example response. Trainers should consider whether the learner has achieved the intent of the activity, taking into account the learners workplace context.

For activities that involve writing reports or completing documentation provided, Aspire can only provide an example response. Trainers should again consider whether the learners response is appropriate to the task within the context of the learners training and/or workplace.

3.4Solutions to activities

Activity 1

Example response to Question 1

To ensure all work complies with legislation, including storage, handling and labelling of specialised products such as dangerous goods or temperature-controlled goods.

To meet quarantine/bond requirements

To meet safety requirements.

Solution to Question 2

True. Organisations are required to submit information before they take action that could harm the natural environment or a persons health.


A housekeeping standard and procedure that relates to safety is removing tripping hazards.


True. Companies that import or export goods need to ensure that relevant quarantine, bond and legislative requirements are met.

Activity 2


Be alert to the possibility of collisions.

Do not move forklifts unexpectedly.

Check seat comfort.

Access firefighting equipment if you have been trained to use it.

Ensure brakes are serviced.


An operational management system is used to coordinate all parts of an operation to avoid waste and promote efficiency.


Barcoding systems are used to locate items.

Lifting devices such as forklifts, cranes or loaders are used for picking.

Good site design layout will ensure the effective and efficient processing of orders, while minimising confusion and reducing the number of workplace injuries.

Documenting the change will reduce the chance of the customer receiving the wrong order.


An example of an appropriate handling procedure is to not overload pallets.

Activity 3


1. Receive customer order.

2. Send order for processing.

3. Inspect items for quality.

4. Pick and process order.

5. Transport goods to despatch area.

6. Update stock records.

7. Despatch goods to customer.


Class 2 Flammable Gases

Includes:

petroleum gas

liquefied chlorine

natural gas.

Class 4 Flammable solids

Includes:

sulphur

carbon.

Class 5 Oxidising substances

Includes:

petrol

kerosene

vegetable oil

engine oil

brake fluid

grease

paint

ammonium nitrate

organic peroxides.

Class 1 Explosives

Includes:

ammonium chloride

chlorine oxides

mercury nitrite.

Class 6 Toxic substances

Includes:

veterinary chemicals

liquid and liquefied polyfunctional isocyanates.


True. If the weight of a wooden pallet is 5 kg, and each package weighs 2 kg, the estimated total weight of one pallet load containing 30 packages is 65 kg.


Special care and accurate communication is required when the shipment involves dangerous or hazardous goods.

Activity 4


The characteristics of the goods, such as the size, shape, height and bulkiness of the product.


Select PPE to minimise WHS risk.

Remove PPE before use.

Select PPE that is suited to the nature of work.

Select a suitable size and fit so the PPE is comfortable.

Leave PPE with the biohazard.

Maintain, repair and replace PPE to minimise risk.

Avoid washing hands after using PPE.

Use and wear PPE as much as possible.


Equipment must be properly stored and maintained (there should be a maintenance procedure for each type of equipment).

Equipment may need to operate in restricted or confined spaces.

People need to be protected from hazards caused by warehouse equipment.

Always use equipment according to the manufacturers instructions.


True. Having contingency plans in place means you can respond to problems faster and minimise risk.

Activity 5


Follow organisational procedures for assembling products to maximise productivity and meet deadlines.


Pay attention to detail.

Move products alone.

Remove goods without instruction.

Avoid damage to goods.

Report issues.

Use manual-handling equipment to avoid injury.

Use operational systems.

Minimise use of equipment.

Check goods for quarantine requirements.


Physical checks are required to look for damage and gaps in stock.

Ensure new stock is correctly labelled and stored.

Store stock in an appropriate storage location.

Check for damaged or unreadable labels.


False. Environmental, WHS and dangerous goods legislation requires records to be completed.

Section 4: Assessment

4.1Assessment approach

Assessment is all about collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms that the learner can perform to the expected workplace standard, as outlined in the units of competency.

This section contains marking guidance for the final assessment tasks in the corresponding Aspire learner guide.

It is an important responsibility of trainers and assessors to complete the assessment records themselves. This ensures all additional assessment activities deemed appropriate, outside those in the Aspire learner guide, are included in these records.

All assessment activities should be undertaken in conjunction with your training organisations relevant course training and assessment strategy, policies and procedures.

4.2Assessment procedures

Contextualisation

Final assessment tasks provided to candidates may need to be contextualised to include such requirements as organisational policies and procedures, work health and safety management strategies, state/territory regulatory requirements and organisational resources or equipment.

If contextualising any resources, assessors must:

meet with key personnel within the organisation such as supervisors, human resources personnel and team leaders to identify sources of information and establish how performance and knowledge are demonstrated within the workplace

re-map the resources in the relevant mapping documentation to ensure the integrity of the assessment tool is unaffected

forward contextualised resources to your training organisations compliance manager for approval.

Assessor responsibilities

As an assessor, you need to ensure that you are completely familiar with the unit of competency you are assessing, where it fits within the course structure being delivered and where it fits within the relevant national training package.

Each assessor must be competent for the functions they perform. The new Standards for RTOs (2015) have determined that assessors must:

have vocational competencies at least to the level being assessed

have current industry skills directly relevant to the assessment being undertaken

have current knowledge and skills in vocational training and learning that informs their assessment

hold one of the following qualifications:

TAE40110 Certificate IV in Training and Assessment or its successor

a diploma or higher level qualification in adult education

TAESS00001 Assessor Skill Set or its successor (if undertaking assessment only).

It is both your responsibility as an assessor and your training organisations responsibility to ensure that your qualifications are up to date and you have the knowledge required to assess in the unit areas you are assessing.

Identifying your candidates

When planning and confirming the assessment approach, it is important to consider the variety of candidates and their different backgrounds. For example, candidates may:

come from different organisations

come from a range of educational backgrounds

be an Aboriginal or Torres Strait Islander person

not speak English as their first language

have disabilities

have limited literacy and numeracy capabilities

not have undertaken assessment for a long time.


It is important that you take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for candidates with disabilities or other individual needs. Where candidates have disabilities, you should spend time with them learning about what modifications may need to be made to the assessment resources or approach to make them more accessible for the individual needs of each candidate.

Candidates may also typically have the option of a verbal interview with their assessor or a written assessment (written questions) to demonstrate their knowledge of the unit being assessed. It should be noted that, even where only a written assessment option is provided, assessors may undertake this assessment in a verbal interview mode if suitable for the unit content, as a reasonable adjustment strategy.

Information for candidates

Before candidates commence their final assessment tasks, they should have been directed to review the information on assessment provided by your training organisation. Information that must be provided to candidates includes important information on the following:

What is competency?

The assessment process

What is your assessor looking for?

Workplace requirements

Can I adjust the assessment?

What is RPL?

Third-party reports

Appeals and re-assessments.

Candidates should not commence final assessment tasks until they have read and understood this information.

Ensuring readiness for assessment complete

Before candidates begin to undertake final assessment tasks for the unit, it is important to ensure that they are comfortable and ready to begin the assessment process.

The final assessment provided contains a self-assessment checklist that candidates should complete to confirm that they feel they hold the skills and knowledge required for the unit, and that they feel ready to undertake a successful assessment process.

Once the candidate has completed and is comfortable with their self-assessment, they are then ready to proceed to the final assessment tasks.

Final assessment tasks

The final assessment provided in Aspires print learner guide or online resource includes an overview that is laid out as follows (or similar):

To demonstrate your competency using this final assessment you must successfully complete four assessment tasks.

Complete the following task

Part A Questions

You will demonstrate a sound knowledge of the unit requirements in your responses.

Part B Case study questions

You will demonstrate a sound knowledge of the unit requirements in your responses.

Part C Observation (Assessor)

Your performance will be documented while being observed by an assessor.

OR

Part D Observation (Third-party report)

Your performance will be documented using a third-party report completed by a relevant supervisor.

How to use the assessment plan

Once assessment tasks and options have been discussed with the candidate, required and preferred tasks should be selected and documented in the assessment plan. An example of the assessment plan is provided here.

Training organisation name

Candidate name

Phone number

Email

Assessor name

Unit/s of competency

TLIA2012, Pick and process orders, Release 1

Assessment parts selected

Part A Questions


Part C Observation (Assessor) OR

Part D Observation (Third-party report)

Ready for assessment declaration

I agree that the purpose and steps for this assessment have been explained to me.

I have discussed with my assessor (or trainer) any special needs that I have for this assessment.

How the assessment decision will be made has been discussed with me.

How the assessment decision will affect me has been discussed, including choices to re-do the assessment if needed.

I have accessed and understand general information on assessment that has been provided.

I have been given enough notice of the date, time and place for the assessment.

I have completed a self-assessment to decide if I am ready for this final assessment.

Candidate signature:

Date:

This confirmation ensures that the candidate is fully aware of all expectations and has been engaged in negotiating an assessment plan that best fits their particular needs and situation.

4.3Assessment mapping

TLIA2012, Pick and process orders, Release number 1

Unit of competency

Part A Questions

Part B Observations(by Assessor)

Part C Observations(by 3rd Party)

Part D Case study

Element 1: Identify workplace order picking processes, policies and procedures

n/a

n/a

n/a

n/a

1.1Workplace procedures for order picking and related workplace documentation are interpreted

Part A: Q1, Q2

Part B: Q2

O2

O2

1.2Stock allocation and location systems are identified and located

Part B: Q7

O13

O13

1.3Appropriate manual handling equipment is selected in accordance with work health and safety (WHS)/occupational health and safety (OHS) regulations and workplace procedures

Part B: Q13, Q14, Q16

Element 2: Pick and despatch an order

n/a

n/a

n/a

n/a

2.1Work requirements are planned and appropriate equipment and documentation is assembled

Part B: Q1

O4

O4

2.2Warehouse zones where required products are stored, are identified and located

Part B: O9

2.3Pick path is established

Part B: Q10

2.4Appropriate pallet/s for orders are selected and stacked to minimise stock damage and to maximise stability, as required

Part B: Q16

2.5Products are selected and consolidated

Part B: Q17

2.6Products/pallets are located in despatch areas

Part B: Q20

2.7Products are assembled to meet workplace schedules

Part B: Q18

2.8Orders are consolidated, secured, arranged and placed in storage zones in accordance with schedules

Part B: Q19

Element 3: Record stock levels

n/a

n/a

n/a

n/a

3.1Storage areas are checked and stocks are noted for replenishment in accordance with workplace procedures

Part B: Q22, Q23

3.2Workplace records are completed in accordance with workplace requirements

Part B: Q24

O15

O15

Performance evidence

Part A Questions


Part C Simulated practical assessment

Practical placement

PE1

Applying precautions and required action to minimise, control or eliminate hazards that may exist when picking and processing orders

Part A: Q3, Q4, Q12

Part B: Q6

O8

O8

PE2

Applying relevant legislation and workplace procedures

Part B: Q5

O5

O5

PE3

Communicating and working effectively with others when picking and processing orders

Part B: Q11

O11

O11

PE4

Completing documentation related to picking and processing orders

Part A: Q7

Part B: Q7

O15

O15

PE5

Estimating the size, shape and special requirements of goods/loads

Part B: Q8

O6

O6

PE6

Identifying relevant stock and goods coding and labelling, including Australian Dangerous Goods (ADG) and International Maritime Dangerous Goods (IMDG) markings

Part B: Q4

O3

O3

PE7

Monitoring work activities in terms of planned schedule

Part B: Q12

O14

O14

PE8

Operating and adapting to differences in equipment in accordance with standard operating procedures

Part B: Q6

O9

O9

PE9

Reading, interpreting, and following instructions, procedures, signs and labels relevant to picking and processing orders

Part B: Q3, Q4

O1

O1

PE10

Selecting and using relevant equipment and communications technology when picking and processing orders

Part B: Q11

O10

O10

PE11

Selecting and using required personal protective equipment conforming to industry and work health and safety (WHS)/occupational health and safety (OHS) standards

Part B: Q15

O7

O7

PE12

Working systematically with required attention to detail without injury to self or others, or damage to goods or equipment

Part B: Q21

O12

O12

Knowledge evidence

Part A Questions



Practical placement

KE1

Documentation and record requirements when picking and processing an order

Part A: Q7

O15

O15

KE2

Equipment used during picking and processing operations and the precautions and procedures to be followed in its use

Part A: Q9, Q12

O8, O9

O8, O9

KE3


Part A: Q5

KE4

Operational work systems, equipment, management and site operating systems for picking and processing orders

Part A: Q8, Q9, Q10, Q12, Q14

KE5

Problems that may occur when picking and processing an order and appropriate action that can be taken to resolve these problems

Part A: Q11, Q13

KE6

Regulations relevant to picking and processing orders, including relevant bond, quarantine or other legislative requirements

Part A: Q1, Q2, Q3, Q4

Part B; Q9

KE7

Relevant WHS/OHS and environmental protection procedures and guidelines

Part A: Q3

KE8

Site layout and obstacles

Part A: Q10, Q11

KE9

Workplace procedures and policies for picking and processing orders.

Part A: Q6

O1, O2

O1, O2

Foundation skills

Part A Questions



Practical placement

FS1

Learning

Part A: Q1, Q2

O1

O1

FS2

Reading

Part B: Q3, Q4

O1

O1

FS3

Writing

Part B: Q6

O14

O14

FS4

Oral communication

Part B: Q12

O11

O11

FS5

Numeracy

Part B: Q2, Q6, Q8

O6

O6

FS6

Teamwork

Part B: Q12

O11

O11

FS7

Planning and organising

Part B: Q1

O4

O4

FS8

Making decisions

Part A: Q11

Part B: Q11

O4, O6

O4, O6

FS9

Problem-solving

Part A: Q11

Part B: Q5, Q10

O8

O8

FS10

Innovation and creation

FS11

Technology and digital literacy

Part B: Q12

O10, O15

O10, O15

Dimensions of competency*

Part A Questions



Practical placement

Task skills

Throughout

Throughout

Task management skills

O4

O4

Contingency management skills

Part A: Q11

O8

O8

Job/role environment skills

O11

O11

Assessment conditions

Part A Questions



Practical placement

AC1

As a minimum, assessors must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations, current at the time of assessment.

AC2

As a minimum, assessment must satisfy applicable regulatory requirements, which include requirements in the Standards for Registered Training Organisations, current at the time of assessment.

AC3

Assessment must occur in workplace operational situations where it is appropriate to do so; where this is not appropriate, assessment must occur in simulated workplace operational situations that replicate workplace conditions.

AC4

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

AC5

Resources for assessment include:

a range of relevant exercises, case studies and/or other simulations

relevant and appropriate materials, tools, equipment and personal protective equipment currently used in industry

applicable documentation including workplace procedures, regulations, codes of practice and operation manuals.

Throughout

O7, O14

O7, O14

*NB: For the purposes of mapping, Aspire has here indicated the most relevant instances where each dimension of competency has been covered. Each dimension of competency may be covered in other parts of the assessment.

4.4Assessment solutions and marking guidance

General guidance

Assessors should review the solutions provided and adapt and/or contextualise them (and the final assessment tasks themselves where necessary) to suit the training and assessment context as part of their assessment planning activities.

The solutions to final assessment tasks presented in this section should serve as a reliable guide to the type of information that should be included in the assessment candidates response. The answers provided by the assessment candidate will vary due to a number of factors, including the:

candidates own experiences

candidates workplace experiences

interpretation of the assessment task by the assessment candidate/assessor

type of organisation, work practices, processes and systems encountered by the candidate.

The nature and variety of the tasks presented means that, in some cases, there will be numerous correct responses and the solutions provided cannot cater for all contexts and eventualities.

In general terms:

For questions with a single answer, Aspire has provided the correct answer.

For questions that do not have a single answer, it is understood that answers will vary within certain parameters.

For questions where the candidate has to list a certain number of items, Aspire has provided a more comprehensive listing from which candidate responses may be drawn. However, this list may not in all cases be definitive, and assessors should account for other possible correct responses.

For activities that involve responding to a scenario, Aspire has provided an example of how the candidate may respond. Depending on the question, the terminology used will indicate either what the candidate should have included in their response, or may have included. However, assessors should take into account different phrasing used by the candidate, or different responses that may be equally correct.

For activities that take place in the workplace or involve workplace documentation, assessors should consider whether the candidate has achieved the intent of the activity, taking into account the candidates workplace context.

For activities that involve writing reports or completing documentation provided, Aspire can only provide an example response. Assessors should again consider whether the candidates response is appropriate to the task within the context of the candidates training and/or workplace.

Solutions to the final assessment

Part A Questions

Instructions to the assessor

Please refer to the assessment task as outlined in the Aspire learner guide.

There is no restriction on the length of the question responses and no time restriction in completing the assessment.

The candidate must complete all questions unassisted by you or other personnel, but may refer to reference material as needed.

Please refer to the required answers below for marking purposes.


If the candidate is unable to undertake the written assessment as designed, an interview (verbal questioning) may be used as an alternative approach.

Feedback/unsatisfactory outcomes

All questions must be answered satisfactorily for the written assessment to be completed satisfactorily.

For any written assessment conducted that is incomplete, or without satisfactory performance, the assessment will need to be completed again after further training support. This may be simply to focus on question areas not achieved in the prior assessment.

The written assessment may be re-attempted on two further occasions (maximum three attempts in total).

As a further option, an alternative assessment task may be selected (for example, an interview assessment).

Solution 1

Responses may include:

Imported luxury goods have a bond requirement. GST is payable on most goods imported into Australia. Luxury cars are subject to a luxury car tax.

An imported animal must be kept in quarantine until it is cleared of disease.

Assessor comments:

Solution 2

Goods are held in a warehouse until importers pay the duties and taxes owed.

Animals and plants are held in quarantine until they have been cleared of pests and diseases. This is done to protect Australian flora and fauna.

Assessor comments:

Solution 3

Responses may include two of the following:

Notifiable chemical order (NCO) procedures for storing, handling, using or supplying a specific chemical

Obtain permission and guidance from you environment protection authority (EPA) before disposing of hazardous waste

Environmental assessment guideline for consideration of environmental impacts from noise, developed by the WA Environmental Protection Authority.

Codes of practice linked to the Environment Protection (Water Quality) Policy 2015

WHS regulations provide guidance on working safely

Hazardous Waste (Regulation of Exports and Imports) Act 1989 (Cth)

Assessor comments:

Solution 4


Environment Protection Act 1993 (Cth)

Heavy Vehicle National Law Act 2012 (HVNL) (Cth)

Biosecurity (Consequential Amendments and Transitional Provisions) Regulation 2016

Australian National Registry of Emissions Units Act 2011 (Cth)

AS4084-2012 Australian Pallet Racking Standards

International Air Transport Association (IATA) Dangerous Goods Regulations (DGR)

Assessor comments:

Solution 5

Responses may include three of the following:

Removing tripping hazards

Keeping surfaces clean

Minimising and cleaning spills

Using signage to mark spills

Stacking products correctly

Avoid over-stacking

Using PPE

Assessor comments:

Solution 6


To protect the safety of workers and customers.

To ensure legislation is complied with.

To promote efficiency.

To encourage efficient teamwork and communication.

To ensure that equipment is maintained and schedules are followed.

Assessor comments:

Solution 7

Documentation must comply with relevant codes and standards, such as the Privacy Act 1988 (Cth), which applies to information contained in customer files.

Assessor comments:

Solution 8


Operational work systems include manual systems such as written documentation requisitions, orders and picking lists.

Electronic systems such as barcode or computer identification systems.

A storage location system.

Assessor comments:

Solution 9


Forklifts

Cranes

Trolleys or carts

Conveyor belts

Pallets

PPE

Assessor comments:

Solution 10


The design and layout of the warehouse is important to ensure stock items can be accessed easily.

An effective site layout is logical and allows workers to pick orders in an efficient way.

Assessor comments:

Solution 11


Ramps

Slippery areas

Narrow storage aisles

Confined spaces

Cold rooms

Assessor comments:

Solution 12


Dont overload pallets.

Ensure loads are stabilised.

Move with care.

Assessor comments:

Solution 13


Changes in quantity can be addressed by modifying the order form.

Cancellation of products can be addressed by notifying the customer.

Lack of resources needed to fill an order can be addressed by talking to the supervisor and sourcing other equipment or resources.

Assessor comments:

Solution 14

Here is an example response.

WMS stands for Warehouse Management System. A WMS is an overarching software system that coordinates warehouse operations.

Assessor comments:


Instructions to the assessor

Please refer to the assessment task as outlined in the Aspire learner guide.

There is no restriction on the length of the question responses and no time restriction in completing the assessment.

The candidate must complete all questions unassisted by you or other personnel, but may refer to reference material as needed.

Please refer to the required answers below for marking purposes.


If the candidate is unable to undertake the written assessment as designed, an interview (verbal questioning) may be used as an alternative approach.

Feedback/unsatisfactory outcomes

All questions must be answered satisfactorily for the written assessment to be completed satisfactorily.

For any written assessment conducted that is incomplete, or without satisfactory performance, the assessment will need to be completed again after further training support. This may be simply to focus on question areas not achieved in the prior assessment.

The written assessment may be re-attempted on two further occasions (maximum three attempts in total).

As a further option, an alternative assessment task may be selected (for example, an interview assessment).

Solution 1

Responses may include two of the following pieces of equipment:

forklift

trolley

PPE

appropriate packaging or packing equipment

cartons of the correct size.

Responses may include two of the following documents:

SDSs for the spray cans

load dockets

packing slips.

Assessor comments:

Solution 2

Tinned food: Located in Section 30 Aisle D Shelf 4 Position 4

Assessor comments:

Solution 3

Flammable liquid.

Assessor comments:

Solution 4

Jill will need to follow manual-handling procedures, such as checking the weight of the item and planning its move.

As she will have to use lifting equipment, she will have to follow load-shifting procedures, such as avoiding overloading pallets.

Assessor comments:

Solution 5

As there is a warning light, Jill should not use the forklift. She should follow workplace procedures that may include putting a sign on it to warn other workers and report it to Sonja. She should organise to use another forklift.

Assessor comments:

Solution 6

Weight: 23 kilograms

Location: 30 D 4 4

Assessor comments:

Solution 7

She will need training.

Assessor comments:

Solution 8


3 boxes of tinned food x 23 kg = 69 kg

2 boxes of long-life milk x 10 kg = 20 kg

69 kg + 20 kg + 10 kg = 99 kg

Assessor comments:

Solution 9


Dangerous or hazardous goods should be stored away from general goods and in line with legislation.

Assessor comments:

Solution 10

They should collect the spray cans first as they are closest to the office. This means they will not have to double back.

Assessor comments:

Solution 11


EDI and barcode readers

Face-to-face communication

Two-way radio and voice communication equipment

Checklists and notes

Email and instant messaging

Assessor comments:

Solution 12


Checklist

Observe

Complete documentation

Check product quality

Assessor comments:

Solution 13


Conveyors

Rollers

Forklifts

Pallet jacks

Load carriers

Assessor comments:

Solution 14


Always use equipment according to the manufacturers instructions.

Obtain training and/or licences as required.

Follow workplace procedures for using and maintaining equipment.

Store and maintain equipment properly.

Follow an equipment maintenance procedure for each type of equipment.

A maintenance schedule should be used to ensure all equipment is regularly checked and serviced.

Assessor comments:

Solution 15


Select PPE to minimise WHS risk.

Select PPE that is suited to the nature of working with the hazard.

Select a suitable size and fit so PPE is comfortable.

Maintain, repair and replace PPE to minimise risk.

Promote and encourage the use of PPE as much as possible.

Assessor comments:

Solution 16


The characteristics of the goods size, shape, height, bulky, awkward, etc.

The weight of the products some pallets are designed to take more load weight than others.

How the goods are to be transported air freight generally uses lighter, synthetic pallets rather than heavy wood types.

Quarantine requirements pallets are subjected to the same quarantine inspections and requirements as the loads they carry.

Manual-handling requirements for operators and staff.

Legislative requirements for the transport and storage of goods.

Environmental responsibilities spills of liquid materials may be difficult to contain on pallets.

Assessor comments:

Solution 17


Manual selection

Barcode-reading devices

Electronic data interface (EDI)

Labelling

Consignment or transfer information

Assessor comments:

Solution 18


Always read instructions.

Follow the order precisely.

Use telecommunications technology and record product location.

Use checklist to check that order is correct.

Refer to order to check that product meets order requirements.

Double check quantity.

Perform quality assurance check.

Follow WHS and manual-handling procedures.

Use manual-handling equipment.

Seek assistance from others.

Assessor comments:

Solution 19


Group orders by type, size and weight.

Follow instructions.

Do not place heavier items on top of lighter items.

Ensure items are visible and accessible for transport operators.

Place orders in storage zone in order of despatch the last item in is the first item out.

Assessor comments:

Solution 20

If Jill and Vivek have completed workplace documentation according to workplace procedures, paper or software systems should indicate where the goods are.

Assessor comments:

Solution 21

Responses may include the following.

They can work systematically by:

following instructions and WHS procedures

observing environmental safety procedures

reporting and documenting issues in line with the organisations policies and procedures.

They can work with attention to detail by:

counting the items to ensure the order is met

checking the items for damage

taking care when handling goods, particularly dangerous goods or fragile items.

Assessor comments:

Solution 22

Responses may include the following:

Stock on hand

Damaged stock

Damaged or unreadable labels

Mislabelled items

Items that are out of date or close to their use-by date

Assessor comments:

Solution 23


He should notify his supervisor.

He should order new stock.

Assessor comments:

Solution 24


Quality assurance documentation

SDS

Manufacturers specification

Merchandise transfer documentation

Stock request orders

National standards for manual handling, WHS and dangerous goods

WHS emergency procedures

Workplace policies and procedures

Manifests and picking slips

Goods identification numbers and codes

Assessor comments:

Part C Observation (Assessor)

The observation checklist provided in the assessment task should be used to judge and record candidate observations. You should record your observations of the candidates performance directly onto the checklist. You are able to record your observations during and/or after the observation.

The observation checklist has a series of items related to the unit of competency, which form the evidence criteria. The checklist allows you to record that you have had the opportunity to observe the candidate applying these skills and knowledge. All items on the checklist must be observed in order to record a satisfactory performance.

Instructions to the asse

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