WELL Training Reporting Guide

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					               REPORTING GUIDE




  WORKPLACE ENGLISH LANGUAGE AND LITERACY
                 PROGRAM




INFORMATION FOR WELL FUNDING RECIPIENTS AND TRAINING
                     PROVIDERS
All WELL funding recipients are required to report on progress and financial status. This
guide will assist you through the reporting process. Report templates can be found at
www.deewr.gov.au/well. It is recommended that you retain this guide for reference over
the duration of your Funding Contract.

For more information:

●    contact your State WELL Coordinator; or

●    ring the WELL Contact Centre on 133873.

Training Project reports should be submitted to your State / Territory Coordinator.

Resource and Strategic Project reports should be sent to:

     WELL Program Resource Coordinator
     Adult Literacy Policy and Program Section
     DEEWR National Office
     GPO Box 9880 (Loc 736)
     CANBERRA ACT 2601

How to contact us…

Before you dial…

Specific queries for Training projects should be directed to the WELL contact in your
State/Territory.

Queries regarding overall program administration should be directed to the WELL Contact
Centre.

See your Application Form or Section 2.3 of the Guidelines for information about
submitting applications.

ACT & NSW

WELL Coordinator

DEEWR Newcastle Office
PO Box 408 (Loc: 910)
HAMILTON NSW 2303

Shop 1,
24 Beaumont Street
HAMILTON NSW 2303

●    133 873

●    (02) 6123 6382

●    wellnsw_act@deewr.gov.au

Northern Territory

WELL Coordinator
DEEWR NT State Office
PO Box 3071 (Loc: 801)
DARWIN NT 0801

Level 6,
66 Smith Street
DARWIN NT 0800

●   133 873

●   (08) 8936 5115

●   wellnt@deewr.gov.au

Queensland

WELL Coordinator

DEEWR Queensland State Office
GPO Box 9880 (Loc 771)
BRISBANE QLD 4001

Level 11,
215 Adelaide Street
BRISBANE QLD 4000

●   133 873

●   (07) 3223 1099

●   qldwell@deewr.gov.au

South Australia

WELL Coordinator

DEEWR SA State Office
GPO Box 9880 (Loc 601)
ADELAIDE SA 5001

Level 4 KPMG Building
115 Grenfell Street
ADELAIDE SA 5000

●   133 873

●   (08) 8306 8822

●   wellsa@deewr.gov.au

Tasmania

WELL Coordinator

DEEWR Tasmanian State Office
GPO Box 9880 (Loc 700)
HOBART TAS 7001
Level 12,
188 Collins Street
HOBART TAS 7000

●   133 873

●   (02) 6123 5330

●   WELL_tasmania@deewr.gov.au

Victoria

WELL Coordinator

DEEWR Victorian State Office
PO Box 1820Q (Loc 401)
MELBOURNE VIC 3001

Level 24, Casselden Place
2 Lonsdale Street
MELBOURNE VIC 3000

●   133 873

●   (03) 9920 4566

●   wellvictoria@deewr.gov.au

Western Australia

WELL Coordinator

DEEWR WA State Office
GPO Box 9880 (Loc 301)
PERTH WA 6848

Level 13, The Quadrant
1 William Street
PERTH WA 6000

●   133 873

●   (08) 9464 4039

●   wellwa@deewr.gov.au

National Office

Adult Literacy Policy Section

DEEWR National Office
GPO Box 9880 (C14MT6)
Canberra City ACT 2601

Level 6
14 Mort Street
Canberra City ACT 2601
●   (02) 6240 8111 (Switch)

●   133 873 (WELL Contact Centre)
Contents
Overview ............................................................................................................ 1
    Reporting Requirements ................................................................................. 1

Using the Report Templates ............................................................................... 3
     Technical Assistance ...................................................................................... 3
     Using Electronic Report Templates ................................................................... 3
     HELP! ...with report questions ......................................................................... 4
     HELP! ...with reporting obligations ................................................................... 5

Submitting Reports............................................................................................. 6
    Training Projects ........................................................................................... 6
          Three Month Report ............................................................................... 6
          Six Month Report ................................................................................... 6
          Final Report .......................................................................................... 6
          Audited Financial Statement .................................................................... 6
    Resource and Strategic Projects ...................................................................... 6
          Three Month Report ............................................................................... 6
          Six Month Report ................................................................................... 6
          Final Report .......................................................................................... 6
          Audited Financial Statement .................................................................... 7

Appendix A: Reporting against the NRS - Information for RTOs ......................... 8

Appendix B: Sample List of Workplace Communication Skills ........................... 12

Appendix C: Workplace English Language and Literacy Program ...................... 16
WELL Training Reporting Guide



Overview
This reporting guide is for both Training Projects and Resource and Strategic
Projects

Reporting Requirements
One of your contractual obligations is to report regularly on the project’s progress and
financial status. These reports are used to monitor and evaluate the project’s progress
against the original application, the contract as well as the WELL Program Principles.

Item                    Purpose

Three Month             An early indication of progress and performance.
Report

Six Month Report        A mid-contract review of progress and performance, which
                        includes a financial statement showing income and expenditure.
                        The six month financial statement is only required if a payment is
                        due.
                        Resource and Strategic Projects: Drafts of any resources
                        developed must also be submitted at this time.

Final Report            A final qualitative account of funded activities, including a
(usually 12 months)     certified financial statement. Due at completion of the project.
                        Resource and Strategic Projects: Copies of any resources
                        developed must also be submitted at this time.

Independently           Provides evidence of an independent review of project income
Audited Financial       and expenditure. Due within 60 days after submission of the
Statement               Final Report.


Payment of funding instalments is dependent upon receipt of satisfactory reports. Late
reports may delay payments on any current contracts and affect the success of future
applications.




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WELL Training Reporting Guide




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WELL Training Reporting Guide



Using the Report Templates
Technical Assistance
Electronic report templates can be obtained from:

a)   the WELL website located at www.deewr.gov.au/well; or

b)   your WELL State Coordinator (for training projects)

c)   the Resource Coordinator for Resource and Strategic projects

All templates are a locked format in Microsoft Word. Macintosh users should be able be
convert the documents to suit their system.

Using Electronic Report Templates
The report templates are ‘locked forms’ which enables data to be electronically uploaded
by DEEWR Officers when submitted.




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WELL Training Reporting Guide

DO NOT MODIFY THE FORMAT OF REPORTS IN ANY WAY.

Report formats that have been amended may be returned to the recipient
accompanied by a request to re-submit in the correct format.

HELP! ...with report questions




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WELL Training Reporting Guide




HELP! ...with reporting obligations




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WELL Training Reporting Guide



Submitting Reports
Training Projects
State Coordinator’s contact details are located at the front of this guide OR
www.deewr.gov.au/well.

Three Month Report

Send a signed hard copy to the State Coordinator

Six Month Report

Either email an electronic copy or send the completed report saved ON DISC, plus send a
signed hard copy to your State Coordinator.

Final Report

Either email an electronic copy or send the completed report saved ON DISC, plus send a
signed hard copy to your State Coordinator.

Audited Financial Statement

Send a signed hard copy to your State Coordinator if required.

Resource and Strategic Projects
Three Month Report

Send a signed hard copy to the Resource Coordinator, National Office.

Six Month Report

Either email an electronic copy or send the completed report saved ON DISC, plus send a
signed hard copy to the Resource Coordinator, National Office.

Final Report

Either email an electronic copy or send the completed report saved ON DISC, plus send a
signed hard copy to the Resource Coordinator, National Office.

Then send:

●    6 hard copies of the resource; and

●    1 electronic copy on DISC, CD or email.




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WELL Training Reporting Guide

Audited Financial Statement

Send a signed hard copy to the Resource Coordinator, National Office.




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WELL Training Reporting Guide



Appendix A: Reporting against the NRS -
Information for RTOs
NOTE NRS details are required in the Final Report. These details should only be
completed by a qualified language, literacy or numeracy trainer who has received
appropriate professional development training in using the National Reporting System.
Employers are not to complete this section.

Registered Training Organisations (RTOs) involved in the Workplace English Language
and Literacy (WELL) Program are required to report on the language, literacy and
numeracy outcomes of the program using the National Reporting System (NRS). Here is
an explanation of what this involves and how you go about it. Please refer to
www.nrsweb.org for further information on the NRS.

What is an NRS report?

The NRS is based on five levels of competence, each level signifying an increase in the
complexity of the language, literacy and numeracy involved, the broadening of contexts
in which these skills are used, and the increasing independence with which a person
tackles a range of tasks.

The NRS also identifies five distinct skill areas: reading, writing, oral communication,
learning strategies and numeracy.

To help establish the level a person is working at in each of the skill areas, a number of
indicators of competence are given for each level. There is additional information at each
level (conditions of performance, workplace and social contexts, assessment principles,
language, literacy and numeracy features and performance strategies) which assist you
to confirm the appropriate level.

There is also a wealth of sample activities which help to identify what a person could be
expected to do at each level. These activities are grouped into six different aspects of
communication.

Therefore, an NRS report is based on five levels of competence, five skill areas and six
aspects of communication.

Where do I start?

Let’s say that you have a group of workers who, as part of their job, have to read and
fill out a shift report. You have to identify which skill area or areas are involved, which
indicators of competence are relevant, which aspects of communication are involved and
at what level the task is pitched.

The first part is easy: to read and fill out a shift report involves both reading and writing.
However, you may also find that oral skills are a critical part of carrying out this task.
There may also be some numeracy involved in the actual completion of the report. One
set of information in the NRS has the Indicators of Competence organised by mode:
reading, writing, oral communication, numeracy and learning strategies across each of
the 5 levels. You can access information on the NRS through the WELL website.


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WELL Training Reporting Guide

By looking closely at the indicators of competence in each skill area, you will start to get
a sense of the increasing level of complexity and decreasing level of familiarity as you
move from Level 1 to Level 5.

If the shift report is familiar to this group of workers, have a look at the language and
literacy features at Levels 2 and 3. A shift report that uses simple questions and
instructions, requires writing that needs some attention to the principles of time and
importance and has a predictable structure and familiar vocabulary, is likely to
correspond to Level 2.

A shift report that requires the use of complex and compound sentences, dependent
clauses and perhaps graphical information that summarises data, is more likely to
correspond to Level 3.

For further confirmation of the level, there are specific indicators of competence that
relate to a task such as filling in a shift report. The skill of writing such a report can be
linked to Indicator 2.4 in the NRS (Completes forms or writes notes using factual or
personal information relating to familiar contexts) or Indicator 3.4 (Communicates
relationships between ideas through selecting and using grammatical structures and
notations which are appropriate to the purpose).

Paring this right down, if the workers have a standard reporting format that requires
single sentence responses, some annotation of time and numerical data and a brief
summary of the status of the job, then it’s likely to be a Level 2 task.

If the report is less structured but requires more complex responses to the work at hand
and involves interpretation of data, then it’s more likely to be a Level 3 task. If the
workers are expected to complete such reports without assistance, then it’s even more
likely to be at Level 3.

The last decision you need to make is which Aspect of Communication this task fits into.

The six aspects are not discrete or fixed. Writing a shift report involves following a set of
procedures (Procedural Communication), and may also involve language and numeracy
related to the function of technology (Technical Communication).

Therefore, one task may address a number of aspects although it is preferable that you
report on the most dominant aspect.

Do I have to map every work task to the NRS?

It will help you to understand how the NRS works by mapping a number of work tasks
against the NRS. Gradually you will get a feel for which level is the most likely, which
indicators are the most appropriate, and which aspect is the most dominant for a range
of tasks that the workers have to carry out.

This initial mapping is best left until you have established the predominant language,
literacy and numeracy needs of the workers in relation to their jobs. The company may
have already decided what the primary focus of your support is to be, and this should be
set out in the submission and approval for WELL funding.




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WELL Training Reporting Guide

It is often the case that a WELL program has been set up to provide support in a fairly
narrow area of communication. For example, a company and provider may have
submitted for funds to assist in the development of oral communication skills. The
emphasis on reading, writing and numeracy skills may be peripheral to the purpose of
your work.

This is not to say that you can’t report on outcomes that go beyond the brief, and there
is no question that effective practitioners help develop all the macro skills in the course of
their teaching. However, what this does mean is that it is not a sign of inadequate
provision if you can only show oral and written skill outcomes at one or two levels in only
one or two Aspects of Communication. This may, in fact, reflect excellent provision for
the purposes of the funding.

One task equals one tick?

The greatest danger in using the NRS is that providers will teach to the indicators and
assume that by completing one task once, such as a shift report, that’s enough to claim
an outcome.

As the Assessment Principles clearly state, one-off assessment tasks do not provide a
reliable and valid measure of competence. To claim that six workers achieved writing
skills at Level 2 by successfully completing a shift report, you would have to be sure that
this had occurred a number of times and that such writing skills were also evident in the
completion of other familiar types of forms or notes. It would be too easy and against
basic principles of good practice to rely on rote learning so that the only evidence you
had of the workers’ achievement was the filling out of one standard shift report over and
over again so that basic grammatical mistakes eventually disappeared.

It is a bit like training someone to fill in their name and address on one type of form.
While this may be a starting point, there is no guarantee that such a skill can be adapted
by the person to other purposes, and is certainly not the level of skill that Level 2 or 3
suggest.

Do I have to report on every worker?

The guidelines for reporting on the WELL program stipulate that individual NRS reports on
each worker are not required. What the funding body (Department of Education, Science
and Training) wants is an aggregated report from each WELL-funded project about the
NRS outcomes achieved within that project. This means that the language and literacy
outcomes for all participants within a project must be combined to create aggregated
data.

In other words, they want to know what language, literacy and numeracy outcomes were
achieved by the workers who participated in WELL training. To establish aggregated
outcomes, you will obviously have to track individual progress. Depending on the
structure of your program this may be fairly straightforward or it could be quite complex.
The important point is that outcomes for all workers trained within the program must be
recorded and form part of the aggregated data recorded on the WELL report. Outcomes
are required for every participant.




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WELL Training Reporting Guide

Additional information such as improvements in participation in workplace training,
participation in workplace teams and meetings, and improvements in job flexibility and
promotion are also part of the reporting process.

If you have a program that focuses on supporting the carrying out of a fixed set of
workplace tasks and roles, for example oral skills for housekeeping staff, then your NRS
report will reflect the aggregate achievement of the staff in developing such skills. You
will have to map the skills against the NRS but not report on the other skill levels of the
staff.

If, however, the program is more individually focused, for example a group of production
staff with different levels of responsibility and work tasks, you will have to develop
individual programs. Your report on the language, literacy and numeracy outcomes will
probably be across a wider range of levels, a wider range of aspects and a wider range of
indicators of competence.




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WELL Training Reporting Guide



Appendix B: Sample List of Workplace
Communication Skills
NOTE:

●       Use this list for assistance when answering questions in reports.

●       The list identifies activities that demonstrate some relevant workplace
        communication skills, which workers may have gained as a result of WELL training.
        Items listed are generic skills relevant to a broad range of workplaces and
        industries. Adapt them to suit your own situation.

Skill               Elements

Speaking            Communicating clearly with other team / crew / staff members in the
                    workplace
                    Speaking at general workplace meetings
                    Speaking at team meetings
                    Expressing opinions
                    Making suggestions
                    Asking questions
                    Giving instructions to others
                    Seeking clarification
                    Requesting assistance or advice
                    Dealing appropriately with complaints
                    Speaking to members of management
                    Reporting problems verbally to team leader or supervisor
                    Orally presenting information to a group of people
                    Using a telephone / intercom system / two way radio

Listening           Understanding and responding appropriately to verbal instructions
                    Appropriately dealing with customers’ needs
                    Listening and reacting appropriately to others’ opinions
                    Understanding talks / presentations by management

Mathematical        Using a calculator effectively
                    Measuring length and height
                    Calculating area
                    Calculating volume of materials required for a task
                    Calculating / counting / checking quantities
                    Interpreting graphs and charts
                    Interpreting / using tables of numerical information



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WELL Training Reporting Guide

Skill           Elements

Other           Working cooperatively in a team
Communication   Conflict resolution skills
                Cross-cultural awareness skills
                Understanding:

                ●    meeting procedures

                ●    job application procedures

                ●    enterprise bargaining negotiation procedures

                ●    contract negotiation procedures




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WELL Training Reporting Guide

Skill           Elements

Reading         Workplace documentation:

                ●    Standard Operating Procedures

                ●    Job sheets / orders

                ●    Policies (eg safety; sexual harassment)

                ●    Memos

                ●    Dockets

                ●    Newsletters

                ●    Noticeboards

                ●    Plans, charts, tables

                ●    Manuals

                ●    Safety Data Sheets
                Responding appropriately to:

                ●    general workplace signage

                ●    written work instructions

                ●    directions on products (eg chemicals)

                ●    workplace induction information
                Comprehending:

                ●    pay-slip details

                ●    computer screen data and print-outs

                ●    reports

                ●    Enterprise Agreement

                ●    handwritten messages

                ●    training opportunities information

                ●    training program materials

                ●    general workplace literature




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WELL Training Reporting Guide

Skill           Elements

Writing         Completion of workplace documentation:

                ●    Leave and other general forms

                ●    Accident report forms

                ●    In-process control and other Quality Control forms

                ●    Non-conformance reports

                ●    Run sheets / Jobsheets

                ●    Daily worksheets

                ●    Dockets

                ●    Stock transfer forms

                ●    Tally sheets

                ●    Product wastage / rejects reports

                ●    Downtime reports
                Reporting problems in writing
                Writing short messages for other personnel
                Writing meeting notes
                Writing reports
                Writing memos / notices
                Computer keyboarding




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WELL Training Reporting Guide



Appendix C: Workplace English Language and
Literacy Program
Tax Invoice Checklist




This checklist is a guide only and does not constitute legal advice. You are responsible for
ensuring that you comply obligations according to the "A New Tax System (Goods and
Services Tax) Act 1999".

It is recommended you obtain advice regarding creating tax invoices and the impact of
GST on your organisation from your accountant/financial advisor or the Australian Tax
Office at www.ato.gov.au

The Tax Invoice should be posted to the Program Delegate in each State/Territory.




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