Comprehensive Analysis of Workplace LLN Evaluation Form

This document presents an LLN (Language, Literacy, and Numeracy) Evaluation Form designed for workplace training purposes. The form assesses an individual's skills in reading, writing, and numeracy across various contexts, ranging from highly familiar to broad and complex scenarios. It utilizes the Australian Core Skills Framework (ACSF) to define skill levels, ranging from 1 to 5, for each skill area. The evaluation considers factors such as text and task complexity, vocabulary, and the level of support required. The form provides detailed comments and examples for each ACSF level, illustrating how skills are applied in different workplace situations. The assessment covers aspects like following instructions, interpreting information from various sources, writing reports, and completing forms. The document also highlights the importance of training sessions, including reading pictorial signs, interpreting information from different formats, and organizing workplace tasks. The goal of the evaluation is to identify the skill levels of employees, which will enable the employers to provide the necessary training for their professional development.

LLN Evaluation Form
Date of
Assessment
Work Role/Job
Title
Assessed By
Position
Signature
Work Role LLN Requirements
Learning Reading Writing Oral Numerac
y
Work Role Support Level ACSF
Level Comments
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
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Learning
Context Text Complexity Task Complexity
ACS
F
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
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
Context Text Complexity Task Complexity
ACS
F
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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Context Text Complexity Task Complexity
ACS
F
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
The training sessions will involve various
tasks. The employees will be required to
review their respective skills regarding food
preparation. This will help in clarifying the
future training sessions. Also, the employees
will be asked to participate in the decision-
making process in order to ensure that they
understand their respective job roles
effectively.
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
ACS
F
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
The participants will be required to
organize the workplace in order to achieve
a particular outcome or target. Also, they
will have to reflect on their current
performance. They will be trained to use
different equipment that are used for
making different food items.
Example
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Organises own workplace professional development/training plan
to achieve a negotiated outcome with consideration of personal
priorities and demands on time
Context Text Complexity Task Complexity
ACS
F
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
The staff members will be asked to participate
in preparing a food item as a team. This will
help them learn about the different skills from
each other. The overall learning culture at the
workplace will also be evaluated. The staff
members will be trained regarding how they
should interact with the customers in order to
gain their loyalty.
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
ACS
F
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
Training will be provided for reading and
understanding the signs as well as
warnings that are used in the kitchen
while preparing food dishes. This will
help them in developing a greater sense of
understanding of the rules as well as
regulations.
Example
Follows simple written or pictorial instructions, e.g. simple signs
and warnings, emergency stop procedures for machines, warnings
such as 'prohibited area' and 'wash hands before entering' or
safety symbols on chemical containers.
Context Text Complexity Task Complexity
ACS
F
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
Pictorial instructions will be taught
and the staff members will be asked
to interpret the same. This will help
in improving their reading skills.
Also, their existing vocabulary of
English language will improve.
Example
 Interprets instructions which combine pictorial and written
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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
ACS
F
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
Once training regarding reading
pictorial signs and warning is
completed, the staff members will
be trained for interpreting the
information through instant
messages, charts, presentations as
well as other forms of graphics.
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 memos, e.g. plans travel
arrangements using a flight schedule.
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Context Text Complexity Task Complexity
ACS
F
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
The task will involve analysing and
comparing information from tables,
graphs etc. in order to understand
the different regulations and thus
perform effectively.
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
ACS
F
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
This task will involve the staff
members to read and interpret
complex information. The main aim
of this task will be analysing the
reading skills of the employees.
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.
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Writing Skills Level
Context Text Complexity Task Complexity
ACS
F
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 staff members will be trained to
write their daily schedule at the
workplace s0o as to keep a track of
the tasks. Also, they will be trained
how to fill in simple details in an
application form.
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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Context Text Complexity Task Complexity
ACS
F
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
In this task, the team members will
write a list of all the tasks that other
team members will have to do. Also,
they will make a list of the different
things that will be discussed in the
workplace meeting.
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
ACS
F
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
Writing skills are an important
component of any job. The
respective task will involve the
employees to complete the forms
that are available at their workplace
and also write an incident report.
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
ACS
F
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
Writes organisational processes and
time frames to recollect, exceptional
roles and views, e.G. Writes a
document as a committee member
to remedy difficulties approximately
definitions of job responsibilities.
Prepares records for a
crew/institution the use of graphs to
compare production or hobby over a
time period, and consists of
recommendations for
enhancements.
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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