recognition of prior learning (rpl) assessment tool...

Department of Training and Workforce Development

Western Australia

RPL Assessment Tool Kit

RTE40403Certificate IV in Shearing

First published 2009

ISBN 978-1-74205-500-8

© Department of Training and Workforce Development

All rights reserved.

Western Australian Department of Training and Workforce Development materials, regardless of format, are protected by copyright law.

Permission, however, is granted to Trainers, Assessors, and Registered Training Organisations to use, reproduce and adapt the material (third party material excluded) for their Recognition of Prior Learning (RPL) assessment activities.

This permission is subject to the inclusion of an acknowledgement of the source. Permission does not extend to the making of copies for hire or sale to third parties, and provided it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the prior written permission of the Western Australian Department of Training and Workforce Development.

Published by and available from

WestOne Services

1 Prospect PlaceWEST PERTH WA 6005Tel: (08) 9229 5200 Fax: (08) 9227 8393Email: [email protected]

Website: www.westone.wa.gov.au

AcknowledgementsThis work has been produced with the assistance of funding provided by the Council of Australian Governments (COAG) National Reform Initiative (NRI).

This resource contains ‘Units of Competency’ from RTE03: Rural Production Training Package – RTE40403 Certificate IV in Shearing © Commonwealth of Australia 2007 Department of Education Science and Training (DEST), used under the AEShareNet-FfE licence.

DisclaimerWhilst every effort has been made to ensure the accuracy of the information contained in this RPL Assessment Tool Kit, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this RPL Assessment Tool Kit can be accepted by the Western Australian Department of Training and Workforce Development.

RTE40403 Certificate IV in ShearingRPL Assessment Tool Kit

ContentsRecognition of Prior Learning (RPL) Assessment Tool Kit 5

Overview of the Recognition Process 7

PART 1Section 1 – Assessor’s Information 9

Introduction 11

Explanation of RPL documents 12

Section 2 – List of competencies in this RPL Assessment Tool Kit 13

Qualification Rules 15

List of competencies in this RPL Assessment Tool Kit 18

Units of competency covered in this RPL Assessment Tool Kit 18

Section 3 – Interview Question Bank and Recording Sheets 19

Cluster 1 – Setting up the team 21

Cluster 2 – Working safely 27

Cluster 3 – Supervising and training 31

Cluster 4 – Experting and shearing 37

Section 4 – Practical Tasks and Observation Recording Sheets 43

Practical Tasks 45

Cluster 1 – Setting up the team 47

Task 1 – Employing staff 47

Instructions for the candidate 47

Demonstration/Observation Checklist for Task 1 49

Task 2 – Accounting 53



Cluster 2 – Working safely 59

Task 3 – Shearing team OHS 59



Cluster 3 – Supervising and training 65

Task 4 – Workflow 65



Task 5 – Training 71



Cluster 4 – Experting and shearing 77

Task 6 – Experting 77


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Task 7 – Shearing 83



PART 2Section 5 – Candidate’s Information and Self-Evaluation Forms 89

What is Recognition of Prior Learning (RPL)? 91

How to prepare for your RPL assessment 92

The four steps in the RPL assessment process 94

Candidate’s Information Form 97

Candidate’s Employment History Form 99

Candidate’s Self-Evaluation Form 101

Candidate’s Self-Evaluation for Cluster 1 – Setting up the team 103

Candidate’s Self-Evaluation for Cluster 2 – Working safely 105

Candidate’s Self-Evaluation for Cluster 3 – Supervising and training 107

Candidate’s Self-Evaluation for Cluster 4 – Experting and shearing 109

Section 6 – Third Party Report and Supporting Documentation 111

Third Party Report 113

Supporting Documentation 115

Assessor's Evidence Summary Sheet 119

Section 7 – Mapping of Assessment Tools 121

Mapping Document for Clusters 1–4 123

Evidence Matrix 125

© Department of Training and Workforce Development 2009 of 152Version 1, November 2009


Recognition of Prior Learning (RPL) Assessment Tool Kit

RTE40403 Certificate IV in ShearingThis RPL Assessment Tool Kit has been developed by the Western Australian Department of Training and Workforce Development, in consultation with industry, as a resource to assist RPL Assessors by providing a set of quality assessment tools which can be used to conduct whole of qualification RPL. This Kit also contains information which can be provided to the candidate.

This kit should be customised to suit the needs of the candidate, employer/industry or Assessor and should reflect the purpose for which it is being used.

It is recommended that prior to using this kit for the first time, and after any modifications or contextualisation, that this assessment kit be validated by the user to ensure it meets the required Australian Qualification Training Framework Standards (AQTF), relevant Training Package requirements and Registered Training Organisation (RTO) policies.

A task-based model for RPL A process for RPL has been developed that promotes holistic, task-based assessment, and which focuses on relating assessment activities to actual job tasks. The intention of this model is to streamline and simplify recognition processes for prospective candidates. This RPL Assessment Tool Kit has been developed to support this task-based model.

The focus of the new streamlined holistic assessment process is to focus on demonstrated skills and knowledge, and is not reliant on documentary evidence as the main source of evidence.



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Overview of the Recognition Process


Gap Training(if required)

If not ready for RPL, the candidate is to

be provided with training options.

Supporting Evidence/Third Party

Report(if required)

Issue Qualification –Statement of Attainment

By RTO

Candidate Self-Evaluation

Interview and Questioning

Demonstration/Observation of Practical Tasks

Candidate Enquiry Candidate’s Information

Form

STEP 4

STEP 3

STEP 2

STEP 1

RTE40403 Certificate IV in ShearingSection 1 – Assessor’s Information

PART 1

Section 1

Assessor’s InformationIt is important that you complete both Sections 3 (Interview/Questioning) and 4 (Practical Tasks) when completing RPL assessment using this kit.

The RPL process is a streamlined process which does not rely solely on documentary evidence. It uses a combination of questioning, practical assessment and supporting evidence to provide evidence of the candidate’s competence.



IntroductionWelcome to RTE40403 Certificate IV in Shearing.

This RPL Assessment Tool Kit contains seven (7) units of competency required of the qualification. The qualification contains four (4) core units and three (3) elective units.

It is simply set out, with a covering comprehensive list of instructions at the front of each document, as well as covering instructions for each step of the process, as found in the notes for the Assessor, and notes for the candidate.

Included in this kit are the following documents:

Assessor’s Information

Explanation of RPL documents

Qualification Rules and list of units of competency contained in this kit

Units of competency separated into clusters for assessment

Tool Kits for each cluster:

► Interview Question Bank and Recording Sheets

► Practical Tasks and Observation Recording Sheets

Candidate’s Information

► Candidate’s Self-Evaluation Form (incorporating Third Party Verification)

Mapping Documents for all the units of competency included in this kit.



Explanation of RPL documentsa) Interview Question Bank and Recording Sheets (Section 3): The interview question

bank is the second stage of the process, in which the Assessor and the candidate confirm the knowledge by discussing a series of questions. Each of these questions includes a series of Key Points, which may assist the Assessor in guiding the discussions.

b) Practical Tasks and Observation Recording Sheets (Section 4): These tools are designed to guide the Assessor and candidate through a workplace observation, proving the candidate’s ability to conduct the specific tasks and skills required for recognition of competence in the particular area.

c) Candidate’s Information and Self-Evaluation Forms (Section 5): This document is for the candidate to assess their suitability for RPL process, by asking them to consider each of the points and assessing their ability against the task. It has been broken into smaller skill groups, clustering like activities together to enable ease of completion. It is then reinforced by the candidate’s supervisor’s comments, both against tasks and as a summary for each group. This serves as third party validation of the candidate’s claims.

d) Third Party Report and Supporting Documentation (if applicable) (Section 6): The third party verification report is provided for referees, for example the supervisor, to confirm the candidate’s skills and experience in the qualification/occupation. This is particularly useful in addressing employability skill requirements. It is important to note that third party reports are not always available and it is recommended that Assessors use their professional judgement to determine if this is a requirement.

List of suggested supporting documentation (if applicable): A list of suggested industry specific evidence or supporting documentation (in addition to the generic documentation) is provided to assist the candidate in collecting evidence to support their application.

e) Mapping Document (Section 7): This tool demonstrates how each of the documents reflects the units of competency in the particular cluster.


RTE40403 Certificate IV in ShearingSection 2 – List of competencies in this RPL Assessment Tool Kit

Section 2

List of competencies in this

RPL Assessment Tool Kit



Qualification Rules

RTE40403 Certificate IV in ShearingEntry to qualifications and progression advice

As a *general rule, there are no mandatory requirements for entry into any of the Rural Production qualifications. It is expected that the RTO interview applicants before enrolment to determine their skill level, previous experience and other relevant attributes in order to enrol them at the appropriate qualification level.

When determining whether an applicant has the required skills to be enrolled at a particular qualification level, the following must be considered:

OHS requirements

underpinning knowledge and skills

language, literacy and numeracy requirements.

Under the AQTF, the following requirements for RPL (recognition of prior learning) are outlined.

Clear information about RPL must be given to applicants before enrolment.

All applicants must be offered RPL upon enrolment.

It is a further AQTF requirement that the RPL process be:

structured to minimise time and cost to applicants

clear, allowing applicants enough time to gather evidence to support their claims.

*As a result of industry feedback, this rule excludes the following five qualifications:

RTE31403 Certificate III in Wool Clip Preparation

RTE32003 Certificate III in Advanced Wool Handling

RTE40303 Certificate IV in Wool Classing

RTE31503 Certificate III in Shearing

RTE40403 Certificate IV in Shearing.

Please refer to the qualifications for the rules associated with these qualifications.

Prerequisites and co-requisites

There are some prerequisite qualifications in RTE03 Rural Production Training Package. They are as follows:

RTE20303 Certificate II in Wool Handling

RTE20403 Certificate II in Shearing

RTE31403 Certificate III in Wool Clip Preparation

RTE32003 Certificate III in Advanced Wool Handling

RTE31503 Certificate III in Shearing.

These prerequisites apply in these qualifications as a direct result of feedback from industry. Rules applying to these qualifications can be found under the relevant qualification.



There are two prerequisite units in RTE03 Rural Production Training Package. They are:

RTE1106A Shear sheep to novice level (prerequisite to RTE2149A Shear sheep to improver level)

RTE2149 Shear sheep to improver level (prerequisite to RTE3129A Shear sheep to professional level)

There are no prerequisites or co-requisites in the rural production units in RTE03 Rural Production Training Package. This is a direct result of feedback from industry. During the Training Package reviews, it was decided that each Training Package on implementation should:

ensure a person can undertake a program at a level that matches their learning needs and requirements

allow for recognition of existing skills and knowledge, particularly in relation to OHS

allow for standards to be transferred into other Training Packages and be used in qualifications contained in other Training Packages (in particular, but not exclusively, the rural common units of competency)

allow for all pathways to obtain a qualification

allow for optimum flexibility in delivery of training to achieve required outcomes.

Units of competency from other Training Packages may have prerequisites and co-requisites. Some units have been imported from other Training Packages and have been included in Group A or Group B of qualifications in this Training Package. Where these units have prerequisites or co-requisites, these are identified in the table on the following pages.

If competency can be demonstrated in the prerequisite and/or co-requisite units, then there is no requirement to include them as part of the qualification. Where imported units are used as part of a qualification, RTOs are advised to check the assessment guidelines through the National Training Information Service (NTIS) in case special assessment conditions apply.

RequirementsSuccessful completion of the units of competency listed in Certificate II and Certificate III in Shearing plus:

the four (4) units listed in Group A below

any three (3) units listed in Group B below.

Units should be selected from Group A and Group B in accordance with local work undertaken and local industry advice.

Group A

RTE3801A Provide on-job training support

RTC4701A Implement and monitor the enterprise OHS program

RTE4129A Apply advanced shearing techniques

RTE4310A Conduct equipment experting for machine shearing



Group B

BSBSBM407A Manage a small team

RTC4908A Supervise work routines and staff performance

RTC4911A Operate within a budget framework

RTE4904A Arrange employment for shearing operations

RTE4916A Prepare shearing team wages

RTE4917A Account for shearing shed supplies

NoteCertificate II and Certificate II in Shearing are prerequisites for the Certificate IV qualification.



List of competencies in this RPL Assessment Tool KitThis section identifies the units contained in this kit.

Units of competency covered in this RPL Assessment Tool KitNote: All clusters need to be completed to qualify for this award.

Cluster 1 – Setting up the team

Unit Code Unit Title Core/Elective

RTE4904A Arrange employment for shearing operations Elective

RTE4917A Account for shearing shed supplies Elective

Cluster 2 – Working safely


RTC4701A Implement and monitor the enterprise OHS program Core

Cluster 3 – Supervising and training


RTC4908A Supervise work routines and staff performance Elective

RTE3801A Provide on-job training support Core

Cluster 4 – Experting and shearing


RTE4310A Conduct equipment experting for machine shearing Core

RTE4129A Apply advanced shearing techniques Core


RTE40403 Certificate IV in ShearingSection 3 – Interview Question Bank and Recording Sheets

Section 3

Interview Question Bank and Recording Sheets

This section contains questions the Assessor may ask the candidate while documenting their conversation during the RPL interview.

Assessor’s InstructionsIt is not intended that every question for each competency be asked or discussed during the conversation. Only questions related to those competencies that the initial documentary review has failed to fully address are required.

Each question provides key points to look for in the candidate’s responses. You may wish to use these key points to formulate questions of your own, contextualise, or rephrase the suggested questions to suit the candidate’s particular work situation.

On the Recording Sheets, place a tick next to each key point as it is addressed by the candidate during the conversation. By doing this, you are recording what you have heard the candidate say during the interview.

Use the Assessor’s Comments section next to each question to provide further details about the context of the discussion or other key points and examples the candidate has discussed that may be relevant in confirming competence.

It is important to remember that the notes taken during the questioning interview are important evidence and should be retained as part of the candidate’s assessment records.





Assessor’s Instructions

The interview should allow the candidate to confirm their knowledge as identified by their Self-Evaluation against relevant units of competency. The Assessor may use these questions to guide the interview ensuring that the candidate addresses the key points identified for each question.

These key points exist as a guide only, and the Assessor is encouraged to expand on them where necessary to satisfy depth of underpinning knowledge and skills.

It is recommended that the interview be conducted in the workplace, allowing the candidate access to documents, equipment etc to support their statements.

Record of interview

Candidate’s name

Assessor’s name

How/where was the interview conducted?

Interview only qAt an RTO’s premises q Name:

In the workplace q Name:

Page 23 of 152 © Department of Training and Workforce Development 2009Version 1, November 2009


Cluster 1 – Setting up the teamCandidate’s name

Units of competencyRTE4904A Arrange employment for shearing operations

Units of competencyRTE4917A Account for shearing shed supplies

Questions relating to Cluster 1 Yes No Assessor’s Comments

1. Have you been a shearing contractor or have you been responsible for employing anyone in the shearing sector?Key Point: opening question

q q

2. What are the main roles or positions in a shearing team?Key Points: contractor/overseer, shearers, wool classer, shed staff, presser, penner up (may be combined with presser duties)Other positions could include overseer/ganger, expert, cook.

q q

3. How is the number of staff determined?Key Points: a general ratio of one staff member for each stand; numbers being shorn and the type and amount of wool may impact (more staff required); the season and the amount of skirting and general preparation may require extra staff

q q

4. What are the general duties of a board person?Key Points: pick up and sort bellies; sweep away crutch wool and second cuts; separate stains, dags and shank wool; pick up and throw fleeces; help others in the team as required

q q

5. What general capabilities must shed staff have?Key Points: able to work in a team, fit, organised, prepared to travel

q q

6. What is the minimum number of sheep a shearer would be required to shear to be employable or cover a contractor’s cost?Key Points: 120 per day covers the shearer’s minimum wage and the cost of a support staff

member

q q

© Department of Training and Workforce Development 2009 Page 24 of 152Version 1, November 2009





7. How do contractors source staff?Key Points: by word of mouth from other workers or contractors, usually by phone, advertising in local papers, advertising in rural papers, employment agencies, in the pub/club

q q

8. What questions would a contractor be likely to ask a potential shearer employee?Key Points: Where have you worked before?; Who have you worked for?; What numbers can you shear in a day or a run?; Do you have your tax file number and bank details?; Do you have transport?; How long will you be staying in the area?

q q

9. What legislation must be considered when employing staff? Key Points: equal opportunity, anti discrimination, industry awards, unfair dismissal, OHS

q q

10. What information would be given to a new staff member at induction?Key Points: pay rates; employment conditions (awards and enterprise requirements); any team policies; meeting times and places; transport arrangements; OHS; introduction to team members and their roles

q q

11. What equipment and shearing supplies might a shearing team have to bring to a ‘suburban’ style shed?Key Points: a wool press; grinding equipment including papers; meals; portable toilet; personal equipment and tools; extra shearing stands

q q

12. What supplies are required for a camp out shed?Key Points: food; cooking equipment (pots and the cook’s personal equipment); cleaning materials; account books and record-keeping tools

q q






13. What factors would be considered when planning the supplies required?Key Points: the facilities at the quarters (especially fridge and freezer capacity); the number of people in the team; the number of days/meals and smokos required; if the grower is supplying killed meat; nutritional requirements of shearing teams; any existing (carry over) supplies; the possibility of supplies being delivered

q q

14. Who would organise the purchase and delivery of the supplies?Key Points: generally the contractor or overseer in consultation with the cook

q q

15. How are employees charged for stores?Key Points: the contractor may run a ‘stores account’; the award provides a guideline for meal allowances; some contractors run quarters that may include accommodation and meals

q q

16. What is the meaning of being ‘found’ in the shearing industry?Key Points: It means that the employee will not pay (or be charged) for any mess or meals.

q q

17. What happens to any stores that are remaining after a camp out shed?Key Point: Non-perishable stores are carried over to the next shed.

q q

18. Why is an accurate store account essential if stores can be carried over to another shed?Key Points: The store account is the basis for charging the grower and calculating mess costs for the contractor and team members.

q q






Additional notes from conversation

Assessor’s signature Outcome(Please circle)

S(Satisfactory)

NYS(Not Yet Satisfactory)

Assessor’s name Date









Record of interview

Candidate’s name

Assessor’s name






Cluster 2 – Working safelyCandidate’s nameUnit of competencyRTC4701A Implement and monitor the enterprise OHS program


19. Where can you access OHS information?Key Points: WorkSafe; unions; contractors’ associations; grazier/grower associations; training events

q q

20. Who is the primary person in terms of providing a safe place to work?Key Points: the grower

q q

21. Give details of any publications regarding OHS in the shearing industry.Key Points: codes of practice from various industry associations and bodies (AWEX, contractors’ associations, AWI)

q q

22. Who generally organises and disseminates OHS in shearing teams?Key Points: the person in charge (usually the contractor, wool classer or overseer)

q q

23. How and when are hazards identified at the shed?Key Points: A safety audit should be conducted before work on the first day starts.

q q

24. Who is responsible for OHS in the team?Key Points: Everyone has a duty of care.

q q

25. How can OHS information be provided to members of the team?Key Points: during instructions (verbally); at the time of employment (policy information and documents); at team meetings; by distributing OHS publications and sheets, eg WorkSafe documents, posters

q q

26. What tools are available to help assess risk at shearing sheds?Key Points: safety checklists; risk matrix (hierarchy of controls); workshops; information sheets and posters

q q




27. What should happen if OHS issues are identified?Key Points: the issue should be reported to the team and the person in charge; the issue needs to be evaluated (risk assessment); the issue needs to be resolved before work starts

q q

28. When could the team continue to work if a safety issue has been found?Key Points: if the safety issue can be eliminated or isolated and is no longer a threat

q q

29. Why should the team not start work if conditions or equipment are not safe?Key Points: everyone has the responsibility of working in a safe manner and maintaining their own safety as well as the safety of others; it is an offence to knowingly continue to work in unsafe conditions; unsafe work could affect ‘Work cover’, compensation payments and employability

q q

30. What procedures need to be in place to deal with shed emergencies?Key Points: team meetings to outline the emergency procedures; communications (in the shed and to contact assistance or help); fire and emergency evacuation procedures; first aid procedures

q q

31. What are some of the long-term hazards associated with shearing that are not immediately obvious?Key Points: repetitive strain type injuries; exposure to chemicals; dust and airborne irritants; hearing and eye strain

q q

32. What should you do if you notice someone in the team continuously performing unsafe work practices?Key Points: analyse the problem; explain the problem; provide support or training if required; document the issue; if the person refuses to change, then they should be dismissed

q q

33. Why are OHS records and incident records and reports important?Key Points: can be legal documents; may be required for insurance, work cover, workers compensation claims; help establish records or indicators of frequently occurring issues; assist in better risk control and management

q q






S(Satisfactory)











Record of interview

Candidate’s name

Assessor’s name






Cluster 3 – Supervising and trainingCandidate’s nameUnits of competencyRTC4908A Supervise work routines and staff performance

Units of competencyRTE3801A Provide on-job training


34. In a shed with five shearers, what would be the broad roles that staff perform?Key Points: shearer; wool classer; presser/penner up; board person, wool roller; perhaps overseer and cook

q q

35. Why is it important that staff can perform all duties in a shed?Key Points: so that jobs or roles can be rotated; to allow staff to help each other and work as a team

q q

36. Who ultimately decides on who performs the various roles in a shed? Who communicates the requirements and standards of each role?Key Points: the overseer and/or the wool classer

q q

37. When would you have a team meeting about OHS and any work-related issues?Key Points: at a ‘start-up’ meeting for each shed; first thing in the morning; lunchtimes

q q

38. What is the general order or workflow in a shearing shed from the yard to the shed door?

Key Points: yarded sheep are run into the shed and penned up; shearer catches and drags the sheep; sheep is shorn and released (bellies and oddments are sorted; fleece is thrown onto the skirting table and skirted; wool is classed into lines and placed in a bin or the wool press; bale is pressed and branded; bales are stored or transported from the shed

q q

39. What determines the rate of work in the shed?Key Points: the type of sheep and wool; the speed of the shearers

q q

40. What happens if the rate of shearing exceeds the capacity of the shed staff? What can be done?Key Points: staff will become ‘woolled up’ and behind in skirting; quality of preparation will decrease; frustration will increase; team will not be happy; extra staff will be needed; shearer

q q






needs to stop (not likely)

41. What conditions will affect the need for coordination in a shed?Key Points: poorly designed sheds; unsafe sheds; lack of facilities and equipment; shearer/staff ratios; ability/competence of shearers; experience of staff; productivity or throughput of the shed (ease of shearing/numbers and the volume of wool to space and capacity)

q q

42. Why is it essential to have a shearing plan or order of shearing for a shed?Key Points: determines the number of cut outs required; allows the penner up to communicate the mob breaks with the rest of the team; makes the workflow smoother (no unnecessary delays for mob changes); allows the wool classer to develop line setting strategies; minimises wool in the bins

q q

43. Describe a typical order of shearing.Key Points: often lambs or rams first; usually youngest to oldest: hoggets wethers ewes cullsNote: Depending on what is shorn first, there could be variables of the above and the order of wethers vs ewes.

q q

44. How could you determine staff training requirements?Key Points: observation; questioning; identification of workflow or preparation issues that relate to lack of skill or training; performance appraisal; checklists; a training matrix

q q

45. Why is it essential to monitor individual staff performance?Key Points: poor performance can lead to strained relations and conflict in the team; the quality of the team performance can be affected; the reputation of the team could lead to more or less

q q






work for the team

46. What are some of the situations that may arise or cause the need to negotiate?Key Points: conflicts; different priorities; lack of communication; travel arrangements; the need for time off; OHS issues; lack of, or, poor facilities; lack of resources; delays causing the team to be behind the expected work schedule, eg wet sheep

q q

47. What approaches could you use to solve problems in the team?Key Points: team meetings; individual discussions; outside mediation; information sharing; training; develop incentives

q q

48. What strategies could you use to manage conflict?Key Points: Most conflict in sheds is observable. The signs are usually there and you can see them coming.; early intervention by separation; diffusing the situation; cooling off period; talking to each individual; mediating between two parties; trying to find resolution ‘middle ground’ or ‘win/win’ outcome; separation into different teams

q q

49. How do you provide staff with feedback on their performance?Key Points: positive verbal feedback; team meetings; individual meetings or discussions; promotion of self-evaluation

q q

50. What tools and strategies can you use to monitor staff performance?Key Points: goal setting; job descriptions outlines; training/performance matrix/appraisals; checklists for staff roles and responsibilities in the shed

q q

51. What is the general supervisory structure of a shearing shed?Key Points: the team may be run by either the contractor or a representative (foreman/ganger/leading hand); the preparation of the clip is the responsibility of the wool classer; senior staff may have a mentoring role; the grower is ultimately the client but not always present in the shed

q q






52. What management and communication skills would you use to develop trust and relationships?Key Points: listening; not pre-judging; showing empathy; displaying positive decision-making; being fair; remaining approachable and open to communication; being consistent; providing positive feedback and praise; giving clear instructions; having reasonable expectations; possessing good negotiation skills

q q

53. What strategies can you implement to train staff in a busy environment?Key Points: quick demonstrations; peer coaching; mentoring; team approach to training

q q

54. What other training opportunities may be available?Key Points: in-shed coaching; formal training at shearing/wool handler schools; traineeships

q q

55. How would you structure training for a shed hand?Key Points: clearly outline the plan and outcomes to the learner; use demonstration and peer/mentor support; start with basic board/broom work; extend to fleece throwing; table work; penning up; skirting; pressing; constant review and provide positive feedback

q q

56. How could training be monitored?Key Points: checklists; job descriptions; learner self-evaluation; peer review

q q







S(Satisfactory)











Record of interview

Candidate’s name

Assessor’s name






Cluster 4 – Experting and shearingCandidate’s nameUnits of competencyRTE4301A Conduct equipment experting for machine shearing

Units of competencyRTE4129A Apply advanced shearing techniques

Questions relating to Cluster 4 Yes

No Assessor’s Comments

57. What are the signs of a comb not performing efficiently?Key Points: not entering the wool; picking up skin; ‘woolling up’; dragging or not cutting smoothly

q q

58. What are some of the features that may differ between new combs?Key Points: shape of the bottom tooth length; thickness of the teeth; size and shape of the bevels; evenness of the teeth; the steel used in construction; some combs are ‘broken in’

q q

59. What factors would influence the choice of comb to be used in a mob?Key Points: breed of sheep (body conformation); type of wool (merino, crossbred, British breeds, downs types, carpet wool); wool density; skin type; season (affects sheep conformation and combing); break on the skin

q q

60. What are some of the safety aspects to consider when dressing combs?Key Points: thin combs may become ‘springy’, sharp and ‘pricky’, too thin to be safe on a grinder (pendulum pins too far through), eye protection

q q

61. What happens to the bevels as the comb wears?Key Points: They become smaller and may disappear or change shape.

q q

62. What effect will wear have on the gullet of a comb?Key Points: The gullet will become wider as the teeth thin.

q q

63. How can the bevels on a comb be reshaped?Key Points: small emery stones or ‘slip’ stones are used to modify the bevels to reduce ‘prickiness’ and reshape the tooth for good entry into the wool; teeth are polished with emery papers; alternately a ‘bright boy’ can be used

q q

64. When would shearers most likely use new combs that have not been modified? q q







Key Points: good combing; open wool sheep

65. What are the main causes of cutters becoming uneven?Key Points: badly set up pendulum; too much pressure on the heel when grinding; no compensation for the outside edge of the cutter that will get ground faster than the inside

q q

66. What are the considerations a shearer should make when setting up in a shed for the first time?Key Points: the stand and the board need to be in good condition and safe; the space between stands needs to be suitable; area for shearing gear (oil, combs/cutters and tools) needs to be safe and close to the stand; water and towel need to be close; all equipment needs to be checked and lubricated; an assessment of the sheep and wool type needs to be made to allow a decision on the type of comb and cutter to be used (Seasonal conditions may also have an effect.); all equipment should be engaged and tested before starting

q q

67. Why do shearers carry a range of comb types and combs at different stages of wear?Key Points: It allows a selection to be made for a range of shearing, sheep and wool conditions.

q q

68. When would a shearer most likely change the type of comb that is being used if it does not suit the wool or shearing conditions?Key Point: immediately

q q

69. What could be considered to be adverse shearing conditions?Key Points: unsafe conditions; badly presented sheep (excessive dermo, dust, cotted wool, flystrike, tight woolled sheep, sick or undernourished sheep, diseased sheep); too hot, cold or dusty; noise and fumes; bad light; wet wool; under-powered shearing plant

q q

70. What can a shearer do to mitigate adverse conditions?Key Points: discuss the issue(s) with the person in charge (contractor or grower); take a vote (wet sheep); change the gear being used; adapt the style of shearing; re-evaluate the expected

q q







productivity; negotiate compensation

71. How would poorly presented sheep affect the rest of the team?Key Points: team morale may drop; more wool preparation may be required (stain, second cuts, skirting); preparation may become more difficult; more lines may be needed; the quality of the preparation outcomes would be reduced; shearing days could be lost (lost wages)

q q

72. How could you help other shearers in the team?Key Points: exchange ideas; discuss shearing methods; demonstrate alternate blows and footwork; help with grinding and experting; be encouraging; lead by example

q q

73. How would a change to skinny, undernourished sheep affect your shearing style?Key Points: sheep are more angular so the width of the blow would need to be monitored to maintain skin contact and reduce second cuts; the skin may be looser and require more left-hand work to prevent the comb from ‘pricking’ or picking up the skin

q q

74. How do you maintain the correct position in relation to the downtube?Key Points: start in the correct position; stay within the shearing arc or circle; maintain the 15 degree line relationship of the downtube; maintain good sheep control and correct footwork

q q

75. What effect will shearing out of position have?Key Points: it may cause the sheep to struggle; it increases strain on the shearer; it may affect gear (end play allowance of downtube and strain on the gut, bearing of cones on overhead gear); production and quality will suffer

q q

76. What is a shearer trying to achieve with blow placement?Key Points: widest cut (comb width in wool and on the skin); minimise second cuts and skin cuts (bottom tooth on skin); correct blow placement at all times

q q







77. What are some of the safety considerations when handling sheep?Key Points: sheep need to be caught and released safely; correct catching and dragging technique is essential; diseased sheep should not be shorn or treated inside the shed

q q

78. What are some of the animal welfare issues associated with shearing?Key Points: sheep need to be in good condition; all animals need to be drained and moved through the shed within 24 hours; sheep need to be caught and released safely; skin cuts and other vulnerable areas need to be considered during shearing; all sheep need to be treated outside the shed; mulesing is currently a topical issue that affects animal welfare

q q







S(Satisfactory)




RTE40403 Certificate IV in ShearingSection 4 – Practical Tasks and Observation Recording Sheets

Section 4

Practical Tasks and

Observation Recording Sheets

This section contains practical assessment tasks that the candidate will complete to assist you in determining their skills and knowledge.

Assessor’s InstructionsUse the Observation Recording Sheets for each of the practical tasks to document the skills and knowledge demonstrated by the candidate in completing each of the required tasks.

These practical tasks may be modified to suit the context of the candidate’s workplace, job role or their work environment.

Not all tasks need to be completed. The Assessor should select only those tasks that will provide the required evidence to prove competence by the candidate.

For a whole qualification it may be necessary to perform all tasks.



It is important to remember that the notes made by the Assessor during the observation of the practical demonstration are important evidence and should be retained as part of the candidate’s assessment records.



Practical TasksWhile performing the various practical tasks, it is important that the principles of Occupational Health and Safety, and workplace safety requirements be met at all times.

Assessors need to ensure that the specifications for materials/resources used in the practical tasks are consistent with those in the critical aspects of evidence. (Refer to the Mapping of Assessment Tools for more information.)

Cluster 1 – Setting up the teamThe candidate is to demonstrate the ability to organise a team and the resources required to work in a shearing team.

Task 1 – Employing staff

The candidate is to develop an employee record/profile document and a staff formula for determining staff requirements and numbers.

Task 2 – Accounting

The candidate is to develop and complete an auditable checklist for shearing shed supplies.

Cluster 2 – Working safelyTask 3 – Shearing team OHS

The candidate is to develop, implement and evaluate on OHS program.

Cluster 3 – Supervising and trainingTask 4 – Workflow

The candidate is to evaluate the roles and performance of a working team and outline strategies to maintain and improve performance.

Task 5 – Training

The candidate is to conduct a training needs analysis and deliver training.

Cluster 4 – Experting and shearingTask 6 – Experting

The candidate is to evaluate and modify combs.

Task 7 – Shearing

The candidate is to demonstrate the ability to perform above the average expected of a shearer in terms of style and numbers shorn.



Cluster 1 – Setting up a team

Task 1 – Employing staff

Instructions for the candidate

Outline of taskFor this task you are required to consider the following scenario and complete the associated tasks. The scenario implies the role of a contractor or someone organising a team for cocky style shearing.

The scenario is that you are required to staff a team to complete the shearing in a four stand shed that will shear approximately 5000 sheep. The flock consists of 2300 ewes, 890 hoggets, 1800 lambs and 80 mixed-age rams.

TaskDetermine the staff required for four stands and the time (days) required to complete the shearing.

Develop a profile (job description or duty statement) for each of the additional staff positions.

Design and cost an advertisement seeking staff.

Write a checklist of questions and expectations that could be used to interview potential staff. Develop a contract or work form outlining conditions, wages and enterprise policies (inductions, OHS, requirements). Interview and induct the Assessor for a position on the team.

Provide a copy of the industry award and conditions and the forms required to employ someone in the industry (tax forms, bank details etc).

You will be assessed on your ability to:

research and provide information

determine the requirements of the shed

produce relevant documentation to employ staff

discuss with the Assessor a strategy for advertising the positions, and conducting an employment interview and an induction.



Demonstration/Observation ChecklistCluster 1 – Setting up the team

Task 1 – Employing staffCandidate’s name

Assessor’s name

Supervisor’s name(if applicable)

Work activity Organise requirements to employ staff.

Cluster 1 – Core units of competency



Assessment location

Date of demonstration Time

Instructions for the Assessor

The candidate is expected to consider the scenario and complete the tasks. In effect, the candidate is taking on the role of a contractor.

The candidate will need to be able to access and produce all the documentation required to employ someone in the industry, including taxation and payment forms such as banking details and rebate forms.

The award could be the federal or a state award or a set of rates and conditions such as the Contractors’ Association produce.

The candidate can use an imaginary business or company name to complete the tasks.

An assessment of the number of days required to complete the shed requires some assumptions to be made of shearer output. The candidate could use 650 to 700 sheep per day as a reasonable industry average.

The Assessor is to take the part of a prospective employee for the candidate to interview and induct using the developed checklists and forms.

Resources required for this task

access to awards

taxation forms (available at the post office)

stationery

word processor




Task 1 – Employing staffCandidate’s name

During the demonstration or observation of skills, did the candidate provide the following?

Is behaviour observed? Assessor’s NotesYes No

A copy of (or access to) an appropriate award q qRelevant taxation forms q qBank details/payment form q qA contract or employment form q qJob profile (JDF – job description form) for two different staff positions q qAn advertisement draft and costing for staff positions q qList of interview questions q qCalculation of staff requirements for the shed and the number of expected working days q q

Induction processes including OHS and any team policies q qClear communication q q

Assessor’s general comments/observations



Assessor’s nameOutcome(Please circle)

S(Satisfactory)

NYS(Not Yet Satisfactory)Assessor’s signature

Candidate’s signature Date




Task 2 – Accounting


Outline of taskFor this task you are to consider the following scenario (from Task 1) and complete the associated tasks. The scenario implies the role of a contractor or someone organising a team for cocky style shearing.

The scenario is that you are to staff a team to complete the shearing in a four stand shed that will shear approximately 5000 sheep. The flock consists of 2300 ewes, 890 hoggets, 1800 lambs and 80 mixed age rams.

The shed will be a ‘camp out’ operation requiring an extra staff member to cook. The shearing quarters provided contain a kitchen and a dining area, one reasonable sized fridge and one freezer. The grower will kill and supply meat.

You are required to:

calculate and record the expected days required to complete the shed

determine and record the shearing and mess supplies required for the duration

organise orders and purchase of supplies (a list and costing) and proposed method of delivery

determine and discuss storage requirements for the supplies (fresh vs frozen).


research and provide information

determine the requirements of the shed for equipment and mess

calculate the number of meals required and a provisional menu

determine the amount of storage required for perishable goods (fridge and freezer requirements)

provide an accurate accounting method for stores purchase, use and invoicing to the grower

discuss the accounts and processes with the grower/Assessor.




Task 2 – AccountingCandidate’s name

Assessor’s name


Work activity Accounting for shearing supplies




Assessment location



The candidate is expected to consider the scenario and complete the tasks. In effect, the candidate is taking on the role of a contractor.

The candidate needs to demonstrate an understanding of the nutritional requirements of shearing teams and the need to provide meals and smokos.

The mess goods that may require storage include bulk perishables such as bread, milk and meat that may be frozen.

The candidate needs to be able to walk/talk the Assessor through the account.


word processor and/or

accounting materials – ledgers, notebooks, receipt books

a record keeping process

access to a supermarket or supplier




Task 2 – AccountingCandidate’s name

During the demonstration or observation of skills, did the candidate do the following?


Research and provide information. q qDetermine requirements of the shed for equipment and mess. q qCalculate the number of meals required and a provisional menu. q qDetermine the amount of storage required for perishable goods (fridge and freezer requirements). q qProvide an accurate accounting method for stores purchase, use and invoicing to the grower. q q

Ensure that all stores will be available on time. q qDiscuss the account. q qAssessor’s general comments/observations

Assessor’s name Outcome(Please circle)

S(Satisfactory)






Task 3 – Shearing team OHS


Outline of taskYou are required to:

develop, implement and evaluate an OHS program.


hold a meeting to instigate the procedure and provide basic training

audit a shed using a checklist

complete a risk analysis (with the team and a follow-up meeting and training)

maintain records

evaluate the effectiveness of the procedure.



Demonstration/Observation ChecklistCluster 2 – Working safely

Task 3 – Shearing team OHSCandidate’s name

Assessor’s name


Work activity Develop, implement and evaluate an OHS program.

Cluster 2 – Core unit of competency


Assessment location



The candidate is required to set up a procedure that involves the team.

A shed OHS audit needs to be completed at the start of the shed.

A meeting or evidence of meetings is required.

Evidence could be gathered from interviewing team members.

Records of OHS activities could include checklists for a range of staff and sheds, records of meetings, any claim forms or incident forms, notes and diaries, reports and/or SOPs (standard operating procedures) resulting from meetings or identified issues.

The candidate may be able to provide a lot of the evidence listed or discuss with the Assessor the procedures that are in place.

However, the Assessor should inform the candidate that they may choose to question staff members on the OHS procedures in the team.


commencement of working shed

time

checklists

record keeping system(s)



Demonstration/Observation ChecklistCluster 2 – Working safely

Task 3 – Shearing team OHSCandidate’s name



Provide checklists. q qInvolve the team (evidence of participation). q qProvide clear instructions and guidance. q qCoordinate the audit and results. q qConduct risk analysis (hierarchy of control). q qRespond to, and resolve or control, issues. q qProvide feedback to the team. q qMaintain records. q q





S(Satisfactory)






Task 4 – Workflow


Outline of taskFor this task you are to develop a checklist of work routines and performance. You must use the checklist to evaluate a safe working shed, and identify and rectify any issues related to routines and performance. The shed must have a minimum of four shearing stands.


develop a checklist that covers all the roles and functions in a working shed

identify any issues relating to performance (communication, roles, organisation, workflow, teamwork, targets, knowledge and skill)

(from the documentation/checklist) implement any changes or improvements required

communicate and consult.



Demonstration/Observation ChecklistCluster 3 – Supervising and training

Task 4 – WorkflowCandidate’s name

Assessor’s name


Work activity Establish and maintain workflow and performance.



RTE3801A Provide on-job training

Assessment location



Supervising and coordinating activities related to team management.

Improvements and changes could be noted on the checklist.

The Assessor is looking for communication, assistance and the fostering of a general team ethos and cohesion.

The candidate needs to have respect from the team and show leadership.


a safe working shed

stationery (checklists etc)




Task 4 – WorkflowCandidate’s name



Demonstrate organisation. q qDevelop and use checklists. q qMaintain clear and accurate documentation. q qShow understanding of workflow and preparation issues. q qCommunicate (verbally and non-verbally). q qUse open communication. q qManage time. q qDemonstrate a range of skills across the team. q q





S(Satisfactory)






Task 5 – Training


Outline of taskFor this task you are to develop a documented process for conducting a training ‘needs analysis’ for a working team, complete the analysis and implement any training required. The team needs to be a minimum of four stands.


develop and use a checklist or matrix that identifies roles or tasks (similar to Task 4)

identify and document skill requirements (skills gaps) of staff

provide or organise training on the job to achieve skill levels required (could be ‘peer’ training)

provide positive feedback

review training success (record on checklist).




Task 5 – TrainingCandidate’s name

Assessor’s name


Work activity Develop a documented process for conducting a training ‘needs analysis’ for a working team.




Assessment location


Instructions for the AssessorThe focus of the Task 4 is through output, workflow and productivity of the shed whereas Task 5 focus is on identifying and providing training needs.

The candidate could have the documentation and the analysis completed prior to the assessment. The assessor however, should observe training taking place or alternatively the assessor could ‘role play’ for the candidate to demonstrate needs and training.

All OHS considerations need to be maintained throughout the assessment.


a safe working shed

stationery (checklists etc)

training resources that the candidate may have or choose to use.



Demonstration/Observation Checklist (Review training success – record on the checklist)Cluster 3 – Supervising and training

Task 5 – TrainingCandidate’s name



Develop and use a checklist or a matrix. q qMaintain clear and accurate documentation. q qIdentify training needs. q qProvide or organise effective/appropriate training. q qProvide clear instructions. q qDemonstrate tasks. q qProvide positive feedback. q qReview effectiveness of the training. q q





S(Satisfactory)





Cluster 4 – Experting and shearingTask 6 – Experting


Outline of taskFor this task you are to:

inspect and modify a range of combs for optimum performance.


identify and discuss comb issues relating to performance

modify combs to improve performance

maintain safety.



Demonstration/Observation ChecklistCluster 4 – Experting and shearing

Task 6 – ExpertingCandidate’s nameAssessor’s nameSupervisor’s name(if applicable)

Work activity Comb experting




Assessment location


Instructions for the AssessorThis competency relates to the ability to safely modify combs to achieve maximum performance.

The candidate should be able to assess the teeth and bevels on the comb and decide on the modifications that can be made.

The modifications should be discussed with the Assessor to determine that the candidate has recognised the issues and the specific modifications to be made (eg thinning teeth or shaping bevels) to suit the gear and the shearing and wool conditions.

Modifications should be tested and assessed for improved performance, as objectively as possible, in the available conditions.


a range of combs (new and old, and perhaps different brands or styles)

shaping stones, emery papers and buffers or a ‘bright boy’

grinding equipment

cleaning equipment




Task 6 – ExpertingCandidate’s name



Demonstrate knowledge of comb types. q qDemonstrate knowledge of comb features. q qDiscuss the effect of poorly maintained combs and bevels on shearing performance. q q

Modify the combs to suit the conditions. q qModify the combs to suit the ‘shearing style’ of the individual. q qTest and evaluate the modifications made. q qMaintain safety at all times. q qAssessor’s general comments/observations

Assessor’s name Outcome(Please circle)

S(Satisfactory)






Task 7 – Shearing


Outline of taskFor this task you are to:

evaluate conditions and set up equipment

demonstrate mastery of several styles of shearing to suit conditions

maintain output (numbers shorn) and quality above the average expectations.


set up for the conditions

demonstrate and discuss alternative shearing approaches (blow and footwork patterns)

maintain rhythm and control

maintain quality of work

maintain numbers shorn

work safely as a team member.




Task 7 – ShearingCandidate’s name

Assessor’s name


Work activity Shear sheep




Assessment location



Shearers should be demonstrating superior performance to the average shearer. Subjective indicators are terms like ‘doing it easy’ or ‘stylish’. In an average team, this person would stand out.

The assessment would be best carried out on the first day of the shed in adult sheep.

The Assessor needs to take note of the candidate’s: set-up for shearing approach to the mob selection of appropriate gear blow placement and footwork quality and numbers.

The candidate should be able to discuss in detail when, why and how they might modify any of the above issues.

Different approaches to blows should be demonstrated, for example, the ability to shear ‘top side’ or ‘bottom side’ or blow pattern on the belly.

The candidate needs to demonstrate awareness of the team and preparation issues that could be affected by their performance.

The Assessor needs to evaluate at least two pens to establish shearing consistency over time and the range of sheep in the mob, the quality and numbers, and that safety is maintained at all times.


a range of combs (new and old, and perhaps different brands or styles) shaping stones, emery papers and buffers or a ‘bright boy’ grinding equipment cleaning equipment




Task 7 – ShearingCandidate’s name


Is behaviour observed? Assessor’s Notes

Yes No

Set up the stand. q q

Evaluate the sheep and conditions. q q

Select the appropriate gear. q q

Demonstrate good blow placement and footwork. q q

Demonstrate/discuss alternative blows and footwork. q q

Adjust gear and/or patterns. q q

Maintain rhythm and coordination. q q

Maintain temperament. q q

Achieve a high level of quality. q q

Maintain and achieve good numbers shorn. q q




Is behaviour observed? Assessor’s Notes

Yes No

Consider others and work as a team. q q

Maintain safety. q q

Maintain all animal welfare, environmental issues. q qAssessor’s general comments/observations


S(Satisfactory)




RTE40403 Certificate IV in ShearingSection 5 – Candidate’s Information and Self-Evaluation Forms

PART 2

Section 5

Candidate’s Informationand

Self-Evaluation Forms

It is recommended that candidates be provided with this information before applying for RPL.



What is Recognition of Prior Learning (RPL)?RPL is the acknowledgment of skills and knowledge obtained through learning achieved outside the formal education and training system and includes work and life experience including paid and volunteer work and skills attained through leisure pursuits such as musical, mechanical or linguistic abilities.

RPL recognises any prior knowledge and experience and measures it against the qualification in which students are enrolled. The individual may not need to complete all of a training program if he or she already possesses some of the competencies taught in the program.

Why you should apply for RPLIf you apply for RPL and your application is successful you could:

reduce or eliminate the need for any training in skills and knowledge you already have

save time by not needing to attend any or a reduced number of classes and completing unnecessary work

save money because you will not have to buy textbooks and other learning material

complete your qualification in a shorter time

advance to a higher level qualification in a shorter time if desired.

Some terms you need to understandIt is important that you understand the following term to assist you with your RPL application.

Competence

Competence is the demonstration of skills and knowledge that you have gained through life and work experiences as well as any training that you have successfully completed that can be matched against a set of industry performance standards referred to as units of competency. These units are grouped together to form a specific industry qualification, within the Australian Quality Training Framework (AQTF).

Each unit of competency is divided into elements (a set of activities that lead to an overall achievement or demonstration of competence). Each of these elements is further broken down into a set of performance criteria which give a more detailed description of the skills and knowledge you need to be able to demonstrate.

Matching your evidence against each of the elements/performance criteria will help you to reach your qualification more quickly.



How to prepare for your RPL assessmentIn order for your skills to be formally recognised as part of a national qualification, Assessors must make sure that you (the candidate) have the required skills and knowledge to meet the industry standard as specified in the relevant Training Package.

You must be involved in the RPL process so that all the experience, skills and knowledge you have gained over time can be correctly identified and suitably demonstrated. This evidence is gathered and used in recognition of all or some of the units for the qualification you wish to gain.

All assessment requirements will be discussed with you in advance and you will be given the opportunity to ask questions and clarify requirements. Being prepared for the assessment process and knowing what you need to provide can save you valuable time and ensure that the RPL assessment is as simple and stress-free as possible.

Here are some tips to make the application process and interview easier for you.

1. Your Assessor will ask you to talk about your work roles and your employment history.

Bring a copy of your résumé. You might like to write down any work you have done in the past (paid or unpaid) and where this took place.

2. If you have certificates from any training courses you have completed, bring along either certified copies or the originals to the interview with the Assessor and they can make a copy of them.

3. Bring along any other documentation that you think would support your claim that you have done this work over time.

The following is a list of some of the documents you can provide as examples of your work history:

brief CV

certificates/results of assessment

any licences

tickets held, eg forklift, crane

photographs of work undertaken

diaries/task sheets/job sheets/logbooks

site training records

site competencies held record

membership of relevant professional associations

hobbies/interests/special skills outside work

references/letters from previous employers/supervisors

industry awards

any other documentation that may demonstrate your trade or industry experience or support your claim.



Depending on where you have worked and what the work may have included, you may or may not have documentary evidence. Do not be put off if you do not have documentary evidence, as the Assessor will work with you during the assessment process.

4. Think about who you would consider to be your workplace contact or referee.

Is your employer happy to support your aim to become qualified?

Would you feel comfortable if the Assessor contacted your current workplace or previous workplace/s to validate your skills and spoke to your supervisor/s or employer/s?

5. You will need to supply the contact details of work referees who can confirm your skills in the industry.

Think about who the best person to confirm your skill level would be.

Think about current or recent supervisors or employers who have observed your work and who would be able to confirm your previous work skills and experience. The Assessor will need to contact them.

6. You can speak with your Assessor about other ways you can show your skills for the trade or industry in which you are seeking recognition.

These could include letters from employers, records of any training courses or professional development sessions attended, employers or clients in related industries or government agencies, acknowledgements, workplace forms (as long as there are no confidentially issues – see below) or any other relevant documents.

Confidentiality issuesIt is important that sensitive information is not included as part of your Supporting Documentation (as identified in Section 6 and any other documentation you wish to use as evidence). You may need authorisation from your supervisor to use some of your evidence, so it is always best to check the privacy and confidentiality policies of the organisation. Client names should be deleted and financial figures or other personal details should be blacked out and made unidentifiable.



The four steps in the RPL assessment processOnce your training organisation has provided you with the information you need to apply for RPL, you need to follow these four steps in order to complete the process.

Step 1 – Self-Evaluation

Before you decide to apply for RPL you need to assess your current competence for one or several units of competency.

Complete the candidate information and self-evaluation forms provided with as much information of your previous work experience as you can.

This will allow for an initial assessment of your experience and a check to see whether you can demonstrate the required skills and knowledge. You can discuss this with an RPL Assessor if you want.

You must be able to provide evidence against the elements/performance criteria for the relevant unit/s of competency.

It is not enough to simply state that you possess the skills and knowledge required. You must be able to demonstrate competence.

This is your opportunity to provide as much proof as you can of the variety of experience you have had. You should supply examples of your work history if you have any. (See Tip 3 above.)

Depending on the trade or industry you have worked in, you may or may not have documentary evidence available. This should not deter you from seeking RPL, as your Assessor will work with you throughout the RPL process.

You will also need to supply the contact details of work referees who can confirm your skills in the industry.

By asking your supervisor to complete their part of your self-evaluation, they will be providing valuable evidence confirming the work experience, skills and knowledge you have demonstrated in the performance of your work duties.

You will also be provided with a list of suggested evidence that you could use to demonstrate that you are competent in a particular unit or units of competency. This list is a guide only. If you have other suitable evidence to support your claim for RPL then you are encouraged to share this with your Assessor.

If you do not believe that you have any suitable evidence, then you should discuss your options with your Assessor.

Once you have completed the self-evaluation and made the decision that you would like to continue with the RPL process, make an appointment for an interview and enrol for RPL.



Note: It is possible to gain RPL for an entire qualification.

Step 2 – Enrolment and interview with the Assessor

An interview with an Assessor who understands your industry will be organised for you. They will review – usually with you – the information and supporting documentation you have provided and match up your skills to the units/subjects in the qualification.

During your RPL interview, your Assessor will discuss with you your self-evaluation and any evidence you have provided.

It is at this point that you will be able to identify any previous work experience and discuss this with your Assessor.

During this conversation, you will be required to answer questions relating to your work experience. This questioning forms part of the assessment, as it will identify your current knowledge and skills regarding the area of industry in which you are applying for recognition.

If you are currently enrolled in a training course relating to this qualification, it is important that you let your Trainer know that you intend to apply for RPL, then nominate the units you have selected for RPL so that the required documentation can be processed and your application can go ahead.

It is at this stage that a decision will be made whether you are able to proceed to the next step or whether you need to undergo gap training.

Step 3 – Practical demonstration of your skills

Your Assessor will organise with you and your employer to conduct a practical skills test at your workplace (if appropriate) or other suitable location.

This is your opportunity to demonstrate your level of competence on a practical level. The assessment will focus on the skills required in the work activities which relate to the qualification in which you are applying for recognition.

Your Assessor will identify the skills they want you to demonstrate by asking you to complete certain tasks.

Step 4 – Provision of further supporting evidence

Your Assessor will need to confirm your previous work experience with someone (such as your supervisor or employer) who can vouch for your skills over a period of time.

They will contact the referees you have provided as part of the candidate information.

Your Assessor may ask you to give your selected workplace contacts or previous employers the Third Party report to complete. Authentication of these reports by the Assessor would then be required.



After the assessmentAfter the assessment, your Assessor will advise you of the units of competency you have successfully completed. You will also be advised whether you have gained the full qualification or if gaps have been identified during the recognition process. If you do have skill gaps, these may be addressed through additional training.

If you have any questions during the RPL process, you should contact your Assessor.



Candidate’s Information Form(You may find it easier to provide the information for the following by attaching a résumé.)

Qualification/Industry in which you are seeking recognitionRTE40403 Certificate IV in Shearing

Personal details

Surname

First name/s

Any other name/s used

Home address

Postal address (if different from above)

Telephone numbers Home: Work:

Mobile: Fax:

Email address

Are you a permanent resident of Australia?

Yes q No q

Do you need an interpreter to help you with an interview? Yes q No q

Do you have a disability which we should be aware of? Yes q No q

Will you need special aids if you are required to undertake a practical assessment?

Yes q No q

Please provide details or special needs so that we can assist you if required.

Current employment

Are you currently employed? Yes q No q

If ‘yes’, in which occupation are you currently employed?

What is your current job title?

Who is your current employer?

How long have you worked in this job approximately? year/s month/s

Is this occupation in the same industry as the industry in which you are applying for recognition?

Yes q No q If ‘no’, go to the next page.



If ‘yes’, list some of the main tasks you perform as part of your work that you think are relevant to your RPL application.

If you have further recent industry experience relevant to your application, please attach another sheet or your current résumé.

Rate your knowledge and skills against the qualification/industry relevant to your RPL application.

Industry area: Shearing Yes No Possibly

I think my experience is of a high level. q q q

I think I am skilled to do this job. q q q

I know how to do the work tasks really well. q q q

I can explain my experience and provide documentary evidence.

q q q

I have undertaken much of this work without supervision. q q q

Further training

I have attended training courses in this area of work. q q

If ‘yes’, what training did you undertake? Include date training completed (month, year).

Is there any further information you wish to give in support of your application?

Professional referees (relevant to work situation if not already listed on your résumé)

Name

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address



Professional referees (relevant to work situation if not already listed on your résumé)

Name

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address

Candidate’s Employment History Form(You may attach a current résumé in place of completing this section.)

Name, address and phone number

of employers

Period of employment(DD/MM/YYYY) Position/s

heldFull-timePart-timeCasual

Description of major duties

From To

1.

2.

3.

4.

5.

Attach additional sheet if required.

DeclarationI declare that the information contained in this application is true and correct and that all documents are genuine.




Candidate’s Self-Evaluation FormCompletion Instructions

The purpose of completing the self-evaluation form is to enable candidates who believe that they already possess the competencies, to assess their skills and knowledge against the qualification.

Complete the following pages and identify your capacity to perform the tasks described. Be honest in your appraisal. By completing this self-evaluation you will be identifying the areas where you may be able to apply for recognition.

NB: If this self-evaluation is being used as evidence, your supervisor must evaluate your ability to perform the work tasks. Your supervisor is also asked to comment on your ability to perform these work tasks and verify this by signing each section.

If this self-evaluation is being used only so that you and your Assessor can decide if you should proceed, then it doesn’t have to be verified.

Identify your level of experience in performing each competency/task by using the following:

not well – I do the task but not well.

well – I do the task well.

very well – I do the task really well.

See example below.

Competency/TaskI have performed these tasks

Supervisor’sEvaluation

Evidence to support claim

Frequently Never Sometimes Doc No.

Documentation provided (Number and name the document you are providing for easy reference.)

Using a computer to enter or change work information or data. q

Not Well Not Well

Using personal protective equipment as appropriate to conduct my work safely and in accordance with site and legal requirements.

Wellq

Well 1Copy of Company Personal Protective Equipment Requirements for my job role.



Candidate’s Self-EvaluationCluster 1 – Setting up the team

Candidate’s name Date completed

Cluster 1Competency/Task

I have performed these tasksSupervisor’

s Evaluation


Frequently Never Sometime

sDoc

No.

Documentation provided(Number and name the document you are providing for easy reference.)

1. I shear in more than six stands.

2. I source other shearers or shed staff.

3. I interview staff for positions.

4. I induct new staff into the team.

5. I explain awards and legislations.

6. I advertise for positions in the team.

7. I run a ‘camp out’ shed.

8. I organise supplies for shearing.

9. I organise supplies for quarters, camp outs or meals.

10. I deliver supplies to a team.

11. I maintain records of stores and supplies.

12. I maintain accounts for supplies.




Supervisor’s comments (Please provide a comment on the candidate’s ability to perform the above work task/s.)

Supervisor’s name Position

Supervisor’s signature Date



Candidate’s Self-EvaluationCluster 2 – Working safely



I have performed these tasks

Supervisor’s Evaluation



Documentation provided(Number and name the document you are providing for easy

reference.)

13. I provide information on OHS issues.

14. I train people in OHS.

15. I participate in OHS meetings.

16. I conduct (lead or manage) OHS meetings.

17. I conduct shed safety audits.

18. I assess risk.

19. I resolve or remove safety or risk issues.

20. I consult with others (outside the team) about OHS issues.

21. I stop work due to OHS issues.

22. I hold a formal safety officer position.

23. I administer first aid.

24. I organise the set-up of sheds for work.










reference.)

25. I organise staff to perform specific roles.

26. I manage daily shed activities.

27. I provide information on expected work activities.






Candidate’s Self-EvaluationCluster 3 – Supervising and training







sDoc No.


reference.)

28. I solve problems.

29. I report to growers, employers and others.

30. I hold meetings to solve problems.

31. I manage conflict situations and issues.

32. I provide feedback to team members.

33. I manage time and schedules.

34. I induct new staff.

35. I determine the need for staff training.

36. I personally train staff.

37. I organise others to train staff.

38. I provide positive feedback.

39. I record or report on training.

40. I provide or organise OHS training.









sDoc No.


reference.)






Candidate’s Self-EvaluationCluster 4 – Experting and shearing



I have performed these tasksSupervisor’s Evaluation



sDoc

No.


reference.)

41. I evaluate comb teeth for performance.

42. I modify comb teeth to improve performance.

43. I change or modify the comb scallops.

44. I use emery cloth and stones, eg a ‘bright boy’.

45. I set up shearing equipment.

46. I adjust equipment to improve performance.

47. I change equipment set-up to improve safety.

48. I evaluate a mob before shearing to assess their ‘shearability’.

49. I evaluate shearing conditions to determine style and approach to shearing.

50. I select gear based on initial appraisal of sheep and shearing conditions.

51. I assist other shearers.

52. I assist learners.

53. I discuss shearing styles and techniques with other shearers.





I have performed these tasksSupervisor’s Evaluation



sDoc

No.


reference.)

54. I maintain consistent output through the day.

55. I adjust blow patterns and footwork to suit the type of sheep.

56. I monitor adjacent shearers for control, rhythm and output.

57. I maintain all animal health and welfare issues.





RTE40403 Certificate IV in ShearingSection 6 – Third Party Report and Supporting Documentation

Section 6

Third Party Report and

Supporting Documentation

It is recommended that the Assessor verify the third party report with the person who completes the form to confirm the candidate’s skills in different contexts over time.

This information may be provided at, and form part of, the interview.



Third Party Report(Referee testimonial)

All people who verify your work are to complete the details below to ensure validity. (You may need multiple copies of this form.)

RTE40403 Certificate IV in Shearing

Candidate’s nameReferee’s name(Name of person providing this evidence)Position/titleWorkplaceWorkplace address

Telephone numbersEmail addressThis report was completed via interview by Assessor q independently by referee q

Interview conducted by(if applicable)Date of interviewInstructions As part of the assessment for Certificate IV in Shearing, the candidate

requires evidence from a third party (employer, supervisor or equivalent). This evidence will be used to validate the candidate’s skills and experience.A letter of support from the organisation validating a range of tasks performed by the candidate over a period of time is useful in identifying competence.

To whom it may concern

Re: ________________________ who is a ________________________. (insert candidate’s name) (insert industry/job title)

I certify that the above-named person has:worked at ________________________ for a period of ________________________ (insert name of workplace) (insert length of time).

They have regularly completed the following activities to an acceptable workplace/industry standard within this organisation.

Yes No

I understand the evidence/tasks the candidate has performed on which I am required to comment.

I am willing to be contacted if further verification of my statements is required.

If you would like further information or would like to discuss any of the above, I can be contacted on ____________________________________ (insert phone number).

Yours sincerely

Signature: ________________________________ Date: ________________________



Supporting DocumentationThe following table provides a guide of additional evidence sources to support your claim for Recognition of Prior Learning. If you have other evidence you are encouraged to provide this to your Assessor.

If you do not have all this evidence you are not excluded from applying for recognition and you should discuss options with your Assessor.

If you are providing documents as evidence then it is a good idea to number each document for easy identification. Place the number of the relevant document against the evidence listed below.

1. Additional sources of evidence for First Aid Units may include: Document number

a. Current first aid certificate or equivalent Statement of Attainment listing first aid units. 1

b. Third party confirmation of first aid officer position held at previous workplace(s). 2

c. Third party evidence of administering first aid assistance – could be sporting event, workplace or community event. 3

2. Additional evidence sources for OHS including statistics may include:

Document number

a. Statement of Attainment for Course in Safety Awareness (or old Green Card). 4

b. Third party evidence of Safety Representatives position held (current or previous). 5

c. Third party evidence of representation on safety committee(s). 6d. Evidence of OHS qualifications/ courses attended and inductions. 7

3. Additional evidence source for operating fire fighting appliances may include:

Document number

a. Current Statement of Attainment listing relevant fire fighting units. 8b. Third party confirmation of fire warden role held at previous workplace(s). 9c. Third party evidence of fire fighting activities – could be volunteer fire

brigade, fire response in a workplace or community setting. 10

4. Additional evidence source for handling dangerous goods may include:

Document number

a. Transport industry blue card 11b. Statement of Attainment for Course in Safety Awareness (or old Green

Card) 12

c. Third party evidence from workplace(s) on handling of dangerous goods 13



5. Additional evidence may include: Document number

a. Business registration 14b. Records of employing staff 15c. Membership of industry groups or associations 16d. References 17e. Diaries, journals 18f. Photos 19g. Training/course certificates or results records 20h. Tally books 21i. Pay slips 22j. Duty statements 23



Candidate’s name:Date:

RTE40403 Certificate IV in ShearingSupplied documentary evidence

Document number

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.



Assessor’s Evidence Summary SheetThe Assessor completes this table during the assessment to record the evidence collected.

It is expected that this evidence summary sheet (or similar) is attached to the evidence.

Place a tick in the appropriate evidence collection method column for each unit of competency.

Candidate’s name

Date

Unit Code Unit Title

Evidence collected

Com

pete

ncy

dem

onst

rate

d

Que

stio

ns

Prac

tical

Third

Par

ty

Rep

ort

Oth

er

evid

ence

Core units

RTC4701A Implement and monitor the enterprise OHS programq Yesq No

RTE3801A Provide on-job trainingq Yesq No

RTE4310A Conduct equipment experting for machine shearingq Yesq No

RTE4129A Apply advanced shearing techniquesq Yesq No

Elective units

RTC4908A Supervise work routines and staff performanceq Yesq No

RTE4904A Arrange employment for shearing operationsq Yesq No

RTE4917A Account for shearing shed suppliesq Yesq No

Note: To gain the qualification all the units above plus all the prerequisite units in RTE20403 Certificate II in Shearing and RTE31503 Certificate III in Shearing must be completed.

Assessor’s signature

Assessor’s name

Date


RTE40304 Certificate IV in ShearingSection 7 – Mapping of Assessment Tools

Section 7

Mapping ofAssessment Tools

This section contains tables with mapping of each of the Assessment Tools provided, against the requirements of the units of competency for the qualification that makes up this RPL Assessment Tool Kit.

It is important to note that this section is used for validation purposes only.

Whilst all effort is made to ensure that all the unit requirements for each unit are covered, the developers do not give any warranty nor accept any liability in relation to the mapping provided.

NOTE: It is recommended that these Assessment Tools be validated prior to using them for the first time or after any customisation has been made, to ensure they meet the requirements of the organisation and meet AQTF Standards.



Mapping document for Clusters 1–4

Using this documentThis document is mapped to the direct sources of evidence required to satisfy competence in these clusters.

Each of the columns reflects the particular tool in use, and the numbers relate to the question numbers in that tool which support the relevant performance criteria, critical aspects of evidence or required knowledge and skills in these clusters.

Note: The final column, ‘Supplementary evidence’, refers to any suggested sources of documentary evidence that the candidate may use to support their application for RPL.



Evidence MatrixThe evidence matrix below identifies how each of the questions in the Interview Question Bank (Section 3) and the Practical Tasks (Section 4) demonstrate competence against the elements, performance criteria, critical aspects of evidence, and underpinning skills and knowledge.

LegendQ = Question T = Task D = Document

Cluster 1 – Setting up the teamUnits of competencyRTE4904A Arrange employment for shearing operationsRTE4917A Account for shearing shed supplies

Element Performance Criteria Questions Practical TasksSupplementary

Evidence (Document no.)


Element 1 – Determine staffing requirements

1.1 Assessments are made of the numbers and types of staff required for wool harvesting.

Q3 T1, 2 D14, 15, 16

1.2 Lists of duties are drawn up for additional staff. Q2, 3 T1, 2 D14, 15, 16

1.3 Required capabilities of staff are defined prior to selection.

Q4, 5 T1, 2 D14, 15, 16

Element 2 – Seek applicants

2.1 Informal enquiries are made and vacancies advertised. Q7 T1 D14, 15, 16

2.2 Possible staff are followed up by telephone and in person.

Q7 T1 D14, 15, 16

Element 3 – Select staff 3.1 Individuals have input into ongoing monitoring and reporting on all aspects of workplace safety.

Q4, 9 T1, 5, 6, 7, 8, 9 D14, 15, 16

3.2 OHS issues are raised with designated personnel in accordance with enterprise procedures and relevant OHS legislation.

Q4, 9 T1 D14, 15, 16

Element 4 – Induct staff 4. 1 New staff are briefed on relevant awards, enterprise agreements, pay rates and related administration.

Q9,10 T1 D14, 15, 16






RTE4904A Arrange employment for shearing operations4.2 New staff are advised of terms and conditions and signed

on.Q9,10 T1 D14, 15, 16

4.3 New staff are familiarised with the workplace and colleagues.

Q10 T1 D14, 15, 16

4.4 OHS legislation and requirements are outlined in detail to staff.

Q10 T1, 3 D4, 5, 14, 15, 16, 17

Required knowledge Industry awards and conditions. Q9, 10 T1, 2, 3 D14, 15, 16

Duty statements for each category of wool harvesting staff. Q2, 3, 4, 5 T1 D14, 15, 16

Interviewing techniques. Q7, 8, 9 T1 D14, 15, 16

Advertising mechanisms for staff vacancies. Q7 T1 D14, 15, 16

Telephone techniques. Q7 T1 D14, 15, 16

Equal employment opportunity legislation. Q7 T1 D14, 15, 16

Staff selection process. Q8, 9 T1 D14, 15, 16

Induction procedures. Q10 T1 D14, 15, 16

Required skills Use the telephone. Q7 T1 D14, 15, 16

Conduct interviews. Q7, 8 T1 D14, 15, 16

Prepare advertisements. Q7 T1 D14, 15, 16

Carry out induction processes. Q10 T1, 3 D14, 15, 16







Element 1 – Determine supplies for shearing

1.1 List of required supplies is prepared according to enterprise needs.

Q11, 13, 17 T2 D14, 15, 16

1.2 Existing supplies are determined and recorded. Q11, 12 T2 D14, 15, 16

1.3 Required storage facilities are identified. Q13 T2 D14, 15, 16

Element 2 – Obtain supplies for shearing

2.1 Supplier of required goods is identified. Q13 T2 D14, 15, 16

2.2 Supplies are ordered and purchased prior to commencement of shearing operations.

Q13, 17 T2 D14, 15, 16

2.3 Delivery of supplies is arranged according to enterprise guidelines.

Q13 T2 D14, 15, 16

Element 3 – Record supplies for shearing

3.1 Stores inventory is maintained for duration of shearing. Q15, 16, 17, 18 T2 D14, 15, 16

3.2 Supplies are stored according to health and enterprise requirements.

Q13 T2 D14, 15, 16

3.3 Stores account is prepared and submitted to the grower. Q18 T2 D14, 15, 16

Required knowledge Supplies required to support shearing operations. Q11, 12 T2 D14, 15, 16

Procedures for ordering supplies and purchasing. Q13 T2 D14, 15, 16

Books of account. Q15, 16, 17, 18 T2 D14, 15, 16

Maintaining records. Q15, 16, 17, 18 T2 D14, 15, 16

GST requirements. Q18 T2 D14, 15, 16


Required skills Determine supplies for shearing. Q15, 16, 17, 18 T2 D14, 15, 16






Obtain supplies for shearing. Q13, 17 T2 D14, 15, 16

Record supplies for shearing. Q18 T2 D14, 15, 16

Negotiate discounts on bulk purchases. Q13 T2 D14, 15, 16



Cluster 2 – Working safelyUnit of competencyRTC4701A Implement and monitor the enterprise OHS program




Element 1 – Provide information about occupational health and safety

1.1 Relevant provisions of OHS legislation and codes of practice are accurately and clearly explained to the work group.

Q19 T3 D4, 5, 6, 7

1.2 Information on enterprise OHS policies, procedures and programs is provided in a readily accessible manner, and is accurately and clearly explained to the work group.

Q19, 21 T3 D4, 5, 6, 7

1.3 Information about identified hazards and the outcomes of risk assessment and control procedures is regularly provided, and is accurately and clearly explained to the work group.

Q19, 21, 24 T3 D4, 5, 6, 7

Element 2 – Facilitate the participation of workers in OHS observance and decision-making

2.1 Enterprise procedures for consultation over OHS issues are implemented and monitored to ensure that all members of the work group have the opportunity to contribute.

Q24, 25, 26 T3 D4, 5, 6, 7

2.2 Procedures whereby workers report OHS hazards, risks are assessed and action taken to control risks, are clearly described to the work group.

Q23, 25, 26 T3 D4, 5, 6, 7

2.3 Issues raised through consultation are dealt with and resolved promptly, or referred to the appropriate personnel for resolution in accordance with workplace procedures for issue resolution.

Q27, 28, 29 T3 D4, 5, 6, 7

2.4 The outcomes of consultation over OHS issues are promptly communicated to the work group.

Q23, 25, 27, 29, 30 T3 D4, 5, 6, 7


Element 3 – Implement 3.1 Existing and potential hazards which are identified are Q26, 27 T3 D4, 5, 6, 7






and monitor enterprise procedures for identifying hazards and assessing and controlling risks

reported so that adequate risk assessment and effective control measures are implemented.

3.2 Work procedures to control OHS risks are implemented by the work group and regular monitoring occurs to ensure ongoing adherence and effectiveness of risk control.

Q25, 26, 27 T3 D4, 5, 6, 7

3.3 Inadequacies in existing risk control measures are identified in accordance with the hierarchy of control, and reported to designated personnel/management.

Q27, 28, 30 T3 D4, 5, 6, 7

3.4 Inadequacies in allocation of resources to ensure safe work practice are identified and reported to management.

Q30 T3 D4, 5, 6, 7

3.5 Existing risk control measures are monitored and results reported regularly in accordance with workplace procedures.

Q27, 28, 30 T3 D4, 5, 6, 7

Element 4 – Implement workplace procedures for dealing with emergencies and hazardous events

4.1 Workplace procedures for dealing with OHS emergencies are implemented where necessary to ensure that prompt and effective control action is taken.

Q27, 29, 30 T3 D4, 5, 6, 7

4.2 OHS emergencies are reported in accordance with established enterprise procedures.

Q27 T3 D4, 5, 6, 7


4.3 Control measures to prevent recurrence and minimise risk of emergencies and hazardous events are implemented based on the hierarchy of control, or alternatively, referred to designated personnel for implementation.

Q22, 26 T3 D4, 5, 6, 7

Element 5 – Implement 5.1 OHS induction and training needs are identified accurately, specifying the gaps between OHS

Q25, 26 T3, 4, 5 D4, 5, 6, 7, 20






and monitor enterprise procedures for providing OHS training

competencies required and those held by the work group.5.2 Arrangements are made for meeting identified OHS

training needs in both on and off-the-job training programs in consultation with relevant parties.

Q25, 26 T3, 4, 5 D4, 5, 6, 7, 20

Element 6 – Implement and monitor enterprise procedures for maintaining occupational health and safety records

6.1 OHS records for work area are accurately and legibly completed in accordance with workplace requirements for OHS records, and legal requirements for the maintenance of records of occupational hazards, risk control, injury and disease events.

Q27, 32, 33 T3 D4, 5, 6, 7

6.2 Aggregate information from OHS records is used to identify hazards and monitor risk control procedures within work area according to enterprise procedures and within scope of responsibilities.

Q33 T3 D4, 5, 6, 7

Required knowledge Hazards in the workplace. Q23, 31 T3 D1, 2, 3, 4, 5, 6, 7

Relevant OHS legislation and codes of practice. Q19, 21 T3 D4, 5, 6, 7

Risk control measures. Q23, 26 T3 D4, 5, 6, 7

The hierarchy of OHS risk control and its implementation for hazards in land-based industries.

Q26 T3 D4, 5, 6, 7, 8, 9, 10, 11, 12, 13

Literacy levels and communication skills of workers. Q22, 25 T3 D20


Suitable communication techniques. Q25 T3 D3, 5, 6, 9, 20

Relevant enterprise management systems and procedures. Q22, 24, 25 T3 D14, 25, 26

Accident/incident investigation. Q32, 33 T3 D2, 3, 4, 5, 6, 7

Participative work practices. Q23, 25, 28 T3, 4, 5 D2, 5, 9






Required skills Provide information to the work group about occupational health and safety.

Q22, 23, 24, 25 T2, 3, 4, 5 D4, 5, 6, 7

Facilitate the participation of workers in OHS observance and decision-making.

Q25, 26 T3 D2, 5, 6, 9

Identify OHS hazards and controls relative to work practices and processes in work area.

Q23, 26 T3 D4, 5, 6, 7

Respond to OHS hazard identification in an appropriate and timely manner.

Q27, 28, 29, 30 T3 D4, 5, 6, 7



Cluster 3 – Supervising and trainingUnits of competencyRTC4908A Supervise work routines and staff performanceRTE3801A Provide on-job training




Element 1 – Communicate work roles

1.1 Roles and responsibilities of staff are clearly defined and documented.

Q2, 4, 34, 35 T1, 4 D 14, 15, 16, 20

1.2 Skills of staff are accurately identified and matched with available tasks and duties.

Q2, 4, 34 T1, 4, 5 D14, 15, 16, 20

1.3 Requirements of jobs are clearly identified and communicated to personnel.

Q34, 35, 36, 37 T1, 3, 4, 5 D14, 15, 16 ,20

1.4 Information on activities are developed and provided to personnel.

Q2, 4, 34, 35 T1, 4, 5 D14, 15,16, 20

1.5 OHS policy and procedures are effectively communicated and implemented.

Q37 T3 D4, 5, 6, 14, 15, 16, 20

Element 2 – Coordinate activities

2.1 Work activities are prioritised to ensure completion of outcomes in accordance with available timelines.

Q37, 38 T4, 5 D14, 15, 16, 20

2.2 Work plans are developed to establish appropriate targets and objectives of activities.

Q38, 39, 40 T4, 5 D14, 15, 16, 20

2.3 Training and learning opportunities are identified and incorporated into work activities.

Q44, 45 T4, 5, 6 D14, 15, 16, 20

2.4 Supervisory and reporting responsibilities are clear and maintained in line with organisational requirements.

Q36, 37, 40 T3, 4, 5 D14, 15, 16, 20

2.5 Enterprise environmental policy and procedures are effectively communicated and implemented.

Q46 T5 D14, 15, 16, 20


Element 3 – Maintain 3.1 Problems are recognised and addressed through Q37,40,41 T4, 5 D14, 15, 16, 20






effective working relations

discussion with work group.

3.2 Assistance is sought from work group members when difficulties arise in achieving allocated tasks.

Q39, 40, 41 T4, 5 D14, 15, 16, 20

3.3 Discussion and information sharing is routinely used to communicate requirements of work activities through a participative approach.

Q41, 46, 47 T1, 3, 4, 5, 6 D14, 15, 16, 20

3.4 Disagreements and conflicts are managed constructively using appropriate conflict management strategies.

Q47, 48 T4, 5 D14, 15, 16, 20

Element 4 – Provide feedback

4.1 Feedback is clear, constructive and provided promptly to individuals to support achievement of outcomes.

Q49, 50 T4, 5 D14, 15, 16, 20

4.2 Difficult situations are identified and negotiated to achieve results in line with organisational requirements.

Q41, 48 T4, 5 D14, 15, 16, 20

4.3 Team and individual performances are monitored regularly to ensure personnel are able to achieve goals.

Q49, 50 T4, 5 D14, 15, 16, 20

4.4 Supervisory structures and lines of reporting are maintained in accordance with organisational requirements.

Q51, 52 T1, 3, 4, 5 D14, 15, 16, 20

Required knowledge Enterprise personnel processes. Q34, 35, 37, 44, 45, 46, 47

T1, 2, 3, 4, 5, D14, 15, 16, 20

Enterprise organisational structure and responsibilities. Q42, 43 T1, 2, 3, 4, 5 D14, 15, 16, 20

Techniques for building trust and relationships. Q41, 52 T3, 4 D14, 15, 16, 20


Principles of team work and negotiation. Q40, 41, 46, 47 T3, 4, 5, 6 D14, 15, 16, 20






Performance appraisal systems and procedures. Q44, 45 T3, 4, 5 D14, 15, 16, 20

Principles of time management. Q40, 42 T1, 2, 3, 4, 5, 6 D14, 15, 16, 20

Conflict management techniques. Q46, 47, 48 T4, 5 D14, 15, 16, 20

Enterprise training requirements and processes. Q44, 45 T4, 5, 6 D14, 15, 16, 20

Relevant State/Territory legislation, regulations and codes of practice with regard to workplace OHS, environmental protection, and the use and control of hazardous substances and machinery and equipment.

Q36, 37 T3, 5 D14, 15, 16, 20

Hazard identification, assessment and control. Q23, 26, 27, 31, 32, 33

T3, 4 D4, 5, 6, 7, 14, 15, 16, 20

Required skills Supervise and instruct staff to achieve work activities. Q35, 36, 37 T4, 5 D14, 15, 16, 20

Delegate and allocate tasks. Q35, 36 T1, 4, 5 D14, 15, 16, 20

Assess and evaluate staff competency. Q44, 45 T4, 5 D14, 15, 16, 20

Identify and provide training requirements. Q44, 45 T4, 5 D14, 15, 16, 20

Plan and monitor ongoing training needs. Q44, 45 T4, 5 D14, 15, 16, 20

Plan timesheets and timetables to meet deadlines. Q40, 41, 42, 43 T1, 2, 4 D14, 15, 16, 20

Demonstrate effective time management. Q40, 41, 42, 43 T1, 2, 3, 4, 5 D14, 15, 16, 20


Demonstrate safe workplace and environmentally responsible practices.

Q23, 26, 27, 31, 32, 33

T3, 4, 6 D14, 15, 16, 20

Solve problems (staffing, resources). Q39, 40 T1, 2, 4 D14, 15, 16, 20






Communicate information and instructions, provide feedback and prepare reports and performance appraisals.

Q44, 45, 46 T4, 5 D14, 15, 16, 20

Calculate timesheets and measure productivity. Q39, 40, 42 T1, 2, 6 D14, 15, 16, 20


Element 1 – Identify needs for on-the-job training support

1.1 Training needs are determined in consultation with supervisor and employee/trainee.

Q34, 35, 36, 44, 45 T4, 5 D20

1.2 Extent and scope of training support to be provided is agreed with the supervisor.

Q44, 45 T4, 5 D20

1.3 Outcomes from training are defined prior to commencement.

Q49, 50 T4, 5 D20

1.4 Methods of providing on-job training support is clarified and agreed with supervisor.

Q53, 54, 55 T4, 5 D20

Element 2 – Support on-the-job training

2.1 Training outcomes are clearly indicated to the learner. Q44, 45, 53, 54, 55 T4, 5 D20

2.2 Training is delivered as directed and in accordance with workplace procedures and relevant legislation.

Q44, 45, 53, 54, 55 T4, 5 D20

2.3 Practice opportunities are provided to reinforce the training.

Q53, 54 T4, 5 D20


Element 3 – Provide follow-up and support to learner

3.1 Opportunities to apply competencies on-the-job are provided.

Q53, 54, 55, 56 T4, 5 D20

3.2 Constructive feedback and coaching are provided to assist learning.

Q49, 50, 56 T4, 5, 7 D20

3.3 Feedback of employee's progress is given to the Q49, 50, 56 T4, 5 D20






supervisor in the workplace.

Required knowledge Adult learning principles. Q44, 45, 53, 55 T4, 5 D20

Setting up on-job training support. Q53, 54, 55, 56 T4, 5 D20

Approaches to on-job training support. Q53, 54, 55, 56 T4, 5 D20

Resources required for on-job training support. Q53, 54 T4, 5 D20

Reviewing and reporting on on-job training support. Q56 T4, 5 D20

OHS issues related to on-job training support. Q46, 47 T3, 4, 5 D1, 2, 3, 7, 13, 20

Required skills Identify needs for on-the-job training support. Q44, 45 T4, 5 D20

Provide follow-up and support to learner. Q49, 50, 56 T4, 5 D20

Cluster 4 – Experting and shearingUnits of competencyRTE4310A Conduct equipment experting for machine shearingRTE4129A Apply advanced shearing techniques

ElementPerformance Criteria

QuestionsPractical Tasks

Supplementary Evidence (Document no.)




Element 1 – Trim and finish combs1.1 Signs of non-optimal equipment performance are identified and acted upon.Q57T6, 7D16, 17, 19, 20

1.2 The trim and finish meet the requirements of the current shearing task.Q58, 60T6D16, 17, 19, 20

1.3 Control of comb and tools is maintained throughout the experting process in accordance with OHS requirements.Q60T6D16, 17, 19, 20

1.4 Comb is adapted in a form that meets individual shearing style.Q59, 64, 67T6D16, 17, 19, 20Element 2 – Scallop combs2.1 The principles and method of scalloping are recognised and applied.Q61, 62, 63T6D16, 17, 19, 20

2.2 The interrelationship between correctly scalloped combs and shearing performance is determined in terms of density of wool, time of year, and breed.Q59, 64, 67, 68T6, 7D16, 17, 19, 20

2.3 Combs are scalloped to meet the shearing style of individual shearers.



Q57, 59, 60T6D16, 17, 19, 20Required knowledgeTypes of combs and cutters.Q58, 65T6, 7D16, 17, 19, 20

Trimming and finishing techniques.Q63T6D16, 17, 19, 20

Tools and equipment used in experting.Q63T6D16, 17, 19, 20

OHS policies and practices related to experting.Q60T3, 6D16, 17, 19, 20

Scalloping techniques.Q61, 62, 63T6D16, 17, 19, 20

Assessing relationship of comb preparation to shearing performance.Q57, 59T6, 7D16, 17, 19, 20



RTE4301A Conduct equipment experting for machine shearingRequired skillsTrim and finish combs.Q63T6D16, 17, 19, 20

Scallop combs.Q61, 62, 63T6D16, 17, 19, 20

Recognise and report OHS hazards to the appropriate person.Q60T3, 6D16, 17, 19, 20

RTE4129A Apply advanced shearing techniquesElement 1 – Prepare and set up equipment to optimise shearing output1.1 Range and condition of equipment available for selection meets anticipated shearing conditions.Q63, 66, 73T6, 7D19, 20, 21

1.2 Equipment is selected and set up based on the assessment of shearing conditions to ensure the optimum yield and shearing throughput within OHS requirements.

Q66, 69, 70T3, 6, 7D19, 20, 21

1.3 Equipment performance is monitored and adjustments are initiated to maintain optimum shearing throughput.Q67, 68, 70T6, 7



D19, 20, 21Element 2 – Assess and monitor the shearing conditions and environment2.1 The style and approach adopted for the shear are appropriate to the shearing conditions, and maintain the quality and throughput at a level that meets

enterprise requirements.Q70, 73T6, 7D17, 19, 20, 21, 22

2.2 Approaches for mitigating adverse shearing conditions are adopted prior to and during the shearing.Q69, 70, 71, 72, 73T6, 7D17, 19, 20, 21, 22

2.3 Monitoring and assessment of the shearing environment are undertaken with consideration of the whole wool harvesting operation.71, 72T3, 6, 7D17, 19, 20, 21, 22




2.4 Potential and existing hazards are identified and resolved to ensure the quality and throughput are at a level that meets grower and contractor expectations.Q69, 70T3, 6, 7D17, 19, 20, 21, 22

2.5 Opportunities to support and encourage the performance of other shearers are identified and constructively responded to while maintaining own output.Q70, 71, 72T4, 5, 7D17, 19, 20, 21, 22Element 3 – Maintain control, rhythm and output during shearing3.1 Personal position and shearing method is adapted to accommodate limitations in equipment performance and set up.Q68, 74, 75T6, 7D17, 19, 20, 21, 22

3.2 Timing, length and width of blows optimise selected shearing pattern.Q73, 76T7D17, 19, 20, 21, 22

3.3 Blow commencement and finish positions are economical of effort and reflect the shortest route.Q75, 76T7D17, 19, 20, 21, 22

3.4 Blow placement, body work and sheep positioning combine to represent sustainable shearing effort and output.Q75T7D17, 19, 20, 21, 22Required knowledge



Types of shearing sheds, boards and catching pens.Q66T4, 7

D17, 18, 19, 20, 21, 22

Shearing machinery required and their relative functions.Q66T1, 7D17, 19, 20, 21, 22

Industry agreed shearing techniques, and positions and method of shearing.Q74, 75, 76T7D17, 19, 20, 21, 22

Safe handling techniques for catching, dragging, shearing and releasing sheep.Q77, 78T7D17, 19, 20, 21, 22


Anatomy of all types of sheep.59, 64, 67, 73T7D17, 19, 20, 21, 22

Sheep diseases.Q71, 73T3, 7D17, 19, 20, 21, 22


RTE40304 Certificate IV in ShearingSection 7 – Mapping of Assessment ToolsAnimal welfare requirements in relation to sheep.Q71, 78T7D17, 19, 20, 21, 22

Sheep behaviour.Q69, 75, 77T4, 7D17, 19, 20, 21, 22

Personal protective clothing and equipment, and when and how it should be used.Q79T3, 6, 7D17, 19, 20, 21, 22

Federal Pastoral Industry Award and/or State Shearing Award of Queensland, or Western Australian Shearing Contractors Award.Q36, 37T1, 2, 3D14, 15

Relevant State/Territory legislation and awards, regulations and codes of practice with regard to workplace OHS and animal welfare.Q36, 37T1, 2, 3D14, 15Required skillsPrepare and set up equipment to optimise shearing output.Q66, 69, 70T4, 6, 7D17, 19, 20, 21, 22

Assess and monitor a diverse range of shearing conditions and environments.Q69, 70, 73



T4, 6, 7D17, 19, 20, 21, 22

Maintain control, co-ordination, rhythm, high quality performance and output during shearing.Q74, 75, 76, 77T7D17, 19, 20, 21, 22

Work in a team as a team member.Q72T3, 4, 5, 7D17, 19, 20, 21, 22
