Training for Rail
Infrastructure Workers
CRC for Rail Innovation
[insert date]
Page i
Training for Rail Infrastructure Workers
DOCUMENT CONTROL SHEET
CRC for Rail Innovation
Old Central Station, 290 Ann St.
Brisbane Qld 4000
GPO Box 1422
Brisbane Qld 4001
Tel: +61 7 3221 2536
Fax: +61 7 3235 2987
Document:
Title: Training for Rail Infrastructure Workers
Project Leader:
Project Chair:
Program Leader:
Program Chair:
Michele Simons
Nathan Farr
Roger Harris
Vikki Stewart
Authors: Michele Simons
Project No.:
www.railcrc.net.au
P4.114
Project Name: Infrastructure Workers Curriculum
Synopsis:
The aim of this project was to develop resources to support the delivery of selected units from the Certificate III
in Rail Infrastructure. This report details:
• the processes for selecting the units of competency used as the basis for developing the resources
• how the resources were developed, using the expertise of Subject Matter Experts from the industry
and specialist instructional designers with processes which were managed by the Transport and
Logistics Industry Skills Council.
The resources developed from this project consisted of a Participant Assessment Workbook, a Participant
Guide and Registered Training Organisation Guide for each unit of competency included in the scope of the
project. These resources can be adopted and adapted by rail operators which either offer the Certificate III Rail
Infrastructure national qualification in their own right, or work with external registered training organisations
delivering the training on their behalf.
REVISION/CHECKING HISTORY
REVISION
NUMBER
0
DATE
ACADEMIC REVIEW
(PROGRAM LEADER)
INDUSTRY REVIEW
(PROJECT CHAIR)
APPROVAL
(RESEARCH DIRECTOR)
[insert date]
DISTRIBUTION
REVISION
DESTINATION
Industry
Participant for
Review
0
1
x
x
2
3
4
5
6
7
8
9
10
Established and supported under the Australian Government’s Cooperative Research Centres Programme
Copyright © 2014
This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part may be reproduced by
any process, nor may any other exclusive right be exercised, without the permission of University of South Australia.
[Template Version: 19/03/13]
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Table of Contents
Executive Summary .......................................................................................................................................................... iv
Abbreviations and Acronyms ............................................................................................................................................ v
1.
Introduction .............................................................................................................................................................. 1
2.
Planning and negotiating the development of the training resources ..................................................................... 2
3.
2.1
Identifying the occupational areas ................................................................................................................... 2
2.2
Establishing the development team ................................................................................................................. 2
2.3
Finalising the skill sets and units of competency .............................................................................................. 3
Developing the learning and assessment resources................................................................................................. 6
3.1
The development process ................................................................................................................................. 6
3.2
The learning and assessment resources that were developed......................................................................... 6
3.2.1
Participant Guide ...................................................................................................................................... 6
3.2.2
Participant Assessment Workbook ........................................................................................................... 7
3.2.3
RTO/Facilitator Guide................................................................................................................................ 7
4.
Validating the learning and assessment resources................................................................................................... 8
5.
Lessons learnt from the process ............................................................................................................................... 9
Reference ........................................................................................................................................................................ 10
Appendix 1 ...................................................................................................................................................................... 11
Appendix 2 ...................................................................................................................................................................... 15
Appendix 3 ...................................................................................................................................................................... 28
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Training for Rail Infrastructure Workers
Executive Summary
This report provides a description of the processes used to develop learning and assessment resources for rail
infrastructure workers using the TLISC Training Package for the Rail Sector. The aim of this project was to further
demonstrate how the development of resources could be undertaken when a national approach to competence
development was deemed to be desirable by the industry. Drawing on current practices and the expertise of a group
of CRC participant organisations, the project has facilitated the development of Participant Guides, Participant
Assessment Workbooks and RTO/Facilitator Guides for three skill sets (Track Examination, Track Maintenance and
Track Construction) and five core units from the Certificate III in Rail Infrastructure. Copies of these resources can be
accessed from the TLISC website at: http://resources.tlisc.org.au/resources/view/resource/21,312,58,107.
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Training for Rail Infrastructure Workers
Abbreviations and Acronyms
AQF
AQTF
NSSC
RTO
TLISC
CRC for Rail Innovation
Australian Qualifications Framework
Australian Quality Training Framework
National Skills Standards Council
Registered Training Organisation
Transport and Logistics Industry Skills Council
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Training for Rail Infrastructure Workers
1.
Introduction
Across the rail industry there has been a growing awareness of the value of greater collaboration among rail
organisations with regard to approaches to training for their workforces. The CRC for Rail Innovation’s Education
Strategy makes particular reference to the need for improving the efficiency and effectiveness of training courses by
promoting the use of improved resources.
A review of rail qualifications by the Transport and Logistics Industry Skills Council (TLISC) in 2010 led to the
development of a Training Package which contains a new training and qualifications framework for occupational
groups such as Infrastructure Workers and Rail Operations. Taking information from a range of internal and external
bodies, this review involved evaluating, rewriting or developing new units of competency which were organised into
a number of qualifications. At that time, the rail industry was keen to begin using these new qualifications as soon as
they become available in 2011, but recognised that successful implementation required a more strategic approach
to the development of training resources.
Historically, rail organisations in each state have relied on their own in‐house developed training materials,
administered either through internal training departments or through relationships with external consultants. Three
factors acted as a catalyst to drive changes to this approach. Firstly, while these materials had served individual
organisations well, previous research undertaken for the CRC (McKenzie and Simons 2010) had illustrated how the
use of a purpose built evaluation framework could support decision-making and access to industry-endorsed
approaches to competence development and maintenance which has national currency. Secondly, with the advent
of the Training Package which provided an industry endorsed national framework of qualifications for a range of
occupational groups within the industry, previous approaches to providing training needed to be reviewed in order
to bring them into alignment with the qualification requirements. Thirdly, the CRC for Rail Innovation, with its
program on workforce development, provided the ideal vehicle for a national set of resources, based on the newly
endorsed Training Package for Rail Infrastructure Workers.
The project to develop these resources had three objectives which corresponded to a number of defined stages:
Stage 1:
Stage 2:
Stage 3:
Planning and negotiating the development of the training resources: conduct a needs
analysis with selected rail organisations to identify areas of common need and negotiate a
common framework of units of competency to be used as a basis for the development of the
resources. This stage also included negotiating who would develop the resources and
securing these services.
Developing the learning and assessment resources: working with the selected units from the
Training Package and Subject Matter Experts, instructional designers developed a draft set
of materials consisting of learning and assessment resources for participants and a resource
to support the registered training organisation which would deliver the training.
Validating the learning and assessment resources: the draft training resources were then
validated using a number of strategies, including assessment by an Australian Quality
Training Framework Auditor and trialling parts of the materials in selected rail organisations.
The following sections of this report outline the activities undertaken at each stage of the process to produce the
final suite of training resources.
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Training for Rail Infrastructure Workers
2.
Planning and negotiating the development of the training resources
The first stage of the project concentrated on the development of a common understanding of the occupational
areas which would form the focus for the training resources to be developed in the second stage of the project. This
section describes this process along with the decisions that were made for selecting the appropriate people to
undertake the development of the training resources.
2.1
Identifying the occupational areas
The first part of this stage of the project used the evaluation methodology that had been developed as part of
Project P4.105 (McKenzie and Simons 2010). Initial negotiations with CRC participants in the project had determined
that four occupational areas were to be targeted in the project – track maintenance/inspection, structures,
mechanical signalling and ganger/team leader. In order to establish what currently exists in terms of the training for
these four areas a brief mapping exercise was undertaken. This mapping exercise was seen as an important way of
developing a shared understanding of the participant organisations’ training needs. This was important for a number
of reasons:
•
•
•
the needs in these areas varied across participant organisations – some organisations already had training
available; others were moving to build on skill sets (e.g. induction, specific skill sets from the existing TLI10
Training Package; and in other cases pressing needs arising from the existing workforce profile were being
addressed (e.g. ganger/team leader)
because of this variety of needs it was anticipated that, while it would ultimately be likely that the focus of
the project would need to be narrowed, at this initial stage it was important to gauge needs across these
broad areas
the mapping exercise was seen as a means of capturing lists of training materials that were already in
existence for the four areas, what materials/training might be under development and how access to these
materials might be made available to the research team to support the development of the new national
materials.
A template for the mapping exercise (see Appendix 1) was developed and circulated to the six participant rail
organisations. Data from this exercise were then analysed and reported back to the Project Steering Group. The
outcomes of this exercise can be found in Appendix 2.
2.2
Establishing the development team
Parallel with this activity, a process was undertaken to liaise with the TLISC who were the developers of the recently
endorsed Training Package and to make decisions about the engagement of an instructional designer to develop the
training resources and the processes that would be used to develop the training resources.
Meetings with TLISC assisted in identifying a number of skill sets and core units of competency which were
considered to best match the needs of the participant organisations. As a result of these discussions the TLISC was
invited to make a submission for the development of the training resources. This decision was made for a number of
reasons, including:
• as developers of the Training Package, TLISC had in-depth knowledge of the package and its contents
• through the process of developing the Training Package, TLISC had developed a wide network of Subject
Matter Experts who could be called upon to assist with the development of the training resources
• as an Industry Skills Council with in-depth knowledge of the rail industry, TLISC had the credibility with
industry which was crucial in ensuring their engagement with the development process.
The proposal from TLISC was put to the Project Steering Committee and was endorsed. TLISC then put forward a
proposal to undertake the work which, with some further modification, was subsequently accepted by both the
Project Steering Committee and the CRC.
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Once TLISC was formally sub-contracted to undertake the materials development, a dedicated Project Manager was
allocated to the project. The Project Manager was responsible for all aspects of the project, including facilitating
engagement with key industry stakeholders through the CRC and managing the design and content of the training
resources. Once appointed, the Project Manager worked collaboratively with the Project Steering Committee to
secure the services of an instructional designer. The choice of this person was facilitated by rail organisations
offering recommendations based on their experiences of working with selected individuals. Again, the individuals
selected for this process had prior knowledge and experience of working with rail organisations and with the TLISC.
2.3
Finalising the skill sets and units of competency
Once the analysis of the mapping exercise was completed, the Project Steering Committee met to make a final
decision about the units of competency from the most recently endorsed Training Package that would be used to
form the basis for the development of the training resources.
Training Packages are an important part of national training arrangements. These materials which, are endorsed by
the relevant industry, provide key information for registered training organisations and instructional designers which
ensure that the training and assessment is delivered in accordance with industry standards and the qualifications
that are subsequently issued are meaningful and match the skills requirements of the industry.
Training Packages consist of a number of components that are endorsed by the National Skills Standards Council
(NSSC) and, as such, are mandated materials which must be used to develop learning and assessment resources for
training leading to a nationally recognised vocational education and training qualification in Australia. These
mandatory components include:
• Competency standards – these standards consist of units of competency which identify discrete workplace
functions. Each unit expresses the performance expected of a worker in terms of the knowledge and skills
that underpin competent performance, the workplace numeracy and literacy requirements and the
occupational health and safety requirements associated with a work function.
• Assessment guidelines – these guidelines set out the requirements which an industry specifies to ensure that
all assessment reflects accepted industry standards and the quality assurance standards contained in the
Australian Quality Training Framework.
• Qualifications framework – this framework provides details of the ways in which units of competency can be
‘packaged’ into qualifications. These ‘packaging’ rules are designed to protect the integrity of nationally
recognised qualifications issued under the Australian Qualifications Framework.
In addition to qualifications, Training Packages also allow for the recognition of skill sets. These clusters of units of
competency are usually linked to a specific and defined industry need. They are not a qualification, but can be used
as a means of designing learning and assessment resources which directly match the training needs for a defined
role within a workplace.
Drawing on the outcomes of the mapping exercise and the current Training Package, the Project Steering Committee
determined that learning and assessment resources would be developed for a total of 11 units of competency
consisting of a selected number of core units and three skill sets from the TLI10 (Version 1) Training Package. This
decision represented a compromise position amongst the core Participants of the CRC project. It reflected the areas
of need that were shared across organisations, and where development of training resources was not planned to be
undertaken by those organisations but where the activity of the CRC project could complement the training priorities
within their respective organisations. The units of competency for the skill sets, and the core units, were as follows.
Track examination
TLIB9909A/TLIB3099A
TLI10009A/TLIB3100A
TLIB9409A/TLIB3094A
CRC for Rail Innovation
Examine track infrastructure
Visually inspect track infrastructure
Check and repair track geometry
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Training for Rail Infrastructure Workers
Track maintenance
TLIB9509A/TLIB3095A
TLIB9409A/TLIB3094A
TLIX1909A/TLIS3026A
TLIX2009A/TLIS2027A
Check and repair points and crossings
Check and repair track geometry
Implement track maintenance and construction
Install and maintain surface track drainage
Track construction
TLIB9409A/TLIB3094A
TLIX1909A/TLIS3026A
TLIX2009A/TLIS2027A
Check and repair track geometry
Implement track maintenance and construction
Install and maintain surface track drainage
Core
TLIE107C/TLIE2001A
TLIE707B/TLIE2007A
TLIF307C/TLIF3003A
TLIJ207C/TLIJ3002A
TLIU107B/TLIU/4001A
Present routine workplace information
Use communication systems
Implement and monitor OH & S procedures
Apply quality systems
Implement and monitor environmental protection
policies and procedures
While this project was underway, the Training Package was subject to further amendments. These were
incorporated into a new version of the Training Package released in 2011. Consultation with the Project Steering
Committee resulted in some changes being made to the resources that would be developed. Some resources were
not developed further as the units of competency were no longer components of the skills sets. These units were:
TLIX2009A/TLIS2027A: Install and maintain surface track drainage, and TLIU107B/TLIU/4001A: Implement and
monitor environmental protection policies and procedures. Resources were developed for the following new units in
the revised Training Package: TLIE2029A: Conduct workplace information briefings, RIICCM203A: Carry out
measurements and calculations, and RIICCM203A: Read and interpret plans and specifications. Thus, the final set of
units of competency for which materials were developed is set out below:
Track examination
LIB9909A/TLIB3099A
TLI10009A/TLIB3100A
Examine track infrastructure
Visually inspect track infrastructure
Track maintenance
TLIB9509A/TLIB3095A
TLIB9409A/TLIB3094A
TLIX1909A/TLIS3026A
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Check and repair points and crossings
Check and repair track geometry
Implement track maintenance and construction
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Training for Rail Infrastructure Workers
Track construction
TLIB9409A/TLIB3094A
TLIX1909A/TLIS3026A
RIICCM203A
Check and repair track geometry
Implement track maintenance and construction
Read and interpret plans and specifications
Core
RIICCM203A
TLIE2029A
TLIE707B/TLIE2007A
TLIF307C/TLIF3003A
TLIJ207C/TLIJ3002A
CRC for Rail Innovation
Carry out measurements and calculations
Conduct workplace information briefings
Use communication systems
Implement and monitor OH & S procedures
Apply quality systems
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Training for Rail Infrastructure Workers
3.
Developing the learning and assessment resources
3.1
The development process
The TLISC had developed a robust process which had previously been used to develop assessment
materials for the rail industry. This process was adapted to include processes that incorporated the
development of the learning resources needed for this project. This process consisted of 10 steps:
1. developing an overall plan for the project by consulting with key industry stakeholders and
the TLISC Training Package consultant to determine the overall plan for the development of
the resources
2. identifying Subject Matter Experts to develop the content of the resources
3. developing and reviewing the first draft of the resources (an example of the template used
in this reviewing process can be found in Appendix 3)
4. reviewing draft materials and incorporating feedback into a second draft of the resources
5. seeking an audit of the draft materials with an independent Australian Quality Training
Framework Auditor
6. seeking further feedback on a second draft of the materials from the Project Steering
Committee and key stakeholders
7. incorporating this feedback into a final draft of the resources
8. conducting a validation exercise with a sample of the resources with selected rail
organisations
9. editing and formatting the final draft resources
10. signing off and release of the completed materials.
The Project Manager based in TLISC had oversight of each of these steps and worked closely with the
Project Steering Committee, Project Leader and the two Instructional Designers who were employed
over the life of the project.
3.2
The learning and assessment resources that were developed
The learning and assessment resources consisted of three documents:
1. Participant Guide
2. Participant Assessment Workbook
3. RTO/Facilitator Guide
These three documents were produced for each unit of competency. Collectively, they form the
basis for the delivery and assessment strategy for each unit which individual rail organisations can
then adapt to their particular context as required by the Australian Quality Training Framework.
3.2.1 Participant Guide
This resource sets out the learning tasks that must be completed by each learner/employee prior to
undertaking the assessment tasks set out in the Assessment Workbook. Each Guide consists of four
parts:
1. an introduction which gives information about the unit of competency that is the focus of
the guide, the learning and assessment process, how evidence of competency will be
collected and what the learner/employee needs to do in order to be able to demonstrate
their competence
2. the learning tasks that assist the learner/employee to develop the knowledge and skills to
demonstrate competency. These learning tasks include a variety of activities, including
structured activities which can be completed off-the-job as well as activities that require the
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Training for Rail Infrastructure Workers
completion of actual work tasks. These learning tasks can be modified to suit the specific
requirements of learners/employees
3. the unit of competency that is the focus of the learning resources
4. a glossary of terms used in the learning resource.
These resources are intended to be used by the learner/employee in conjunction with the support of
a trainer or facilitator.
3.2.2 Participant Assessment Workbook
This resource sets out the assessment tasks that need to be completed by the learner/employee in
order to demonstrate their competence. Each workbook contains:
• details of the scope of the assessment tool with the assessment tasks mapped against the
relevant elements from the unit of competency
• a series of assessment tasks which includes tasks that must be demonstrated in the
workplace and questions which allow the learner/employee to demonstrate their knowledge
that underpins their performance. Each assessment task includes details of the resources to
which the learner/employee will need access (e.g. workplace policies and procedures) and
the additional conditions that must be met as part of any workplace assessment (e.g.
conducting a hazard analysis before completing the task, wearing appropriate personal
protective equipment, having the correct equipment, observing all safety requirements)
• a proforma for Assessor details and feedback to be recorded for the learner/employee.
3.2.3 RTO/Facilitator Guide
This resource is directed at meeting the needs of industry stakeholders, assessors, RTOs and
auditors.
It contains a range of information to facilitate the implementation of the learning and assessment
processes for learners/employees for the specified unit of competency. The document offers advice
on matters such as contextualisation, issuing statements of attainment, the roles and responsibilities
of facilitators and assessors and an overview of the potential learners. It includes:
• details of each learning task (purpose, instructions for the facilitator, resources and an
outline of the knowledge and skills to be covered in the learning process)
• assessment tools and marking guidelines
• resources to assist with mapping learning and to record evidence
• information on the use of third party reports
• information on recording final results.
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4.
Validating the learning and assessment resources
The process of validating the learning and assessment resources was the final step in the development process.
Validation involved:
• checking the learning resources to ensure that they:
o were fit for purpose
o were comprehensive in terms of their coverage of the requirements set out in the units of
competency
o took into account the diversity of learners/employees and rail organisations in which they might be
used
• checking the assessment materials to ensure that the tools and processes would facilitate the collection of
valid, reliable, sufficient, current and authentic evidence in order that reasonable judgements could be made
as to the competence of the learners/employees undertaking the assessment.
The validation process included the following steps:
• establishing a validation schedule
• identifying the resources to be included in the validation exercise
• identifying the parties to be included in the validation exercise
• completing the validation exercise and incorporating feedback into the final versions of the materials.
The validation schedule consisted of three forms of validation:
1. internal validation with TLISC staff using established TLISC procedures
2. external validation by an Australian Quality Training Framework Auditor
3. reviewing materials and trialling their use with five rail organisations.
The validation exercise provided some useful feedback on the final draft documents as well as a clear endorsement
of the materials. The final versions of the resources that resulted from the validation process can be accessed from
the TLISC website at http://resources.tlisc.org.au/resources/view/resource/21,312,58,107
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Training for Rail Infrastructure Workers
5.
Lessons learnt from the process
The process of developing a suite of learning and assessment resources for infrastructure workers in rail
organisations provided an opportunity to examine what the movement to a shared, national approach to developing
training resources might entail. Building on the experiences of previous work (McKenzie and Simons 2010), the
processes adopted here have demonstrated how information from a variety of organisations offering training on the
same topic can be synthesised to give a clear indication of the extent to which national training resources for an
occupational group might be conceptualised. Further, this work shows how nationally accredited Training Packages
can be used as a basis for developing these training resources. The role of the Industry Skills Council (TLISC) in
facilitating this process was critical. As the author of the Training Package, TLISC was well placed to understand the
Training Package and the Australian Quality Training Framework requirements that the resources needed to meet.
Their networks and credibility with the rail industry facilitated the support necessary for the development processes.
As the custodian of the Training Package who has responsibility for the regular updating of these materials, TLISC is
well placed to undertake revisions to the learning and assessment materials as the contents of the Training Package
are revised over time with feedback from the rail industry.
The role of the CRC more widely cannot be under-estimated in this process. The CRC provided the necessary
resources in terms of funds to employ a Project Manager and two Instructional Designers required to complete the
project, as well as bringing together vocational education and training and adult education expertise from the
university sector with the expertise of the TLISC. These resources, which under normal circumstances would have
been individually sourced by each rail organisation engaged in resource development, were shared across the
participant organisations involved in the project.
The process, however, was not without its challenges. The cost in terms of time to establish a shared platform to
develop national approaches to training is high. One could argue that this initial ‘up-front cost’ can be more than
offset by later savings through avoiding duplication of effort in scoping out and developing training programs inside
individual organisations. The length of this process does not always fit with the perceived immediacy and urgency
with which some training needs must be met. However, again, the processes developed within this project can act as
a useful archive which can inform decision making and point to useful ways in which collaboration across different
rail organisations might be facilitated in future developmental endeavours.
Finally, the process of developing shared learning and assessment resources relies heavily on input from subjectmatter experts. While significant amounts of information to develop learning and assessment resources can be
obtained from earlier versions of these materials, input from those most familiar and experienced with actual work
functions that are the focus of the training is vital. It is through this input from such experts that the tacit (or hidden)
curriculum becomes apparent and can, where possible, be codified into the learning and assessment
documentation.
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Training for Rail Infrastructure Workers
Reference
McKenzie, S & Simons, M 2010, Evaluation framework and national curriculum for Track Safety Awareness Training,
final report from Project P4.105, CRC for Rail Innovation, Brisbane.
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Appendix 1
CURRICULUM AND TRAINING MATERIALS FOR INFRASTRUCTURE WORKERS
MAPPING EXERCISE
Name of Organisation:
_______________________________________________________________________________________
Contact Person:
Name______________________________________________________ Phone
Number_______________
Email__________________________________________________________________________________
Introductory questions
GangerTeam
leader
Mechanical
signaller
Structures
Track
inspection
Track
maintenance
Which of these areas of
infrastructure development are
important for your organisation?
Can you provide any current
training programs (and their
associated materials) that your
organisation currently uses for the
infrastructure work function/roles
in your organisation?
Can you provide any work that
your organisation is currently
undertaking to develop training
programs for the infrastructure
work function/roles in your
organisation?
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Training for Rail Infrastructure Workers
Work Role:
Track Maintenance
Currently offered to workers
Is under development or
consideration for development
1. Name of training course?
2. Certificate Level (I, II, III
etc.), if relevant?
3. Who are the target
audience for this training?
For example, is the course
designed for workers who
have been employed at a
certain level, who have
been employed for a
particular length of time,
etc.?
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Training for Rail Infrastructure Workers
Currently offered to workers
Is under development or
consideration for development
4. Units of competency/skills
sets that have been used as a
basis for the development of
the course (if relevant)?
Please list these
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Training for Rail Infrastructure Workers
Currently offered to workers
5. Length of course?
6. How is / will this course be
delivered?
Please tick as many options as are
relevant to your course
___ hours
____months
____ weeks
Face-to-face in a training
room/facility
Using totally on-line delivery
Is under development or
consideration for development
___ hours
____months
____ weeks
Face-to-face in a training
room/facility
Using totally on-line delivery
Using a combination of online and faceto-face training
Using a combination of online and
face-to-face training
Using a combination of online and
learning in the workplace
Using a combination of online and
learning in the workplace
Using a combination of faceto-face
training and learning in the
workplace
Using a combination of faceto-face
training and learning in the
workplace
7. Any other information that
you think is relevant about
this course?
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Appendix 2
Introductory
questions
Organisatio
n1
Organisation
2
Organisation
3
Which of
these areas
of
infrastructur
e
development
are
important
for your
organisation
?
N/A; data
provided for
Track
Inspection;
Mechanical
Signalling
and
Structures
Ganger/Tea
m Leader;
Track
Maintenanc
e; Track
Inspection
Mechanical
Signaller;
Structures;
Track
Inspection;
Track
Maintenance
Nil; course
developmen
t currently
being
undertaken
in three
areas Track
Inspection;
Mechanical
Signalling
and
Structures
Can provide
Way
Maintainer
Induction
Program
Can provide
Assessment
Tools and
recertificatio
n Checklists
for Track
Inspection
and Track
Maintenance
roles (these
are being
developed)
Can you
provide any
current
training
programs
(and their
associated
materials)
OR details of
programs
that your
organisation
currently is
developing
for the
infrastructur
e work
function/role
s in your
organisation
?
Currently
developing
Ganger/Tea
m Leader
and Track
Inspection
No training
courses for
Structures
Organisation 4
Awaiting additional
data and verification
Organisatio
n5
No
response
Organisatio
n6
No
response
Mechanical Signaller;
Structures; Track
Inspection; Track
Maintenance;
Ganger/Team Leader
May not be able to
provide materials;
has courses Cert 2
and 3 for all but
structures (based on
TLI TP)
For Structures - Not
out of TP – own
enterprise training
program –
developed
curriculum and
materials –
customised – already
qualified as
professionals;
contextualised
training for
enterprise
Additional
information: An area
that is very
important to the
enterprise is training
in the electrical area
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Training for Rail Infrastructure Workers
(electrical overhead)
– critical to its
operation.
Enterprise specific
training is provided
in this area.
For example –
‘Permit training’ the provision of
training for specific
functions/occupatio
ns where working on
lines and required to
shut down power in
order to be able to
work safely - - this is
not covered by VET
qualifications
Also because
enterprise employs
electrical trades –
have apprentices –
they complete Cert
III in Electro
technology (with
RTO); also employs
tradespersons who
require
contextualised
training to enable
them to work in rail
industry.
CRC for Rail Innovation
February 2014
Page 16
Training for Rail Infrastructure Workers
Track Inspection
Organisation 1
•
•
Currently developing a competency and non-competency based training for this area; the name of the
proposed course is TLI – Rail Traction; course(s) could be developed at Certificate II, III, IV dependant on
need; the target audience is all Track & Structures ‘wages’ and some ‘salaried’ staff whether they are new to
the organisation or have been in the role for a length of time; the course is planned to be delivered using a
combination of face to face and workplace learning
The following units of competency are planned to be covered in the course(s)
 Apply Awareness of Safe working Rules & Regulations
 Work Safely in the Construction Industry
 Maintain and Use Hand Tools (Core)
 Clean Equipment and Restore Worksite (SpecTLI21309-Track Surfacing)
 Shift Materials Safely Using Manual Handling Methods (Core)
 Participate in Basic Workplace Communications (Core)
 Follow OHS Procedures (Core)
 Conduct Housekeeping Activities (Elective A)
 Work Effectively with Others (Elective A)
 Apply Customer Service Skills (Elective A)
 Check and Assess Operational Capabilities of Equipment (SpecTLI21309-Track Surfacing)
 Install and Maintain Guard Rails (Elective A)
 Operate Minor Mechanical Equipment (Spec TLI21309 - Track Work)
 Operate On Track Self Propelled Equipment (SpecTLI21309-Track Surfacing)
 Use Communication Systems (Elective A)
 Apply Environmental Procedures to Rail Infrastructure
 Install Railway Sleepers (Spec TLI21309 - Track Work)
 Install Rail (Spec TLI21309 - Track Work)
 Install and Replace Rail Joints
 Install and Service Rail Lubrication Equipment
 Install and Repair Fences and Gates
 Install and Maintain Rock Structures
 Implement Pest and Vegetation Control Program
 Implement Structures Maintenance and Installation of Minor Structures
 Implement and monitor OHS Procedures
 Coordinate Breakdowns and Emergencies
 Install and Repair Rail Earthworks
 Estimate/Calculate Mass, Area and Quantity Dimensions
 Lead a Work Team or Group
 Visually Inspect Track Infrastructure
 Check and Repair Track Geometry
 Prepare Workplace Documents
 Test Equipment and Isolate Faults
 Apply Quality Systems
 Test rail using ultrasonic equipment
 Test rail using Non-destructive testing equipment
 Implement and Coordinate Accident/emergency Processes
 Develop Rosters
 Apply and Amend Rosters
 Conduct Inspections of Safe working Procedures and Infrastructure
 Promote Effective Workplace Practice
CRC for Rail Innovation
February 2014
Page 17
Training for Rail Infrastructure Workers
Organisation 2
 Certificate III under development ; course targeted at Way Maintainers with at least two years’
experience and a Cert II; the course will be delivered using face to face training and workplace
learning; learners will receive materials in advance of classroom training and will complete and
submit some comprehension questions as part of this
 The following units are from the Track Examination skill set and also from the core requirements for
Cert III; currently developing the practical units: examine track infrastructure, visually inspect track
infrastructure and check and repair track geometry; some of the other units will be incorporated in
material (use communication systems, apply quality systems)
 TLIB9909A Examine track infrastructure
 Other units will be developed after technical elements for TI and ganger complete:
 TLIB10009A Visually inspect track infrastructure
 TLIB9409A Check and repair track geometry
 TLIF307C Implement and monitor OHS procedures
 TLIE707B Use communication systems
 TLIE107C Present routine workplace information
 TLIJ207C Apply quality systems
 TLIU107B Implement and monitor environmental protection policies and procedures
 The units below are under consideration for track inspector. These have been selected based on a
work requirement identified before the training package was revised. Some are now less relevant for
track inspectors, particularly adjust rail and check and repair points and crossings
 TLIB10209A Adjust rail
 TLIB9509A Check and repair points and crossings
 TLIL307C Conduct induction process
 TLIG207C Lead a work team or group
 BSBCMN302A Organise personal work priorities and development
 TLIA3807B Receive and store stock
Organisation 3
For Track Maintenance and Track Inspection Roles
 Currently offer Basic Track Maintenance (Certificates 2 – new starters or within 6 months of
commencing) ; Advanced Track Inspection (Certificate 3 – experienced track maintainers with 2 years or
more of experience ); Rail Adjustment (Certificate2– employees with 12-18 months experience );
Alumunothermic Welding courses (Certificate 3 – employees with 12-18 months experience)
 The Certificate 2 in Track Maintenance consists of the following units of competency:
 TLIF607C Apply accident-emergency procedures
 TLII207D Apply customer service skills
 TLIF1007C Apply fatigue management strategies
 TLIU707B Care for the environment
 TLIL107C Complete workplace orientation/induction procedures
 TLIF207F Conduct housekeeping activities
 TLIF107C Follow OHS procedures
 TDTB3601A Install and maintain guard and check rails
 TLIX907B Install and maintain rail fastening and anchoring systems
 TLIB2807B Maintain and use hand tools
 TLIE307C Participate in basic workplace communication
 TLIX407B Replace railway sleepers
 TLID107C Shift materials safely using manual handling methods
 TLIX307B Undertake track ballast activity
 TLIE707B Use communication systems
 TLIG107C Work effectively with others
 The Certificate 3 Advanced Track Inspection consists of the following units of competency:
CRC for Rail Innovation
February 2014
Page 18
Training for Rail Infrastructure Workers





• TLIB3807B Maintain Track parameters
• TLIB3907B Record and Analyse track parameters
• TLIB4107B Visually inspect and monitor track
The Certificate 2 in Rail Adjustment includes the following unit of competency:
 Establish and Maintain correct rail stress
The Certificate 3 in Alumunothermic Welding includes the following unit of competency:
 TLIW407B Weld rail using Aluminorthmic Welding Technique
For all courses - Training Material is owned by RTO, units of competence currently under review in
connection with version of 4 of TLI package
Delivery methods
 Certificate 2 in Track Maintenance - 2 week classroom plus OJW, prior class
assessment and final assessment
 Certificate 3 in Advanced Track Inspection - 2weeks class room plus OJW, prior class
assessment and final assessment
 Certificate 2 in Rail Adjustment - 3 days classroom
 Certificate 3in Alumunothermic Welding - 2 Weeks Classroom plus minimum 50
welds and assessment
Organisation 4
Certificate in Rail Infrastructure(from TLI 10 Training Package) is offered – Level 2 and 3; Training is provided
to both new and existing workers – union wants them to be trained to Cert III – then onto Cert IV; Looking at
all positions – matching positions to qualifications – providing gap training; length of course as per
purchasing guide( http://trainingsupport.otte.vic.gov.au/); uses a combination of face to face training and
learning in the workplace; Training in this area is well catered for with the TLI Training Package,
arrangements with RTO that provides training and enterprise based trainers
CRC for Rail Innovation
February 2014
Page 19
Training for Rail Infrastructure Workers
Mechanical Signalling
Organisation 1
•
•
Currently in the process of developing both a competency and non-competency based training program for
the Signalling area; the course titles will reflect a combination of Rail Infrastructure and Electrical – Rail
Signalling; the courses will be entitled Cert II – Rail Infrastructure and Cert IV – Electrical – Rail Signalling; the
target audience is all Signals ‘wages’ and some ‘salaried’ staff whether they are new to the organisation or
have been in the role for a length of time; the course is planned to be delivered using a combination of face
to face and work based learning.
The following units of competency are planned to be covered in the course(s)
 Apply Awareness of Safe working Rules & Regulations
 Work Safely in the Construction Industry
 Maintain and Use Hand Tools (Core)
 Shift Materials Safely Using Manual Handling Methods (Core)
 Participate in Basic Workplace Communications (Core)
 Conduct Housekeeping Activities (Elective A)
 Work Effectively with Others (Elective A)
 Apply OHS practices in the workplace
 Dismantle, assemble and fabricate electrotechnology components
 Solve problems in extra-low voltage single path circuits
 Solve problems in multiple path d.c. circuits
 Fix and secure equipment
 Use drawings, diagrams, schedules and manuals
 Lay wiring and terminate accessories for extra-low voltage circuits
 Implement and monitor OHS policies and procedures
 Compile and produce an electrotechnology report
 Document occupational hazards and risks in electrical
 Participate in development and follow a personal competency development plan
 Solve problems in electromagnetic circuits
 Solve problems in single and three phase low voltage circuits
 Install wiring and accessories for low voltage circuits
 Install low voltage electrical apparatus and associated equipment
 Verify compliance and functionality of general electrical installations
 Select and arrange equipment for general electrical installations
 Find and repair faults in electrical apparatus and circuits
 Develop and connect control circuits
 Assemble and wire internal electrical signalling equipment
 Maintain documentation
 Source and purchase material/parts for installation or service jobs
 Provide quotations for installation or service jobs
 Deliver a service to customers
 Use basic computer applications relevant to a workplace
 Comply with scheduled and preventative maintenance program processes
 Provide basic instruction in the use of electrotechnology apparatus
 Participate in environmentally sustainable work practices
 Implement & monitor policies & procedures for environmentally sustainable electrotech
work practice
 Maintain power signalling and protective relay interlocking systems
 Install and test computer based interlocking equipment
 Maintain computer based and solid state interlocking equipment
 Conduct routine inspecting and testing of new signal cables and lines
 Maintain electronic switched and microprocessor-based remote control systems
CRC for Rail Innovation
February 2014
Page 20
Training for Rail Infrastructure Workers











•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Install and maintain transmission interface equipment
Find and repair cable system faults
Test equipment and isolate faults
Install electrical power and control equipment for rail networks
Coordinate and manage track protection
Develop rail signalling maintenance programmes
Decommission electrical and electro-mechanical signalling from service
Test and commission power signalling equipment
Maintain remote control and non-vital interlocking control systems
Maintain power signalling and protected level crossing equipment
Maintain on-site power operated point activating devices
Install and maintain track circuit equipment
Maintain computer based and solid state interlocking equipment
Conduct route testing of new signal cables/line route
Perform cable system test
Assemble and wire internal electrical signalling equipment
Install and maintain track circuit leads and bonds
Maintain electronic signalling and communications systems
Maintain electronic switched and micro processor-based remote control systems
Install and maintain transmission interface equipment
Install and maintain signalling power supplies
Install and maintain power operated signalling equipment
Repair power operated signalling equipment in a workshop
Maintain power signalling and protective relay interlocking systems
Decommission electrical and electromechanical signalling infrastructure equipment from
service
Test and commission power signalling and protected level crossing equipment
Install and test computer based and solid state interlocking equipment
Organisation 3
 Currently Offer a mechanical signalling course delivered over 2 year period. (Material owned and delivered
by Queensland Rail); Certificate 2 and 3; Mechanical Signalling employees, i.e. Section man, Signal
Installer/certifier; the course is delivered using a combination of face to face training and learning in the
workplace
 The following units of competency are the basis for development of the course:
 TLIB207C Test Equipment and isolate faults
 TLIB4607B Service and Clean Mechanical Signalling Equipment and Infrastructure
 TLIB4707B Repair and Adjust mechanical signalling equipment and Infrastructure
 TLIB5307B Maintain mechanical signalling locking and interlocking devices
 TLIS507B Install mechanical infrastructure for signalling
 TLIS907B Install mechanical signalling and interlocking devices
 TLIX Erect and Mount structures and housing for signalling equipment
 TLIS707B Decommission mechanical signalling equipment and infrastructure from service
CRC for Rail Innovation
February 2014
Page 21
Training for Rail Infrastructure Workers
Organisation 4
 Certificate in Rail Infrastructure(from TLI 10 Training Package) is offered – Level 2 and 3; Training is provided
to both new and existing workers – union wants them to be trained to Cert III – then onto Cert IV; Looking at
all positions – matching positions to qualifications – providing gap training; length of course as per
purchasing guide( http://trainingsupport.otte.vic.gov.au/); uses a combination of face to face training and
learning in the workplace; Training in this area is well catered for with the TLI Training Package,
arrangements with RTO that provides training and enterprise based trainers
CRC for Rail Innovation
February 2014
Page 22
Training for Rail Infrastructure Workers
Structures
Organisation 1
•
•
Currently in the process of developing both a competency and non-competency based training program for
the Structures area; the name of the proposed course is TLI – Rail Traction; the certificate levels to be
covered could include II, III and IV; the target audience is all Track & Structures ‘wages’ and some ‘salaried’
staff whether they are new to the organisation or have been in the role for a length of time; the courses will
be delivered using a combination of face to face and work place learning
The following units of competency are planned to be covered in the course(s)
 Apply Awareness of Safe working Rules & Regulations
 Work Safely in the Construction Industry
 Maintain and Use Hand Tools (Core)
 Clean Equipment and Restore Worksite (SpecTLI21309-Track Surfacing)
 Shift Materials Safely Using Manual Handling Methods (Core)
 Participate in Basic Workplace Communications (Core)
 Follow OHS Procedures (Core)
 Conduct Housekeeping Activities (Elective A)
 Work Effectively with Others (Elective A)
 Apply Customer Service Skills (Elective A)
 Check and Assess Operational Capabilities of Equipment (SpecTLI21309-Track Surfacing)
 Install and Maintain Guard Rails (Elective A)
 Operate Minor Mechanical Equipment (Spec TLI21309 - Track Work)
 Operate On Track Self Propelled Equipment (SpecTLI21309-Track Surfacing)
 Use Communication Systems (Elective A)
 Apply Environmental Procedures to Rail Infrastructure
 Install Railway Sleepers (Spec TLI21309 - Track Work)
 Install Rail (Spec TLI21309 - Track Work)
 Install and Replace Rail Joints
 Install and Service Rail Lubrication Equipment
 Install and Repair Fences and Gates
 Install and Maintain Rock Structures
 Implement Pest and Vegetation Control Program
 Implement Structures Maintenance and Installation of Minor Structures
 Implement and monitor OHS Procedures
 Coordinate Breakdowns and Emergencies
 Install and Repair Rail Earthworks
 Estimate/Calc Mass, Area and Quantity Dimensions
 Lead a Work Team or Group
 Visually Inspect Track Infrastructure
 Check and Repair Track Geometry
 Prepare Workplace Documents
 Test Equipment and Isolate Faults
 Apply Quality Systems
 Test rail using ultrasonic equipment
 Test rail using Non-destructive testing equipment
 Implement and Coordinate Accident/emergency Procedures
 Develop Rosters
 Apply and Amend Rosters
 Conduct Inspections of Safe working Procedures and Infrastructure
 Promote Effective Workplace Practice
Organisation 3
CRC for Rail Innovation
February 2014
Page 23
Training for Rail Infrastructure Workers

There are no courses currently available in this area
CRC for Rail Innovation
February 2014
Page 24
Training for Rail Infrastructure Workers

Track Maintenance
Organisation 2
• Currently offers Way Maintainer Induction Program – Track Safety Awareness course – this course forms the
first part of Certificate II requirements; Targeted at newly hired way maintainers course is structured to suit
employees new to the industry without previous rail experience and workers new to V/Line (that is, they
have rail or similar experience); the course is delivered using a combination of face to face and work based
learning; Learner is assigned a coach within the work team - predominantly workplace learning.
• The following units of competency are covered in the course:
 TLIB2807B Maintain and use hand tools
 TLID107C Shift materials safely using manual handling methods
 TLIE307C Participate in basic workplace communications
 TLIF107B Follow OHS procedures
 TLIF6207B Apply awareness of safe working rules and regulations
 CPCCOHS1001A Work safely in the construction industry
• The balance of Cert II requirements will be developed in the future covering the following units of
competency:
 TLIU707B Care for the environment
 TLIU809A Apply environmental procedures to rail infrastructure
Environment units are being rolled out to all infrastructure workers. These elements are also included in the
Way Maintainer induction course although with modified assessment materials. This training will also be
provided using a combination of on line, face to face and workplace learning: All infrastructure workers will
receive environmental training; this will be delivered during toolbox meetings; rollout will commence within
two months.
Organisation 3
For Track Maintenance and Track Inspection Roles
 Currently offer Basic Track Maintenance (Certificates 2 – new starters or within 6 months of
commencing) ; Advanced Track Inspection (Certificate 3 – experienced track maintainers with 2 years or
more of experience ); Rail Adjustment (Certificate2– employees with 12-18 months experience );
Alumunothermic Welding courses (Certificate 3 – employees with 12-18 months experience)
 The Certificate 2 in Track Maintenance consists of the following units of competency:
 TLIF607C Apply accident-emergency procedures
 TLII207D Apply customer service skills
 TLIF1007C Apply fatigue management strategies
 TLIU707B Care for the environment
 TLIL107C Complete workplace orientation/induction procedures
 TLIF207F Conduct housekeeping activities
 TLIF107C Follow OHS procedures
 TDTB3601A Install and maintain guard and check rails
 TLIX907B Install and maintain rail fastening and anchoring systems
 TLIB2807B Maintain and use hand tools
 TLIE307C Participate in basic workplace communication
 TLIX407B Replace railway sleepers
 TLID107C Shift materials safely using manual handling methods
 TLIX307B Undertake track ballast activity
 TLIE707B Use communication systems
 TLIG107C Work effectively with others
 The Certificate 3 Advanced Track Inspection consists of the following units of competency:
• TLIB3807B Maintain Track parameters
CRC for Rail Innovation
February 2014
Page 25
Training for Rail Infrastructure Workers




• TLIB3907B Record and Analyse track parameters
• TLIB4107B Visually inspect and monitor track
The Certificate 2 in Rail Adjustment includes the following unit of competency:
 Establish and Maintain correct rail stress
The Certificate 3 in Alumunothermic Welding includes the following unit of competency:
 TLIW407B Weld rail using Aluminorthmic Welding Technique
For all courses - Training Material is owned by RTO, units of competence currently under review in
connection with version of 4 of TLI package
Delivery methods
 Certificate 2 in Track Maintenance - 2 week classroom plus OJW, prior class
assessment and final assessment
 Certificate 3 in Advanced Track Inspection - 2weeks class room plus OJW, prior class
assessment and final assessment
 Certificate 2 in Rail Adjustment - 3 days classroom
 Certificate 3in Alumunothermic Welding - 2 Weeks Classroom plus minimum 50
welds and assessment
CRC for Rail Innovation
February 2014
Page 26
Training for Rail Infrastructure Workers
Organisation 4
 Certificate in Rail Infrastructure(from TLI 10 Training Package) is offered – Level 2 and 3; Training is provided
to both new and existing workers – union wants them to be trained to Cert III – then onto Cert IV; Looking at
all positions – matching positions to qualifications – providing gap training; length of course as per
purchasing guide( http://trainingsupport.otte.vic.gov.au/); uses a combination of face to face training and
learning in the workplace; Training in this area is well catered for with the TLI Training Package,
arrangements with RTO that provides training and enterprise based trainers
Ganger/Team Leader
Organisation 2
 A course expected to be at Certificate III level is under development; course will be targeted at current Track
Inspectors or experienced Way Maintainers; course will be developed using a combination of face to face
training and workplace learning; learners will receive materials in advance of classroom training and will
complete and submit some comprehension questions as part of this
 The following units were identified based on workplace requirements against the previous training package.
They will be developed after the TI technical materials are completed:
 TLIB9109A Measure and record track geometry
 TLIX3109A Install points and crossings
 TLIF707C Implement and coordinate accident/emergency procedures
 The following units were identified based on workplace requirements against the previous training package.
They will be developed after all technical materials are completed.
 TLIB4207B Conduct inspection of safe working procedures and infrastructure
 TLIU107B Implement and monitor environmental protection policies and procedures
 TLIF1407C Develop and maintain a safe workplace
 TLIL3307B Promote effective workplace practice
 TLIP507C Manage workplace information
 TLIG607C Facilitate work team
Organisation 4
 Certificate in Rail Infrastructure(from TLI 10 Training Package) is offered – Level 2 and 3; Training is provided
to both new and existing workers – union wants them to be trained to Cert III – then onto Cert IV; Looking at
all positions – matching positions to qualifications – providing gap training; length of course as per
purchasing guide( http://trainingsupport.otte.vic.gov.au/); uses a combination of face to face training and
learning in the workplace; Training in this area is well catered for with the TLI Training Package,
arrangements with RTO that provides training and enterprise based trainers
CRC for Rail Innovation
February 2014
Page 27
Training for Rail Infrastructure Workers
Appendix 3
Evaluation of draft learning resources
TLI10 V1.1 Certificate III in Rail Infrastructure
PHASE 1 – TRACK EXAMINATION STREAM
TLIB3099A: EXAMINE TRACK INFRASTRUCTURE*
TLIB3100A: VISUALLY INSPECT TRACK INFRASTRUCTURE*
TLIB3094A: CHECK AND REPAIR TRACK GEOMETRY
PHASE 2 – CORE
TLIE2001A: PRESENT ROUTINE WORKPLACE INFORMATION
TLIE2007A: USE COMMUNICATION SYSTEMS
TLIF3003A: IMPLEMENT AND MONITOR OH&S PROCEDURES
TLIJ3002A: APPLY QUALITY SYSTEMS
TLIU4001A: IMPLEMENT AND MONITOR ENVIRONMENTAL PROTECTION POLICIES AND PROCEDURES
Dear Reviewer
Thank you for agreeing to review this draft learning resource as your comments will enable the developer to
fine-tune the materials before publication.
It is essential you have read and are familiar with the relevant units of competency prior to reviewing this
learning resource.
Please return the completed form by XXXX to XXXX.
Please tick the relevant boxes below:
I have read the units of competency prior to reviewing this learning resource
I have reviewed the resources
CRC for Rail Innovation
February 2014
Page 28
1.
The resources are of a high standard.
2.
The resources require the facilitator to get involved and
participate in the learning.
3.
The materials are useful and easy to use for the
facilitator and for the participant.
4.
There is enough variety in the learning materials.
5.
There is opportunity for participants to interact with the
facilitator.
6.
The materials are appropriate for on-the-job and off-thejob learning.
7.
The activities are relevant to industry needs.
8.
The terms used are accurate for the resource.
9.
The scenarios are realistic.
10.
The level of learning in the activities matches the
demonstrated level of competency.
11.
The learning activities are sequenced appropriately.
Strongly
agree
Agree
Neither
agree nor
disagree
GENERAL COMMENTS
Disagree
Strongly
disagree
Training for Rail Infrastructure Workers
Did you identify any gaps in the learning resources?
(type here)
The things I liked BEST about the learning resources were:
(type here)
The things I liked LEAST about the learning resources were:
(type here)
Name:
____________________________________________________________
Position:
____________________________________________________________
Email:
____________________________________________________________
Phone:
____________________________________________________________
CRC for Rail Innovation
February 2014
Page 29