Work Role LLN Evaluation Form for Housekeeping Assistant

This Work Role LLN Evaluation Form is designed to assess the LLN requirements of a Housekeeping Assistant. It includes a detailed evaluation of their reading, writing, and numeracy skills, as well as their ability to work independently or with a supervisor/mentor. The form also provides examples of tasks and contexts that the Housekeeping Assistant may encounter in their work role. The form is produced by Compliant Learning Resources and was last updated on August 11, 2017.

LLN
Evaluatio
n Form
Date of Assessment
Work Role/Job
Title H
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Assessed By
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Work Role LLN Evaluation Form Version No. 1.3 Produced 11 August 2017
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Position
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Work Role LLN Evaluation Form Version No. 1.3 Produced 11 August 2017
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n
g
Signature
A
D
Work
Role
LLN
Require
ments
Learning Reading Writing Oral Numera
cy
Work Role Support Level ACSF
Level
C
o
m
m
e
n
t
s
Works alongside a
supervisor/mentor where
prompting and advice can be
provided.
1
Works with a supervisor/mentor
who can provide support when
requested.
2
Works independently and uses
own familiar support resources. 3
Works independently and
initiates and uses support from a
range of established resources.
4
Works Autonomously and
accesses and evaluates support
from a broad range of sources.
5
This form was developed from information contained in the ACSF by Compliant Learning Resources
Work Role LLN Evaluation Form Version No. 1.3 Produced 11 August 2017
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Learning
Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Highly familiar
contexts
Concrete and
immediate
Very restricted
range of contexts
Short and simple
Highly explicit
purpose
Limited highly
familiar vocabulary
Concrete tasks of 1
or 2 steps
Processes include
locating, recognising
1
In this assignment
the work which is
need when anyone
participant is not
appropriately to
attend the
learning then they
have to inform
further to their
seniors. As it is
being very
important to
attend the training
is to become
housekeeping
assistant to attend
the regular
working. They
should focus on
the point like
clothes and other
related tool and
requirements
which are
necessarily to
perform the
particular task.
Examples
 Attends work as required and informs the supervisor if they
are unable to attend
 Attends work ready with appropriate clothing, tools and
other resources as required
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Familiar and
predictable contexts
Limited range of
context
Simple familiar texts
with clear purpose
Familiar vocabulary
Explicit tasks
involving a limited
number of familiar
steps
Processes include
identifying, simple
interpreting, simple
sequencing
2
Examples
Attempts to take supervisor’s feedback into account when
practising new skills
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Work Role LLN Evaluation Form Version No. 1.3 Produced 11 August 2017
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Range of familiar
contexts
Some less familiar
contexts
Some specialisation
in familiar/known
contexts
Routine texts
May include some
unfamiliar elements,
embedded
information and
abstraction
Includes some
specialised
vocabulary
Tasks involve a
number of steps
Processes include
sequencing,
integrating, simple
extrapolating, simple
inferencing, simple
abstracting
3
Example
 Reviews own skills in relation to job selection criteria to
clarify future study or a training plan
 Participates in quality improvement processes in the
workplace, considering the priorities and commitments of
self and other members
Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Range of contexts,
including some that
are unfamiliar
and/or unpredictable
Some specialisation
in less
familiar/known
contexts
Complex texts
Embedded
information
Includes specialised
vocabulary
Includes abstraction
and symbolism
Complex task
organisation and
analysis involving
application of a
number of steps
Processes include
extracting,
extrapolating,
inferencing,
reflecting,
abstracting
4
Example
Organises own workplace professional development/training plan
to achieve a negotiated outcome with consideration of personal
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priorities and demands on time
Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Broad range of
contexts
Adaptability within
and across contexts
Specialisation in one
or more contexts
Highly complex texts
Highly embedded
information
Includes highly
specialised language
and symbolism
Sophisticated task
conceptualisation,
organisation and
analysis
Processes include
analysing, reflecting,
synthesising,
evaluating,
recommending
5
Example
 Develops a brief for a complex project that includes several
staff with different skills
 Evaluates workplace learning culture and pathways in
relation to own need for further training and development
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Reading Skills
Level
Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Highly familiar
contexts
Concrete and
immediate
Very restricted
range of contexts
Short and simple,
highly explicit
purpose, limited,
highly familiar
vocabulary
Concrete tasks of 1
or 2 steps. Processes
include locating,
recognising
1
in this respective
assignment the
individual are
instructed to provide
information to make
use of effective
pictures and other
written assignment
to engage them
effectively. The
teacher in this skill
will provide the
information about
the warning sign and
the other type of
symbols, and they
will tell them when
this should be used.
As this sign are
placed where there
is restricted entries
in that case the
prohibited area sign
is used. There are
different more signs
which are helpful to
help people at
different levels.
Example
Follows simple written or pictorial instructions, e.g. simple signs
and warnings, emergency stop procedures for machines, warnings
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such as 'prohibited area' and 'wash hands before entering' or
safety symbols on chemical containers.
Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Familiar and
predictable contexts
Limited range of
contexts
Simple familiar texts
with clear purpose
Familiar vocabulary
Explicit tasks
involving a limited
number of familiar
steps. Processes
include identifying,
simple interpreting
and sequencing
2
Example
 Interprets instructions which combine pictorial and written information, e.g.
directions on how to operate a piece of machinery safely or routine step-by-
step instructions for logging into an organisation's computer network.
 Reads forms or notices containing personally relevant information, e.g. a
notice at the workplace about a fire drill.
Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Range of familiar and
some less familiar
contexts
Some specialisation in
familiar/known contexts
Routine texts. May
include some unfamiliar
elements, specialised
vocabulary, embedded
information and
abstraction
Tasks involve
several steps.
Processes include
sequencing,
integrating,
interpreting, simple
extrapolating, simple
inferencing, simple
abstracting
3
Example
 Interprets information in a range of formats that has been produced using
familiar software programs, e.g. memos, instant messages, reports,
spreadsheets or data presentations.
 Interprets information gained from tables, charts and other graphic
information using a range of sources, including brochures, internet and
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memos, e.g. plans travel arrangements using a flight schedule.
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Range of contexts,
including some that are
unfamiliar and/or
unpredictable
Some specialisation in less
familiar/known contexts
Complex texts
Embedded information
Includes specialised
vocabulary, abstraction
and symbolism
Complex task
organisation and
analysis involving
the application of a
number of steps.
Processes include
extracting,
extrapolating,
inferencing,
reflecting,
abstracting
4
Example
 Analyses, compares and contrasts information gained from
tables and charts, e.g. information on products and
materials in order to determine the suitability of cleaning
chemicals for use in a laboratory.
 Demonstrates understanding of texts describing
interrelationships of events, e.g. reviews conflicting incident
reports to identify key issues and possible follow up action.
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Broad range of contexts.
Adaptability within and
across contexts
Specialisation in one or
more contexts
Highly complex texts.
Highly embedded
information. Includes
highly specialised
language and symbolism.
Sophisticated task
conceptualisation,
organisation and
analysis. Processes
include synthesising,
critically reflecting,
evaluating,
recommending
5
Example
 Reads a series of complex texts which include commentary or interpretative
remarks and discusses how these may relate to the organisation, e.g. analyses
information comparing the impact of downturns in the global economy on
the cost of producing and selling a product.
 Identifies and extracts relevant information from complex diagrams, graphs
and charts, e.g. tracks the source of non-compliance through a workplace
process or analyses a diagram representing a business process and identifies
areas for improvement.
Writing Skills
Level
Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Highly familiar contexts
Concrete and immediate
Very restricted range of
contexts
Short and simple, highly
explicit purpose, limited,
highly familiar vocabulary
Concrete tasks of 1 or 2
steps. Processes include
locating, recognising
1 n this task the
training related to
effective writing skill
is also provided to
the participant who
are going to attend
this training
program for the
particular role. As it
is primary task so it
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has some common
and more necessary
things from which all
the people are
familiar. The
different aspect of
writing are being
discussed in this the
effective use of
abbreviations and
correct use of
grammar at
workplace is
necessary. All the
individual also told
to accomplish their
checklists points
which are included
in the workplace. All
the detail are filled
using an effective
form which will help
the trainer to inspect
the attendees
understand the
writing skills
effectively or not.
Example
 Writes routine, everyday workplace specific vocabulary and abbreviations,
e.g. product names.
 Completes workplace checklists, e.g. a vehicle pre-start inspection
 Fills in details on a simple form, e.g. an application for leave, a payroll
authority or a quality log form.
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Work Role LLN Evaluation Form Version No. 1.3 Produced 11 August 2017
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Familiar and
predictable contexts
Limited range of
contexts
Simple familiar texts
with clear purpose
Familiar vocabulary
Explicit tasks
involving a limited
number of familiar
steps. Processes
include identifying,
simple interpreting
and sequencing
2
Example
 Completes a range of forms requiring routine, factual data, e.g. OHS records,
a job application, a reimbursement form for expenses such as use of a
vehicle, or pickup and delivery dockets.
 Writes a list of tasks to be completed by other members of the work group,
e.g. a roster or an action plan.
 Creates a list or simple flyer on information to be discussed at a workplace
meeting.
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Range of familiar
and some less
familiar contexts
Some specialisation
in familiar/known
contexts
Routine texts. May
include some
unfamiliar elements,
specialised
vocabulary,
embedded
information and
abstraction
Tasks involve
several steps.
Processes include
sequencing,
integrating,
interpreting, simple
extrapolating, simple
inferencing, simple
abstracting
3
Example
 Writes a routine report, e.g. an accident report, an incident report, a report on
a case where repair work is not able to be completed as requested or a
summary of a service provided.
 Completes workplace records and forms accurately and legibly using correct
technical and enterprise specific vocabulary.
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Range of contexts,
including some that are
unfamiliar and/or
unpredictable
Some specialisation in less
familiar/known contexts
Complex texts
Embedded information
Includes specialised
vocabulary, abstraction
and symbolism
Complex task
organisation and
analysis involving
the application of a
number of steps.
Processes include
extracting,
extrapolating,
inferencing,
reflecting,
abstracting
4
Example
 Writes organisational procedures and time frames to take into account,
different roles and perspectives, e.g. writes a report as a committee member
to resolve difficulties about definitions of job responsibilities.
 Prepares data for a team/group using graphs to compare production or
activity over a period of time, and includes recommendations for
improvements.
 Creates a range of formal texts incorporating specific workplace proformas
and language and maintains records on a computer, e.g. memos, letters to
clients, agendas, minutes, emails or reports.
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Broad range of contexts.
Adaptability within and
across contexts
Specialisation in one or
more contexts
Highly complex texts.
Highly embedded
information. Includes
highly specialised
language and symbolism.
Sophisticated task
conceptualisation,
organisation and
analysis. Processes
include synthesising,
critically reflecting,
evaluating,
recommending
5
Example
 Writes a position paper or report based on analysis of data and stakeholder
consultations.
 Prepares a contract for service delivery.
 Writes an organisational plan based on task analysis, worker input and
financial data.
 Writes a case analysis report, including recommendations for future care.
 Designs a survey to accurately ascertain customer satisfaction levels and
presents a process to evaluate responses.
Oral
Communication
Skills Level
Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Highly familiar contexts
Concrete and immediate
Very restricted range of
contexts
Short and simple, highly
explicit purpose, limited,
highly familiar vocabulary
Concrete tasks of 1 or 2
steps. Processes include
locating, recognising
1 the oral
commination is one
of the important
thing in the position
of housekeeping
assistant. As there
situation occur while
performing the job
when one should
have to interact with
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people. The things
which are used in
the level one is
common to all the
individual included
in this as in this
asking question from
the candidates and
providing all the
related information
regarding the
conditions where all
the people need to
interact with the
people and their
supervisor as well.
This is done to
perform to avoid any
kind of problems in
near future.
Example
 Asks questions and follows specific information/instructions in an immediate
environment in order to complete a highly familiar procedure, e.g. stop
machine when a red light goes on.
 Listens to and responds to short, clearly worded requests, e.g. attends a
meeting area, takes an early lunch break or indicates availability for weekend
work.
 Tells a supervisor about a problem/hazard/defect.
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Work Role LLN Evaluation Form Version No. 1.3 Produced 11 August 2017
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Familiar and
predictable contexts
Limited range of
contexts
Simple familiar texts
with clear purpose
Familiar vocabulary
Explicit tasks
involving a limited
number of familiar
steps. Processes
include identifying,
simple interpreting
and sequencing
2
Example
 Follows directions to perform a sequence of routine tasks, e.g. uses
machinery/equipment such as fax machine or forklift, or makes pre
operational checks on machinery/plant equipment.
 Listens for specific information in a formal workplace meeting.
 Participates in straightforward face to face discussions with customers or co-
workers.
 Listens to short, explicit instructions for new work procedures and asks
questions to clarify.
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Range of familiar
and some less
familiar contexts
Some specialisation
in familiar/known
contexts
Routine texts. May
include some
unfamiliar elements,
specialised
vocabulary,
embedded
information and
abstraction
Tasks involve
several steps.
Processes include
sequencing,
integrating,
interpreting, simple
extrapolating, simple
inferencing, simple
abstracting
3
Example
 Delivers a short prepared talk to co-workers and responds to audience
questions.
 Participates in an oral exchange requiring some negotiation, e.g. responds to
specific enquiries, complaints or problems with clients or customers.
 Listens to clear, sequenced instructions of several steps, and asks clarifying
questions as required.
 Gives clear sequenced instructions of several steps, e.g. how to use a
photocopier or hand-held drill, or how to log on or off a computer.
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Range of contexts,
including some that
are unfamiliar
and/or
unpredictable. Some
specialisation in less
familiar/known
contexts
Complex texts
Embedded
information
Includes specialised
vocabulary,
abstraction and
symbolism
Complex task
organisation and
analysis involving
the application of a
number of steps.
Processes include
extracting,
extrapolating,
inferencing,
reflecting,
abstracting
4
Example
 Delivers a short prepared talk to co-workers and responds to audience
questions.
 Participates in an oral exchange requiring some negotiation, e.g. responds to
specific enquiries, complaints or problems with clients or customers.
 Listens to clear, sequenced instructions of several steps, and asks clarifying
questions as required.
 Gives clear sequenced instructions of several steps, e.g. how to use a
photocopier or hand-held drill, or how to log on or off a computer.
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Broad range of contexts.
Adaptability within and
across contexts
Specialisation in one or
more contexts
Highly complex texts.
Highly embedded
information. Includes
highly specialised
language and symbolism.
Sophisticated task
conceptualisation,
organisation and
analysis. Processes
include synthesising,
critically reflecting,
evaluating,
recommending
5
Example
 Presents an explanation of a workplace procedure to a group, adapting,
reiterating, summarising and clarifying information as required to facilitate
maximum learning for the audience.
 Determines customer requirements through open-ended questioning, active
listening, paraphrasing and summarizing.
 Leads and/or facilitates group discussion which explores solutions to specific
problems with new technology, e.g. implementation issues arising from
changing work practices as a result of installation of a new computer system.
 Discusses organisational or system requirements in a conversation with a
colleague or supervisor, e.g. discusses suitability of skills and prior
experience for an advertised position or mentors a new colleague on the
demands of the role.
Numeracy Skills
Level
Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Highly familiar contexts
Concrete and immediate
Very restricted range of
contexts
Short and simple, highly
explicit purpose, limited,
highly familiar vocabulary
Concrete tasks of 1 or 2
steps. Processes include
locating, recognising
1 in this training
assignment the
individual who are
involved in this read
the virtual weight
and try to copy the
things into sheets. In
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this the comparison
of commonplace are
being done in more
comfortable
conditions. In these
symptoms are
identified which
should be warned. In
this further
understanding
related to time to
allocate the work
coaching. Further
more the calenders
are being used in
this to plan the
things and all the
content need to do
using effective
vocabulary and
proper numbering.
Example
 Uses a calculator to add whole numbers of stock of familiar items in a
workplace store.
 Reads digital weight scales and accurately copies onto a recording sheet.
 Names and compares common two dimensional shapes in familiar situations,
e.g. compares two different road or warning signs.
 Understands time-to-task allocations in a work instruction.
 Uses a calendar or planner to record information, e.g. meeting times and
dates.
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Work Role LLN Evaluation Form Version No. 1.3 Produced 11 August 2017
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Context Text Complexity Task Complexity ACSF Level Comments – Task
Details
Familiar and
predictable contexts
Limited range of
contexts
Simple familiar texts
with clear purpose
Familiar vocabulary
Explicit tasks
involving a limited
number of familiar
steps. Processes
include identifying,
simple interpreting
and sequencing
2
Example
 Correctly follows simple instructions and measures content in order to make
a product, e.g. the ingredients in a recipe or in mixing up weed control spray.
 Keeps a record of casual hours of work and uses a calculator to calculate
gross pay expected.
 Measures familiar and predictable quantities using simple and routine
measuring instruments and units.
 Records numbers or quantities of materials distributed or enters sales figures
and data onto a spreadsheet, a familiar workplace computer or a hand-held
device.
 Identifies and names common uses of shapes in a familiar environment, e.g.
compares use of the shapes used for road or OHS danger signs.
 Accesses and compares information contained in two-column tables, e.g.
calculates postage and fees for certified mail.
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Content Text Complexity Task Complexity ACSF Level Comments – Task
Details
Range of familiar
and some less
familiar contexts
Some specialisation
in familiar/known
contexts
Routine texts. May
include some
unfamiliar elements,
specialised
vocabulary,
embedded
information and
abstraction
Tasks involve
several steps.
Processes include
sequencing,
integrating,
interpreting, simple
extrapolating, simple
inferencing, simple
abstracting
3
Example
 Identifies and explains uses and applications of shapes in different work-
related contexts, e.g. use of 2D and 3D shapes in building plans or in
industrial packaging.
 Selects, totals and orders items from a catalogue within budgetary
constraints, e.g. a workplace stationery order or food for a special event.
 Prepares a bill of materials or parts list for a particular job, e.g. to build a
fence of a set length.
 Correctly enters data onto an electronic cash register and undertakes end-of-
day summaries and the balancing of a till or accounts ledger.
 Uses appropriate technological devices to measure and record data and
interpret the results, e.g. uses a blood pressure machine or reads micrometres
and temperature gauges.
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Content Text Complexity Task Complexity ACSF Level Comments – Task
Details
Range of contexts,
including some that
are unfamiliar
and/or
unpredictable. Some
specialisation in less
familiar/known
contexts
Complex texts
Embedded
information
Includes specialised
vocabulary,
abstraction and
symbolism
Complex task
organisation and
analysis involving
the application of a
number of steps.
Processes include
extracting,
extrapolating,
inferencing,
reflecting,
abstracting
4
Example
 Works in a team to plan and develop an operating budget for a task or
project, including the income from different sources (e.g. government
funding, membership fees or sales) and expenses (e.g. staffing, materials,
marketing, overheads, travel, training or IT support).
 Collects and accurately records data (e.g. measurements, quantities or digital
outputs) on to an appropriate device (e.g. a graph, chart, spreadsheet or hand-
held device), interprets results and outcomes, identifies anomalies or errors
and can respond appropriately by acting to correct processes or inputs.
 Interprets and uses ratios and scales to read and discuss the design and
dimensions on the plan of a property (e.g. a building, workplace, office or
shop) in order to allocate working space and furniture.
 Represents statistical system information and data (e.g. customer satisfaction
survey results, phone enquiry data or customer profiles), and analyses and
interprets the data using graphical and numerical processes (e.g. graphs,
charts or averages) to show different interpretations and influences.
 Uses a job or task description or a set of instructions for making up a mixture
based on ratios and selects, measures and makes up the mixture to any
required amount correctly and according to OHS constraints, e.g. a chemical
spray or industrial recipe.
 Calculates, compares and interprets the probabilities of some given or
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described events in both numerical and qualitative terms, e.g. production
numbers or faults, or accidents.
 Prepares a detailed budget for a project and manages expenditure, making
adjustments to ensure the project is completed within budget.
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Content Text Complexity Task Complexity ACSF Level Comments – Task
Details
Broad range of contexts.
Adaptability within and
across contexts
Specialisation in one or
more contexts
Highly complex texts.
Highly embedded
information. Includes
highly specialised
language and symbolism.
Sophisticated task
conceptualisation,
organisation and
analysis. Processes
include synthesising,
critically reflecting,
evaluating,
recommending
5
Example
 Works in a team to research, investigate and analyse workplace data gathered
on a selected topic (e.g. accident rates, sales figures or causes of contamination or
pollution), writes a detailed report based on a comprehensive statistical analysis
and develops recommendations based on the analysis.
 Provides a materials list for a building project that requires trigonometric
calculations to determine outcomes, e.g. roof structure with bull nose veranda and
30o pitch.
 Investigates financial options for a business or organisation, e.g. decides on a
major purchase that would need to be financed by a loan, compares options,
including interest paid and repayment schedules, and recommends the best loan
deal relative to repayment affordability and conditions.
 Investigates and analyses an organisational and logistical problem and
documents and explains a mathematical solution to the problem.
Work Role LLN Evaluation Form Version No. 1.3 Produced 11 August 2017
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