ivet.edu.au 1300 00 IVET IVET Institute: RTO ID: 40548 Read and respond to routine workplace information FSKRDG10 This unit describes the skills and knowledge required to interpret and respond to information in routine workplace texts in printed or digital format, such as instruction manuals, reports, emails, brochures, work instructions, spreadsheets. The unit applies to individuals who need reading skills at Australian Core Skills Framework (ACSF) level 3 to undertake a vocational training pathway or workplace tasks. STUDENT RESOURCE

CONTENTS Elements and performance criteria........................................................................................................................................3 Preparing to read............................................................................................................................................................................4 Types of text.........................................................................................................................................................................................................................................4 Audience and purpose ...........................................................................................................................................................................................................7 Identifying text features ...........................................................................................................................................................................................................7 Interpreting information ............................................................................................................................................................10 Navigating text ...............................................................................................................................................................................................................................10 Workplace terminology............................................................................................................................................................................................................11 Reading strategies......................................................................................................................................................................................................................13 Using critical reading skills ..................................................................................................................................................................................................14 Understanding and responding.............................................................................................................................................15 Check you’ve understood correctly...........................................................................................................................................................................15 Responding appropriately ..................................................................................................................................................................................................15 Summary.......................................................................................................................................................................................... 17 Suites 210 – 212 189E South Centre Road Tullamarine VIC 3043 © IVET Created: 12/1/23 Version: 1.0 The content of this publication is produced for educational purposes only. No claim is made to its accuracy or the authenticity of the content. The information in this document is provided on the basis that the reader takes responsibility for assessing the relevance and accuracy of the content. No responsibility is taken for any information or services which may appear on any linked websites. IVET Group does not accept any liability to any person for the information or advice (or the use of such information or advice) in this document or incorporated into it by reference. All content, unless otherwise indicated, is the intellectual property of the IVET Group. 2

ELEMENT PERFORMANCE CRITERIA Elements describe the essential outcomes. Performance criteria describe the performance needed to demonstrate achievement of the element. 1. Prepare to read routine workplace texts 1.1 Identify the text type 1.2 Identify audience and purpose of text 1.3 Identify the text features 2. Interpret information in routine workplace texts 2.1 Use navigation skills to locate relevant information 2.2 Identify and interpret workplace terminology in texts 2.3 Use reading strategies to locate and interpret relevant information 2.4 Use critical reading skills to interpret information 3. Confirm understanding and respond to routine workplace texts 3.1 Check that information in routine workplace texts has been correctly understood 3.2 Use information to respond appropriately Performance evidence Evidence of the ability to: y interpret information in routine workplace texts y respond appropriately to information in routine workplace texts. Evidence must be collected using routine workplace texts typically found in the workplace. Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once. Knowledge evidence Evidence of the following knowledge must be demonstrated: y purpose and features of routine workplace texts y some specialised terminology in routine workplace texts y reading strategies to interpret information in routine workplace texts. For more information on this unit of competency visit: https://training.gov.au/Training/Details/FSKRDG10 FSKRDG10 Read and respond to routine workplace information Elements and performance criteria 3

FSKRDG10 – Read and respond to routine workplace information Preparing to read Using workplace information is a key part of being a good worker. Workplace information is any type of form or document containing information relating to the workplace and its operation. All workplaces have different types of information, which you will need to identify so you can select the right information for your needs. Some familiar workplace texts may include: y Formal letters y Emails y Training materials y Instruction manuals y Industry-specific documents (receipts for meals, sales reports, etc.) y Invoices y Rosters There are many different types of text, and it’s necessary to identify which type you’re reading. Think about the above list. Each example is distinct and characterised by various features. You must identify those features to work out what type it is. Types of text Different forms, or styles, of writing, are known as text types. Letters, adverts, userguides, emails, postcards, notes and magazine articles are all different types of text. It helps to know what type of text you are reading and why it was written. For example: y An advertisement to persuade you to buy something y A user-guide or instruction written to tell you how to use something (such as Bluetooth headphones or a washingmachine) y A formal (business) letter written to inform you about school dates y A personal email from a friend, describing a holiday. 4

There are four main text types, each used for specific intentions. These are expository, descriptive, persuasive, and narrative. Expository (Instructive/ Informative) This type of text is the most common. It explains a concept and conveys information from the writer to the audience. The focus is on facts about the topic. y Textbooks y Instructions y Recipes y News article y Business, technical, or scientific writing Instructive: Tells you how to do something. It will be direct and without extra words. Informative: Provides facts, information or news in a clear, step-by-step way. Descriptive To create a vivid impression of a person, place, object or event. Mostly found in fiction writing. The writer paints a picture in words of people, places or things for the audience. The focus is on describing things as they are. y Poetry y Journal/diary writing y Descriptions of nature y Fictional novels Persuasive The writer aims to convince the audience of a position or belief. These texts contain the opinion and bias of the writer and their reasons and justifications. These may: y use capital letters, exclamation marks, questions and repeated words to catch your attention y use adjectives to make something sound attractive y give only one side of an argument. y Cover letters y Reviews of items y Letters of complaint y Advertisements y Letters of recommendation Narrative To entertain, to gain and hold the audience’s interest. The writer is not only conveying information; they are constructing and communicating a story. y Oral histories y Novels y Poetry y Short stories y Anecdotes Source: Adapted from Jeffrey, R. Types of Writing Styles. (2016). Retrieved from Open Oregon: https://openoregon.pressbooks.pub/aboutwriting/chapter/types-of-writing-styles/ 5

FSKRDG10 – Read and respond to routine workplace information The following text is written to persuade the reader to take a holiday: Enjoy an Enchanting Holiday in Bali Boasting jungle topped landscapes, golden sand shores and vibrant cultural history, Bali is a spectacular tropical island unlike anywhere else in the world. Striking the perfect balance between adventure and relaxation, Bali offers holidaymakers the choice to explore the great outdoors and completely unwind to the rhythm of 'island time'. Whether you're seeking a stunning romantic escape or familyfriendly adventure, Bali offers visitors a truly unforgettable vacation. What can our holiday offer you? Located right on Paradise Beach, The Haven Suites Bali Paradise is an ideal choice in affordable accommodation for your next Bali holiday. Each suite is spacious and offers views over the pool or ocean, with some also featuring direct pool access. Facilities include a restaurant and bar, gym, infinity pool and day spa. Prices start from just $899 per person. ................................................................................................................................................................................................................................................................. ................................................................................................................................................................................................................................................................. ................................................................................................................................................................................................................................................................. ................................................................................................................................................................................................................................................................. ................................................................................................................................................................................................................................................................. ................................................................................................................................................................................................................................................................. LEARNING ACTIVITY 1 Text type 6

Audience and purpose All workplace documents have an intended audience and a purpose. It’s essential to know these so you can decide if the text is relevant for you. If something is meant for an audience unrelated to your needs, it may not be useful to you. Start by thinking about what you, the reader, need to know. To help you do this, try answering the following questions: y Who is the text aimed at? y What do I need to know? y Is the information I’m reading accurate? Audience Purpose Anyone the document is written for, such as: y team members y your supervisor y management y customers. The reason the document was written, such as: y reporting a hazard, unsafe work practice or injury y providing information y requesting information. Identify the audience and purpose for the following types of text. Type of text Audience Purpose Training manual Report Invoice Roster LEARNING ACTIVITY 2 Identify the audience and purpose Identifying text features A text feature is a feature such as headings or subheadings. Pictures can be considered text features as well. Text features help you better understand non-fiction texts. They can include, but are not limited to: y Table of contents y Headings y Index y Glossary y Maps y Font y Bullet lists y Number lists y Text layout y Bold prints y Labels y Diagrams y Charts y Tables y Credits/footnotes 7

FSKRDG10 – Read and respond to routine workplace information Importance of text features Text features help readers determine what is important. Table of contents (or index): Readers can waste time flipping through a book or website to find the information they need. Special print helps draw the attention of the reader to important keywords and phrases. REAL SKILLS FOR REAL CAREERS 1 REAL SKILLS FOR REAL CAREERS WHAT IS VET? What to expect from a VET course 2 VET outcomes 3 CHOOSING VET VET puts you in control 4 Types of vocational education and training 4 Qualication pathways 5 Providers & opportunities 6 Course fees & student loans 6 How to apply 7 Where to next 7 I WILL SUCCEED MY WAY Success stories 8 Student life 14 Apprenticeships and traineeships 16 VET INDUSTRIES & COURSES Agriculture & Food Processing 22 Arts & Culture 24 Business, Education & Training 26 Construction & Mining 28 Defence Industry 30 Design 32 Government, Safety & Environment 34 Health & Community Services 36 Manufacturing & Engineering 38 Retail, Hair & Beauty Services 40 Science & Technology 42 Sports & Recreation 44 Tourism & Hospitality 46 Transport 48 Utilities 50 Source: myskills.gov.au For example 8

Text structure Text structure refers to the way information is arranged within a document, and helps you find and understand information as you read. Some types of text structure include: Chronological Discusses things in order. Cause and effect Explains a cause and its results. Problem and solution Presents a problem and offers a solution. Compare and contrast Discusses similarities and differences. Classification-division Sorts information into topics and categories. Priority sequence Sorts information from most important to least important. Learning Checkpoint 1 1. List two text types and describe their purpose. 2. Why is it important to identify the audience and purpose of the text? 3. Describe two distinguishing text features. 4. Describe two types of text structure. 9

FSKRDG10 – Read and respond to routine workplace information Interpreting information Locating and interpreting relevant information in workplace documents can sometimes be timeconsuming, especially if they are long or you don’t have much time. Knowing how to find the information you need quickly and effectively is an important skill. You need to consider what strategies will help you find what you’re looking for and interpret it quickly and efficiently. Refer to the notes from the previous section on the use of features to help you locate what you need. Navigating text Finding your way around As discussed, text features help us to navigate our way around the information contained within the document. For example: y Index y Table of contents y Headings y Hyperlinks y Subject matter y Tables and charts y Introduction or conclusion Locating what you want As well as using text features you could: y Scan the text for the most relevant sections—e.g. are there any bullet points of key information or any particularly relevant headings? y Skim the document by glancing over the whole text quickly to work out the overall content, and which information is most relevant 10

Workplace terminology Workplace terminology is a general term for a group of specific words or meanings shared and understood by everyone in the workplace. It is also known as jargon. Jargon will differ from one industry or workplace to another. Workplace terminology consists of: y words specific to the workplace y acronyms y abbreviations. List four types of information you can obtain from this roster. ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ LEARNING ACTIVITY 3 Types of information 11

FSKRDG10 – Read and respond to routine workplace information Workplace specific terms Different workplaces will have different terms meaning the same thing. For example: The place you go for a break or to eat lunch • Lunch room • Tearoom • Cafeteria A book used for people to sign their name when they arrive • Sign-in book • Guest book • Visitor log Where deliveries are sent out and received • Loading bay • Despatch • Receiving area Abbreviations Abbreviations are shortened forms of long words or phrases. For example (see right): Acronyms Acronyms are formed by putting together the first letter of each word. For example: ASAP As soon as possible – if it’s from your manager, drop everything and respond. ‘Send me your report ASAP.’ FYI For your information – when you share information to keep people included. ‘FYI, this is the information I got about workplace texts.’ BTW By the way (sometimes means back to work during online chats with colleagues). ‘I saw that meme BTW, wasn’t that funny?’ WHS Workplace health and safety ‘You must follow WHS procedures.’ N/A Not applicable – used to indicate when information isn’t provided because it doesn’t apply or is unavailable. N/A COB Close of business – refers to the end of a working day, usually used to state a deadline. ‘This is a reminder that the online survey will be open until COB today.’ Mon. Monday Ph. Phone Sep. September ATTN. Attention—indicating who a letter is for 12

Reading strategies Reading strategies help you understand what you are reading. There is a variety you can use, for example: Anticipate and predict what you read y If a new word is similar to one you already know, you may be able to guess it’s meaning y Predict the meaning of a word by seeing how it fits in a sentence y Use the experience you have interpreting a type of document, or previous knowledge, for reading others that are similar—what do you know about the topic? Use various methods to understand a text y Jumping ahead to another sentence or paragraph may give a clue to the word or sentence you’re stuck on y Look for the implied meaning being suggested y Make links with information you’ve read in one type of text to understand the text in another y Look for keywords that give you clues about what you’re reading y Break information down into smaller parts to make it easier to remember and understand y Look for clues in text features (such as titles, headings, bold text, images) to comprehend the meaning. Look for language patterns y How words are organised y If the language style is formal or informal y Words showing a question being asked y Words demonstrating an opinion y Punctuation used to make text clear. Make notes y Highlight keywords and phrases y Underline or annotate the text y Write notes to help remember the meaning of new words y Note what you don’t understand or wish to explore in more detail y Keep referring to your notes as you go along. Keep a dictionary handy y Allows you to interpret text quickly without interrupting your flow. Summarising y Combine similar ideas, condense main ideas, and connect major ones into succinct statements capturing the purpose of the text. 13

FSKRDG10 – Read and respond to routine workplace information Using critical reading skills Reading critically doesn’t mean you’re being critical of what you read. It means that you’re not taking it at face value, but engaging in the text and asking yourself about what the author was trying to say and the main argument being presented. Who wrote it? Why did they write it? Who is it written for? What do they know about the subject? Reading critically is the difference between recognising the written words in a text and being able to understand their meaning, context and significance. Here are some suggestions to help your critical reading skills: Recognise fact and opinion Fact: Factual texts are based on facts which can be proven to be true. Examples include: y reports y instruction manuals y diagrams y spreadsheets. Opinion: An opinion is a personal view or belief about something. People will have different views about the same thing. Examples include: y brochures y emails y blogposts. Recognise bias Bias is disproportionate support or opposition of something in an unfair way. An example would be a newspaper article only presenting one side of a story. Recognise implicit meaning Implicit meaning is not directly expressed and is hinted at or suggested instead. Learning Checkpoint 2 1. What can you do to navigate a text and find the information you want? 2. List two strategies to help you understand what you are reading. 3. What does it mean to read critically? 4. What are two things you can do to help you read critically? 14

Understanding and responding Check you’ve understood correctly It is important to check that you have correctly understood a workplace text before you respond. Understanding information means that you have correctly interpreted its meaning, and you can use it in the way it was intended. Remember, there are two elements to check: y Is the information in the text correct? y If so, have you understood it correctly? The following methods can help you check that you have correctly understood the information you have read: y Cross-reference to another text or source of information. For example, using a dictionary, internet searches, comparing another text or source within the subject area. y Confirm you have understood the information correctly by speaking with the author of the text. y Ask your supervisor or trainer to confirm your understanding is correct and give you feedback on your reading skills. These methods will help you check you’ve understood by explaining what it means. In time, and with experience, you will be able to rely on your knowledge to confirm your understanding by comparing the information you read to situations you know and are familiar with. Once you’ve established that you have understood the information you’ve read, you will be able to respond appropriately. Responding appropriately Examining a workplace text will help you decide how to respond. Some documents provide information only (training manuals and work instructions) and do not require a response. Others sometimes offer clues, for example: y Numbered steps would direct you to follow instruction in the order suggested y A blank line or space would suggest you need to complete some information y Questions would suggest an answer is needed. How you respond depends on the context of the text you are reading. This is why you need to consider its purpose, as discussed earlier. Remember, if you’re unsure: y Check with fellow team members y Ask your supervisor y Ask the person who wrote the text y Use a dictionary to explain words you don’t understand 15

FSKRDG10 – Read and respond to routine workplace information Examples of responding may include: Replying If you receive a message, you may need to respond to the sender. Making a note or record Someone has sent you data to use in another document. Providing details Filling in a form, you need to provide the information requested . Following instructions After reading, you may need to follow them step by step. Updating the text After reading, you may need to provide feedback or update text. Providing information You may need to provide information after being requested. Discussing the text You may need to pre-read text to discuss in a team meeting later. Consider the following when you respond: y Have you responded to all of the points raised or questions asked? y Did you respond to the correct person? y Do you need to forward your response to anyone else? y Is there any information that you didn’t understand that you need to clarify in your response? y Do you need them to respond to you? Learning Checkpoint 3 1. How can you make sure you have understood the information you have read? 2. What clues in a document tell you that you need to respond to it? 3. Provide two examples of responding to workplace texts. 4. Describe two things you need to consider when you do respond. 16

Summary y A text is a piece of writing. y There are different types of text, including Expository (instructive/informative), Descriptive, Persuasive and Narrative texts. y To understand a text, you need to know its intended purpose – why it was written. y Expository text tells you how to do something or provides you with facts and information. Ideally, they are clear and easy to understand. y Persuasive text aims to influence you to do something or to think in a certain way. y Narrative text entertains and aims to gain and hold a reader’s interest. y Descriptive text aims to have you imagine a place, person, thing or experience. Now that you have completed this unit, you should have the skills and knowledge to read and respond to routine workplace information such as instruction manuals, reports, emails, brochures, work instructions and spreadsheets. Please speak with your trainer if you have any questions about this resource. 17

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