Case Study - Queensland Rail

The NRS has provided a nationally recognised reference to use when explaining competency levels for literacy and numeracy skills within Queensland Rail .

The following are some of the variety of ways the NRS has been used within Queensland Rail:

1. Alignment of Literacy /Numeracy Competence to Workplace Competencies

2. Job Redesign

3. Workplace Documentation

4. WELL Reporting

1. Alignment of Literacy /Numeracy Competence to Workplace Competencies

The Civil Infrastructure area in Queensland Rail has implemented a competency based assessment work system. This has meant competencies have been developed within the Civil Infrastructure area and gangs across the state have had to develop a work profile to determine the competencies specific to their particular work requirements. Performance criteria have been written for each element of competence and employees are assessed on-the-job according to these performance criteria.

The NRS has been used as a reference to determine the level of skill/s required for the different competencies and the associated performance criteria ( see Attachment 1).

At Queensland Rail we have developed an initial assessment tool called a Support Indicator Tool (SIT). It includes a series of activities that relate to each of the literacy/numeracy skills from Level 1 to Level 4 of the NRS. It is generic to the Queensland Rail workplace and provides feedback about an individual’s literacy /numeracy skills.

An individual’s results are then compared to the skills needed to achieve workplace competencies. If a difference is identified and it indicates a need for learning support then this forms the basis for the work taught in the workplace programs.

Using the NRS as the benchmark for determining skill levels for job tasks as well as individuals means a consistent approach to the level of skill expected within the organisation can be achieved. The literacy/numeracy skills underpinning each of the CI competencies, and there are 155 of them, have all been aligned to the NRS. The sample tasks provided in the NRS, although not workplace focussed, have proved useful.

WORKPLACE EXAMPLE

This example includes:

a workplace competency standard
- 132. OBTAIN TRAIN INFORMATION TO CONTRIBUTE TO A SAFE WORKSITE

the form relating to this competency
- SWO5 TRAIN INFORMATION

a list of literacy tasks that underpin the performance criteria related to the competency and their NRS levels.

Competency 132 is one of the mandatory competencies included in the 165 Queensland Rail Civil Infrastructure Workplace Competencies.

This competency requires that anyone working on track is able to fill in a form SW05. The purpose of the SW05 is to record information related to any train movement on the section of track where work is being done.

To fill in the form the person must:

contact a Train Controller by phone or radio
give location and time span for work to be done
listen to train information and any other relevant information given
record this information on the SW05 form
read this information back to the controller
record date and name on the form.

The literacy skills involved are:

reading – read information and headings on the form
writing - fill in correct information on the form
speaking and listening - use the phone or the radio to get information/repeat information
numeracy – use 24 hour time and calculate spans of time.

The NRS Indicators of Competence have provided a means to determine the literacy and numeracy skill levels required to complete the form correctly. It is essential that the SW05 form be completed accurately as any incorrect information can have serious consequences.

132.0 OBTAIN TRAIN INFORMATION TO CONTRIBUTE TO A SAFE WORKSITE

This unit of competency encompasses the obtaining of train information and recording it as required within Civil Infrastructure.

	ELEMENT OF COMPETENCY		PERFORMANCE CRITERIA
1.	Receive information on train running	1.1	Control is contacted and relevant information recorded on a train information form, or in a notebook.
		1.2	Information is used to contribute to a safe worksite on track.

RANGE OF VARIABLES

Standards / regulation / legislation may include:

Operational Procedures
Workplace regulations
Occupational health and safety
Environmental protection
Safe working procedures
Emergency procedures

Quality improvement
QA Plans, date and document control
Technical instructions
Manufacturer’s specifications and drawings
Dangerous goods legislation
Electrified territory regulations

Competency may encompass:-

The obtaining and recording of all relevant information of train movements, movement of on track machines, other workgroups or persons working on the section(s) of the track on which the work is to be performed, or which will be travelled, that may affect the safety of the workgroup.

If operating an on-track machine the information shall be recorded on the TM1 form

Useful documentation may include::

Operational Procedures Manual
Bridgeman’s Manual
Trackman’s Manual parts 1 and 2
Standard drawings
Standard structural drawings
QR Emergency Procedures Manual

QR Electrification Booklet
MSD Sheets
Environmental Policy
Manual of Standard Practices
any other appropriate publications

Competency must be demonstrated while complying with:

Workplace regulations
Quality Improvement programs
Workplace Health and Safety Regulations
Ability to work independently and in a team situation is demonstrated.

Tools and equipment may include:

manual tools
small power tools
tools, equipment and materials are appropriate for the task being undertaken.
On - track machines, section cars etc.

EVIDENCE GUIDE

Qualified:

Protect Workplace
Follow Workplace Health and Safety Practices and Procedures
Supervisors should be aware that in order to maintain their competence in this task, all workers should be given the opportunity to perform or practice these skills on a regular basis. A minimum of every six months is strongly recommended.

It is mandatory that this competency be reassessed every three years, or if not used within a 12 month period must be reassessed before use.

Knowledge and skills may include:

The sound knowledge of the rules and regulations referring to working and / or travelling on track.
The ability to contact the relevant person to obtain the necessary information and to record it in an appropriate manner for later reference.

Key competencies	1	2	3	4	5	6	7	8
Level	1	1	1	1	N/A	1	1		1

NRS competencies	Reading	Writing	Listening & Speaking	Numeracy
Level	3	3	3	3

Train Information - Form SW05

CI COMPETENCY	LITERACY/NUMERACY SKILL	NRS LEVEL
132 Obtain Train Information to Contribute to a Safe Worksite	speaking and listening skills to use radio or telephone to give and receive critical information.	2.5, 2.6, 2.7
	critical thinking skills to clarify and ask appropriate questions about train movements and other track information.	2.5, 2.6, 2.7
	critical thinking to calculate of windows of time and match these to job stages	3.7
	listening skills to receive correct information from the controller	2.7
	numeracy skills to read distances in kilometres	2.9, 2.10
	readings skills to identify trains by numbers and interpret the direction they are travelling	3.1, 3.2
	numeracy skills to read and calculate 24 hour time, spans of time and date	3.10, 3.11
	reading skills to read information required on the SW05 form	3.1, 3.2, 3.3
	writing skills to accurately write information onto the SW05 form	2.4
	reading skills to read back information received from the controller to check that it is correct	3.1, 3.2

2. Job Redesign

Queensland Rail has used the NRS to help determine the levels of skill/s required by employees to access texts, learning resources and internal and external training programs that may be required for promotion , upskilling and new job requirements.

Job redesign has meant the need for employees to improve present skills or learn new skills in order to cope with new job demands and responsibilities. So that support can be offered to employees prior to their involvement in further study or new job skills, they are offered the opportunity to identify their need for assistance. Those who indicate a need are individually assessed for their literacy/numeracy skills.

Literacy consultants at Queensland Rail have developed an assessment tool in which each of the activities relates to a specific skill and level of competence in the NRS. As previously mentioned, this tool is called a Support Indicator Tool (SIT). Its purpose is to enable the literacy consultants to gain an idea of the actual levels of an individual’s skills. These can then be compared to the level of skill identified for a particular job or the training required for new jobs or roles.

To identify the literacy/numeracy skills required for different jobs has meant going into the field and observing jobs across the different business groups within Queensland Rail. Job tasks and the underpinning literacy skills identified for each task, as well as the appropriate NRS levels have been recorded on a data base. The information is then used as a reference to be able to recommend and provide appropriate learning support for employees.

3. Workplace Documentation

Queensland Rail has a Literacy Policy that requires all workers to have a literacy level that enables them to work safely and effectively. By using the NRS as a benchmark for Indicators of Competence for literacy/numeracy skills a more accurate assessment can now be made of the skill levels necessary for particular jobs.

The NRS jargon can make it a difficult document to use and someone not involved in literacy or language could find the language in the document difficult to interpret. Some guidance as to its interpretation is often necessary in the workplace. To help overcome this problem in Queensland Rail the literacy consultant has written a document that includes the original Indicators of Competence with a simplified version of each underneath.

Because the NRS is a nationally recognised benchmark for Indicators of Competence for literacy and numeracy skills, it means that it can also be used to assess documentation within the organisation and determine the level of skill required by the reader to access it or to determine whether the document has been written at a level appropriate for the intended audience.

We have been able to look at texts used in training programs, forms, safety documentation, manuals and procedures and use the NRS to make a more accurate assessment of the level of skill required by the user to access the document. This has meant we can then assess individuals who are expected to use some or all of the texts and determine whether they will need support prior to or during internal or external training programs when undertaking new job tasks. This has been a positive step towards recognising why individuals may have difficulty with theory relating to their jobs when they obviously have the practical knowledge and the hands-on experience.

By identifying literacy/numeracy skill levels prior to moving into something new, employees are not experiencing frustration and failure, but rather success and an increase in self-confidence.

One major benefit of this review process has been an increased awareness of literacy within the Queensland Rail workplace.

4. WELL Reporting

A current requirement of WELL funding is that the final report must include an end of program NRS assessment grid that relates to the levels of competence for each of the skills. Queensland Rail decided that an initial assessment with tasks relating to the NRS enables any movement of the program participants to be monitored. The purpose for this is to identify whether an individual might need further support and to have a basis on which to make recommendations to supervisors, managers etc. Individual results are recorded but kept confidential.

Because Queensland Rail runs programs all over Queensland, the data gathered provides an accurate record of who has done what where, when and for how long. Being able to note initial levels of skill helps determine any movement from one competence to the another within the same level as well as from one level to the next.

Using the NRS also means that assessment items implemented can be moderated to try to ensure that outcomes expected from program participants across the state are consistent. This is an important factor when trying to implement programs with a similar focus at approximately 14 locations across the state with different providers at each location. It is one of the key reasons for the development of an initial assessment tool (the Support Indicator Tool).

By using the same assessment items across the state, records of starting levels of program participants will be more accurate. It also provides a benchmark against which end of program assessment items can be aligned.

The NRS has also been used as a tool for helping determine the content for the WELL programs. The following process has been used:

implement an internally developed initial assessment tool ( the SIT) to assess individuals wanting to do the program

carry out a task analysis of the jobs in the area of the organisation where programs are being offered and identify the literacy/numeracy skills required for those tasks. Map these against the appropriate level/s of the Indicators of Competence from the NRS

look at the individual participant’s initial assessment outcomes and compare these with the level/s of literacy/numeracy competence required for their job.

use this information to provide a focus for the content of the program.

This process provides a starting point for the program and a fairly accurate guide as to the amount of support required by each participant to move them from where they are initially to where they need to be in terms of their job.

The program should be planned around the development of the necessary skills within the context of the job areas of the participants.