Roster staff
D1.HML.CL10.16
D1.HRM.CL9.09
D2.TRM.CL9.21
Trainer Guide
Roster staff
D1.HML.CL10.16
D1.HRM.CL9.09
D2.TRM.CL9.21
Trainer Guide
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone:
(03) 9606 2111
Facsimile:
(03) 9670 1330
Acknowledgements
Project Director:
Project Manager
Chief Writer:
Subject Writer:
Editor:
DTP/Production:
Wayne Crosbie
Jim Irwin
Alan Hickman
Alan Hickman
Jim Irwin
Daniel Chee, Mai Vu, Cindy Curran
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Front Office, Food and Beverage Services and Food Production Divisions”.
This publication is supported by the Australian Government’s aid program through the ASEANAustralia Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2015.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of
TAFE are not responsible for any injury, loss or damage as a result of material included or omitted
from this course. Information in this module is current at the time of publication. Time of publication is
indicated in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable
and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art
and Media Library. Some images have been provided by and are the property of William Angliss
Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: TG_Roster_staff_220115
Table of contents
Competency Based Training (CBT) and assessment – An introduction for trainers .......... 1
Competency standard ..................................................................................................... 11
Notes and PowerPoint slides .......................................................................................... 21
Recommended training equipment ............................................................................... 165
Instructions for Trainers for using PowerPoint – Presenter View ................................... 167
Appendix – ASEAN acronyms ...................................................................................... 169
© ASEAN 2015
Trainer Guide
Roster staff
© ASEAN 2015
Trainer Guide
Roster staff
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency Based Training (CBT) and
assessment – An introduction for trainers
Competency
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:

Performing individual tasks

Managing a range of different tasks

Responding to contingencies or breakdowns

Dealing with the responsibilities of the workplace

Working with others.
Unit of competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a ‘unit’.
Each unit of competency identifies a discrete workplace requirement and includes:

Knowledge and skills that underpin competency

Language, literacy and numeracy

Occupational safety and health requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
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Competency Based Training (CBT) and assessment – An introduction for trainers
Element of competency
An element of competency describes the essential outcomes within a unit of competency.
The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an ‘element’.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate
achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:

Training

Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:

On-the-job – in the workplace

Off-the-job – at an educational institution or dedicated training environment

As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning approaches
This manual will identify two avenues to facilitate learning:
Competency Based Training (CBT)
This is the strategy of developing a participant’s competency.
Educational institutions utilise a range of training strategies to ensure that participants are
able to gain the knowledge and skills required for successful:

Completion of the training program or qualification

Implementation in the workplace.
The strategies selected should be chosen based on suitability and the learning styles of
participants.
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Competency Based Assessment (CBA)
This is the strategy of assessing competency of a participant.
Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in learning
It is important to note that flexibility in training and assessment strategies is required to
meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for participant diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:

Consider individuals’ experiences, learning styles and interests

Develop questions and activities that are aimed at different levels of ability

Modify the expectations for some participants

Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities

Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each other’s learning.
Participant centred learning
This involves taking into account structuring training and assessment that:

Builds on strengths – Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured

Acknowledges prior knowledge and experience – The learning activities should be
planned with participants’ prior knowledge and experience in mind

Understands learning objectives – Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants

Teaches for understanding – The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know

Teaches for independent learning – Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
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Competency Based Training (CBT) and assessment – An introduction for trainers

Enhances motivation – Learning is most effective when participants are motivated.
Various strategies should be used to arouse the interest of participants

Makes effective use of resources – A variety of teaching resources can be employed
as tools for learning

Maximises engagement – In conducting learning activities, it is important for the minds
of participants to be actively engaged

Aligns assessment with learning and teaching – Feedback and assessment should be
an integral part of learning and teaching

Caters for learner diversity – Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through encouragement and personal
example, and by allowing participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants also come to realise that
their classmates (and their trainers) are partners in learning and solving.
Trainers can also encourage cooperative learning by designing appropriate group
learning tasks, which include, for example, collecting background information, conducting
small-scale surveys, or producing media presentations on certain issues and themes.
Participants need to be reminded that, while they should work towards successful
completion of the field tasks, developing positive peer relationships in the process is an
important objective of all group work.
Competency Based Training (CBT)
Principle of Competency Based Training
Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training strategies
The aims of this curriculum are to enable participants to:

Undertake a variety of subject courses that are relevant to industry in the current
environment

Learn current industry skills, information and trends relevant to industry

Learn through a range of practical and theoretical approaches

Be able to identify, explore and solve issues in a productive manner
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
Be able to become confident, equipped and flexible managers of the future

Be ‘job ready’ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant’s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic. It is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorise and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energising and it helps the reserved and less literate
to express their feelings.
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Competency Based Training (CBT) and assessment – An introduction for trainers
Simulation games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /group exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalise the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)
Principle of Competency Based Assessment
Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:

Training and development programs

Formal education

Life experience

Apprenticeships

On-the-job experience

Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the ‘collection of evidence’ in determining overall
competence.
This evidence can be collected:

Using different formats

Using different people

Collected over a period of time.
The assessor who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
Flexibility in assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.
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Competency Based Training (CBT) and assessment – An introduction for trainers
Competency must be proven regardless of:

Language

Delivery Method

Assessment Method.
Assessment objectives
The assessment tools used for subjects are designed to determine competency against
the ‘elements of competency’ and their associated ‘performance criteria’.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:

Work projects

Written questions

Oral questions

Third Party Report

Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative assessment tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
Evidence is simply proof that the assessor gathers to show participants can actually do
what they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there
are many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues
to gather evidence about performance.
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A range of assessment methods to assess competency include:

Practical demonstrations

Practical demonstrations in simulated work conditions

Problem solving

Portfolios of evidence

Critical incident reports

Journals

Oral presentations

Interviews

Videos

Visuals: slides, audio tapes

Case studies

Log books

Projects

Role plays

Group projects

Group discussions

Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:

Recognition of Current Competencies (RCC)

Skills auditing

Gap analysis and training

Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participant’s current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
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Therefore, when assessing competency, an assessor has two possible results that can be
awarded:

Pass Competent (PC)

Not Yet Competent (NYC).
Pass Competent (PC)
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as ‘Pass Competent’
(PC).
The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be ‘Not Yet Competent’ (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’.
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Competency standard
Competency standard
UNIT TITLE: ROSTER STAFF
UNIT NUMBER: D1.HML.CL10.16
NOMINAL HOURS: 50
D1.HRM.CL9.09
D2.TRM.CL9.21
UNIT DESCRIPTOR: This unit deals with skills and knowledge required by supervisors to prepare staff rosters that meet enterprise staffing and wage cost
requirements while enabling the required levels of service delivery.
ELEMENTS AND PERFORMANCE CRITERIA
UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Identify the role of rosters
Unit Variables
1.1
Explain the functions of rosters
1.2
Describe situations to which rosters might apply
The Unit Variables provide advice to interpret the scope and context of this unit of competence,
allowing for differences between enterprises and workplaces. It relates to the unit as a whole and
facilitates holistic assessment.
1.3
Identify personnel responsible for developing
staffing rosters
1.4
Identify the impact of labour budgets on rosters
This unit applies to organisations that are involved in preparing staff roster that meet enterprise
staffing and wage cost requirements while enabling the required levels of service delivery within the
labour divisions of the hotel and travel industries and may include:
1.5
Differentiate between roster formats
1. Front Office
1.6
Identify factors that impact on the selection of
staff for rosters
2. Housekeeping
Element 2: Explain the operational aspects of
employment instruments
3. Food and Beverage Service
4. Food Production
5. Travel Agencies
2.1
Describe the range of employment instruments
in use by the industry
2.2
Differentiate between staff employment
classifications
Functions of rosters refers to:

Organising staff within the enterprise to provide required service delivery
2.3
Distinguish between applicable pay rates

Balancing experienced staff with new/inexperienced staff
6. Tour Operation.
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Competency standard
2.4
Identify leave entitlements

Communicating staffing needs to relevant staff members
2.5
Identify meal and break entitlements

Controlling labour costs
2.6
Identify allowance entitlements

Helping staff plan their off-duty time.
2.7
Describe legislated requirements that apply to
staff rosters
Situations for which rosters might apply may include:

Individual department/revenue centres within enterprises
2.8
Identify requirements that apply to specific
work-related incidents and situations

Enterprise-wide situations
Element 3: Generate staff rosters

Project-based work including events and functions.
3.1
Prepare staff rosters to comply with identified
operational demands
Personnel responsible for preparing rosters may include:

Owners and managers
3.2
Distribute rosters to staff

Supervisors and departmental heads.
Element 4: Update staffing records
Impact of labour budgets refers to:
4.1
Verify and approve timesheets for payment

Preparing labour budgets
4.2
Maintain staff records that impact on roster
preparation

Calculating labour cost percentages

Costing rosters

Comparing costed rosters to labour budget requirements/constraints

Implications for continuing out-of-control labour budgets

Techniques to bring labour budgets back under control.
Roster formats refers to:
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
Paper-based and electronic formats

Use of international time in budget formats

Explanation of commonly used roster abbreviations

Basic requirements of a staff roster

Roster program

Rotating rosters.
Competency standard
Factors that impact on the selection of staff may include:

Mix of staff including blend of new and experienced staff, blend of genders, blend of ages, blend
of skill sets, blend of languages spoken

Service delivery levels, such as peak/low season

Multi-skilling and up-skilling of staff

Operational workplace demands and customer expectations.
Range of employment instruments may include:

Awards

Agreements

Employment contracts.
Staff employment classifications may include:

Distinctions between full-time, part-time and casual staff, including definitions, hours of work, how
hours of work may be worked including spread of hours and relevant requirements that initiate
payment of penalties

Categories of staff employed, such as the distinctions between roles and grades

Nature of duties allocated to each category and grade of employees

Hours worked, including consideration of split shifts, reasonable overtime, spread of hours, double
shifts.
Applicable pay rates may include:

Rates of pay, including bonuses and penalty rates such as weekend, public holidays and other
penalties

Breaks, meals and overtime payments

Timing considerations relating to when overtime and penalty payments will apply

Identifying differing pay rates, to whom they apply, when they apply and how they may vary

Application of over-award or similar payments

Application of entitlements including sick pay, holiday pay, paid maternity leave, employer
superannuation contribution.
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Competency standard
Leave entitlements may include:

Annual leave

Sick leave

Bereavement leave

Carer leave

Parental leave, maternity leave and paternity leave

Adoption leave

Jury service

Calculation and determination of continuity of service

Study leave

Special leave

Leave without pay.
Meal and break entitlements may include:

When breaks and meals are to be taken

Length of meal and other breaks

Penalties that apply for breaks not taken when due

What is provided during meal breaks depending on industry sector?
Allowance entitlements may include:
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
Meal allowances

First aid allowances

Clothing allowances

Tools and equipment allowances

Travel allowances.
Competency standard
Legislated requirements refers to:

Relevant host country legislation or regulations that may include compliance with:

Anti-discrimination requirements

Equal opportunity provisions

Specific industrial relations requirements

Accident and injury requirements.
Specific work-related incidents and situations may include:

Stand-down of employees

Accident pay

Notice of termination and termination of employment

Redundancy.
Prepare staff rosters may include:

Addressing preparation of a costed roster for a nominated area

Nominated budget levels imposed, which means roster must be costed using current pay rates
and all applicable penalty and other payments

Ability to meet required service levels at all times

Covering all days and times of service, including pre-opening activities, all breaks/meals, closing
procedures, staff changeovers.
Distribute rosters refers to:

Compliance with employment instrument stated requirements to give advance notice to workers

Provision of a roster in the nominated format

Explanation of all terms used in the roster.
Approve timesheets for payment may relate to:

Validating time-clock cards

Counter-signing timesheets for processing
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15
Competency standard

Verifying timesheets are completed by staff as required

Clarifying queries from payroll officers, human resources department and/or accounts department.
Staff records that impact on roster preparation may include:

Maintaining staff illness records

Maintaining staff ‘leave taken’ records

Maintaining records of staff training that have been undertaken/successfully completed

Maintaining files regarding warnings and disciplinary action taken against staff

Maintaining personnel files that facilitate promotion of staff, training, multi-skilling, up-skilling,
redundancies

Applications for leave

Requests for preferential treatment.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:

Enterprise policies and procedures in regard to staff rosters

In-depth knowledge of the operation of the host department and/or host enterprise

Knowledge of the pay rates and terms and conditions of employment instruments for the host
enterprise

Legislated requirements of the host country that have an impact on staff rosters, working hours,
entitlements

Ability to use staff roster software, where used by the host enterprise

Proven ability to interpret demand and service requirements for a nominated section/department.
Linkages To Other Units
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
Recruit and select staff

Access and retrieve computer-based data

Maintain a paper-based filing and retrieval system
Competency standard

Maintain financial performance within a budget

Manage payroll records

Manage legal requirements for business compliance

Monitor staff performance

Monitor workplace operations

Prepare and monitor budgets

Develop and implement operational policies

Develop and implement operational plans.
Critical Aspects of Assessment
Evidence of the following is essential:

Demonstrated ability to produce a roster in the nominated format

Demonstrated ability to produce a roster within a given timeframe

Demonstrated ability to produce an effective roster within nominated budget constraints

Demonstrated ability to amend roster to accommodate last-minute management requirements

Demonstrated ability to roster sufficient and appropriate staff to enable the required level of
service provision throughout the nominated roster period

Demonstrated ability to communicate roster requirements to all relevant staff listed on that roster

Demonstrated ability to comply with employment instruments and legislated requirements of the
host country.
Context of Assessment
Assessment must ensure:

Actual or simulated workplace conditions, opening hours, days of operation, service levels and
budget restraints.
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Competency standard
Resource Implications
Training and assessment must include the use of current and representative pay rates, terms and
conditions of employment instruments and legislation, as applicable to the relevant industry sector of
the host country, in actual or simulated workplace conditions; and access to workplace standards,
procedures, policies, guidelines, tools and equipment.
Assessment Methods
The following methods may be used to assess competency for this unit:

Observation of practical candidate performance

Case studies

Practical exercises

Oral and written questions

Third party reports completed by a supervisor

Project and assignment work

Simulations.
Key Competencies in this Unit
Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
Key Competencies
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Level
Examples
Collecting, organising and analysing
information
2
Obtain information from records and
management on expected levels of trade, and
other staffing demands
Communicating ideas and information
1
Distribute prepared rosters to staff
Competency standard
Planning and organising activities
3
Ensure roster meets identified trading and
service needs; prepare a roster that meets
labour budget requirements
Working with others and in teams
2
Meet with management to discuss
requirements; liaise with supervisors,
management and staff to create a mutually
acceptable roster
Using mathematical ideas and
techniques
2
Calculate labour costs
Solving problems
2
Address and resolve long-term and short-term
staffing problems
Using technology
2
Input data and manipulate it within an
electronic staff roster system
© ASEAN 2015
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Roster staff
19
Competency standard
20
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Notes and PowerPoint slides
Slide
Slide No
1.
Trainer Notes
Trainer welcomes students to class.
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Notes and PowerPoint slides
Slide
Slide No
2.
22
Trainer Notes
Trainer advises trainees this Unit comprises four Elements, as listed on the slide
explaining:

Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail

Trainees can obtain more detail from their Trainee Manual

At times the course presents advice and information about various protocols but
where their workplace requirements differ to what is presented, the workplace
practices and standards, as well as policies and procedures must be observed.
© ASEAN 2015
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Roster staff
Notes and PowerPoint slides
Slide
Slide No
3.
Trainer Notes
Trainer advises trainees that assessment for this Unit may take several forms, all of
which are aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates to trainees the methods of assessment that will be applied to them for
this Unit.
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Notes and PowerPoint slides
Slide
Slide No
4.
24
Trainer Notes
Trainer identifies for trainees the Performance Criteria for this Element, as listed on the
slide.
© ASEAN 2015
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Roster staff
Notes and PowerPoint slides
Slide
Slide No
5.
Trainer Notes
Trainer defines ‘roster’ offering a roster is a plan that organises staff, indicating:

Names of staff who are to work

Days of work – usually with dates

Start times

Break times

Finish times

Where they are to work

Their role.
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Roster staff
25
Notes and PowerPoint slides
Slide
Slide No
6.
Trainer Notes
Trainer adds more information about what staff rosters are stating:


26
It also gives information as to staff movements, such as:

Who is on annual leave

Who is on sick leave

Who is undertaking training
The purpose of rosters can be seen as ensuring the right people, in the right
numbers, are employed at the right place at the right time.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
7.
Trainer Notes
Trainer indicates reasons businesses use rosters:
Organising staff

Rostering is a means of organising staff

It enables the supervisor/person preparing the roster to:

Determine and/or know who is working on a particular shift and who is not

Make sure there are sufficient staff to cater for anticipated service needs

Distribute the projected workload equitably among staff and across the working
day

Guarantee the level of service required/promised to customers is delivered –
across the working day.
Balancing experienced staff

Rostering enables those preparing the rosters to ensure skilled workers are
rostered on duty with people who are not so experienced: in this way, rosters help
make sure customer is adequately served (now) by staff in both numbers and skills
and guarantees the presence of suitably experienced staff (into the future)

This is an effective and efficient use of staff

Rosters should reflect a good mix of experience and, in some cases, a mix of
genders, ages and nationalities/language skills.
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27
Notes and PowerPoint slides
Communicating with staff
Rostering is a means of communicating with employees, to inform them of:

When they are required for work – in terms of:

When they need to arrive/be at work

When their breaks are

When they can go home

When they are not required for work

When their leave days are available to be taken.
Good rosters reflect to the employee the busy periods and the goals of the organisation
in terms of service.
In some cases, the roster may indicate to the employee what location and work they will
be doing at a given time.
28
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Roster staff
Notes and PowerPoint slides
Slide
Slide No
8.
Trainer Notes
Trainer explains businesses prepare rosters to suit their individual need highlighting
rosters for accommodation venues which also provide (say) food, beverages, gaming,
entertainment and functions will be fundamentally different to an enterprise selling travel
or one which operates tours.
This said rosters are commonly drawn up by organisations on the following bases:

An individual department – see following slides

A whole enterprise – see following slides

A specific project – see following slides.
© ASEAN 2015
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Roster staff
29
Notes and PowerPoint slides
Slide
Slide No
9.
Trainer Notes
Trainer discusses preparation of rosters for individual departments, section or areas
stating:

Many organisations are structured on a department basis. This means the
organisational chart for the business identifies several departments/revenue centres

Where rosters are prepared for individual departments a separate roster is created
for each department showing staffing required on a department-by-department
basis. This approach:

Is common to larger businesses – with higher employee numbers

Is most common in hotels/accommodation venues – who have more roles and
departments to cover/staff

Is popular with organisations open longer hours – especially those which
operate on a 24/7 basis

Allows management/supervisors in each department to use their knowledge
and experience of the department to develop a roster – so each one best suits
the unique demands of the department as those needs fluctuate over time.
Classroom Activity (1)
Trainer distributes and discusses sample organisational chart explaining its use and
identifying the various departments/divisions shown.
Classroom Activity (2)
Trainer distributes and discusses sample department-based roster/s.
30
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Roster staff
Notes and PowerPoint slides
Slide
Slide No
10.
Trainer Notes
Trainer discusses preparation of rosters for whole organisation stating:

Some organisations prepare rosters on an enterprise-wide basis where one roster
only identifies staffing required for the period in question for the entire business.
These organisations:

Tend to be less structured – in terms of departmentalisation

Tend to be smaller operations – with fewer employees

Are often managed by one person (a Business/Office Manager) – as opposed
to several Supervisors or Departmental Managers

Usually open fewer, standard or more restricted hours – such as ‘Business
Hours’ or (for example) ‘Monday – Saturday, 9:00AM – 6:00PM’.
Classroom Activity
Trainer distributes and discusses sample whole of organisation roster/s.
© ASEAN 2015
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31
Notes and PowerPoint slides
Slide
Slide No
11.
Trainer Notes
Trainer discusses preparation of rosters for projects stating:


Rosters may also be prepared for project-based work including:

Nominated events – such as a certain trip, tour, or MICE event

Specific functions – such as a certain dinner, ball or party
These rosters will address roles/staffing requirements:

Prior to the event/functions/project – such as planning and preparation,
reservations, set-up

During the event/functions/project – covering implementation and conduct of the
activity

After the event/functions/project – such as clean-up, administration, follow-up
and returning areas/vehicles to ‘normal’ condition.
Classroom Activity
Trainer distributes and discusses sample project-based roster/s.
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Roster staff
Notes and PowerPoint slides
Slide
Slide No
12.
Trainer Notes
Trainer provides an overview of the pre-requisite knowledge needed for people to
develop/prepare rosters observing they need:

Authority to act in this regard – as delegated to them by management/business
owners

Intimate knowledge of the employment instruments – as they apply to all staff
covered by the rosters

Good operating knowledge of the business – so there is an understanding of:

The busy and slow times of departments or the business – which may relate to:

Hours of the day – certain times may be busy, others may be very quiet

Days of the week – some days may be traditionally busy while others are not

Holiday periods – which (depending on the business) can mean trade is
busy/busier or slow/slower

Up-coming trade for the business – in terms (for example) of:

Accommodation booked

Function bookings/reservations

Tours which have been booked
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33
Notes and PowerPoint slides


34
Good knowledge of staff within the organisation – in relation to their:

Skills, attitudes and knowledge

Experience and expertise

Availability

Preferences
Thorough knowledge of all factors impacting on staffing for the business – which
can address:

Service levels, standards and promises made to customers

Legislation applying to employment and IR

Plans the organisation has – which may (for example) address expansion,
contraction, succession planning and other staff-related training and
development matters

Labour budget.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
13.
Trainer Notes
Trainer states the job of developing rosters may be allocated to:

Owner of the business – which is usually the case in smaller owner-operated
businesses with very few staff, and no internal hierarchical structure

Managers – these may be:


Office Managers or Business Managers – who are in-charge of a branch or
single office

Department manager or Supervisor – who are in-charge of a
department/area/revenue centre within the business

Division or Section Manager – being a person responsible for several
departments/areas/revenue centres
A Roster Committee – commonly used where a roster is required for a specific
project:

The Committee will comprise key personnel (managers/supervisors) from all the
departments/sections with responsibility under the project.
Classroom Activity
Trainer arranges for Guest Speaker to attend and talk to students about their role in
preparing rosters explaining factors/issues they consider, describing why they use
rosters and showing and explaining a range of rosters they have developed.
© ASEAN 2015
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35
Notes and PowerPoint slides
Slide
Slide No
14.
36
Trainer Notes
Trainer explains:

The labour budget is the amount of money available to pay staff

The budget (also known as ‘staff budget’) contains the money to pay all staff for all
hours worked for the period in question – this includes:

Permanent/full-time staff

Part-time employees

Casual workers

Overtime.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
15.
Trainer Notes
Trainer states the labour budget may also contain funds to cover ‘on costs’ highlighting:

In terms of rosters/labour ‘on costs’ cover additional expenses related to the
employment of staff, such as:

Training

Uniforms

Leave entitlements

Mandatory/legislated contributions.
© ASEAN 2015
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37
Notes and PowerPoint slides
Slide
Slide No
16.
Trainer Notes
Trainer states the labour budget is prepared by management who usually determine the
amount of money available for the employment of staff in one of two ways:

Lump sum allocation

Percentage of sales basis.
Lump sum allocation

In this option management/business owners allocate an amount to the budget they
believe is sufficient based on their:

Industry knowledge

Knowledge of the individual business

Personal experience

Expectations about service levels and standards they want the staff/the
business to deliver.
Percentage of sales basis
38

Many businesses will forecast sales/revenue for the period in question, and use that
figure as the amount available for labour, because they operate on a ‘percentage of
sales’ labour budget basis

In effect, the more sales there are, the more staff can be rostered to work for the
period

Correspondingly, less revenue means fewer staff can be employed.
© ASEAN 2015
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Roster staff
Notes and PowerPoint slides
Classroom Activity
Trainer distributes and discusses sample labour budgets.
© ASEAN 2015
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39
Notes and PowerPoint slides
Slide
Slide No
17.
Trainer Notes
Trainer introduces need to calculate labour cost percentage noting:
Labour cost percentage is the percentage of sales/revenue which can be/are used to
pay the wages to generate that income.
It is calculated by dividing the labour cost by the sales, and multiplying by 100 over 1.
For example:
Labour cost
x
100
Sales
1
Assume: Sales 8550 and Labour Costs 2250
Labour cost percentage would be calculated as follows:
2250
x
8550
100
=
26.3%
1
The labour cost percentage for these figures is thus 26.3%
Classroom Activity
Trainer distributes handouts requiring students to calculate labour cost percentages
using the statistics supplied and provides assistance and feedback as appropriate.
40
© ASEAN 2015
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Roster staff
Notes and PowerPoint slides
Slide
Slide No
18.
Trainer Notes
Trainer identifies there may be a need for those preparing rosters to cost them before
they are given to staff/submitted for approval noting costing a roster means, for every
person listed on the roster:

Identifying their pay rate – as appropriate for all time shown on the roster: this may
mean different pay rates for:

Early starts and late finishes

Weekend work

Work on public holidays

Higher duties (where extra allowances are payable)

Overtime

Multiplying ‘hours worked’ by the appropriate pay rate – for each employee for the
complete roster period

Totalling the costs for each worker – to obtain a total labour cost figure for the
roster: this is the ‘expected costed roster figure’ for the period.
Classroom Activity
Trainer presents students with sample roster and supporting employment instruments
and pay rates and asks them to cost the roster, providing assistance and feedback as
required.
© ASEAN 2015
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Roster staff
41
Notes and PowerPoint slides
Slide
Slide No
19.
42
Trainer Notes
Trainer notes costed rosters need to be compared to relevant labour budget noting this
will mean:

Evaluating the figure calculated against the money/funds allocated – where the
labour budget was developed on a lump sum basis – to ensure it fits within the
allowable parameters

Determining projected sales/revenue for the roster period – and using the labour
cost percentage equation to work out the labour cost percentage for the roster:

In the previous example, if management had set a labour cost percentage
target of 30%, they would be happy because results have come in under budget

If the target for staff/labour was 25%, then the outcome would have come in
slightly over budget

Where results are over budget, some operations allow this to be carried forward
to next roster period where the situation has to be retrieved

Likewise, where the outcome is under budget, this may allow slightly more to be
spent on subsequent rosters

In other organisations, each roster period stands alone, and the expectation is the
budget must be met every time: no carry-overs are permitted

These calculations are done before the roster is put in place (to make sure it is
within budget), and then the same calculations are done after the period, using the
actual figures which have emerged, to see how the costed roster compared to the
actual roster

This allows anything over budget to be identified and factored in to the next roster –
meaning cut-backs will probably have to be made.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
20.
Trainer Notes
Trainer states there are several possible implications if a labour budget continues to be
exceeded – that is, if the cost of paying staff consistently exceeds the limitations
imposed by management – these can include:

Applying techniques to bring the labour budget back under control – see following
slide

Moving extra funds to the labour budget – where the budget is allocated on a lump
sum basis. This may be necessary because staff have to be paid as a fundamental
business operating cost

Lifting the labour cost percentage figure for the budget – where the labour budget is
calculated on a cost of sales basis

Changing the nature and operating environment of the business – so it can function
in an acceptable way under a new/revised format. This often requires a major
change to issues such as:


Market positioning

Pricing

Branding

Business plans and strategies
Closing the business – if the situation cannot be resolved (because the operation
has ceased to be profitable or competitive).
© ASEAN 2015
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43
Notes and PowerPoint slides
Slide
Slide No
21.
Trainer Notes
Trainer presents techniques which might be able to be used to bring labour budgets
back under control:

Reducing staff numbers – by retrenching staff: this may adversely affect
quality/style of service provision which can lead to a downward spiral of fewer sales
meaning (again) a further need to cut staff numbers

Reducing staff hours – through rostering staff to work fewer hours: this too may
have a direct impact on revenue and/or quality of service delivery

Increasing selling prices – which may also negatively influence revenue

Altering business hours for the organisation – there may be room to open the
business for fewer hours meaning a reduced need for staff

Closing certain aspects of the business:

On a permanent basis – while retaining the other activities of the organisation

For nominated hours on certain days – when business records indicate trade is
insufficient to justify opening

Moving more of the business to an online environment, where possible – to reduce
the amount of face-to-face contact required between staff and customers

Changing service delivery standard and criteria – which may mean (for example):

44
Increasing the length of waiting time customers may have to spend before
being served
© ASEAN 2015
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Roster staff
Notes and PowerPoint slides

Allocating more customers for the same number of staff (or fewer staff) to deal
with

Cleaning facilities less frequently

Reducing the type and/or number of products and/or services available

Undertaking a promotional/advertising campaign – designed to generate extra sales
from the same labour cost outlay

Looking closely at the mix of workers used to staff the roster – for example this can
mean:

Using no casual staff or fewer casual staff – because their pay rate (on an
hourly basis) is usually higher than the per hour pay rate for permanent/full-time
employees

Using no part-time staff or fewer part-time staff – see immediately above

Using more casual or part-time staff – where it is believed permanent/full-time
are being paid but are not being productive while at work (perhaps because
there is no work for them to do)

Rostering staff who are multi-skilled – so they can perform more than one role
when at work.
© ASEAN 2015
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45
Notes and PowerPoint slides
Slide
Slide No
22.
Trainer Notes
Trainer advises there are two basic options for formats when presenting a roster:

Paper-based format

Electronic format.
Classroom Activity
Trainer distributes and discusses examples of format options identified.
46
© ASEAN 2015
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Notes and PowerPoint slides
Slide
Slide No
23.
Trainer Notes
Trainer discusses paper-based option noting this option is often used by smaller
business with fewer staff operating standard hours to produce a limited range of
products/services and:

The roster is written by hand on paper – a pro forma template document may be
used as the basis for developing the roister

The original is photo-copied for distribution to staff – where multiple copies are
required

It is an inexpensive approach – there is no outlay for systems or
technology/software

No special training is required – apart from experience with the business and with
preparing rosters.
© ASEAN 2015
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47
Notes and PowerPoint slides
Slide
Slide No
24.
Trainer Notes
Trainer discusses electronic format option noting it features the use of special software
programs (‘roster programs’) to assist with determining the most cost-effective use of
staff and producing the final hard-copy roster which is printed off (where copies are
required for distribution) or emailed to staff.


48
The benefits of using rostering software may include:

Fairer treatment of individual staff – the software does not play favourites in
terms of who is assigned which jobs/roles

Optimal allocation of staff to service identified busy periods – within designated
payroll parameters

Capturing and storing of previous rosters – for possible future re-use/reference

Saving of time – the software should produce a roster in less time than a person
(however there is a need to factor in the time it takes to learn the system and
input the necessary information, pay rates and other employment parameters
which can impact remuneration [such as timing of rest breaks, meal breaks,
breaks between shifts])
The down-sides of this option are:

Initial expense in purchasing the software and/or hardware

Time spent learning the system.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Classroom Activity
Trainer facilitates student internet research into relevant websites such as:

http://www.ferret.com.au/t/Rostering-Software

http://www.findmyshift.com/au/

http://www.rosterportal.com.au/

http://www.digitalinstinct.com.au/

http://www.abc-roster.com/

http://www.my-roster.com/

http://rotaville.com/
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49
Notes and PowerPoint slides
Slide
Slide No
25.
Trainer Notes
Trainer explains every workplace will, over time, develop abbreviations which it uses on
its rosters noting these abbreviations can be specific only to that particular organisation
and make no sense (or have no use) in other businesses while in addition there are
several abbreviations in common use:

*** = Not on roster

ADO = Accrued Day Off

LSL = Long Service Leave

AL = Annual Leave.
Classroom Activity
Trainer asks students to define the abbreviations shown on the slide:
Com or Bev = Compassionate or Bereavement Leave
50

FO = Front Office

DR = Dining Room

NA= Not available for work (often used for casuals)

RDO = Rostered Day Off

Pub Hol = Public Holiday (meaning staff member is not required)

SL = Sick Leave

WC = Staff member is on Worker’s Compensation Leave

Trg= Staff member is attending training.
© ASEAN 2015
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Roster staff
Notes and PowerPoint slides
Slide
Slide No
26.
Trainer Notes
Trainer identifies basic requirements in relation to staff rosters:

Are easy to understand

Are printed/written in print which is easy to read

Are made available as required – a standard requirement is staff receive their roster
14 days in advance of their first day/starting time

Are not changed after they have been distributed without prior discussion with, and
consent from, the staff involved

Provide all relevant information such as:

Names of staff who are to work

Days of work – usually with dates

Start times

Break times – see comment below

Finish times

Where they are to work

Role/position to be worked.
© ASEAN 2015
Trainer Guide
Roster staff
51
Notes and PowerPoint slides
Slide
Slide No
27.
Trainer Notes
Trainer introduces concept of the 24-hour clock format in relation to rosters stating:

It is sometimes called the ‘international time’ format.

It is commonly used as it avoids confusion over whether times given are AM or PM

In this system:

Midnight is 0000 or 00:00

3am = 0300 or 03:00

9:35AM = 0935 or 09:35

Midday = 1200 or 12:00

4.45 in the afternoon = 1645 or 16:45

11:25pm = 2325 or 23:25.
Classroom Activity (1)
Trainer facilitates internet research on relevant websites such as:
52

http://www.worldtimezone.com/wtz-names/wtz-am-pm.html

http://en.wikipedia.org/wiki/12-hour_clock

http://www.mathsisfun.com/time.html

http://www.onlineconversion.com/date_12-24_hour.htm
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Classroom Activity (2)
Trainer presents students with list of times:

In AM and PM format and asks them to convert to 24-hour clock format

In international time format and asks to convert to AM and PM format.
© ASEAN 2015
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Roster staff
53
Notes and PowerPoint slides
Slide
Slide No
28.
Trainer Notes
Trainer introduces concept of rotating rosters stating:

Rotating rosters are rosters which can be repeated on a regular/ongoing basis

They are suitable for operations where trade and staffing requirements are constant
and predictable as they save time and effort

The organisation may, for example, prepare three different rosters which allocate
staff to certain jobs, working different shifts (in order to equitable distribute early
starts, late finishes, quiet shifts and busy times)

If roster may be prepared for a two-week period, meaning at the end of six weeks
all staff would have worked an early shift, a middle-of-the-day shift and a late shift

They may have also rotated through different roles/positions depending on their
training, experience and skills: this would help relieve monotony and boredom of
repeating the same work all the time.
Classroom Activity
Trainer distributes and discusses sample rotating rosters.
54
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
29.
Trainer Notes
Trainer identifies and discusses the following are common considerations when
deciding which staff to include on rosters being prepared:


Experience – many operators will seek to roster a mix of ‘experienced’ staff with
employees who are new to the job/less experienced

This is to allow the less experienced staff to learn from the persons they are
rostered to work with

Such as approach may be a deliberate action to support formal on-the-job
training using the ‘buddy system’
Gender – while it can be illegal to employ staff on the basis of their gender, many
employers will intentionally select a mix of males and females for a roster in order to
reflect the composition of their customers


This is done where it is believed people may be more comfortable with staff of a
certain gender – for example, where it is felt women prefer being served by
females
Age – again, it can be illegal to employ staff on the basis of age but many
businesses will intentionally hire staff to reflect the age profiles of their customers

Where this is the case, the roster will ensure younger staff are rostered to cater
for younger customers and elder staff are rostered on when/where more senior
customers are expected
© ASEAN 2015
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55
Notes and PowerPoint slides

Skills – there is a non-negotiable need to ensure every roster contains staff capable
of undertaking the duties/work required

56
As most workplaces require a variety of jobs to be completed, there is a
demand for staff with a range of skills appropriate to the products/services
being offered.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
30.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
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Roster staff
57
Notes and PowerPoint slides
Slide
Slide No
31.
58
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
32.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
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Roster staff
59
Notes and PowerPoint slides
Slide
Slide No
33.
60
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
34.
Trainer Notes
Trainer identifies for trainees the Performance Criteria for this Element, as listed on the
slide.
© ASEAN 2015
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Roster staff
61
Notes and PowerPoint slides
Slide
Slide No
35.
Trainer Notes
Trainer identifies for trainees the Performance Criteria for this Element, as listed on the
slide.
Class Activity – General Discussion
Trainer leads a general class discussion by asking questions such as:
62

What are employment instruments and what information do they contain?

How might workers and managers/supervisors use employment instruments?

What types of leave are employees entitled to?

What requirements apply to staff meal and other breaks?

What are allowances? What examples of allowances do you know of?
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
36.
Trainer Notes
Trainer begins describing employment instruments stating:

An ‘employment instrument’ is a document containing the entitlements and
conditions for employment of staff

These entitlements and conditions are also known as ‘terms of employment’

It is a legally enforceable document meaning both employer and employees are
bound by it

Employment instruments must comply with relevant Industrial Relations legislation
of the country to which they apply.
© ASEAN 2015
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Roster staff
63
Notes and PowerPoint slides
Slide
Slide No
37.
64
Trainer Notes
Trainer provides more detail on employment instruments offering they may:

Vary between countries – there are similarities across the globe relating to generic
contents of employment instruments but each nation has their own

Differ between industries and industry sectors – as most industries/sectors have
their own unique terms of employment

Change for individual employees – based on their qualifications, experience and
expertise

Vary depending on the job position of the worker – different classifications/job roles
may attract different entitlements and conditions.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
38.
Trainer Notes
Trainer states while all employment instruments are unique and stand alone, they can
be expected to address the following:


Rates of pay/remuneration – for permanent/full-time staff, part-time workers and
casual employees, including penalty rates. These rates of pay will cover
considerations (as/where applicable) to:

Normal (or ‘ordinary’) working hours – as defined by the individual employment
instrument

Time worked on week days and weekends

Time worked when employee has started work before declared
‘normal/ordinary’ hours

Time worked when employee has worked after declared ‘normal/ordinary’ hours

Time worked on declared, accepted or nominated Public Holidays

Overtime – including definition of same

Time worked when required rest and/or meal breaks have not been taken
Classifications of staff – identifying:

Definitions of full-time/permanent, part-time and casual staff – in terms of hours
worked per week/month

Job positions and giving an overview of the tasks related to each
role/position/classification
© ASEAN 2015
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65
Notes and PowerPoint slides

66
Hours of work – identifying:

The number of hours in a working week or month for a full-time/permanent
employee and/or a part-time worker

The minimum and maximum hours per day which can or must be worked

Rostered days off.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
39.
Trainer Notes
Trainer continues identifying possible contents of employment instruments:

Definitions – of words, terms and phrases used in the document so there is clarity
regarding meaning of statements made in the document

Leave entitlements – see later slides for examples and explanations

Breaks – see later slides for examples and explanations

Allowances – see later slides for examples and explanations

Redundancy and termination entitlements and requirements – specifying:

What employees are entitled to if they are made redundant by the employer

The legal reasons for terminating staff.
© ASEAN 2015
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Roster staff
67
Notes and PowerPoint slides
Slide
Slide No
40.
Trainer Notes
Trainer explains employment instruments may include:

Awards – these are terms of employment negotiated between employer groups
(such as peak industry representative bodies) and employee groups (such as trade
unions)


A standard requirement is a copy of all Awards under which staff work must be
posted/made available in a public/convenient location in the workplace so staff
have ready access to read it and learn about/understand their entitlements and
obligations
Agreements – which are terms of employment negotiated between:

A single individual employee and their employer

A group of workers and their employer


Agreements must always comply with over-arching employment/IR
legislation
Employment contracts – these are terms of employment negotiated between
individual employees.
Classroom Activity
Trainer distributes and discusses sample Award/s, Agreement/s and Contract/s.
68
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
41.
Trainer Notes
Trainer identifies why it is important for those preparing rosters to understand the
employment instruments which apply to the staff they intend selecting for the roster – in
order to:



Ensure the most cost-effective roster is produced – through making sure:

Breaks are rostered to be taken when stated – and staff are not made to work
longer than required thereby attracting penalty rates/higher levels of pay

Staff are only rostered for their allocated/agreed ‘normal/ordinary’ hours – and
are not rostered to work extra hours which attract overtime payments

Starting and finishing times for employees are scheduled to minimise payment
of penalty rates

Staffing levels are minimised at times when wage/remuneration levels are
high/highest (commensurate with providing required levels of service)
Develop a roster which provides the agreed/required conditions of employment for
all workers – in term so of (for example):

Meal breaks

Rest breaks

Breaks between finishing one shift and starting the next shift

Maximum hours worked in a day, week or other nominated time period
(fortnight or month)
Be able to properly cost a roster – to determine whether or not is meets the
restrictions imposed by management/the labour budget.
© ASEAN 2015
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Roster staff
69
Notes and PowerPoint slides
Slide
Slide No
42.
70
Trainer Notes
Trainer explains concept of ‘time worked’ as a key in classifying staff highlighting;
•
Employees are often classified in relation to the number of hours per
week/fortnight they work
•
Classification in this regard generally addresses distinctions between full-time,
part-time and casual staff.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
43.
Trainer Notes
Trainer identifies considerations relating to classifications of staff:

Definitions of each classification in relation to hours of work – for example:

Stating permanent staff will work 38, 40 or some other number of hours per
week – or the hours may be able to be worked in a variety of ways (per fortnight
or month) as stated in the documents: see below, this section

Identifying part-time staff will work (for example) between certain hourly weekly
limits (say, no less than 16 hours/week and no more than 20 hours/week) with
each roster period comprising at least four hours

There may be a prescribed number of days on which they work – for example,
‘on no more than four/five days per week’

Identifying (for example) casual employees are rostered and paid at a
nominated hourly rate which varies depending on the day of the week and time
of the day they are rostered


Casuals must usually be rostered to work a prescribed minimum number of
hours per engagement/every time they are listed on the roster – such as a
minimum of four hours per engagement
How hours of work may be worked – for example:

Full-time staff may be able to work their hours per week in various ways such
as (for example) a staff member may be entitled/able to work a 38-hour in the
following ways:

A 19 day month, of eight hours per day
© ASEAN 2015
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71
Notes and PowerPoint slides
72

Four days of eight hours/day and one day at six hours/day

Four days of nine and a half hours/day

Five days of seven hours and 36 minutes/day

152 hours per each four-week period with a minimum of eight RDOs per
four-week period.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
44.
Trainer Notes
Trainer identifies it is common for Awards and Agreements to identify and distinguish
between categories of staff which may mean the documents will:



Name and define categories of employees – by the work they perform. For
example, in a hotel an employment instrument may categorise/classify employees
by department and role as follows:

Food and beverage – F&B attendant; supervisor; waiter; bar attendant

Kitchen – cook; chef; section chef; head chef

Gaming – croupier, security; technician

Front Office – receptionist; telephonist; guest service
Differentiate between different grades of employees – such as:

Grade 1 – the highest level where (for example) certain qualifications, licences,
trade certificates, permits, training and/or experience are required

Grade 3 – the lowest/starting level for employees with no qualifications or
experience
List examples of work/tasks each category and grade of staff can be expected to
undertake – providing guidance to employers about the roles and responsibilities for
each classification of worker at each grade.
Employment contracts always specify the category/classification of the person to whom
the contract applies and identify the roles and responsibilities they are being engaged to
perform.
© ASEAN 2015
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Roster staff
73
Notes and PowerPoint slides
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
74
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
45.
Trainer Notes
Trainer introduces this topic stating payment of applicable rates of pay to staff is an
important requirement because:

It is a legal requirement – it is an offence to under-pay staff

It helps keeps staff happy and working for the business – because employees
usually know what they should be paid and become disgruntled if they do not
receive this amount/their entitlements

It ensures the labour costs being incurred genuinely reflect the hours worked and
the staffing roster prepared – as opposed to simply being an estimation of the cost
of wages/labour.
The relevant ‘employment instruments’ are the source documentation for identifying
applicable pay rates.
© ASEAN 2015
Trainer Guide
Roster staff
75
Notes and PowerPoint slides
Slide
Slide No
46.
Trainer Notes
Trainer highlights when calculating the wages which will be incurred from implementing
a roster which has been prepared there is a need to be accurate and include all relevant
and legitimate payments to which staff are entitled illustrating depending on the
employment instrument these payments can relate to:


76
Rates of pay – for permanent, part-time and casual staff as applicable to the days
rostered as they apply to individual worker classification. It is standard/common for
these classifications to receive a different hourly rate of pay. Generally:

Full-time staff receive the least per hour – but the up-side is they are eligible to
a range of entitlements and they work more hours

Casual staff receive the most per hour – as they are eligible to no/fewer
entitlements and they work fewer hours

Part-time staff – their hourly rate of pay usually sits somewhere in between fulltime and casual staff
Penalty rates – which may apply to work performed at certain times and under
nominated circumstances such as work undertaken on weekends, public holidays,
split shifts, early starts, late finishes, and designated overtime situations. For
example, an employment instrument may provide in some cases:

Time-and-a-half for some hours worked under certain conditions – that is
payment at a rate that is 1½ times normal rate

Double time under certain circumstances

Double time-and-a-half for hours in other situations
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides

Payments for allowances – as they may relate to meals, travel, accommodations,
special qualifications held, use of personal equipment and similar other topics
specified under individual employment instruments

Grade-related payments – higher grade employees traditionally receive a higher
hourly or weekly rate of pay than lower grade employees

Where staff are required to perform work duties outside their designated
classification they may also be entitled to a higher duties allowance (where they
receive extra money for doing higher-level work)

Mandatory contributions – the business is required to make in terms (for example)
of on costs and matters such as workers’ compensation, insurance and/or
superannuation or other similar contributions.
Classroom Activity
Trainer provides students with a roster and pay rates and asks students to:

Calculate wages at normal rates for full-time and casual staff to identify the extent of
the difference between staffing the roster using different staff classifications.
© ASEAN 2015
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Roster staff
77
Notes and PowerPoint slides
Slide
Slide No
47.
78
Trainer Notes
Trainer introduces over-Award payments noting some (but certainly not all) businesses
elect to pay certain staff payments which are above the designated minimum payments
they are entitled to explaining these can be referred to as:

Over-Award payments

Above-Award payments

Bonuses.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
48.
Trainer Notes
Trainer states over-Award payments are usually offered/made available to:

Attract suitable/required staff to the business

Motivate employees

Reward effort and achievement.
© ASEAN 2015
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Roster staff
79
Notes and PowerPoint slides
Slide
Slide No
49.
Trainer Notes
Trainer advises where over-Award payments are paid:

Staff must be advised when they will be paid

Staff must be told how they are calculated

They must be paid every time they are due/employees are eligible in order to
maintain staff trust.
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
80
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
50.
Trainer Notes
Trainer advises standard practice to determine the applicable pay rates, entitlements
and allowances for employees on a roster are:

Read the employment instrument relevant to each person included on the roster –
there may be more than one Award, Agreement and/or Contract for each
organisation

Take time to understand what each employment instrument says/means in
relation to the specific provisions of each document with special attention to
interpretations/definitions of terms and their application for the purposes of
rosters and remuneration

Speak to other staff with experience of rostering employees and
interpreting/understanding the contents of applicable employment instruments – to
gain their insight into application of those documents in terms of rostering staff in
the most efficient and cost-effective manner

Speak with relevant others – these may include:

Managers

HR/payroll staff

Employment officials

Trade unions.
© ASEAN 2015
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Roster staff
81
Notes and PowerPoint slides
Slide
Slide No
51.
Trainer Notes
Trainer stresses information presented in relation to this topic is indicative only – it is
presented only as a possible example of what each type of leave may entitle
employees to highlighting it is critical those with responsibility for preparing rosters read
relevant employment instruments as they apply to their workplace and identify:

The types of leave provided for

When staff are entitled to each type of leave

The amount of leave available in each category of leave.
In addition, employers are always free to offer leave entitlements/payments in excess of
the minimum provided for under employment instruments.
82
© ASEAN 2015
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Roster staff
Notes and PowerPoint slides
Slide
Slide No
52.
Trainer Notes
Trainer states in relation to annual leave the following is indicative of what may apply –
specifics are subject to change based on individual employment instruments:

It usually applies only to full-time and part-time employees – casual employees are
not entitled to annual leave

It may be payable after the employee has completed 12 months of continuous
service (see below) with the employer

It provides for a set amount of paid leave (say, four weeks) for every 12 months of
continuous service

A percentage may be added to standard pay rates when calculating annual leave
payments to represent penalty payments normally made to staff throughout the year

A set amount of time needs to be worked before staff are eligible to any annual
leave payments – for example, they may have to work for a minimum of X weeks or
X hours before becoming eligible

Full-time and part-time staff who leave or who are dismissed after they have
reached minimum period for eligibility but before twelve months service has
occurred may be entitled to pro rata annual leave payment


That is, if staff have worked for six months they are eligible to half their
entitlement.
Annual leave may be able to be deferred by the staff member or the employer – for
a set period/number of months or years
© ASEAN 2015
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Roster staff
83
Notes and PowerPoint slides

Staff may be allowed to take annual leave as single days off throughout the year by
arrangement/agreement with their employer.
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
84
© ASEAN 2015
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Roster staff
Notes and PowerPoint slides
Slide
Slide No
53.
Trainer Notes
Trainer discusses sick leave saying it may apply only to full-time and part-time
employees (casual employees are often not entitled to sick leave) explaining it means
the employer pays the employee if they are ‘off work’ due to sickness or injury:

It may be payable only after the employee has completed a specified number of
hours/weeks/months work with the employer

It provides for a set amount of paid leave (say, 10 days ) for every 12 months of
continuous service

Staff have no entitlement to having unclaimed sick leave paid out when they leave
the employ of the employer

It may be a condition of payment of sick leave supporting evidence of sickness or
injury (such as a doctor’s/medical certificate) is provided.
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
© ASEAN 2015
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Roster staff
85
Notes and PowerPoint slides
Slide
Slide No
54.
Trainer Notes
Trainer discusses bereavement leave:

It may apply only to full-time and part-time employees – casual employees are often
not entitled to bereavement leave

It is paid when a member of the employee’s immediate family or household dies

The employment instrument will/may specify who is deemed to be ‘immediate
family’ – to prevent confusion about (for example) if this type of leave can be
claimed for death of an in-law, uncle, aunt, cousin or niece

Commonly this type of leave applies to:

86

Parents

Offspring/children

Spouses
A set number of hours may be provided for this type of leave – this time may be
expressed in terms of:

Number of hours per death

Total number of hours per year

Employers can demand proof of the death of the person for whom bereavement
leave is claimed

There is generally no ‘qualification period’ before employees become eligible for this
type of leave.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
© ASEAN 2015
Trainer Guide
Roster staff
87
Notes and PowerPoint slides
Slide
Slide No
55.
Trainer Notes
Trainer explains carer leave:

Carer leave is not covered by employment instruments to the same extent as other
types of leave

It is usually provided for full-time and part-time employees only

It enables eligible staff to take paid or unpaid leave to care for nominated people
who are ill and require care or support

The employment instrument will prescribe the people and their relationship to staff
to whom carer leave applies

A set number of hours per year may apply:

On a per person who needs to be cared for basis

On a total number of hours per year basis

Proof of the need for carer support from a medical practitioner/office may be
required.
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
88
© ASEAN 2015
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Roster staff
Notes and PowerPoint slides
Slide
Slide No
56.
Trainer Notes
Trainer introduces parental leave noting parental leave is a generic term used for:

Maternity leave – leave granted to women who give birth

Paternity leave – leave granted to father’s whose partners give birth

Adoption leave – leave granted to staff to enable adoption of a child.
Trainer illustrates possible provisions of parental leave as follows:

Not all employment instruments provide for paternal leave

In relation to this type of leave the following is indicative of what may apply –
specifics are subject to change based on individual employment instruments:


This type of leave is often unpaid leave

Employers may be required to re-employ those who have taken these
classifications of leave after their leave period has finished

A maximum period of time the person can elect to take off work is identified –
such as 52 weeks

The person seeking this type of leave is required to give a nominated amount of
notice of their intention to take this type of leave – such as giving four week’s
notice
For women who give birth there may be a statement:

Identifying the time before the birth when they may take this leave – such as six
weeks prior to the birth
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Notes and PowerPoint slides

Identifying the time after the birth when they may elect to return to work – such
as six weeks after the birth (meaning they are not eligible to return sooner than
this)

This leave needs to be taken in a single unbroken period – it cannot be taken a day
or a week at a time

Special leave may apply to women who lose their child prior to birth or during
childbirth – for example, they may be eligible to paid sick leave.
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
90
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Slide
Slide No
57.
Trainer Notes
Trainer discusses jury service as follows:

The employer is usually required by law to release all classifications, types and
grades of staff from work/rostered hours to serve as required on a jury – it can be a
criminal offence to fail to release staff to attend jury service

The employer may be required to pay employees money to supplement the
allowance provided by the Court for jury service – up to the amount they would
have normally earned for the period in question

Staff who are called for jury service are obliged to notify their employer of this at the
earliest opportunity stating dates they have been called to serve – to allow for
alternative roster arrangements to be made

Proof of attendance for jury service may be required before relevant payments are
made.
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
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Notes and PowerPoint slides
Slide
Slide No
58.
Trainer Notes
Trainer discusses study leave:

Study leave is usually not provided for under employment instruments

Most study leave occurs under the terms/conditions of an internal ‘Staff training’ or
‘Study leave’ policy put in place by the organisation

Study leave may:

92

Only apply to certain staff/classifications of staff

Only apply to nominated courses or training opportunities
Parameters will exist in relation to:

The maximum number of paid hours staff will be granted paid study leave

Expenses which can be claimed – these may include:

Enrolment, tuition and course fees

Travel and accommodation

Books and course/.training requisites

Proof of enrolment, attendance and/or successful completion may be required

Some employers will only reimburse study expenses upon successful completion of
study, training or courses.
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Notes and PowerPoint slides
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
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Notes and PowerPoint slides
Slide
Slide No
59.
Trainer Notes
Trainer discusses leave without pay stating all organisations have the right to grant any
employee leave without pay if they choose to do so.

Staff can apply for leave without pay for any reason, or to extend the duration of
other leave for which they are entitled to take paid leave

Businesses will normally:

Required advanced notice of intention to take this type of leave – including
details of reason and relevant dates

Accommodate these requests where it is reasonably practical to do so.
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
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Slide
Slide No
60.
Trainer Notes
Trainer It may be/is necessary to calculate ‘continuous service’ in order to determine
when staff are entitled to annual leave. For example, in working out ‘twelve months’
continuous service’ (the common basic requirement for eligibility for annual leave) the
following absences from the workplace may be counted as time worked:

Up to a nominated amount of time per year for sickness or accident – such as ‘up to
X hrs’ or ‘up to four weeks’

Any time taken as long service leave

All time taken as annual leave

Leave which was granted by the employer at their discretion

Any temporary stand down from work due to reasons where the employee was not
at fault

Absence for any reasonable cause – with the onus on the employee to prove such
absence was ‘reasonable.
Where less than twelve months have been worked, absences from the workplace (as
provided for) are counted on a pro rata basis.
It is also a common requirement that where an employer believes an employee’s
absence from work constitutes a break in/for the purpose of calculating/determining
continuity of service, the employer must notify the staff member in writing of this.
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Notes and PowerPoint slides
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
96
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Slide
Slide No
61.
Trainer Notes
Trainer highlights it is important for those who develop rosters to know about breaks
and when they need to be taken in order to:

Schedule them at the appropriate times

Avoid situations where penalty payments are incurred as a result of staff not being
able to take a break when they are entitled to

Keep staff happy, fed and rested

Comply with IR agreements/requirements

Demonstrate respect and concern for staff.
All staff (full-time, part-time and casual) are usually eligible for breaks.
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Notes and PowerPoint slides
Slide
Slide No
62.
Trainer Notes
Trainer discusses meal breaks stating:

A meal break is provided to give staff the opportunity to eat a meal.

Generally staff are entitled to a meal break on the following basis:

They need to have worked a nominated amount of time – say five hours

They are then eligible to be given an amount of time to eat a meal – say 30
minutes

The meal break time is ‘unpaid’ – meaning it does not count as part of the
working day/hours worked for the day.
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
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Slide
Slide No
63.
Trainer Notes
Trainer discusses rest breaks stating:

A rest break is provided to give staff the opportunity to have time away from work
during the working day to rest and recuperate

In general, rest breaks:

Apply if a worker is required to work more than a given number of hours after
they have had a meal break – say, for more than five hours after having taken
lunch

Give the staff member a period of time off work – say, 20 minutes

Are paid – this means the employer has to pay the employee for the time they
are resting: this highlights the need to avoid paying rest breaks as they are
unproductive time

Can apply where a worker has been asked to work more than (say) two hours
of overtime.
Classroom Activity
Trainer provides actual examples of topic on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
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Notes and PowerPoint slides
Slide
Slide No
64.
Trainer Notes
Trainer discusses breaks between shifts stating:

Most employment instruments identify a minimum amount of time (a stated number
of hours – for example 10 hours) staff are entitled to between rostered shifts with
the exception of situations where they are working agreed split shifts

Breaks between shifts are provided to enable workers to socialise, take care of
family commitments, and rest

The requirement for a nominated break between shifts may apply to permanent,
part-time and casual staff

If the roster (or actual hours worked) does not give employees their entitlement in
this respect:

They may be entitled to be paid overtime for all time worked until they can take
their allocated time for break between shifts –which can be very expensive

They may be entitled to choose to start work later than their rostered time for
the next shift without loss of pay for the late start – to ensure they actually
receive their ‘break between shift’ entitlement.
A word of warning
Those preparing rosters and in charge of staffing need to be aware this requirement
regarding /break between shifts’ may apply even where staff arrange between
themselves to swap shifts.
This means if two staff organise with each other to swap shifts for mutual benefit
(perhaps one worker wants time off to attend a family event), then this arrangement can
have (perhaps unintended) impact on wages where one of the workers does not receive
their ‘break between shift’ entitlement.
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Slide
Slide No
65.
Trainer Notes
Trainer identifies a variety of options exist across different industries and industry
sectors in relation to the provision of meal breaks, for example:

The business may provide no food for employees at all – if workers want to eat a
meal during their meal break they have to provide it for themselves

Most workplaces however will be under some legal obligation to provide
suitable facilities for staff to eat their meal – that is, dining facilities of some sort

The business may provide basic food for employees at a basic cost – the choice of
food is usually restricted and the amount charged may be determined by a clause in
the employment instrument, or set by the employer at a discounted rate compared
to what normal customers are expected to pay

The business may provide a range of food and drinks to staff free-of-charge

The business may allocate an allowance to employees – for every meal they are
entitled to while rostered to work (see following slide)

Where the business operates (for example a hotel or an accommodation venue) the
business may provide accommodation and meals to staff in return for a standard
‘Board and Lodging’ charge as identified in the employment instrument. This
charge/fee is taken from employees’ pay every time wages are paid.
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Notes and PowerPoint slides
Slide
Slide No
66.
Trainer Notes
Trainer introduces allowances stating:

Allowances are cash payments made to eligible staff

They are paid for situations as prescribed in relevant employment instruments, with
management always having the right to identify and pay additional allowances at
their discretion

Allowances are usually paid every pay day as part of the weekly, fortnightly or
monthly wages paid to employees


102
Very few businesses pay allowances as a lump sum payment
Proof of eligibility is required before some allowances are paid.
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Slide
Slide No
67.
Trainer Notes
Trainer identifies and describes range of possible allowances:

Meal allowances – this is an amount of money given to employees who are entitled
to a meal break while at work


It is usually provided by businesses instead of them providing an actual meal
First aid allowances – this is a set amount per week paid to holders of designated
first aid certificates/qualifications

Proof of currency of certification is normally required

Clothing allowances – may be paid to employees who are required to wear certain
clothes/uniforms and/or to present themselves according to a certain standard as
set by the organisation

Tools and equipment allowances – these are allowances given to staff for using
personal tools/equipment for the purpose of work


For example, many chefs will use their own knives/tools and be paid an
allowance for doing so
Travel allowances – this is not a common allowance. It may be paid:

To employees required to start work before public transport is running

To employees who finish work after public transport has stopped running

Where employees attend training or an event/conference on behalf of the
organisation.
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Notes and PowerPoint slides
Classroom Activity
Trainer provides actual examples of topics on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
104
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Slide
Slide No
68.
Trainer Notes
Trainer continues identifying and describing range of possible allowances:

Disability allowances – are allowances paid to staff with identified mental or physical
disabilities to support and encourage their engagement with paid employment

This allowance may be paid to the employer by a government agency and
passed on to the employee every pay day

In some cases, the government will pay employers an allowance (effectively a
subsidy) to employ people with disabilities

These funds can also be used to modify the workplace to suit the needs of
those with disabilities

Shift allowances – these are allowance paid to staff if they work nominated shifts
such as early shifts or late shifts or split shifts

Higher duties allowances – where an employee is required to perform duties above
what they normally do, they may be eligible to be paid extra money in the form of a
higher-duties allowance


Those preparing rosters need to be aware this payment may apply where one
staff member is filling in for someone else, where staff are asked to undertake a
wide range of tasks and in situations where their roles have been expanded to
include more responsibilities and/or work of a more difficult/complex nature
Per diem allowance – ‘per diem’ is Latin for ‘per day’

It is an amount paid to eligible workers on a daily basis to cover expenses such
as travel, accommodation and food when they attend a conference, seminar or
other event on behalf of the organisation they work for.
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Notes and PowerPoint slides
Classroom Activity
Trainer provides actual examples of topics on slide (taken from sample employment
instruments) as relevant to host country and industry type or sector as applicable to
students.
106
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Slide
Slide No
69.
Trainer Notes
Trainer notes every country will have its own legislation in respect of employment
explaining these requirements are contained in various Acts and Regulations under the
general heading of:

Industrial relations legislation

Employment legislation

Workplace relations legislation

Labour legislation

Anti-discrimination and Equal Opportunity legislation

Workers’ Compensation legislation.
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Notes and PowerPoint slides
Slide
Slide No
70.
Trainer Notes
Trainer identifies ways to determine what applies to legislated requirements:

Contacting the relevant government department/agency – and speaking to
Officers/Inspectors or asking them to visit your workplace and talk to you these

Visiting the websites of these departments/agencies – and reading the information,
advices and similar they make available

Obtaining relevant documents – which may include:

108

Fact sheets

Posters

Forms

Reports

Copies of legislation
Speaking to other persons – for example:

Managers and owners of the business

Those with previous experience preparing rosters, hiring staff and/or paying
wages

Representatives from peak industry bodies.
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Class Activity (1) – Handouts
Trainer distributes and discusses sample fact sheets, posters, reports, forms as
identified on the slide.
Class Activity (2) – Guest Speaker
Trainer arranges for a Guest Speaker from a government body/agency to attend and
discuss employment legislation as it impacts on rosters bringing relevant
information/support material for distribution.
Class Activity (3) – Internet research activity
Trainer provides supervised access, research and discussion of findings in relation to
websites relevant to appropriate government bodies/agencies with employment-related
authority.
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Notes and PowerPoint slides
Slide
Slide No
71.
Trainer Notes
Trainer provides example of requirements which may apply in relation to antidiscrimination and equal opportunity legislation indicating such laws generally:

Means staff must not be discriminated against when the roster is being prepared –
all staff must be given equal chance in terms of opportunity to work, participate in
workplace training and be given promotion

Identify the basis on which it is illegal to discriminate against staff – such as (but not
necessarily limited to), on the basis of their:

Gender

Age

Race

Disability.
Class Activity – Presentation and Discussion
Trainer presents and discusses relevant host country legislation as identified/discussed
on slide as it relates to staff rosters.
110
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Slide
Slide No
72.
Trainer Notes
Trainer provides example of requirements which may apply in relation to display of
rosters and access for staff to related information stating such laws generally require:

All staff to be given a copy of the terms and conditions of their employment –
including pay rates

A copy of employment instruments to be readily available in the workplace – for
staff to read/access as required

Rosters to be given to staff in advance of their first working date – a common
requirement is for 14 days notice to be provided

Changes to prepared/notified rosters to be negotiated with staff – as opposed to
changes being imposed on employees without consultation

Breaks to be shown on rosters – indicating when meal and rest breaks are
scheduled

RDOs to be shown on rosters

Employers to ensure staff rostered for duty are holders of mandatory certificates,
licences or qualifications – as required: this may, for example, impose an obligation
such that:

Food handlers are holders of a nominated ‘Safe Food Handling’ certificate

Staff working in a gaming environment hold a designated ‘Responsible Service
of Gaming’ qualification

Workers selling/serving liquor have a successfully completed a given
‘Responsible Service of Alcohol’ course.
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Notes and PowerPoint slides
Class Activity – Presentation and Discussion
Trainer presents and discusses relevant host country legislation as identified/discussed
on slide as it relates to staff rosters.
112
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Slide
Slide No
73.
Trainer Notes
Trainer provides example of requirements which may apply in relation to workers’
compensation legislation indicating such laws generally:

Impose obligations in relation to protecting workers against workplace accident
and/or injury

In addition to the need to comply with relevant workplace health, safety and welfare
legislation there is often a requirement necessitating:

Employers to register all employees with a designated government
agency/body under a nominated insurance scheme

Payment by employers of an insurance premium for all their workers

Administer claims made under the scheme when a worker is injured/becomes
eligible for payment.
More on this topic is in following slides under ‘Accident Pay’.
Class Activity – Presentation and Discussion
Trainer presents and discusses relevant host country legislation as identified/discussed
on slide as it relates to staff rosters.
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Notes and PowerPoint slides
Slide
Slide No
74.
Trainer Notes
Trainer provides example of requirements which may apply in relation to a range of
other IR requirements observing such laws generally contain reference to:

Appeal mechanisms – dictating the structure and/or processes which apply if staff
have a complaint about their workplace or their rosters

Payment of wages – specifying issues such as:

When wages must be paid – such as weekly, monthly

How wages are paid – such as cash, cheque or direct deposit into a bank
account

Contributions to certain government-imposed schemes – such as superannuation

Need for annual leave to be taken within a given period – so it does not accrue
beyond a nominated amount

Requirement staff are not permitted to work when taking annual leave or long
service leave

Requests by staff for time off need to be made in writing X days in advance of the
time being requested.
Class Activity – Presentation and Discussion
Trainer presents and discusses relevant host country legislation as identified/discussed
on slide as it relates to staff rosters.
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Slide
Slide No
75.
Trainer Notes
Trainer observes in relation to this topic it is important to note:

Relevant incidents and situations in relation to this topic must be
identified/prescribed in employment instruments or applicable legislation – they
cannot be identified/raised by employers or employees on an ad hoc basis

Applications to vary the prescribed requirements as stated in
legislation/employment instruments will need to be negotiated with stakeholders
and may need approval from authorities

Standard business operating protocols of honesty, transparency and equity should
govern all actions in this regard

Not all of these requirements will have a direct impact on the development of
rosters – but they often provide an important context for roster development in
terms of planning and identifying who is available for the roster


Rather, knowledge of these requirements tend to impact more directly on those
with responsibility for preparing/paying staff wages
Information provided below under each of the examples listed is intended to be
indicative only and is not meant to represent specific requirements for different
countries, pieces of legislation or employment instruments.
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Notes and PowerPoint slides
Slide
Slide No
76.
116
Trainer Notes
Trainer introduces ‘employee stand down’ defining it as a situation where the employer
tells staff they are not to work rostered hours/days for a specific reason which has
impacted the business and noting legislation/employment instruments may allow an
employer to deduct wages from staff where they have to be stood down because of the
following:

A strike by staff or a stop-work meeting convened by staff or a trade union

The breakdown of plant or machinery resulting in an inability of the business to
produce the goods/services needed to continue trading

Rationing of power from a supplier such as a black-out, brown-out or stipulated
restrictions banning the use of certain equipment necessary for conducting the
business

A lack of necessary fuel (of any kind, as appropriate to the nature of the business)
or any lack of appropriate transport

As a result of non-delivery of raw and/or finished materials/products by a supplier or
as a result of other industrial action by a trade union body

Due to any cause which the employer cannot reasonably be held responsible –
however this does not permit employers to stand workers done simply because of
‘slackness of trade’.
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Notes and PowerPoint slides
Slide
Slide No
77.
Trainer Notes
Trainer continues discussing stand down stating where stand down provisions apply
there can be requirements attaching to them, such as:

A minimum amount of notice advising of the intention by management to stand
employees down may need to be given – for example, four hours notice

The notification of intention to stand employees down may need to be provided in
specified way/manner – for example:


It may need to be given in writing

It may need to posted in a nominated location so it is readily accessible and
visible to staff who are impacted by it
If employees who are subjected to stand down begin their rostered working day at
the time stated on the roster they may be entitled to being paid for a nominated
number of hours work – for example, they may need to be paid at least four hours,
and if they are asked to attend work twice on the same day they must receive a full
day’s pay.
Class Activity – Presentation and Discussion
Trainer presents and discusses sample information from relevant documents as
identified/discussed on slide.
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Notes and PowerPoint slides
Slide
Slide No
78.
Trainer Notes
Trainer introduces ‘accident pay’ stating if a staff member has an accident at work and
is entitled to compensation under relevant legislation or insurance coverage, the
employer may be required to:

Lodge claims when a worker is injured or becomes ill as a result of work

Pay workers under the workers’ compensation scheme that applies – options in this
regard will vary and may include, for example:

Paying workers a nominated portion of their ‘normal’ wages for a given period –
for example ‘80% of normal wages for a period of no longer than 26 weeks’

Providing ‘make up pay’ to workers – this is money paid by the employer in
addition to money paid to the worker by the insurer: for example, this may be a
percentage of normal wages or designated amount.
Class Activity – Presentation and Discussion
Trainer presents and discusses sample information from relevant documents as
identified/discussed on slide.
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Slide
Slide No
79.
Trainer Notes
Trainer discusses concept of ‘Return To Work’ of injured workers noting those who
prepare rosters need to ensure:

Injured/sick workers are not forced to return to work until they are well enough/fit
enough to work – forcing employees to return before they are fit/well can result in
legal action for breach of Duty of Care and/or certain aspects of relevant
IR/employment legislation

Workers who have been sick/injured are assisted in their efforts to return to work –
this may mean a staff member who wants to return to work is:

Rostered to work fewer hours than normal – to allow them to gradually become
‘work ready’

Allocated work/duties suitable to their decreased capacity – instead of
expecting them to return to normal duties which may be too stressful,
demanding or tiring.
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Notes and PowerPoint slides
Slide
Slide No
80.
Trainer Notes
Trainer states where an employer seeks to terminate the services of a full-time or
regular part-time staff member, specific periods of notice are usually provided for under
employment instruments explaining these are often determined on a sliding scale – for
example:

Those who have been employed in continuous service for 12 months or less may
be entitled to one week’s notice

For those who have over one year and up to three year’s continuous service may
be eligible for two week’s notice

Staff with in excess of five year’s continuous service may be entitled to four week’s
notice

In addition, some employment instruments may contain age-related provisions – for
example, staff above 45 years at the time of being given notice and who have a
minimum two year’s continuous service may be due an additional week’s notice.

Payment in lieu of notice may be given.
Notice of termination
120

Staff are generally required to give the same notice as required by the employer

If staff do not give required notice, wages to the same value may be able to be
deducted from their final pay
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Notes and PowerPoint slides

In addition some employment instruments provide:

Where an employee has been given notice of termination they are allowed one
paid day (at normal rates) to seek alternative employment – this day usually has
to be taken at a mutually convenient time

Exit interviews are provided – where outgoing staff and management meet to
discuss the termination.
Class Activity – Presentation and Discussion
Trainer presents and discusses sample information from relevant documents as
identified/discussed on slide.
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Notes and PowerPoint slides
Slide
Slide No
81.
122
Trainer Notes
Trainer discusses ‘Redundancy’ saying it occurs when a business decides they do not
want to continue making a position available due to, for example:

Change in business ownership

Change in strategic direction of the business

Economic conditions

Activities of competitors

Falling profits.
© ASEAN 2015
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Notes and PowerPoint slides
Slide
Slide No
82.
Trainer Notes
Trainer explains provisions in employment instruments relating to redundancy:

Commonly apply only to full-time and part-time employees and may include:

If the worker who is faced with redundancy is transferred to lower paid duties,
the employer may be required to give the same notice as if work had been
terminated

The employer may at their own discretion pay the staff member in lieu of notice
– this payment may be calculated as an amount equal to the difference
between the former rate of pay and the new rate for the number of weeks of
notice still owing

Details relating to severance pay – see below.
Class Activity – Presentation and Discussion
Trainer presents and discusses sample information from relevant documents as
identified/discussed on slide.
© ASEAN 2015
Trainer Guide
Roster staff
123
Notes and PowerPoint slides
Slide
Slide No
83.
Trainer Notes
Trainer discusses severance pay explaining it is the pay provided to staff who are made
redundant and provisions similar to the following may apply:


Severance pay is often calculated on a sliding scale – for example:

One year or less of continuous service: nil severance pay

One year to two year’s continuous service: four week’s pay

Five to six year’s continuous service: 10 week’s pay
There will normally be a stated maximum – for example:


124
Ten years and over of continuous service: 12 week’s pay
There are usually also requirements specifying:

When it is paid – within 14 days

How it is paid – cash, cheque, direct deposit.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
84.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
Trainer Guide
Roster staff
125
Notes and PowerPoint slides
Slide
Slide No
85.
126
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
86.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
Trainer Guide
Roster staff
127
Notes and PowerPoint slides
Slide
Slide No
87.
Trainer Notes
Trainer identifies for trainees the Performance Criteria for this Element, as listed on the
slide.
Class Activity – General Discussion
Trainer leads a general class discussion by asking questions such as:
128

What is involved in developing staff rosters?

What operational demands impact on the formulation of staff rosters?

How can you identify/determine these issues/factors?

How are staff rosters distributed to staff in the workplace?
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
88.
Trainer Notes
Trainer explains the following points are critical for those with responsibility for creating
staffing rosters to meet operational demands of a department, section or organisation:

Allocate adequate time for the process – developing rosters takes time and is
important to allocate sufficient time. Time is needed to:

Become familiar with a range of issues which can change over time and thus
vary in relation to each roster which has to be prepared – these issues can be
changes in bookings, staff requests for time off/leave, new or different
management directives, special events/occasions

Draft an original – then revise and refine it (potentially many times)

Cost the draft/s – to ensure the roster fits within the allocated labour budget for
the period

Liaise with other supervisors/managers – to coordinate efforts in relation to
overall staffing of the business: for example, it may be possible/necessary to
share staff between departments where two different persons are responsible
for preparing relevant rosters.
Class Activity – Guest Speaker
Trainer arranges for Guest Speaker to attend and discuss their approach to and
activities involved in preparing staff rosters.
© ASEAN 2015
Trainer Guide
Roster staff
129
Notes and PowerPoint slides
Slide
Slide No
89.
Trainer Notes
Trainer continues explaining critical points for those with responsibility for creating
staffing rosters to meet operational demands of a department, section or organisation:

Avoid distractions while preparing the roster – make an effort to ensure no
interruptions from telephone calls, hands-on work obligations or other forms of
interruptions


130
It is critical to focus on the task and not get distracted
Be sure of the ‘rules’ which apply to rosters as they apply to the roster being
prepared – this means it is vital to have a comprehensive and detailed knowledge
(and copies) of:

Relevant legislation

Internal policies

SOPs

Applicable employment instruments.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
90.
Trainer Notes
Trainer continues explaining critical points for those with responsibility for creating
staffing rosters to meet operational demands of a department, section or organisation:

Gather all information relevant to the roster period – this can include:



Details of expected trade/activity levels – which may be influenced by:

Advanced bookings

Upcoming public holidays

Time of the year

Internal historic data on trade/sales/activity
Known staff absences – due (for example) to:

Leave

Illness

Training

Staff requests – for:

Time off

Preferential treatment
Ensure documentation which may be required is readily available – this can include:

Previous rosters – which may provide a basis/framework for the roster being
developed

Job descriptions of employees – to confirm capacity to perform work

Rates of pay – to assist with costing.
© ASEAN 2015
Trainer Guide
Roster staff
131
Notes and PowerPoint slides
Slide
Slide No
91.
Trainer Notes
Trainer continues explaining critical points for those with responsibility for creating
staffing rosters to meet operational demands of a department, section or organisation:



132
Use technology to assist in the process – where applicable use rostering software
programmes to:

Help develop draft rosters

Cost labour

Compare roster options/alternatives
Work in a structured manner – develop a ‘system’ for creating the roster, for
example:

In a dining room – start with (say) the supervisors, then the bar staff, then the
food waiters then the drink waiters, then the cleaners

In an office setting start with (say) supervisors, then receptionists, then
consultants/customer service staff and then cleaners

In a housekeeping setting start (say) with Executive Housekeeper, then
Assistant Housekeeper, then Room Attendants, then Porters
Where a roster has to be developed for a number of departments/sections:

Develop the roster for the largest and busiest department/section/area first –
and then move on to other areas in descending order of size/activity

Be prepared to use staff who are multi-skilled and can be moved between
departments/roles.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
92.
Trainer Notes
Trainer continues explaining critical points for those with responsibility for creating
staffing rosters to meet operational demands of a department, section or organisation:

Be alert to the potential to use a certain mix of:

Permanent staff

Part-time workers

Casual employees
to create the most cost-effective mix of workers for the roster

The difference between a cost effective roster and one which is not can often be not
the hours being worked but the classification of employees being used

Consider reducing staff levels when penalty rates apply – for example, it may be
possible to:

Clean vacated rooms the day after a Public Holiday instead of on that day – this
has the potential to save wages if the room is not needed for re-sale

Close a department, room or section when penalty rates apply – or reduce their
operating hours to some extent

Provide a lower level of staffing during these times – as a general
staffing/rostering principle or practice.
© ASEAN 2015
Trainer Guide
Roster staff
133
Notes and PowerPoint slides
Classroom Activity
Trainer conducts class exercise where students prepare and cost a staff roster to meet
the identified requirements for an organisation/department (as provided by the trainer).
134
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
93.
Trainer Notes
Trainer continues explaining critical points for those with responsibility for creating
staffing rosters to meet operational demands of a department, section or organisation:


Stay alert to the potential/need to combine duties – to minimise/optimise staff use.
This may/will require knowledge of:

Job descriptions

Capacity and experience of individual staff

Business plans to train/promote individual workers and/or offer them additional
roles and responsibilities or promotion
Those responsible for developing rosters should always be alert to the opportunity
or need for them to:

Be prepared to undertake work themselves at certain times to help prepare an
efficient roster

Pay small amounts of overtime rather than employing extra staff as a more
cost-effective alternative for providing necessary staffing levels – an effective
roster does not necessarily mean no overtime is being paid

Stagger staff starting times – so, for example:

One staff member starts 30 minutes before opening in order to undertake
opening procedures

Another staff member comes on duty at opening time

Other staff start 30 minutes, one hour, 90 minutes later – as traditional level
of trade/demand dictate
© ASEAN 2015
Trainer Guide
Roster staff
135
Notes and PowerPoint slides


136
Stagger staff finishing times – so, for example:

One staff member finishes work 30 minutes before closing as/if trade
slackens off at this time

Other staff member leave at closing time

One or two staff stay back for 30 minutes after closing to undertake closing
procedures
Stagger staff lunch breaks – so, for example, rather than having all staff taken a
30 minute lunch break at 1:00PM the roster might show:

One person takes lunch at 11:30AM

One at Noon

One at 12:30PM

One at 1;00PM and so on.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
94.
Trainer Notes
Trainer advises prior to distributing the roster to staff it may be standard practice to:

Prove the budget complies with budget restrictions – through development of a
costed roster

Liaise with other supervisors/managers – to share intentions and communicate
proposed staffing arrangements

Submit the roster for approval – to owner, manager or administration

File a copy of the roster and supporting documentation – for future reference.
© ASEAN 2015
Trainer Guide
Roster staff
137
Notes and PowerPoint slides
Slide
Slide No
95.
Trainer Notes
Trainer states typically a copy of the roster will be posted on the noticeboard within the
workplace – or in some other recognised and suitable location depending on the nature
of the department/unit reinforcing:


138
Employment instruments will often/usually:

Stipulate where roster is posted

Dictate how far in advance the roster must be provided to staff who are listed to
work on the roster
Other communication options include:

Distributing hard copies to individual staff – by hand at staff meetings/briefings
and/or with wages/pay advice

E-mailing electronic copies to staff – either at their work-based e-mail address
or to their private home e-mail

Distribution may be supplemented by mentioning the roster for the next
week/fortnight at a weekly staff meeting or daily staff briefing.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
96.
Trainer Notes
Trainer further notes the person preparing the rosters may also be required to send
copies of relevant rosters to others within the organisation highlighting this could
include:

Managers/supervisors of related sections – for general information

The pay office – for verification of hours worked and wages paid

Owner-manager – for information

Personnel department – for analysis of human resource activities (such as training)
and for checking of various entitlements such as leave.
© ASEAN 2015
Trainer Guide
Roster staff
139
Notes and PowerPoint slides
Slide
Slide No
97.
140
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
98.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
Trainer Guide
Roster staff
141
Notes and PowerPoint slides
Slide
Slide No
99.
142
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
100.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
Trainer Guide
Roster staff
143
Notes and PowerPoint slides
Slide
Slide No
101.
Trainer Notes
Trainer identifies for trainees the Performance Criteria for this Element, as listed on the
slide.
Class Activity – General Discussion
Trainer leads a general class discussion by asking questions such as:
144

What is involved in verifying timesheets for payment?

Why is there a need to check and approve timesheets for payment?

What staff records and details need to be maintained and updated?

What important protocols apply to maintenance of staff records and information?
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
102.
Trainer Notes
Trainer advises a timesheet is a standard pre-printed document provided by the
employer noting completed and approved timesheets form the basis of payment of
wages for employees highlighting timesheets are completed by hand/in writing by staff
to record:

The days they work

When they start and finish

When they take breaks

Certain other details as required by the employer.
© ASEAN 2015
Trainer Guide
Roster staff
145
Notes and PowerPoint slides
Slide
Slide No
103.
146
Trainer Notes
Trainer states where timesheets are used:

Every employee should be required to compete and sign their own timesheet on a
daily basis – and not complete it only at the end of a week or fortnight: every worker
has their own timesheet

They are located in an area which is readily accessible to all staff

A clock should be provided near the timesheets

Staff need to be trained in how to complete the timesheets in accordance with
house requirements

Staff must be advised false claims on the timesheet will lead to dismissal

When overtime is worked there is usually a requirement for a supervisor or
manager to co-sign the timesheet/the overtime to approve it – the reason for the
overtime may be written on the reverse side of the time sheet to explain/justify it.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
104.
Trainer Notes
Trainer identifies details contained/shown on timesheets:

Employee name and payroll number

Cost centre against which the wages will be posted

Employment status – full-time, regular part-time or casual

Date staff member started work with the organisation

The ordinary hours worked, shown as a fraction – full-time staff are shown as 1.0,
and a regular part-time employee working 19 hours/week (where fulltime hours are
38 per week) would be shown as 0.5

The pay period, by dates, for this timesheet.
Classroom Activity
Trainer distributes and discusses sample timesheet/s.
© ASEAN 2015
Trainer Guide
Roster staff
147
Notes and PowerPoint slides
Slide
Slide No
105.
148
Trainer Notes
Trainer states the person who is responsible for verifying timesheets is likely to vary
between businesses explaining the individual will differ depending on:

Size of the organisation – number of staff employed

Structure and departmentalisation of the workplace

Scopes of authority and responsibilities given to supervisors/managers – in relation
to staffing and related issues.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
106.
Trainer Notes
Trainer observes in practice, the responsible person may be:

Business owner, operator or manager

Division managers

Department or Section managers or supervisors – who worked in and/or were
responsible for staff for the period of the roster. These individuals will commonly be
the ones who may:

Authorise certain staff to work overtime/extra hours

Call people in to work who are not shown on the roster – this may be done to
(for example):


Cover staff who have been injured or had to leave work
unexpectedly/before their rostered finishing time

Cater for unexpected high levels of trade necessitating attendance of more
staff than originally rostered
Send casual staff home before their finishing time as stated on the roster

HR personnel – employed in an administrative capacity in ‘the office’ of the
organisation

The person who was responsible for drawing up the roster to which the timesheets
relate.
© ASEAN 2015
Trainer Guide
Roster staff
149
Notes and PowerPoint slides
Slide
Slide No
107.
150
Trainer Notes
Trainer explains some establishments do not use timesheets noting they may use:

Time cards – which are punched with a time clock

Electronic swipe cards

Where these options are in use it is unacceptable for anyone else except the
staff member to punch or swipe their card

In most cases, allowing another person to swipe/punch/use a time card is
grounds for dismissal as it opens up the system to fraud and abuse.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
108.
Trainer Notes
Trainer states approving claims by staff for payment of wages may require:

Validating timesheets/time-clock cards – by:

Comparing the times claimed against the hours listed on the roster for each
worker – and following up discrepancies (unders and overs) as necessary with
individual employees and/or other supervisors or managers

Using personal knowledge of hours worked by staff on the basis of observation
and information to confirm hours claimed – such knowledge will be in relation to
levels of trade and permissions for overtime, deferred breaks and similar which
are known to have been given/granted

Ensuring all relevant/required details have been included on the timesheets – by
individual workers

Counter-signing timesheets – which provides the authorisation necessary for
Payroll/HR to process/pay the claim

Forwarding approved time sheets with appropriate signatures – to management or
accounts department/payroll for payment

Clarifying queries from payroll officers, human resources department and/or
accounts department – as they arise concerning individual staff and their
hours/attendance and eligibility for payment.
© ASEAN 2015
Trainer Guide
Roster staff
151
Notes and PowerPoint slides
Class Activity – Demonstration and Practical Exercise
Trainer demonstrates how to verify timesheets by comparing timesheets against roster,
and provides opportunity for students to do the same.
152
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
109.
Trainer Notes
Trainer comments on security, privacy and confidentiality issues stressing staff records
and data must be:


Handled and stored/filed so they are protected from loss – such as:

Within locked filing cabinets

Under password protected electronic files

In offices where entry is restricted to authorised personnel only
Maintained within a system which has protocols guarding against unauthorised
access/use – which may include SOPs and/or policies which:

Prohibit staff from viewing any staff records apart from their own files/records

Require documentation to be ‘signed out’ when authorised supervisors/staff
want to access or take records – in order to track and monitor the movement of
documents

Require documentation to be ‘signed back in’ – after they have been used to
support the control procedures for the records

Require paper-based records not to be left ‘lying around’ – so
others/unauthorised people can read them

Require electronic records not to be left ‘open’ – again, to guard against
unauthorised access.
© ASEAN 2015
Trainer Guide
Roster staff
153
Notes and PowerPoint slides
Class Activity – Excursion
Trainer arranges Excursion to suitable business so students can:
154

View rosters in the workplace

View filing facilities

Talk to staff about rosters

Talk to those who develop staff rosters

Observe workplace activities and compare same to roster.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
110.
Trainer Notes
Trainer highlights the need to update staff records comes from three main sources:
Legal compliance requirements
Staff records will need to contain documentation (usually a photocopy of an original)
showing proof individual workers have complied with legally imposed requirements to,
for example:

Gain/hold a certificate, licence, permit or nominated qualification

Update, re-new or refresh these certificates, licences and similar – in situations
where such documents have a time-limited duration (for example, may first aid and
safety-related certificates are valid only for say, three years and must be renewed in
order to maintain their currency and legitimacy).
Staff-generated reasons
This relates to situations where staff:

Have gained new qualifications, certificates, licences or other qualifications

Have up-graded an existing qualification, certificate, licence or similar – for
example, a staff member may have up-graded a Certificate IV qualification to a
Diploma

Have renewed an existing qualification, certificate, licence or similar – for example,
by completing a mandatory update or refresher courses to keep their certification
current/valid

Have obtained new/different experience.
© ASEAN 2015
Trainer Guide
Roster staff
155
Notes and PowerPoint slides
Organisational requirements
This relates to amending staff files on the basis of:
156

In-house training delivered to staff – so the records accurately reflect the training
reach staff member has completed with the date they did so, and the
result/outcomes they achieved

Experience staff gain within the establishment – this information could be of use to
management when it comes time to allocate extra responsibilities or select a person
for promotion or further training.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
111.
Trainer Notes
Trainer informs information which impacts on roster preparation that may need to be
updated can include:

Leave entitlements – any leave taken must be recorded:

In terms of type of leave taken

Amount of time taken – in hours

When the leave was taken – dates of same

With accompanying/supporting documentation (if required – such as medical
certificates, proof of death of a relative [for bereavement leave]

Public holidays – a record needs to be kept indicating whether staff were paid for
working on these days, or whether additional time is owing and needs to be added
to annual leave (or some combination, as appropriate, for this issue)

Warnings given to staff – there is usually a requirement for supervisors/managers to
keep a record of:


Warnings given to staff – in relation to poor performance, inappropriate actions,
unacceptable practices, lack of effort, late attendance or minor issues

Disciplinary action taken against staff – for minor infractions
Applications for leave – many businesses require employees to make a formal
application for annual and long service leave

There may be a certain form which needs to be completed for this purpose
detailing required/preferred start and finish dates
© ASEAN 2015
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Roster staff
157
Notes and PowerPoint slides

158
This information will need to be provided by staff in advance of the leave they
are applying (by, for example, four or eight weeks) so the person creating the
roster can factor in their absence and make alternative staffing arrangements.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
112.
Trainer Notes
Trainer continues to inform of information which impacts on roster preparation that may
need to be updated:


Requests for preferential treatment – some businesses are prepared to give
employees preferential treatment in terms of rostering, and some businesses do not
do this. Staff requests in this respect may be made

For certain shifts – some workers prefer early or late shifts

For certain days off – some prefer to have weekends off and others want
nominated other days

For nominated roles/departments – some employees prefer working certain
jobs and/or in certain departments/areas

To accommodate family/social occasions and other reasons– such as time off
to attend weddings and other events/celebrations, or to attend training
Worker’s compensation – records need to be kept as to how many weeks staff have
been paid their entitlement for this.
This needs to be done to:

Ensure the worker receives their full legal entitlement but the employer does not
pay more than they are legally obliged to pay

Demonstrate to authorities, trade unions or individual staff the legally imposed
obligations in this regard have been discharged
In many premises, it will be the payroll office who finally records and applies these
statistics, but it will often be the supervisor who provides the HR department with the
facts and figures for them to process.
© ASEAN 2015
Trainer Guide
Roster staff
159
Notes and PowerPoint slides
Slide
Slide No
113.
Trainer Notes
Trainer discusses filing of records/data explaining:


It may be house policy to allow staff to view their personal records/file so there is
transparency in the process

This can identify and resolve any problems/errors in the records: in the
workplace it is common for everyone’s recollection to become blurred with the
passage of time and the clearer issues are when there is a dispute, the better

Allowing staff to openly view their staffing records certainly sends a clear
message to staff (things are being done honestly and in accordance with legal
requirements), and helps to build trust and goodwill

Supervisors should be aware staff should be allowed to view only their own
records as there are privacy concerns involved where staff are able to look at
the files of others
Common filing options relate to:

Use of a paper-based system

160
A manilla folder for each staff member which contains all their
documents/photocopies of them – this should begin with their original job
application, resumé, certificates, qualifications, licences, in-house
employment-related forms, next of kin form as well as job description and
any documents added (up-dates, refreshers, new qualifications, internal
performance reviews) throughout their working life with the business
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides


Manilla folders are usually filed in a locked filing cabinet – it is not
acceptable (for privacy reasons) to simply keep them in a lever arch file, on
a shelf
Use of an electronic database – this option duplicates the paper-based
alternative. The same information is stored with relevant information being:

Scanned into the system

Transferred internally through linked systems

Entered by hand.
Classroom Activity
Trainer distributes and discusses sample staff records and explains their processing in
terms of updating information contained.
© ASEAN 2015
Trainer Guide
Roster staff
161
Notes and PowerPoint slides
Slide
Slide No
114.
162
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
Trainer Guide
Roster staff
Notes and PowerPoint slides
Slide
Slide No
115.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
© ASEAN 2015
Trainer Guide
Roster staff
163
Notes and PowerPoint slides
Slide
Slide No
116.
Trainer Notes
Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
Trainer thanks trainees for their attention and encourages them to apply course content
as required in their workplace activities.
164
© ASEAN 2015
Trainer Guide
Roster staff
Recommended training equipment
Recommended training equipment
Sample rosters for a range of industries/industry sectors presented in a variety of formats
which must include hand-written and computer-generated options as well as rotating
rosters, department-based rosters, organisation-wide rosters, event/special event rosters,
weekly, fortnightly and monthly rosters
Organisational charts to show possible structure of a variety of businesses
Sample job descriptions for a range of positions within industry and industry sectors
Sample labour budgets
Examples of full range of employment instruments relevant to industry/training to be
conducted – it is imperative these include pay rates
Host country legislation which impacts on roster development such as:

Industrial relations legislation

Employment legislation

Workplace relations legislation

Labour legislation

Anti-discrimination and Equal Opportunity legislation

Workers’ Compensation legislation.
Sample documentation (and resources) related to rostering issues – such as

Application for Leave forms

Requests for preferential treatment

Staff performance reports

Disciplinary action documentation

Termination notices

Pay advice slips

Time sheets, time clock and time cards

Internal policies and SOPs.
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Instructions for Trainers for using PowerPoint – Presenter View
Instructions for Trainers for using
PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers’
instructions.
In PowerPoint, on the Slide Show menu, click Set up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
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Appendix – ASEAN acronyms
Appendix – ASEAN acronyms
AADCP
ASEAN – Australia Development Cooperation Program
ACCSTP
ASEAN Common Competency Standards for Tourism Professionals
AEC
ASEAN Economic Community
AMS
ASEAN Member States
ASEAN
Association of Southeast Asian Nations
ASEC
ASEAN Secretariat
ATM
ASEAN Tourism Ministers
ATPMC
ASEAN Tourism Professionals Monitoring Committee
ATPRS
ASEAN Tourism Professional Registration System
ATFTMD
ASEAN Task Force on Tourism Manpower Development
CATC
Common ASEAN Tourism Curriculum
MRA
Mutual Recognition Arrangement
MTCO
Mekong Tourism Coordinating office
NTO
National Tourism Organisation
NTPB
National Tourism Professional Board
RQFSRS
Regional Qualifications Framework and Skills Recognition System
TPCB
Tourism Professional Certification Board
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