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LICENSED FOR USE BY SHEPPARTON HIGH SCHOOLWORK RELATED SKILLS- SENIOR 1. STUDENT WORK BOOK (MASTER)

Written by Michael Carolan Copyright© 2008 DELIVER Educational Consulting and its licensors. All rights reserved.

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5.13 EFFECTIVE PROBLEM-SOLVINGProblem-solving

There are 4 key steps to overcoming and solving problems.1. Identify the problem.2. Work out why it is happening3. Come up with a range of possible solutions.4. Choose and manage the most suitable solution.

1. Identify the problem Clearly identify what the probl

really is. Write this problem in as short a

sharp a sentence as possible.

2. Analyse the causes/facts Work out what and who is

causing the problem. Focus on the issues that you c

control. Consider secondary or ‘be-

causes’ (i.e. I miss deadlines... because I don’t use a diary!)

Consider the 80/20 rule (ask your teacher or see Unit 2).

Try to list 3-6 main reasons.

3. Suggest some solutions Come up with three to six

possible solutions to help sol this problem.

Rank these based on how likthey are to deal with the problem.

Pick solutions that tackle more than one “side” of a problem.

I am spending too much money on my mobile phone

bill.

I make about 20 calls a day. I send about 30-50 texts a day. My plan has a peak hours cap

but I exceed it. I often download new music and

other offers and send photos.If I’m not doing anything specific then I will ring or text someone.

My phone is nearly always with me wherever I go.

I often have nothing really to say.

Limit & record the number of calls and texts each day...2

Limit my special downloads to one per fortnight...3

vestigate a strict cap or prepaid an when my contract

expires...5ill use my left hand for txtn so

thatI’m not just txtn out of

habit...6 I will not carry my phone in my

hand unless absolutely necessary...1

I’m going to talk with our counsellor about mobile phone addiction...4

4. Manage the chosen solution Pick the solution(s) over which

you have most control. Pick the solution(s) which will go

the furthest to solving the probl Plan smaller behavioural cha

as part of this solution.

Make sure that you change your behaviour to stop the problem from happening again.

I’ll keep a daily diary of my usage, and make sure that I meet weekly averages and $’s spent.I’ll ask my friends to cut down the

calls, we’re wasting so much time anyway.

I’ll check that I am not playing with my phone whenever I’m bored....I’ll count to 10.

84LICENSED FOR USE BY SHEPPARTON HIGH SCHOOLWORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK (MASTER)

Written by Michael Carolan Copyright © 2008 DELIVER Educational Consulting and its licensors. All rights reserved.

WSpe1.2.3.4.5.6.7.

EFFECTIVE PROBLEM-SOLVING 5.14

IASM problem-solving C

Use the IASM problem-solving process to solve a problem in relation to you being ready willing and able to use an item of workplace technology safely and efficiently.

1. Identify the problem

2. Analyse the causes/facts

3. Suggest some solutions

4. Manage the chosen solution

RS:S1cific Generic

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5.15 EFFECTIVE USE OF TECHNOLOGYWorkplace technology

The modern workplace is becoming increasingly more capital-intensive.

This means that many work tasks that used to be performed by human labour have been replaced by machines, robotics, hydraulics, ICT devices, automated processes and so on. In essence, businesses introduce capital-intensive production processes because they save time (and thereforemoney) and are often more accurate, and if used properly, safer.

Although this has led to some jobs becoming less demanding physically, it has meant that workers need to be more skilled and better trained at using and operating machinery and sophisticated technology properly. e.g. Consider a manual ditch-digger versus a Bobcat operator, a potato peeler and slicer (a kitchenhand) versus a potato peeler and slicer (a machine) and a message courier versus texting, e-mail, faxes and so.

SOME IMPACTS OF TECHNOLOGY ON WORKPLACES

Fasterand more accurate mass manipulation of data and

information. Software programs, databases and computer networks have replaced many clerical tasks and have led to job redesign for

remaining clerical employees.

Faster,safer and more accurate

replacement of physical and manual labour. Uses machinery,

tools, equipment, robotics, industrial technology to carry out manual

tasks.

Redesignof how manual tasks are

carried out. A labourer has to become more skilled to operate machinery,

tools and equipment.

Technologyhas increased speed and efficiency of transport, communication, trade and commerce. This has meant better all-round economic prosperity, creating

job opportunities in successfulindustries.

New communications

technologies have made some jobs almost redundant such as messengers and have redesigned others such as

receptionists, couriers, etc..

Technologyhas replaced many

service workers in retail, banking, hospitality and industries where

electronic transactions are used. Use of the internet and e-commerce is poised

to replace many lowe r -level clerical and service

With theshift towards compute r - controlled manufacturing workers must learn

how to control the systems that control the manual process.

They become information managers.

Technology hascreated new employment in occupations to design,

install, repair and service these technologies. Occupations such as IT manager, computer programmer, computer technician, web designer

and so on are relatively modern occupations.



WSpe1.2.3.4.5.6.7.

EFFECTIVE USE OF TECHNOLOGY 5.16

Assessment task - Workplace technology 3

1. Complete the following safety audit of an item(s) of workplace technology from a workplace you are familiar with. (Your teacher will inform you how many to do.)

2. Demonstrate that you can safely use this item of technology, under appropriate supervision. (See next page as well.)

Workplace: Date:

Item of equipment: Location:

Job title(s) of employee(s) usually using equipment: Supervisor responsible for item:

Training/licensing required prior to use: Personal protective equipment required:

Function/purpose of item of equipment:

Potential hazards: (If applicable use another page)

Guidelines for safe use: (If applicable use another page)

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cific Generic

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5.17 EFFECTIVE USE OF TECHNOLOGY

List 5 things I need to have completed/demonstrated before I can use this item of technology.

1.

2.

3.

4.

5.

Completed? yes / no Supervisor’s signature: Date:

My reflections on using this item of technology:(i.e. strengths/weaknesses, ease/difficulty, usefulness, training issues, safety issues, repetition issues, etc..)

Supervisor’s comments on my use of item of technology:(i.e. strengths/weaknesses, training issues, following of safe practices, etc..)

Any other comments: (Obtain a graphic of the item and one of user instructions/guidelines/manuals, etc..)



WORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK (MASTER)Written by Michael Carolan. Copyright © 2008 DELIVER Educational Consulting and its licensors. All rights reserved.

ADDITIONAL WORK

Name: Date:

Topic: Reference:

WORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK (MASTER)Written by Michael Carolan. Copyright © 2008 DELIVER Educational Consulting and its licensors. All rights reserved.

ADDITIONAL WORK

Name: Date:

Topic: Reference:

ADDITIONAL INFORMATION 6The information in this section will help you to come up with ideas for your work related activity. You can also organise

information about pro-formas that you might use during this entire unit including those your teacher has given you.

6.01 Work Related Activity .............................. 906.03 Workplace Learning Diary....................... 92

6.04 Learning Outcomes ................................. 93

Pro-forma title... page/source for task...



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6.01 WORK RELATED ACTIVITYWork related activityOne of the most important activities that you will undertake as part of this unit is your work related activity.Some of you might have completed a work related activity before if you undertook Intermediate level VCAL.However, for many of you this will be your first go at a VCAL work related activity. Your teacher will use this work related activity to assess your achieve- ment across a number of learning outcomes.It is more than likely that the activity will be a class or group activity. How- ever in some special cases it might be an individual activity negotiated as part of a wider group activity, or based on a training or VET course you are doing.Also some of you might be doing an integrated activity that crosses over other some, or all of the other VCAL units such as PDS, Literacy and Nu- meracy.Negotiation

Work related activity: 5 essential elements

1. Work in a team to plan a safe activity.

2. Discuss the benefits of teamwork in developing and following safe work procedures.

3. Negotiate work tasks and roles to ensureOH&S as part of the activity.

4. Work with others to achieve safe work procedures throughout the activity.

5. Review the activity to ensure outcomes have been met.

“We’re organising fundraising activities as well as getting local business to donate towards each

year level sponsoring children overseas.”

It is essential that you undertake a process of negotiation with your teacher and/or supervisor. This means that before you start you will have to discuss the activity and your role in the activity.You will also have to negotiate your role within your team. This means that you have to develop strategies to record everyone’s roles and responsibilities. Safety is a key issue that must form part of the negotiations. This relates to physical safety such as injuries, as wellas to mental and personal safety issues such as stress and client care.You will also have to develop timelines, allocate responsibilities and demonstrate leadership when needed. You will also have to meet with your teacher and/or supervisor at various stages during the planning and organising of the activity. At all stages this activity must be carried out safely.Possible activitiesOn the opposite page there are dozens of possible activities that you might consider doing. Some of these will suit your skills and the skills of your group and some will not. You must always negotiate with your teacheran appropriate activity for your school, TAFE or learning institution. Some schools have already developed their own excellent work related activities that they will want you to undertake or they might participate in an already established activities program that crosses over other units such as PDS.

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LICENSED FOR USE BY SHEPPARTON HIGH SCHOOLWORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK (MASTER)


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WORK RELATED ACTIVITY 6.02

TAFE tester programs

VET training courses

Work placement inductions

industry/workplace simulations

cross-age tutoring

team-building activities

outdoor education activities

school formal/social organisation

peer-support leadership

catering for staff luncheon

safety factsheets

primary school mentori

school band

OHS audit

car wash

school functio

cross-class qui

careers factsh

youth guides fund-raising activities

coaching clinics

school magazine/blog

school marketing design

“We’re organising

and running a radio station “My group is

developing a sporting competitions parent and community work new healthy

menu forcommunity expo/open-day activitiesroad-safety

fashion show our school canteen.” Eisteddfods

informationnight.”

school uniform d

arts show

enterprise activiti

volunteer work

functions catering

small business day

ongoing business

mentoring progra

recycling progra

school website de

clean-up Australia day

aged-care visits

cultural day

parent-teacher night hosts

school guides/ambassadors

school environment cleanup

media productions

video productions

community TV and radio

dance performances

martial arts displays

drama/theatre productions

school beautification programs

school environment audits

water-saving programs

student competitions

__________________

__________________

__________________



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