1st - Q Linggo 4

Read and interpret basic instructions,
directions and/or diagrams

D1.LAN.CL10.08
Trainee Manual
Read and interpret basic
instructions, directions
and/or diagrams
D1.LAN.CL10.08
Trainee Manual
Project Base
William Angliss Institute of TAFE

555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie

Chief Writer: Alan Hickman
Subject Writer: Quentin Derrick
Project Manager/Editor: Alan Maguire
DTP/Production: Daniel Chee, Mai Vu, Kaly Quach
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Front Office, Food and Beverage Services and Food Production Divisions”.
This publication is supported by the Australian Government’s aid program through the ASEAN-
Australia Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2013.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of
TAFE are not responsible for any injury, loss or damage as a result of material included or omitted
from this course. Information in this module is current at the time of publication. Time of publication is
indicated in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable
and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art
and Media Library. Some images have been provided by and are the property of William Angliss
Institute.
Additional images have been sourced from Flickr and SKC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: TM_Read_&_interpret_basic_instructions_refined

Table of contents
Introduction to trainee manual........................................................................................... 1
Unit descriptor................................................................................................................... 3
Assessment matrix ........................................................................................................... 5
Glossary ........................................................................................................................... 7
Element 1: Prepare for work ............................................................................................. 9
Element 2: Read and interpret information about routine tasks, processes or events ..... 27
Element 3: Receive and respond to basic instructions and directions ............................. 43
Presentation of written work ............................................................................................ 59
Recommended reading................................................................................................... 61
Trainee evaluation sheet ................................................................................................. 63
Trainee self-assessment checklist .................................................................................. 65
© ASEAN 2013
Trainee Manual
Read and interpret basic instructions, directions and/or diagrams
© ASEAN 2013
Trainee Manual
Introduction to trainee manual

To the Trainee
Congratulations on joining this course. This Trainee Manual is one part of a ‘toolbox’
which is a resource provided to trainees, trainers and assessors to help you become
competent in various areas of your work.
The ‘toolbox’ consists of three elements:
 A Trainee Manual for you to read and study at home or in class
 A Trainer Guide with Power Point slides to help your Trainer explain the content of the
training material and provide class activities to help with practice
 An Assessment Manual which provides your Assessor with oral and written questions
and other assessment tasks to establish whether or not you have achieved
competency.
The first thing you may notice is that this training program and the information you find in
the Trainee Manual seems different to the textbooks you have used previously. This is
because the method of instruction and examination is different. The method used is called
Competency based training (CBT) and Competency based assessment (CBA). CBT and
CBA is the training and assessment system chosen by ASEAN (Association of South-
East Asian Nations) to train people to work in the tourism and hospitality industry
throughout all the ASEAN member states.
What is the CBT and CBA system and why has it been adopted by ASEAN?
CBT is a way of training that concentrates on what a worker can do or is required to do at
work. The aim is of the training is to enable trainees to perform tasks and duties at a
standard expected by employers. CBT seeks to develop the skills, knowledge and
attitudes (or recognise the ones the trainee already possesses) to achieve the required
competency standard. ASEAN has adopted the CBT/CBA training system as it is able to
produce the type of worker that industry is looking for and this therefore increases
trainees chances of obtaining employment.
CBA involves collecting evidence and making a judgement of the extent to which a worker
can perform his/her duties at the required competency standard. Where a trainee can
already demonstrate a degree of competency, either due to prior training or work
experience, a process of ‘Recognition of Prior Learning’ (RPL) is available to trainees to
recognise this. Please speak to your trainer about RPL if you think this applies to you.
What is a competency standard?
Competency standards are descriptions of the skills and knowledge required to perform a
task or activity at the level of a required standard.
242 competency standards for the tourism and hospitality industries throughout the
ASEAN region have been developed to cover all the knowledge, skills and attitudes
required to work in the following occupational areas:
 Housekeeping
 Food Production
 Food and Beverage Service
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Trainee Manual 1
 Front Office
 Travel Agencies
 Tour Operations.
All of these competency standards are available for you to look at. In fact you will find a
summary of each one at the beginning of each Trainee Manual under the heading ‘Unit
Descriptor’. The unit descriptor describes the content of the unit you will be studying in the
Trainee Manual and provides a table of contents which are divided up into ‘Elements’ and
‘Performance Criteria”. An element is a description of one aspect of what has to be
achieved in the workplace. The ‘Performance Criteria’ below each element details the
level of performance that needs to be demonstrated to be declared competent.
There are other components of the competency standard:
 Unit Title: statement about what is to be done in the workplace
 Unit Number: unique number identifying the particular competency
 Nominal hours: number of classroom or practical hours usually needed to complete
the competency. We call them ‘nominal’ hours because they can vary e.g. sometimes
it will take an individual less time to complete a unit of competency because he/she
has prior knowledge or work experience in that area.
The final heading you will see before you start reading the Trainee Manual is the
‘Assessment Matrix’. Competency based assessment requires trainees to be assessed in
at least 2 – 3 different ways, one of which must be practical. This section outlines three
ways assessment can be carried out and includes work projects, written questions and
oral questions. The matrix is designed to show you which performance criteria will be
assessed and how they will be assessed. Your trainer and/or assessor may also use
other assessment methods including ‘Observation Checklist’ and ‘Third Party Statement’.
An observation checklist is a way of recording how you perform at work and a third party
statement is a statement by a supervisor or employer about the degree of competence
they believe you have achieved. This can be based on observing your workplace
performance, inspecting your work or gaining feedback from fellow workers.
Your trainer and/or assessor may use other methods to assess you such as:
 Journals
 Oral presentations
 Role plays
 Log books
 Group projects
 Practical demonstrations.
Remember your trainer is there to help you succeed and become competent. Please feel
free to ask him or her for more explanation of what you have just read and of what is
expected from you and best wishes for your future studies and future career in tourism
and hospitality.
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Unit descriptor
Unit descriptor
This unit deals with the skills and knowledge required to Read and interpret basic
instructions, directions and/or diagrams in a range of settings within the hotel and travel
industries workplace context.
Unit Code:
D1.LAN.CL10.08
Nominal Hours:
60 hours
Element 1: Prepare for work

Performance Criteria
1.1 Read and interpret job specifications from internal and external customers
1.2 Read and interpret procedures
1.3 Read and interpret basic instructions, directions and/or diagrams
1.4 Read and interpret work instructions to determine job requirements
Element 2: Read and interpret information about routine tasks,

processes or events
2.1 Identify relevant sources of information/documentation so that job can be performed
in accordance with the organisation’s requirements
2.2 Identify the purpose of instructions, directions and/or diagrams for particular jobs
2.3 Ask questions from appropriate people to gain additional information and/or to clarify
understanding
2.4 Read and interpret relevant details from instructions, directions and/or diagrams for
application to particular jobs
Element 3: Receive and respond to basic instructions and

directions
3.1 Receive, clarify and assess requirements of instructions and/or directions in
accordance with organisational policies and procedures
3.2 Question and confirm assignment instructions and/or directions if necessary
3.3 Comply with directions and or instructions within designated timelines
3.4 Obtain feedback after instructions and/or directions have been complied with
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Unit descriptor
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4 Trainee Manual
Assessment matrix
Assessment matrix
Showing mapping of Performance Criteria against Work Projects, Written
Questions and Oral Questions
The Assessment Matrix indicates three of the most common assessment activities your
Assessor may use to assess your understanding of the content of this manual and your
performance - Work Projects, Written Questions and Oral Questions. It also indicates
where you can find the subject content related to these assessment activities in the
Trainee Manual (i.e. under which element or performance criteria). As explained in the
Introduction, however, the assessors are free to choose which assessment activities are
most suitable to best capture evidence of competency as they deem appropriate for
individual students.
Work Written Oral

Projects Questions Questions
1.1 Read and interpret job specifications from 1.1 1, 2, 3 1, 2

internal and external customers
1.2 Read and interpret procedures 1.2 4, 5, 6 3, 4
1.3 Read and interpret basic instructions, directions 1.3 7, 8 5

and/or diagrams
1.4 Read and interpret work instructions to 1.4 9, 10, 11 6, 7

determine job requirements
Element 2: Read and interpret information about routine tasks, processes or events
2.1 Identify relevant sources of 2.1 12, 13, 14 8, 9

information/documentation so that job can be
performed in accordance with the organisation’s
requirements
2.2 Identify the purpose of instructions, directions 2.2 15, 16 10, 11

and/or diagrams for particular jobs
2.3 Ask questions from appropriate people to gain 2.3 17, 18, 19 12, 13
additional information and/or to clarify
understanding
2.4 Read and interpret relevant details from 2.4 20, 21, 22 14, 15
instructions, directions and/or diagrams for
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Assessment matrix
Work Written Oral

Projects Questions Questions
Element 3: Receive and respond to basic instructions and directions
3.1 Receive, clarify and assess requirements of 3.1 23, 24 16

instructions and/or directions in accordance with
organisational policies and procedures
3.2 Question and confirm assignment instructions 3.2 25, 26, 27 17, 18
and/or directions if necessary
3.3 Comply with directions and or instructions within 3.3 28, 29, 30 19, 20
designated timelines
3.4 Obtain feedback after instructions and/or 3.4 31, 32, 33 21, 22
directions have been complied with
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Glossary
Glossary
Term Explanation
Analyse Discover or reveal something through examination.
Confidential Intended to be kept secret: "confidential information".
Designate Appoint someone to a specified position.
Evacuation The action of evacuating a person or a place.
Extensive Large in amount or scale.
Immaculate Free from flaws or mistakes; perfect.
Translate orally the words of another person speaking a

Interpret
different language.
Establish a working relationship, typically in order to

Liaise
cooperate on a matter of mutual concern.
Manufacturer A business engaged in manufacturing some product.
Merchandise Goods to be bought and sold.
Failure to use reasonable care, resulting in damage or injury

Negligence
to another.
Notify Give notice of or report something formally or officially.
Procedure A series of actions conducted in a certain order or manner.
The quality of being productive or having the power to

Productiveness
produce.
Professionalism The competence or skill expected of a professional.
Likely to happen at a future date; concerned with or applying

Prospective
to the future.
Relevant Closely connected or appropriate to the matter at hand.
A detailed description of the design and materials used to

Specification
make something.
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Glossary
Term Explanation
A plan of action or policy designed to achieve a major or

Strategy
overall aim.
Substitute Use or add in place of.
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Element 1:
Prepare for work
1.1 Read and interpret job specifications from
internal and external customers
Introduction
A successful operation in the hospitality industry
requires efficient management of personnel and
cooperation between many different skilled
professionals. Working in this type of international
setting can seem like a puzzle. To make it work,
you must not only be familiar with the job
specifications for your colleagues, but you must
also be very familiar with your suppliers and
customers.
A job specification describes the knowledge, skills,
education, abilities and experience that are essential to a particular job. In short, a job
specification describes the exact person that a company requires for a particular role. A
job specification is not identical to a job description. A job description defines the duties
and requirements of an employee’s job in detail, however most job specifications will
include an overview of the duties included in the position.
Speaking activity
As a class, brainstorm some jobs that are involved in hospitality. They should include
jobs at the resort as well as others that work with the resort, such as suppliers.
Components of a Job Specification

Experience: The number of years of experience you have had in the role in which you
desire to fill. A job specification will detail the number of years of work experience a
candidate needs in order to successfully fill a position. Positions that require more
complex and responsible duties, and supervisory and managerial roles, will always
require more work experience.
Education: The training, degrees or certifications required for the position.
Required Skills, Knowledge and Characteristics: This is where the employer states the
skills, knowledge and characteristics of other employees who were previously in this
position, or what the employer requires to fill the role. Characteristics refer to personality
traits that the ideal candidate must possess. These might be patience or leadership, or
good time management, flexibility or attention to detail.
Overview of Job Duties: This is where the employer repeats the requirements and
activities that the prospective employee must undertake in the position.
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Writing activity
Look at the following list of desired attributes and read aloud.
 Bachelor degree preferred

 3 or more successful years in hotel management/supervision
 Previous General Manager experience or extremely strong operations or rooms
division experience
 Extended stay hotel background
 Sales experience desired
 Excellent communication skills, both written and verbal
 Hands-on leadership style
 Must be entrepreneurial and a self-starter who thrives on achieving exceptional
results.
 Independent Thinker
 Ability to forecast market conditions and strategically develop business plans
accordingly
 Must be detail-oriented and deliver outstanding customer service
 Technical experience required
 Sales leader experience required
 Ability to motivate a team
 A can-do, guest pleasing attitude
 Must speak and practice fluent English
 Must work a flexible schedule.
Now, group each attribute into a specific heading:
1. Experience
2. Education
3. Required skills, knowledge and characteristics
4. Overview of Job Duties.
Speaking activity
Take a guess: What position is this job specification for?
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Writing activity
As in Writing Activity 1, label each of the following desired attributes with one of the four
components of a job specification:
 Must be a graduate of any 2 – 4 year course

 Must have, at the least, experience working as any kind of cashier
 Must have knowledge in customer service
 Basic knowledge of mathematics
 Good analytical skills
 Must have good communication skills
 Must speak English
 Must be trustworthy
 Must be highly motivated with attention to detail
 Must have pleasing personality
 Ability to process information and merchandise through register system
 Ability to communicate with associates and customers
 Ability to read, count and accurately complete all documentation
 Ability to operate all systems necessary to complete the job
Can you guess what kind of job this specification was written for?
Analytical Activity
Look at the job specification above in Writing Activity 2. Are there any other jobs, within
the hospitality industry, that the skills listed would be useful for? Would this candidate be
eligible for any other position? What position/s would they be? Explain why.
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Writing activity
Write down four of the jobs you thought of in the first brainstorming activity and two job
specifications that usually go along with that position.
Job A:
1. __________________________________________________________________________
2. __________________________________________________________________________
Job B:
1. __________________________________________________________________________
2. __________________________________________________________________________
Job C:
1. __________________________________________________________________________
2. __________________________________________________________________________
Job D:
1. __________________________________________________________________________
__________________________________________________________________________
2.
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Introduction
In any given industry, every workplace has
standard procedures that all employees must
adhere to. A procedure is a term used in a variety
of industries to define a series of steps, taken
together, to achieve a desired result. Procedures
explain how to accomplish a task. A procedure is
sometimes called a work instruction. There are
procedures for most given scenarios in the
workplace such as fire evacuation procedures,
machine operation procedures or official
procedures for filing a complaint.
Reading activity
Read the procedures below. Does your workplace have something similiar?
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Writing activity
Read the procedure and answer the following questions:
1. What kind of procedure is this?
2. How many types of forms are there?
3. The person injured should complete which part of the form?
4. Who should complete the second part of the form?
5. What should be done with the form once it is filled out?
6. What is the very first step an injured person should take?
7. What is the first step the supervisor of the injured person should take?
8. What does after hours assistance mean?
9. Where should all the forms be faxed to?
10. What do you think is involved with an ‘initial investigation’?
In the event of an injury the person(s) involved should:
1. Seek first aid or medical attention as required.
2. Inform their supervisor as soon as possible.
3. Complete Part 1 of the Confidential Incident Report Form and fax it to Head
Office.
4. Assist their supervisor in the investigation and reporting on the incident or
accident.
The supervisor of the person(s) involved in the incident is required to:
1. Ensure that any injured person is promptly attended to.
2. Conduct an initial investigation into the cause of the incident.
3. Complete Part 2 of the Confidential Incident Report Form and ensure that it
reaches the Head Office within five (5) working days.
4. Notify and liaise with the local Safety and Health Representative and line
management in relation to the incident. A Confidential Incident / Injury / Near Miss
report form should be completed for every incident and faxed to Head Office.
5. Ensure that all serious injuries are reported to Safety and Health immediately by
phone on + 55 555 5555 or Security + 55 444 5555 for after hours assistance.
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Group activity
In pairs, complete the following activities:
1. Think about a piece of equipment you own. It may be a camera, a phone or a

microwave. Draw a basic diagram that shows precisely how to operate it. Be sure
to include concise instructions.
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2. Judy is sitting at Reception when a fire alarm goes off. She does everything
according to procedure. What do you think she does? Write a list of Judy’s actions.
a) __________________________________________________________________________
b) __________________________________________________________________________
c) __________________________________________________________________________
3. Two employees in your workplace are constantly arguing over work-related issues,
and nobody knows who to blame, or who is wrong. They need to resolve their
issues. What simple procedure would you write to resolve their conflict?
a) __________________________________________________________________________
b) __________________________________________________________________________
c) __________________________________________________________________________
4. How should one lift a heavy box? Draw a diagram with simple instructions.
5. Why do we need procedures in the workplace?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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1.3 Read and interpret basic instructions,

directions and/or diagrams
Introduction
In every realm of employment there are instructions to follow, which
are often placed within directions or diagrams. It is essential to know
how to dissect, analyse and complete a given set of instructions in
order to complete a given task. Often when you are in your own
workplace, or even visit others, you will notice a variety of signs
containing directions and diagrams all around you. This is often
because of health and safety, and also because it is important for the
customers and staff to follow the rules as exactly as they are
presented. Many such signs contain pictures and diagrams in order to
attract your attention and present information simply and clearly within
picture format.
Speaking activity
Look at the picture and discuss the questions.
1. What is the purpose of this picture?
2. Who is the giver of this information?
3. Who is the receiver of this information?
4. What is this picture telling you to do/not

to do?
5. What are the six symbols in this picture?
6. What do the red circles with a line

through them represent?
7. What does the yellow border of the top

picture represent?
8. Why is this picture important?
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1. Who are these directions for?
2. What kind of industry would have a sign

like this?
3. Have you ever seen similar signs before,

and when?
4. What does this sign mean?
5. What actions would you take to follow

these directions?
Analytical activity
The picture on the earlier page has two parts:
1. What situation are these two pictures referring to?
__________________________________________________________________________
2. Describe the first picture.
__________________________________________________________________________
3. Describe the second picture.
__________________________________________________________________________
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4. In the space below, draw three more pictures with directions for the viewer. They
can take place before, after or during the two existing pictures.
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1.4 Read and interpret work instructions to

determine job requirements
Introduction
A person’s suitability for a job, including whether they have the ability to fulfil their job
requirements, relies on their ability to read, interpret and carry out their work instructions.
The tourism industry can be stressful, highly functional work arenas, often with hundreds
or thousands of people working together. If even one person did not follow instructions,
what do you suppose would happen? In many cases,
their negligence affects customers and fellow co-
workers, leading to mishaps in the workplace.
Learning to accurately read and interpret work
instructions is essential to your career in the industry.
Work instructions include methods or work,
processes and procedures, equipment, policies and
procedures, and manuals.
Writing activity
1. A procedure is a logical and simple set of rules in order to accomplish an activity.

Look at the following pictures and write a simple procedure on how to complete
each.
a) __________________________________________________________________________
b) __________________________________________________________________________
c) __________________________________________________________________________
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a) __________________________________________________________________________
b) __________________________________________________________________________
c) __________________________________________________________________________
2. Re-order and number the following procedures:
a) How to cook rice

Wash the rice in clean water
Measure the amount of rice desired and place in pot
Bring to boil
Add salt and serve
Pour in sufficient water to cover the rice
Wait for 30 minutes, or until rice is cooked
Place the pot on the stove and switch on
Stir occasionally
b) How to use a washing machine

Wait until wash is complete, or the machine beeps
Load with clothes
Unload
Turn on
Select the wash you require
Add detergent
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c) How to perform a manicure

Apply clear top coat
Wash hands and scrub nails
Apply first colour coat
Remove dead skin
Wait until dry then apply second colour coat
Clip nails
Group activity
With a partner, read the following scenarios. From the box, select the correct work
instructions that each person requires.
Motorbike Manual Guide to Waitressing Health and Safety Manual

Grievance Report Restaurant Menu Tractor Manual
Correct Lifting Strategy
1. Casey has never worked in a restaurant before, and she is worried about how
customers will perceive her.
2. Bob is working at a construction site and is concerned about his safety around the
dangerous machines.
3. Louis has not operated the brand new series of tractors that the new farm has
purchased. He’s a licensed tractor driver but not sure about the new features of the
new tractors.
4. Suzy feels she is being unfairly treated by another co-worker and wishes to inform
her manager.
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5. Casey has been informed that she should learn and memorise all the dishes the
restaurant has to offer.
6. Trevor is a mechanic and is asked to repair a motorbike he hasn’t seen before.
7. Shawn has hurt his back lifting heavy boxes. The trouble is his job is to lift boxes all
day!
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Work Projects
It is a requirement of this Unit that you complete Work Projects as advised by your
Trainer. You must submit documentation, suitable evidence or other relevant proof of
completion of the project to your Trainer by the agreed date.
1.1 In your local newspaper or online, find four job specifications that interest you. Check
the education/experience and duties you have already accomplished/feel you can
perform. Which job is more suitable for you?
1.2. In your workplace, find a company procedure. Read it and write it in your own words,
in point form. Be as simple and direct as you can.
1.3. On a blank sheet of paper, think about as many directive signs as you can that use
pictures or diagrams. These can be traffic symbols, signage in hospitals etc. Draw
them to the best of your memory and explain their meaning in a short sentence
underneath.
1.4. You are the boss of a lemonade stand. Write the standard procedures for:
 Making lemonade
 Selling lemonade
 Cleaning up afterwards.
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Summary
Prepare for work
After reviewing this element, I am able to:

 Read and interpret job specifications, knowing all the different components that make up a job
specification
 Read and interpret procedures that can relate to hazards, accidents, health and safety, and
other emergencies
 Read, interpret and understand procedures that are given in the form of instructions,
directions, and diagrams
 Able to determine job requirements from work instructions including policies, procedures,
methods of work, equipment and manuals.
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Element 2:
Read and interpret information about
routine tasks, processes or events
2.1 Identify relevant sources of
information/documentation so that job can be
performed in accordance with the
organisation’s requirements
Introduction
When you undertake a new job, it takes time to familiarise
yourself with it. There are many components to consider: new
co-workers, the management, the facilities, the locations, your
duties, the paperwork it requires, the equipment you must use.
The list is endless. In this element, you will learn how to identity
sources of information in your job that will help you perform
your tasks within the organisation’s requirements. These
sources can be many things: from work instructions and
manuals, to lists of merchandise codes, and legislation. These
sources vary from workplace to workplace, and it is important to
learn how to identify them.
Writing activity
A checklist is an important part of

people’s jobs. Many people,
especially if they are new to a job,
are provided with checklists to help
them complete a task, or create a
checklist themselves. A checklist
simply records the number of duties
to perform, with a box beside each
for you to “check off” when
completed. Think about your job. Is
there any part of it that could use a
checklist? Create one for your job.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
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4. __________________________________________________________________________
5. __________________________________________________________________________
6. __________________________________________________________________________
Matching activity
Match the pictures with the sources of information to the right:
a) 1. safety procedures
b) 2. bar code
c) 3. manufacturer’s instructions
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d) 4. quality control
Writing activity
Read the following scenarios and identify the relevant source of information required in
each circumstance.
1. Sandra is a new employee in the kitchen of a large hotel. There are a lot of
dangerous items of equipment in the kitchen that Sandra is not familiar with. What
source of information should she look for?
2. Win is a receptionist and is getting the bill ready for some clients who are about to
check out. Her notes mention that the clients had several massages and room
service during their stay. She needs to add this to the bill, but is unsure how to
enter it into the computer.
3. Mary works at the gift shop at a hotel. It’s around Christmas and the shop is busy.
She tries to scan a particular item in the store, but it doesn’t work. What does she
need?
4. Julia is a new bartender. Her responsibilities are not only to serve drinks, but to
open and close the bar every night. There are so many things to do during that
time that she can’t always remember. What does she need?
5. Allan is the gardener at a top resort and is always busy keeping the grounds tidy.
His old lawnmower broke down, so the resort purchased a new one. The problem
is, Allan has no idea how it works!
6. Lily works at an upmarket hotel as a receptionist. Some wealthy tourists have just
arrived and they inform Lily that they belong to an elite members club using only
the best hotels. They ask Lily whether her hotel is up to the same standards. How
can Lily prove this?
Speaking activity
Go around the room and ask your fellow students what kinds of information sources they
have found in their workplace. Share information.
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2.2 Identify the purpose of instructions, directions

and/or diagrams for particular jobs
Introduction
Whether you are a server or a cleaner, instructions
in the workplace are very important. They help to
create order and productivity within an industry.
However, if misunderstood, instructions can cause
serious damage to a workplace. In order to clearly
understand instructions, you must first identify the
purpose of them. Only then will you be able to
succeed at fully carrying them out.
Speaking activity
Choose one of the two signs. After preparing, relate to the rest of the class the reason for
the sign. Be sure to include:
 What the sign means

 Who the sign applies to
 Why the sign is there
 What effect the sign will have on internal customers
 What effect the sign will have on external customers
 Where you commonly find this sign
 Where you never find this sign
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Writing activity
In the chart below, interpret the instructions mentioned and complete the chart.
Instruction/Directi
Purpose Effect Commonly found
on/Sign
A stop sign To get all cars to It affects all drivers In busy intersections
stop at the of any kind of with no traffic lights,
intersection, vehicle all over the world
preventing
accidents
An exit sign
Directions on how to
use a microwave
A sign telling you to

wear a safety
helmet
A Caution: slippery
when wet sign
A job specification
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Analysis activity
Read the following information and answer the questions for each scenario:
To all kitchen staff,

Make sure all the lights and machinery are turned off after 11:30 pm. The access code
into the kitchen changes every night, so make sure a staff member is present at 6:00
am every morning to let the waitstaff in.
Sincerely,
Management
Who? __________________________________________________________________________
What? __________________________________________________________________________
When? __________________________________________________________________________
Where? __________________________________________________________________________
Why? __________________________________________________________________________
How? __________________________________________________________________________
Dear Customers,
Please put your tissue in the bins provided to avoid clogging the drains!
From,
The Management Team
Who? __________________________________________________________________________
What? __________________________________________________________________________
When? __________________________________________________________________________
Where? __________________________________________________________________________
Why? __________________________________________________________________________
How? __________________________________________________________________________
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Please keep your personal belongings close to you at all times.
Who? __________________________________________________________________________
What? __________________________________________________________________________
When? __________________________________________________________________________
Where? __________________________________________________________________________
Why? __________________________________________________________________________
How? __________________________________________________________________________
Shallow water, do not dive.
Who? __________________________________________________________________________
What? __________________________________________________________________________
When? __________________________________________________________________________
Where? __________________________________________________________________________
Why? __________________________________________________________________________
How? __________________________________________________________________________
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2.3 Ask questions from appropriate people to gain

additional information and/or to clarify
understanding
Introduction
In any job, no matter if you are a beginner or someone who
has had extensive experience, you will always have
questions. Questions are a natural part of life, and an
important part of completing a job to the best of your ability.
No matter how long you have done a job, no one will
expect you to be perfect or know everything. That’s where
asking the right questions helps. But one thing, however,
that will make you look unprofessional is asking the right
question to the wrong person.
Writing activity
Before the right people are discussed, let us discuss the right question. Read each
scenario and write down the right question for each.
1. Carlos is a new waiter and doesn’t know where to find the forks.
2. Bob has run out of chlorine for the pool. He knows where to buy it, but is unsure if
the resort already has a supplier.
3. Claire can’t remember whether the customer wanted her steak with mushroom
sauce or pepper gravy.
4. George isn’t sure whether the customers in hotel room 205 had two packets of nuts
from the mini bar or not, and it’s time to pay their bill.
5. Maria has worked at the hotel for five days now, but is unsure about payment. She
is on trial for five days, and she doesn’t know if she will be paid for the trial.
6. Sarah has been sent to pick up some tomatoes for the hotel kitchen. She’s not
familiar with this part of town, and lost the directions to the market.
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Appropriate People
There are five different kinds of appropriate people that you may direct any question to.
These include:
 Supervisors and managers
 Colleagues
 Human resource personnel
 Members of the Public
 Clients.
It is important to realize which people are appropriate to a certain kind of question, and
which are not. Just because someone has the ability to answer or respond to a question
does not mean they are the correct person to ask. Sometimes, asking a question to an
inappropriate person will cause the person to question you and your professionalism.
Sometimes it is a waste of time – yours and the person you have asked. But asking the
right question to the right person is a situation where everybody wins.
Critical thinking activity
Read through the following scenarios. Why were these people inappropriate people to
ask?
1. Carlos is a new waiter and doesn’t know where the find the forks. He calls up the
Human Resources Company where he got the job, and asks to speak to Mrs.
Smith, who hired him. “Do you know where the forks are?” he asked her. Mrs.
Smith is very annoyed, because she doesn’t know where the forks are in the hotel,
and she is in the middle of a meeting.
2. Bob has run out of chlorine for the pool. He knows where to buy it, but is unsure if
the resort already has a supplier. He decides to ask Pepe, the groundsman if he
knows. But Pepe doesn’t know, and continues mowing the grass.
3. Claire can’t remember whether the customer wanted her steak with mushroom
sauce or pepper gravy. She really wants to know, because they are getting
impatient for their dinner. “Do you remember what sauces they wanted?” she asks
her manager desperately. Her manager shakes his head and wonders why they
ever hired Claire.
4. George isn’t sure whether the customers in hotel room 205 had two packets of nuts
from the mini bar or not, and it’s time to pay their bill. He goes down to the pool to
see Carlos, because Carlos had mentioned earlier that the customers liked to eat
nuts in the pool area. “Did they have two packets of nuts or two?” asks George.
“How should I know?” replies Carlos. “That’s not my job.”
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5. Maria has worked at the hotel for five days now, but is unsure about payment. She
is on trial for five days, and she doesn’t know if she will be paid for the trial. She
finds the hotel manager on her break. Although she hasn’t met the hotel manager
yet, only her direct supervisor, Maria isn’t shy. “Excuse me, Sir,” she says,
approaching the manager, “but do I get paid for these last five days or not?” The
hotel manager frowns at her, and thinks she is very rude and also very greedy.
6. Sarah has been sent to pick up some tomatoes for the hotel kitchen. She’s not
familiar with this part of town, and lost the directions to the market. She gets out her
mobile phone and calls her boss. Her boss gives her the directions again, but
begins to think that Sarah is too flighty and forgetful.
Critical thinking activity
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________
6. __________________________________________________________________________
Group activity
Think of a standard question you have asked/can imagine asking in a work environment.
Divide the class up, so that your group consists of you and five students each
representing a type of people: supervisors/managers, co-workers, colleagues, human
resource personnel, clients and members of the public.
Ask the question to each, and have each student answering exactly as they imagine the
type of person they represent would respond.
Who was the best person to ask?
Trade roles and ask more questions.
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2.4 Read and interpret relevant details from

instructions, directions and/or diagrams for
Introduction
In every job, you will receive instructions and directions, sometimes in written and other
times in spoken format. No matter how they are received, it is important to pick out and
determine the relevant details of each instruction. Usually, you will be given a lot of
information to complete the task, and not all of it will be useful. Some of it will be filler,
some will be background information or references to how things were done in the past.
Regardless, you must be skilled to determine the relevant information from any set of
instructions.
Skim Reading
Skim reading is a technique that must be practiced
before it is useful. It is beneficial to skim read when
you have a lot of material and not a lot of time. Many
people use skim reading when they are reading the
newspaper – they skim the article quickly looking for
basic facts and information to get the gist of a text.
There are many strategies that can be used when
skimming. Some people read the first and last paragraphs using headings, summarizes
and other organizers as they move down the page or screen. You might read the title,
subtitles, subheading, and illustrations. Consider reading the first sentence of each
paragraph. This technique is useful when you're seeking specific information rather than
reading for comprehension. Skimming works well to find dates, names, and places. It
might be used to review graphs, tables, and charts.
Reading activity
Find a long article in either a newspaper or a magazine. Skim read it and tell the class
what you have learned about the article.
Scanning
Scanning is usually used when you have a question or something specific to look for.
Scanning is what you do when you are looking for a name in a phone book or a word in
the dictionary. Scanning is to search for keywords or ideas. It’s best to use scanning when
you already know what you are looking for, because you are concentrating on finding a
certain answer already. Usually, people skim a document first, determine that it is what
they are looking for, then scan it for further specific details or information.
Usually, when we scan, we move our eyes quickly down a page looking for keywords. A
lot of information can be found beside numbers, letters, steps, or the words first, second,
etc, or next. Information is usually found where there are bold letters, italics, different font
sizes or colours
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Reading activity
Use the same article that you read in Reading Activity 1. Scan it. What different
information did you pick up from scanning than skimming?
Reading activity
Read the following email and note in bold all the relevant details.
Dear Victor (victor@hotelmail.com)

Today you are responsible for add-on sales at the restaurant. You will have noticed
that in the last month, we are down a third on our overall profit of our restaurant. So, to
add to your responsibilities, I am asking you to persuade customers to purchase add-
on sales. I’m sure you know how it’s done due to your extensive training. Smile and ask
them if they want dessert, or a certain wine, perhaps something to take home with
them later. Remember we have macaroons and homemade gelato this week as the
specials. Also, try to get them to order starters, not only garlic bread. We have more
expensive starters like the oysters that really sell if promoted. I won’t be in tonight so
make sure you tell all the other wait staff.
Sincerely,
Mrs Smith (Helen@hotelmail.com)
Read through all the bold words. Notice how the words in bold contain all the relevant
details and necessary instructions for Victor.
_____________________________________________________________________________
_____________________________________________________________________________
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Reading activity
Now, read the other examples and highlight all the necessary instructions using the skim
reading or and scanning technique.
Dear Hotel Manager,

It pains me to inform you that your bill has not been paid for these past three months. On
the first of each month, as you well know, St. Grove Winery sends you six cases of white
chardonnay. This has not been paid, and if it is not paid within 2 weeks, we have no
choice but to end our business relationship until we are repaid.
Please refer to the enclosed invoice:
1 x case of 12 St Grove Chardonnay $100.00
6 x case of 12 St Grove Chardonnay $600.00
1 x 6 cases of 12 St Grove Chardonnay $1800.00
GRAND TOTAL $2500
Please pay as soon as you are able.
Sincerely yours,
St Grove Winery Accounts Division
Dear Miss Watson (e.watson@hotelmail.com)

I am saddened to hear about your issues with our employee and your manager, Mr
Frederick Jones. We have noted all the relevant details about your argument with him,
and the issues leading up to it. We have interviewed Mr Jones about the incident,
however, his version of events does not match yours in any way.
I’m afraid that now we have no choice but to refer to company procedure for dispute
reconciliation. Please go to our staff resource room and pick up a Dispute Complaint form
from Suzy, the file keeper. Fill it out and email it back to me. We have asked Mr Jones to
do the same.
Next, we must have a meeting with myself and the Counsellor on duty. You and Mr Jones
must be there to present your sides to us.
If we can’t find any resolution to this problem, company policy states we must find an
unbiased third party to decide on the best course of action. Of course, if you feel more
comfortable handling this outside of our workforce, say with the police, you have the
freedom to do that. But I understand you want to keep your job and are refraining from
that course of action.
Should you have any questions, please feel free to email me.
Sincerely yours
Margaret McArthur, CEO
(m.mcarthur@hotelmail.com)
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Work Projects
2.1 In your workplace, locate as many sources of information or documentation that you
can. Have you used any to help you in your job? Are there any you have simply
overlooked? Make a list.
2.2. Think about, or locate five traffic or road signs. Think about each and answer the
questions – what is their purpose? What is their effect? Where can they be
commonly found?
2.3. Think about three questions you have previously asked, or would like to ask, within
your workplace. Who would be the most appropriate person to ask and why? Who
would be the most inappropriate person to ask the why?
2.4. Find an article you have never read before from any source:
 Skim and/or scan the article

 Highlight all the keywords
 Write a short synopsis containing the key facts of the article.
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Summary
Read and interpret information about routine tasks, processes or events
Having completed this element, I am able to:

 Identify relevant sources of information and documentation in my workplace, in order to help
me complete my job with more accuracy and efficiency
 Identify the purpose of instructions, directions and diagrams to apply them to my particular job
to enable me to understand and perform better
 Ask the right question in the right circumstances to appropriate people and knowing the
difference between them
 Know who not to ask and why
 Scan or skim read any kind of information and establish the relevant details in a concise and
efficient way.
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Element 3:
Receive and respond to basic
instructions and directions
3.1 Receive, clarify and assess requirements of
instructions and/or directions in accordance
with organisational policies and procedures
Introduction
In many circumstances, the more seniority you have, the more responsibilities you have.
The mark of a good employee, and a good future manager, is the way they can handle
many responsibilities with little or no glitches or mistakes. It also helps to complete
assigned tasks in orderly and rapid rates.
In several circumstances, you will be given
instructions. Sometimes, these instructions will not
be specifically for you, but for a group of people.
You must be able to gather from the information:
a) Your role in the directions
b) Exactly what task you will be performing and
c) What tools you need and what preparation you
must do to complete the task.
Reading activity
Melissa is the manager of the Hotel Restaurant. Today, she received the following email
from her boss, Mrs Smith.
Dear Melissa, (Melissa@hotelmail.com)

Remember the Italian Club dinner we were hosting next week? Well, now the clients say
many can’t make it next week, so it is going to be tonight!! You have 12 hours to pull
together this event, Melissa. That means getting all that food ready, calling our suppliers,
setting up the decorations. Make sure all the staff are on board! As you know, I am on
holiday in Ibiza and our CEO just interrupted my holiday to tell me this!
I really hope you manage to pull this off, Melissa – or it’s my job on the line. I’m signing
off now and won’t be online for the rest of the day, but I expect a full report tomorrow!
Good luck,
Mrs Smith (Helen@hotelmail.com)
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Writing activity
Answer the following questions.
1. What is the crisis in this email?
2. What is Melissa’s role in this situation?
3. Exactly which tasks will Melissa herself be undertaking?
4. Which tasks will she pass on to others?
5. What tools, preparation or equipment must she use to complete this?
Speaking activity
Look at the detailed checklist of all Melissa’s activities to do before the Italian Club
Dinner. Which responsibilities can be delegated to other staff?
Melissa’s Checklist
 Call all the staff and get them to the restaurant ASAP
 Set the tables with the white tableclothes
 Polish the silver and lay the cutlery
 Call the suppliers and ask them for the Italian Club Dinner goods to be delivered
ASAP
 Cook all the dishes
 Prepare the desserts
 Get all the decorations out of storage and decorate the restaurant
 Create the menus and print them out
 Get the wine out of the cellars and place in the bar
 Stock the bar with Italian alcohol
 Talk to the staff about how to serve the guests tonight and other details about the
party
 Prepare the bill in advance
 Get the staff into formal uniform before first guests arrive.
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Reading activity
Pedro is a handyman at the hotel. This morning, a letter arrived in the staff room for all
the gardeners, handymen and outdoor workers of the hotel. The outdoor workers are
used to being their own bosses, and only report to the CEO.
Hi guys!
Today is the day of the big celebrity wedding we’ve all been waiting for! As you know, the
hotel has been so busy in every aspect getting ready for this big occasion.
Today, you must:
 Make sure all the gardens are immaculate – every bush trimmed, grass cut and
watered
 Clean the pool and the poolside furniture/equipment
 Inspect all outdoor furniture for damage and repair when necessary
 Bring all 500 chairs from the dining room out to the lawn
 Inspect every chair and repair when necessary
 Check all lighting in and out of the hotel and install new light bulbs
 Oil the door hinges in the lobby area
 Prepare the buffet table outdoors
 Dismantle the overhead pool covering
 Set up the three bridal tents in the lawn.
Thanks,
Margaret McArthur
Exactly which tasks is Pedro accountable for?
______________________________________________________________________________
______________________________________________________________________________
Who will perform the other tasks?
______________________________________________________________________________
______________________________________________________________________________
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Writing activity
Create a checklist for Pedro including all the tasks, specific to himself, that he must
complete.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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3.2 Question and confirm assignment instructions

and/or directions if necessary
Introduction
As well as knowing how to ask the right questions to the
appropriate people, it is also important to question
documents and instructions themselves in order to create
more understanding of your task for yourself. Sometimes,
skimming or scanning a document is not enough to reach
understanding, and it becomes necessary for us to question
and confirm details for ourselves.
Case study
Julie is a receptionist at the hotel. She has struck up a professional relationship with Mrs.
White, who is a VIP staying in the President’s Suite. Julie sometimes runs errands for
her. This morning, she found a note at the reception desk.
Good morning Julie!

The Gala Ball is on tonight at the Regency Hotel. I want to wear the red Christian Dior
gown in the closet, but it has a tear in the right armpit and badly needs dry cleaning.
Could you please take it to a seamstress and then on to the dry cleaner?
My makeup and hair lady comes at 4:00 pm, and I want to leave by 6:00 pm.
Thank you,
Mrs. White
Study the following chart to determine details of the assignment instructions,
WHO WHAT WHEN WHERE WHY HOW

The client The task Deadline Task is to be Reason for Plan to
accomplished task undertake
task
Mrs. White Red gown: By 5:30 President’s Gala Ball at Give to Mrs
mended pm at the Suite the Low
(right armpit), latest Regency (seamstress)
dry cleaned Hotel at 10 am.
Deliver to dry
cleaners at
1:00 pm to
be picked up
by 4:00 pm.
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Writing activity
Read the following notice and fill out the chart below in a similar fashion that you saw in
the case study.
OFFICE MEMO
Dear Market Research Team,
As you know, I am compiling a full report on the customer satisfaction level of our Hotel to
give to the CEO, Margaret McArthur next Monday morning. This report is the most
important thing our department turns over every year.
Your task is to collect the questionnaire forms from reception and compile all the
information into a database which needs to be on the server by this Tuesday, 7:00 pm.
Additionally, I need you to survey at least 5 current clients who are staying at the hotel.
Remember the procedure: gently ask them to participate in the survey, and record their
answers promptly. Remember to choose from various people groups.
I need those surveys collated on Mr Surgeon’s desk for him to enter into the database.
Make sure they are there at 5:00 pm Thursday night at the latest.
Let’s all work together on this!
Marketing Manager
WHO WHAT WHEN WHERE WHY HOW

The client The task Deadline Task is to be Reason for Plan to
accomplished task undertake
task
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Writing activity
Read the following procedure.
PROCEDURE FOR CLOSING THE RESTAURANT

1. Clear all tables
2. Ensure all dishes and cutlery are washed and put away
3. Place dirty linens in the laundry room
4. Count out the bills
5. Be sure the money in the bills conforms with the value of the cash in the register and
credit card slips
6. Subtract tips and divide
7. Leave a flat $300 in change in the register and lock
8. Switch off all equipment – coffee maker, dishwasher, lanterns
9. Turn off lights
10. Double bolt door
11. Return keys to reception by 11:20 pm
1. Highlight in the above procedure the following information.
Who __________________________________________________________________________
What __________________________________________________________________________
When __________________________________________________________________________
Where __________________________________________________________________________
Why __________________________________________________________________________
How __________________________________________________________________________
2. Create a checklist for a waitress on duty that night.
__________________________________________________________________________
__________________________________________________________________________
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Writing activity
3. Compare your checklist with your classmates. Are they the same?
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3.3 Comply with directions and or instructions

within designated timelines
Introduction
Once you have determined and confirmed your
assignment instruction, asked questions and
determined all necessary information, the very next
step is to complete your task by the due date. Many
duties have timelines, whether they are a mundane,
daily duty that must be performed by 9:00 am every
day, or a specialised assignment with a variety of
finishing times. It’s wonderful to complete all your
tasks by their deadlines, but did you know there is a
special formula for doing this? It’s called time
management.
Time Management
Time management is a technique used by many professionals around the world as a key
to completing their tasks in a timely and organised fashion. Time management is simply
managing your time using these elements:
 Prioritising
 Scheduling
 Concentration and Focus
 Self Motivation.
Prioritising
Prioritising is the essential skill used to make the very best use of your own efforts and
those of your team. It's also a skill that you need to create calmness and space in your life
so that you can focus your energy and attention on the things that really matter.
It is particularly important when time is limited and there are many demands upon your
time. It helps you to allocate your time where it is most needed and most wisely spent,
freeing you from less important tasks that can be attended to later, or assigned to
someone else.
With good prioritisation you can bring order to chaos, massively reduce stress, and move
towards successfully completing your tasks.
It is essential that prioritisation is your very first step. Brainstorm and make a list of your
duties. Which need to be done urgently? Which can take time? Which can you delegate to
someone else? It also helps to make a list of goals at this initial stage. If you have a week,
make a list of what you’d like to be finished by that time. In the mornings, create goals for
what you’d like to accomplish by the end of the working day. You will be surprised how
much it helps.
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Scheduling
Scheduling is the process by which you look at the time available to you, and plan how
you will use it to achieve the goals you have identified. By using a schedule properly, you
can:
 Understand what you can realistically achieve with your time
 Plan to make the best use of the time available
 Leave enough time for things you absolutely must do
 Preserve contingency time to handle 'the unexpected'
 Minimize stress by avoiding over-commitment to yourself and others.
Good scheduling tools include calendars and diaries marked by the hour. Even if you do
not finish something by the exact time you had scheduled, don’t be discouraged! Look at
what you have already accomplished, and schedule a time for later in the day to complete
your task.
Concentration and Focus
Not everyone loves their job. And for those that do, it’s guaranteed that you won’t love
every single element of it. In all of our jobs, there are tasks that we undertake with more
enthusiasm and concentration, because we enjoy them. And there are others, that we
procrastinate and hesitate over, because they are a chore. Learning to improve your
focus will really help to complete tasks that are less than desirable.
There are some simple steps toward this: make sure you’re comfortable in your working
environment. If you work on a computer or at a desk, be sure the furniture supports your
back. Close down all social applications and chat programs on your computer. Walk
around every 45 minutes and breathe. It also helps to keep hydrated and set small goals
e.g.: “When I finish this paper, I’ll have my favourite dish for lunch.”
Be sure to focus on one task at a time – don’t juggle or multi-task, as that brings havoc to
your concentration. Pay attention to when you are most alert – is it the morning time when
you’ve just had coffee? Tackle your most difficult tasks then. Take many short breaks and
don’t stop until the task is complete.
Self Motivation
There are essentially two types of motivation:
 Intrinsic motivation – This is when you are motivated by internal factors to meet your
own personal needs. Most hobbies and leisure activities are based on intrinsic
motivation. We do them because we enjoy them, not because we have to
 Extrinsic motivation – This is when you are motivated by external factors that are
given or controlled by others, for example, by salary or by praise. Our jobs are usually
based on extrinsic motivation, although there will be some intrinsic motivation involved
if you enjoy aspects of what you do.
As most jobs utilize extrinsic motivation, before you begin an unpleasant task, remind
yourself of your goals. Why did you take this job? What do you love about it? Where do
you see yourself professionally in five years? Then realise that completing this very task
will help you on the way to your goals, and it won’t seem so difficult after all.
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Analytical activity
Analyse yourself and answer the following questions.
1. How much do you love your job? Rate out of ten.
2. Where do you see yourself in five years? In ten?
3. Is the percentage of enjoyable tasks in your job greater than the unenjoyable
tasks? If so, by how much?
4. Prioritise the eight most important things in your life right now.
5. Do you have a daily schedule?
6. What helps you concentrate? What distracts you?
7. What kind of things motivate you?
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3.4 Obtain feedback after instructions and/or

directions have been complied with
Introduction
In any given job and in every industry, you are given
feedback. Feedback is a response from people –
professionals, colleagues, management, peers etc. – about
how good you are at the job that you do. Sometimes it’s
difficult to accept feedback. Praise is wonderful and
everyone loves that, but often there is room for
improvement, some unsatisfactory opinions, and
occasionally, you can be told that your work is
disappointing.
All feedback should be handled appropriately and with high
levels of professionalism and humility. If you get excellent
feedback, don’t gloat to your co-workers about it, just know
you’re doing a great job. If there is room for improvement,
don’t get resentful: take notes and work on your weak areas
until they are up to par. And if you receive a disappointing
review, don’t be angry, hurt or give up. Keep on trying.
There are two types of feedback: formal and informal.
Formal feedback includes:
 360 degree assessment
 Customer satisfaction surveys/forms
 Team evaluations
 Performance reviews/appraisals
 Workplace assessment.
Informal feedback covers:
 Critical incident reviews
 Impromptu questioning of customers to obtain view of products and/or service
provided
 Chance discussions with customers
 Coaching and mentoring
 Seeking the opinions of others
 Comments from supervisors, colleagues or clients
 Personal, reflective behaviour strategies.
Formal Feedback
The following kinds of feedback are labelled as formal because they are often presented
in written form. They are also stored and filed away for long periods of time, a long
indicator of you and your performance.
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54 Trainee Manual
Type of Feedback Definition
360-degree assessment A complete and circular assessment of your skills performed by

your managers, peers and even yourself. This can include
evaluations from clients and suppliers. Designed to give an overall
and complete impression of your work.
Customer satisfaction Reviews of a service, or your workplace coming directly from the
surveys/forms customer. This may not be an accurate opinion of your work
personally, but rather an overview of the individual’s personal
experience.
Team evaluations Review of your work as a team. This may be performed by the head
of your department, or manager of organisation. Does not directly
review your work, but your entire team as a whole.
Performance This may be done as often as monthly, or as infrequently as once

reviews/appraisals per annum. A concise and personal analysis of your performance
by a superior.
Workplace assessment A gathering and judgement of the work processes done by your
team, usually by an outsourced company. This is necessary to
judge whether your workforce is on par with certain policies and
standards.
Informal Feedback
Informal feedback is often spoken not written and is open to interpretation. It is the most
common kind of feedback, and if you pay attention, you’ll find you receive it daily.
Critical incident reviews Usually reviews about certain behavioural or disciplinary acts within
the workplace. Although they do not give you an accurate review of
the job you perform, they give a good idea of how you stand with
your team members and superiors.
Impromptu questioning of This is where the employee asks specific, yet friendly questions
customers from the customers when engaged in conversation. Their replies of
whether they enjoyed their meal, or their stay help to encourage you
that you are doing well.
Chance discussion with This happens by chance – when you are deep in conversation with
customers a customer, or when a customer approaches you to discuss some
element of your workplace.
Coaching and mentoring Many workplaces have coaching seminars that focus on certain
skills to help you improve. Others have a mentoring service, where
an employee who is more experienced or higher up the professional
ladder than you takes you in their stride and encourages you, often
giving you helpful tips and advice.
Seeking the opinions of This is a wonderful, peer-driven way to get quick analysis of your
others performance.
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Trainee Manual 55
Comments from supervisors, These are frequent and should be written down for further
colleagues or clients reference. Is there an underlying theme to the comments? Are they
saying more or less the same thing?
Personal, reflective Think about the way you do your job and try to see yourself through
behaviour strategies a stranger’s eyes. Is it a positive reaction, so-so, or negative? Try
adjusting your behaviour – maybe be cheerier, or more attentive.
Maybe practice being more outgoing, or in some cases, less.
Personal reflection will help you improve a lot.
Speaking activity
Read and answer the following questions.
1. What kind of feedback do you most commonly receive?
2. What kind of feedback are you most comfortable with?
3. What kind of feedback are you least comfortable with?
4. What’s the best feedback you have ever had?
5. How did you deal with it?
6. What’s the worst feedback you have ever had?
7. How did you deal with it?
8. Do you ever practice personal reflection? Does it help?
9. Have you ever had to give feedback before? What did you say?
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56 Trainee Manual
Work Projects
3.1 Think about a difficult work task you need to accomplish. Create a checklist.
3.2. Read a newspaper article. Make notes of “Who”, “What”, “When”, “Where”, “Why”,
and “How” Next, find an office email or a memo and do the same.
3.3. Create a list of goals for your lifetime. For every life goal, create a series of smaller
goals to help you reach that step. For example, if your goal is to be the manager of
the food industry at a hotel, your goals could look like this:
 Life goal: Manager of Hotel Food Industry

 5 year goal: Complete Master of Business Degree
 1 year goal: Get promoted to restaurant supervisor
 1 week goal: Volunteer to supervise night duty
 1 day goal: Meet with current Manager of Food Industry to discuss volunteering.
3.4. Sit down in a quiet setting. Think about your job. Then, write yourself a formal
review, as if it came from your supervisor. What things could you improve on?
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Trainee Manual 57
Summary
Receive and respond to basic instructions and directions
After completing element three, I am able to:

 Receive, clarify and assess requirements of instructions and/or directions in accordance with
organisational policies and procedures
 Question and confirm assignment instructions and/or directions using Who, What, When,
Where, Why and How to guide me
 Understand and begin to utilise the components of time management
 Know and understand all kinds of feedback, from formal to informal, and the ways in which
they can benefit me.
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58 Trainee Manual
Presentation of written work

1. Introduction
It is important for students to present carefully prepared written work. Written presentation
in industry must be professional in appearance and accurate in content. If students
develop good writing skills whilst studying, they are able to easily transfer those skills to
the workplace.
2. Style
Students should write in a style that is simple and concise. Short sentences
and paragraphs are easier to read and understand. It helps to write a plan
and at least one draft of the written work so that the final product will be
well organized. The points presented will then follow a logical sequence
and be relevant. Students should frequently refer to the question asked, to
keep ‘on track’. Teachers recognize and are critical of work that does not
answer the question, or is ‘padded’ with irrelevant material. In summary,
remember to:
 Plan ahead
 Be clear and concise
 Answer the question
 Proofread the final draft.
3. Presenting Written Work

Types of written work
Students may be asked to write:
 Short and long reports
 Essays
 Records of interviews
 Questionnaires
 Business letters
 Resumes.
Format
All written work should be presented on A4 paper, single-sided with a left-hand margin. If
work is word-processed, one-and-a-half or double spacing should be used. Handwritten
work must be legible and should also be well spaced to allow for ease of reading. New
paragraphs should not be indented but should be separated by a space. Pages must be
numbered. If headings are also to be numbered, students should use a logical and
sequential system of numbering.
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Trainee Manual 59
Cover Sheet
All written work should be submitted with a cover sheet stapled to the front that contains:
 The student’s name and student number
 The name of the class/unit
 The due date of the work
 The title of the work
 The teacher’s name
 A signed declaration that the work does not involve plagiarism.
Keeping a Copy
Students must keep a copy of the written work in case it is lost. This rarely happens but it
can be disastrous if a copy has not been kept.
Inclusive language
This means language that includes every section of the population. For instance, if a
student were to write ‘A nurse is responsible for the patients in her care at all times’ it
would be implying that all nurses are female and would be excluding male nurses.
Examples of appropriate language are shown on the right:
Mankind Humankind
Barman/maid Bar attendant
Host/hostess Host
Waiter/waitress Waiter or waiting staff
© ASEAN 2013
60 Trainee Manual
Recommended reading
Recommended reading
Brown, J. (2009); Self-regulatory strategies and agency in self-instructed language
learning: A situated view; Modern Language Journal 93(4), 570-583
Brown, R. (2008); Strategy matters: Comprehension instruction for older youth; In K. A.
Hinchman, H. K. Sheridan-Thomas, D. E. Alvermann, (Eds.), Best practices in literacy
instruction, (pp. 114-131). New York, N.Y. – The Guilford Press
Kern, R. & Schultz, J. M. (2005); Beyond orality: investigating literacy and the literary in
second and foreign language instruction; The Modern Language Journal, 89(3), p381-392
Krashen, S. D. (1981); Second Language Acquisition and Second Language Learning.
Retrieved from: http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html.
Lightbown, P. M., & Spada, N. (2006); Explaining second language learning. In How
languages are learned; Oxford: Oxford University Press
Milner, H. R. (2010); A diversity and opportunity gaps explanatory framework. In Start
where you are, but don’t stay there: Understanding diversity, opportunity gaps, and
teaching in today’s classrooms; Cambridge: Harvard University Press
Mitchell, R., & Myles, F. (2004); Second language learning theories (2nd ed.); London:
Hodder Education
Murphy, J. (2003); Pronunciation. In D. Nunan (Ed.), Practical English language teaching
(pp. 111-128); New York: McGraw Hill
Vacca, R. T., Vacca, J. L., & Mraz, M. (2011); Content area reading: Literacy and learning
across the curriculum (10th ed.); Boston: Pearson
In addition
The following is sourced from ‘Trove: National Library of Australia’ at

http://trove.nla.gov.au/.
Carnine, Douglas 2010, Direct instruction reading, 5th ed, Merill Prentice Hall, Upper
Saddle River, N.J.
Fisher, Douglas, 1965- 2015, 50 instructional routines to develop content literacy, Third
edition, Upper Saddle River Pearson
Moore, Kenneth D 2015, Effective instructional strategies: from theory to practice, Fourth
editon, Thousand Oaks, CA Sage Publications
© ASEAN 2013
Trainee Manual 61
Recommended reading
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62 Trainee Manual
Trainee evaluation sheet

The following statements are about the competency you have just completed.
Don’t Do Not Does Not

Please tick the appropriate box Agree
Know Agree Apply
There was too much in this competency

to cover without rushing.
Most of the competency seemed relevant

to me.
The competency was at the right level for

me.
I got enough help from my trainer.
The amount of activities was sufficient.
The competency allowed me to use my

own initiative.
My training was well-organized.
My trainer had time to answer my

questions.
I understood how I was going to be

assessed.
I was given enough time to practice.
My trainer feedback was useful.
Enough equipment was available and it

worked well.
The activities were too hard for me.
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Trainee Manual 63
The best things about this unit were:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
The worst things about this unit were:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
The things you should change in this unit are:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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64 Trainee Manual
Trainee self-assessment checklist

As an indicator to your Trainer/Assessor of your readiness for assessment in this unit
please complete the following and hand to your Trainer/Assessor.
Yes No*
Read and interpret job specifications from internal and external

1.1
customers
1.3 Read and interpret basic instructions, directions and/or diagrams
1.4 Read and interpret work instructions to determine job requirements
Identify relevant sources of information/documentation so that job can

2.1
be performed in accordance with the organisation’s requirements
Identify the purpose of instructions, directions and/or diagrams for

2.2
particular jobs
Ask questions from appropriate people to gain additional information

2.3
and/or to clarify understanding
Read and interpret relevant details from instructions, directions and/or

2.4
diagrams for application to particular jobs
Receive, clarify and assess requirements of instructions and/or

3.1
directions in accordance with organisational policies and procedures
Question and confirm assignment instructions and/or directions if

3.2
necessary
3.3 Comply with directions and or instructions within designated timelines
Obtain feedback after instructions and/or directions have been complied

3.4
with
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Trainee Manual 65
Statement by Trainee:
I believe I am ready to be assessed on the following as indicated above:
Signed: _____________________________ Date: ____________
Note:
For all boxes where a No* is ticked, please provide details of the extra steps or work you
need to do to become ready for assessment.
© ASEAN 2013
66 Trainee Manual

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Read and interpret basic instructions,

directions and/or diagrams

William Angliss Institute of TAFE

Project Director: Wayne Crosbie

File name: TM_Read_&_interpret_basic_instructions_refined

Introduction to trainee manual........................................................................................... 1

Assessment matrix ........................................................................................................... 5

Element 1: Prepare for work ............................................................................................. 9

Element 3: Receive and respond to basic instructions and directions ............................. 43

Presentation of written work ............................................................................................ 59

Trainee evaluation sheet ................................................................................................. 63

Trainee self-assessment checklist .................................................................................. 65

Introduction to trainee manual

Element 1: Prepare for work

Element 2: Read and interpret information about routine tasks,

Element 3: Receive and respond to basic instructions and

Work Written Oral

Element 1: Prepare for work

1.1 Read and interpret job specifications from 1.1 1, 2, 3 1, 2

1.2 Read and interpret procedures 1.2 4, 5, 6 3, 4

1.3 Read and interpret basic instructions, directions 1.3 7, 8 5

1.4 Read and interpret work instructions to 1.4 9, 10, 11 6, 7

2.1 Identify relevant sources of 2.1 12, 13, 14 8, 9

2.2 Identify the purpose of instructions, directions 2.2 15, 16 10, 11

Work Written Oral

Element 3: Receive and respond to basic instructions and directions

3.1 Receive, clarify and assess requirements of 3.1 23, 24 16

Analyse Discover or reveal something through examination.

Confidential Intended to be kept secret: "confidential information".

Designate Appoint someone to a specified position.

Evacuation The action of evacuating a person or a place.

Extensive Large in amount or scale.

Immaculate Free from flaws or mistakes; perfect.

Translate orally the words of another person speaking a

Establish a working relationship, typically in order to

Manufacturer A business engaged in manufacturing some product.

Merchandise Goods to be bought and sold.

Failure to use reasonable care, resulting in damage or injury

Notify Give notice of or report something formally or officially.

Procedure A series of actions conducted in a certain order or manner.

The quality of being productive or having the power to

Professionalism The competence or skill expected of a professional.

Likely to happen at a future date; concerned with or applying

Relevant Closely connected or appropriate to the matter at hand.

A detailed description of the design and materials used to

A plan of action or policy designed to achieve a major or

Substitute Use or add in place of.

Components of a Job Specification

Look at the following list of desired attributes and read aloud.

 Bachelor degree preferred

Now, group each attribute into a specific heading:

3. Required skills, knowledge and characteristics

4. Overview of Job Duties.

Take a guess: What position is this job specification for?

 Must be a graduate of any 2 – 4 year course