Tamworth RTO 90162

MEM10105 Certificate I in Engineering

Event 1
INDUSTRY INDUCTION
Theory E-Module
Unit of competency: Manufacturing, engineering and related services industries induction

Student Name: ______________________________________________________________

Contents
SECTION 1 ........................................................................................................................................................ 4
The Manufacturing and Engineering Industries ............................................................................................. 4
Metal and Engineering .............................................................................................................................. 4
Aersoskills ................................................................................................................................................. 4
Manufacturing and the Australian Economy .................................................................................................. 4
Employment ............................................................................................................................................... 5
TECHNOLOGY AND WORKPLACE REFORM................................................................................................ 5
Globalisation .................................................................................................................................................. 5
INDUSTRY VALUE ADDED .......................................................................................................................... 6
Defining Value-adding ................................................................................................................................... 6
Environmental awareness ............................................................................................................................. 6
Corporate citizenship ..................................................................................................................................... 7
Skill Base ....................................................................................................................................................... 7
Career paths and training .............................................................................................................................. 7
Award translator ............................................................................................................................................. 7
Training packages and training plans .......................................................................................................... 11
Competency Standards Units (CSUs) ......................................................................................................... 11
Disciplines .................................................................................................................................................... 12
Streams........................................................................................................................................................ 12
Apprenticeship ............................................................................................................................................. 13
Traineeships ................................................................................................................................................ 13
Grievance procedures ................................................................................................................................. 13
Peak bodies and other stakeholders ........................................................................................................... 14
Australian Industry Group (AIG) .................................................................................................................. 14
Australian Council of Trade Unions (ACTU) ................................................................................................ 14
Australian Skills Quality Authority (ASQA) .................................................................................................. 15
Industry Training Advisory Board (ITAB) ..................................................................................................... 15
Metal, Engineering and Related Service Industry Training Advisory Board (MERSITAB) .......................... 15
Australian Apprenticeship Centres (AAC's) ................................................................................................. 15
Registered Training Organisation (RTO) ..................................................................................................... 16
Department of Education and Communities (DEC) ..................................................................................... 16
REVIEW QUESTIONS SECTION 1 .............................................................................................................. 17
SECTION 2 ...................................................................................................................................................... 18
The Workplace ............................................................................................................................................. 18
Mission Statement ....................................................................................................................................... 18
Conditions of employment ........................................................................................................................... 18
Code of conduct ........................................................................................................................................... 19
Job Sheets or Job Cards ............................................................................................................................. 19
Time or job sheet ......................................................................................................................................... 19
Sign on book ................................................................................................................................................ 20
Bundy, clock or time cards........................................................................................................................... 20

Organisational chart ..................................................................................................................................... 20

REVIEW QUESTIONS SECTION 2 .............................................................................................................. 21
SECTION 3 ...................................................................................................................................................... 22
The Environment ......................................................................................................................................... 22
Disposal of unwanted chemicals ................................................................................................................. 22
Assessment and advocacy .......................................................................................................................... 22
Legislation .................................................................................................................................................... 22
Responsibility and accountability ................................................................................................................. 23
Managers and Supervisors ..................................................................................................................... 23
All Employees .......................................................................................................................................... 23
Recycling and Hazardous Material .............................................................................................................. 23
Hazardous waste ..................................................................................................................................... 23
What is hazardous waste? ...................................................................................................................... 23
Final disposal........................................................................................................................................... 23
Recovery ................................................................................................................................................. 24
Reduce, reuse, recycle ............................................................................................................................ 24
The three steps ........................................................................................................................................ 24
RESEARCH AND ORAL PRESENTATION .................................................................................................... 28

Section 1
The Manufacturing and Engineering Industries
The manufacturing engineering industry employs a workforce approaching one million people. It is
Australia's second largest employer and is amongst the top twenty paying industries. More of its
employees are employed full time that in any other industry.
In general terms, occupations within the manufacturing and engineering industries include all of the
people who design, manufacture, install, repair, package and sell manufactured goods.
It should be noted, that the industries not only cover the manufacture of products but also the
design, installation, commissioning and repair of products in all of the areas below.
Industry sectors
Two of the major sectors are:
Metal and Engineering
Aeroskills

Metal and Engineering

The major areas covered within this sector include:

Metal Fabrication, Light (sheetmetal) and Heavy

Metal product manufacture including steel product manufacture, roof and wall sheeting,
aluminium products, automotive and machinery parts
Transport equipment manufacture
Electrical equipment manufacture
Appliance manufacture
Ship and boat building
Jewellery manufacture
Electrical/Electronic equipment manufacture
Industry machinery manufacture

Aersoskills

Aircraft structures
Aircraft mechanical
Avionics

Manufacturing and the Australian Economy

Manufactured goods make up more than 50% of Australia's exports. Combined metals products
exports alone have an annual value of more than 30 billion dollars with around 70% of companies
involved in manufacturing and engineering directly involved in exporting manufactured goods or
supplying to an export company.
In NSW during recent years, the manufacturing industry has contributed over 13% of the states total
earnings.
Machinery and equipment manufacture were the largest contributors to the above figure.
Manufacturing is one of the major export industries in NSW with exports increasing by more than
10% each year recently.
The machinery and equipment sector of manufacturing has demonstrated significant growth in
export activity.

International competition by imported manufactured goods has remained low mainly due to the low
Australian dollar. This situation makes us more competitive globally. Goods that are exported are
cheaper for many overseas customers to buy while the goods that are imported are more expensive,
thus increasing the demand for Australian manufactured goods in both the domestic and
international market.

Employment
The manufacturing and engineering industry in Australia employs numbers approaching one million
employees. It is the second largest employer in NSW.
The manufacturing industry remains the largest employer of people over 24 years of age. Currently,
approximately 14% of workers in manufacturing are between 15 and 24 years old.
Over recent times the number of workers employed in the NSW manufacturing industry has
increased by 1.5% (on average) per year.
The latest figures indicate that approximately 85% of workers employed in manufacturing are
employed under traditional full time arrangements with 10% under casual employment. This means
that 5% of workers hold employment under some other type of arrangement, such as, labour hire
or semi-permanent employment. These facts mean that the manufacturing industry is a major
contributor to stable employment trends within the Australian economy.

Technology and Workplace Reform

Globalisation
Globalisation has been one of the driving factors, which has forced all industries in Australia to change
the way in which they do business. In essence, globalisation means the development of a worldbased economy with the ultimate goal of having free trade among all countries. This means that
eventually all countries would remove all trade barriers (tariffs) and other forms of protectionism such
as subsidies to their domestic industries.
A tariff is a charge or duty that is applied to an import to raise the price to a level where it becomes
less desirable to domestic consumers. This in turn, makes the local product more attractive,
because the price will be lower. The effect of this is a form of domestic industry protection.
Successive Federal Governments both Labor and Conservative have supported the reduction of
tariffs with the result that Australian Industry has had to adapt to heavy domestic and international
competition from developing countries such as those in Asia, where the cost to manufacture an
article is much less because of the lower labour costs. This puts Australian manufacturing and other
industries at a significant disadvantage.
There is at present significant resistance to this process in a number of countries in the world and
many have formed alliances such as the European Union (EU) which has free trade among its
member states but makes it difficult for any country outside the union to compete. The formation of
these alliances gives the countries or groups of countries with very large economies a significant
trading advantage over countries such as Australia whose economy is much smaller.
Additional resistance to the ideology of globalisation comes also from traditional arrangements that
will be very difficult to change. Examples may be found in countries such as France and Italy,
where farmers are paid a subsidy NOT to plant certain crops. Past moves by the governments of
these countries to remove or alter the subsidy arrangements have met with very violent protests.
As a result of the moves towards free trade and reduction of tariffs on imported manufactured goods
coming into Australia, the Australian manufacturing industry has undergone significant reforms over
the past decade. The Australian manufacturing industry sector has been forced to work smarter,
modernise and rationalise its resources.

Manufacturing in general, was until recent times very labour intensive with much production-line
work done by individual workers. With the intense competition for manufacturing brought about by
international competitors, the industry within Australia has been forced to undergo a period of
significant technological upgrading. Huge capital investments have taken place to upgrade outdated plant to the latest technology, enabling our manufacturing industry to remain competitive.
This has had the effect of reducing the numbers of workers directly associated with manufacturing
the completed article while increasing (by smaller numbers) the workers who now design, develop,
install and maintain the manufactured articles and machines. This has caused a major shift in the
traditional way in which manufacturing was carried out in Australia and has created valuable export
dollars for the economy.

Industry value added

IVA rose, in current price terms, by 53,559m to S; -1,640m for 2000-01. This represents a 5% increase on
the $71,081 m recorded for 1999-2000.
Five industry subdivisions recorded an increase in current price measures of IVA over the period
1999-2000 to 2000-01. The largest percentage increases were recorded by Metal product
manufacturing (up 20%), Other manufacturing (up 19%) and Machinery and equipment
manufacturing (up 14%). The largest percentage decrease was recorded by Printing, publishing and
recorded media (down 12%) with this subdivision also recording a decrease using volume measures
(down 11 %). The largest percentage increases using volume measures were recorded by Metal
product manufacturing, Machinery and equipment manufacturing and other manufacturing (all up
6%).

Defining Value-adding
Value adding can mean different things to different people. In my company we could be considered to
be value adding by merely roasting the nuts before packing them into bulk cartons for export and
that is true. In the broadest sense, value adding means taking a raw material and processing it or
adding something to it to change it into a saleable item that would be purchased by a different
group of customers. For example bulk wool is sold to knitting mills but the jumpers & cardigans,
the value added products, are sold to retailers and then on to the end users. The primary objective of
value adding is to increase the value of each of the materials combined in the process to
enable the company to sell a finished product that meets a consumer need ... and make more profit as
a result. Value added products are nearly always given a BRAND NAME that differentiates them
from similar competitive products. Value adding is not restricted to branded products. Bulk
commodities from a specific region can be value added and still be sold in bulk for further value
adding. Quality is generally the added ingredient... "Tasmanian apples are better than Canadian
apples, or Australian wool is the finest in the world." These messages, heavily promoted and
publicised add value to the commodity and give buyers a valid reason to pay a premium for the bulk
product.

Environmental awareness
The manufacturing industry within Australia has also become acutely aware of the need to reduce
pollution and manage the waste it produces for the sake of the environment and the economy as a
whole. Australian manufacturing is at the forefront of waste management and recycling programs
with large amounts of research and development funding committed to the development of such
programs to ensure a sustainable industry in the future.
A further issue that will directly affect the way manufacturing is carried out in Australia will be the
"Kioto Protocol" on the reduction of Greenhouse Gases. If adopted, this agreement will force all
countries to significantly reduce the amount of greenhouse gas produced.
A considerable amount of ongoing research is taking place to ensure that manufacturing and
engineering can make a major contribution in this area to maintain its viability and survival.

Corporate citizenship
It is an expectation in all sectors within Australian society that industry sectors should become
involved in the Australian community. This involvement may take the form of sponsorships,
donations to charities, scholarships and incentives to employees or students to study within the
industry area or at educational institutions, contributions to research and development programs,
recycling, waste management, land reclamation and restoration just to name a few. All of these
activities help to raise the profile and image of the industry or enterprise and work towards good
"corporate citizenship".

Skill Base
It has been shown that there are severe skill shortages within manufacturing firms in Australia.
These shortages are most severe in the machinery and equipment manufacturing areas as well as
the basic fabricated metal industry.

Compounding these skill shortages has been the mobility and career changing nature of the
workforce. Many skilled workers from the manufacturing sector have moved out of traditional trade
areas to other sectors, which offer greater opportunities for advancement and better wages. This
has resulted in a rising trend for out sourcing or sub-contracting to satisfy short term contracts and
fluctuations in demand.
The manufacturing industry has a large proportion of small businesses employing less than 20
people. Many of these firms are involved in specialist areas and therefore become an important part
of out-sourcing and labour hire arrangements to larger manufacturers within the industry sector.

Career paths and training

In order to understand the career paths and training offered within the metals industry, it is important to
understand the history behind the restructuring of the industry. This is briefly explained below.
In 1998, the Commonwealth Industrial Relation Commission set out Structural Efficiency Principles as
part of the national wage decision.
This decision formed the basis of the restructuring of many industries. One of the leaders in restructuring
was the manufacturing (metals) industry.
The first step in the process was for unions and employers to negotiate a new award based on an
"implementation agreement". The aim of this agreement and the subsequent award (legally binding
agreement) was to:

Assist in ensuring job security

Formalise all workers right ti upgrade their skills
Provide for training, with paid training leave or voluntary training without victimisation
Ensure occupational health and safety for all employees
Establish union rights

Part of this process was to rationalise the many old classifications that existed prior to this decision.
More than 350 old classifications existed under the Metal Industry Award and the Metal Industry Engine
Drivers and Fireman's Award. These have been rationalised into 14 new classifications. This in turn
established a more simplified wage structure for the industry.
An explanation of the new classification system, comparing some of the old classifications to the new can
be seen on the next three (3) pages in the "Award Translator"

Award translator

(Extracted from: TAFE NSW Student Resource Manual NBBO1, Communications and Industrial
relations)
Old job title

New classification

Wage
group

Cleaner
Labourer

Engineering Production
Employee Level 1

C14

Process Worker
rd
Machinist 3 class
Press Operator
Tack Welder
Assistant Furnaceman
Die Setter
F. R. P. (including fibre glass) Assembler
Spray Painter
Polisher
Greaser
Electric Motor Attendant (under 70kw)

Storeman
nd
Welder 2 class
nd
Machinist 2 class
Trades Assistant
Furnaceman
Radio Repairer (factory)
nd
Sheet Metal Worker 2 class
Galvaniser
Silk Screen Maker
Press Operator, rigid and semi-rigid plastics
Lagger
Boiler attendant - Fireman
Electric Motor Attendant (70kw to 180kw
Tracer

Rigger
st
Spinner 1 class
Wire Worker Grade 1
Forge Furnaceman
Motor Cycle Mechanic
Linesman
Thermo Welder/Fabricator (rigid and semi-rigid plastics)
Locomotive Engine Drivers (carrying
persons)

Engineering Production
Employee Level 2

C13

Engineering Production
Employee Level 3

C12

Engineering Production
Employee Level 4

C 11

Old job title

New classification

Fitter
Toolsmith
Refrigeration Mechanic
Machine Setter
Boiler Maker
Jobbing Moulder and/or Coremaker
Electric Mechanic
st
Sheet Metal Worker 1 class
Crane Driver over 20 tonnes to 100 tonnes
st
Machinist 1 class
st
Welder 1 class

Engineering
Tradesperson Level 1

Wage
group

C1O

Production system Employee

Inspector
Pattern Maker
Toolmaker
Welder - Special class
Electrical Instrument Maker/Repairer
Instrument Tradesperson
Detail Draftsman Assistant

Engineering Technician
Level 1

Mechanical Tradesperson - Special class

Electrician - Special class
Instrument Tradesperson - Complex Systems

Engineering
Tradesperson - Special class

Engineering
Tradesperson Level 2
C9

C8
Engineering Technician Level 2
No existing job classification under Metal
Industry Award
Mobile Crane Driver under 200 tonnes

Engineering
Tradesperson - Special class
Level 2

C7

Engineering Technician
Level 3
Electronic Tradesperson
Instrumentation and Controls Tradesperson
Senior Detail Draftsman
Technician
Planning Technician

Qualified Engineer Group A

Graduate
Qualified Scientist Group A
(4 - 5 year course)

Advanced Engineering
Tradesperson Level 1
C6
Engineering Technician
Level 4

Advanced Engineering
Tradesperson Level 2
Engineering Technician
Level 5
Graduate Engineer Level 1
Graduate Scientist Level 1
(4 - 5 year course)

C5

Old job title

New classification

Wage
group

Design Draftsperson
Production Planner

Engineering Associate
Level 1

C4

No existing classification

Engineering Associate
Level 2

C3

No existing classification

Principal Trainer/Supervisor
Co-ordinator
Leading Technical Officer

C2(A)

Principal Technical Officer

Experienced Engineer Level 2
Experienced Scientist Level 2

Principal Technical Officer

Experienced Engineer
Level 2
Experienced Scientist Level 2

C2(B)

Engineer Group B
Scientist Group B

Professional Engineer Level 3

Professional Scientist Level 3

C 1(A)

Engineer Group C
Scientist Group C

Professional Engineer Level 4

Professional Scientist Level 4

1 C 1(B)

The above classification system provides employees with the opportunity to have existing skills
recognised, complete any additional training required to achieve a higher classification. Upon successful
completion of that training, to have it recognised and so move to the next level up the scale.
To do this, an existing worker must demonstrate theoretical knowledge and practical skills as required to
pass a set of "competencies", which have been specifically written for that classification. These
competencies may be achieved by completing formal off-the-job training (i.e. TAFE or similar)
supplemented by workplace experience or by on-the-job training and experience and subsequent
workplace assessment. In each instance, the competency levels must be formally evaluated through
collection of evidence as listed in the competency standard unit (CSI). An accredited workplace
assessor, who can then issue the new qualification, carries out this assessment process.
The great thing about this system is that it can finally recognise skills that existing workers have gained
through previous industry experience or formal training on or off-the-job and gives them the ability to be
paid in accordance with the level of competency they have achieved even though they may hold no formal
qualifications such as trade certification. This process is called Recognition of Prior Learning (or RPL).

10

Training packages and training plans

A Training Package consists of a series of nationally recognised Competency Standards Units
(CSU's), assessment guidelines and national qualifications. Vocational Education Training (VET)
curriculum framework courses are derived from national training packages.
Training plans are usually completed by trainees and apprentices or entry- level employees. This is
a different pathway than the options offered to existing experienced workers who can have the
opportunity to have their skills recognised by a process of workplace assessment and recognition of
prior learning (RPL) as described above.
In a training plan, the identical Competency Standards Units (CSU's) are used. The job descriptions
for each classification outlined have been "mapped" against each "C" (wage) classification. (From
AQF Certificate I to Advanced Higher levels). This then specifically details the level of skills or
competency that a worker needs to demonstrate to achieve that level, similar to the process
described for existing workers.
Training towards each level, calls for a series of competencies (CSU's) to be completed together in
a course forming the basis for a "Training Plan".
These training plans are formulated for each industry situation. They cover all streams within the
industry, having levels of assessment that are recognised under the Australian Qualification
Framework (AQF) and provide consistent training levels across Australia.
The current Metals & Engineering training Package is the MEM05.
The Metal and Engineering Training Package (MEM05) covers the following AQF levels (not all
available are listed):
AQF Code

AQF Qualification

MEM10105

Certificate I in Engineering

MEM20105

Certificate II in Engineering

MEM20205

Certificate II in Engineering Production

Technology

MEM30105

Certificate III in Engineering Production Systems

MEM30205

Certificate III in Engineering Mechanical Trade

MEM30305

Certificate III in Engineering Fabrication Trade

MEM30505

Certificate III in Engineering Electrical/Electronic

Trade
Certificate III in Engineering Technical

MEM40105

Certificate IV in Engineering

MEM50105

Diploma of Engineering Advanced Trade

MEM30405

Award
Level
C13

Industry
Points
24

C12

30

C11

53

C10

116

C10

116

C10

116

C10

116

C9

n/a

C7

124

C5

136

Nominal
Duration
6 mths
144 hrs
1 yr
288 hrs
2 yrs
506 hrs
4 yrs
864 hrs
3 yrs
864 hrs
3 yrs
864 hrs
3 yrs
864 hrs
3 yrs
972 hrs
3- 4 yrs
1188 hrs
4 yrs
1404 hrs

Competency Standards Units (CSUs)

There are three types (Fields or Bands) of CSUs
Foundation
Core
Stream specific

11

Under the Metal and Engineering Training Package, each CSU is allocated a number of industry points
depending on its complexity, with the exception being the Foundation Units which are all compulsory and
do not attract any industry points.
CSUs consist of a "Range Statement", which outlines the area and complexity covered by it. A series of
"elements of competency" are then listed under the range statement. These elements of competency
provide guidance and describe each element required for successful completion of the unit. The range
statement and the elements of competency are written in broad terms to allow them to be applied to a
wide variety of skills and situations across many industry sectors.
This CSU is from the Foundation stream and attracts 0 industry points. All foundation units are
compulsory.

Disciplines
There are four disciplines which were identified as priority areas for the MEM05 training package.
These disciplines are:
Mechanical
Mechatronics
Maintenance
Manufacturing
Other disciplines will be added to the qualifications over the life of the training package.

Streams
There are a number of "streams" within the Metals and Engineering area for trade level
qualifications (Certificate III and higher). Streams are essentially areas of specialisation, which may
be followed to achieve the desired outcome.
There are four recognised streams. They are:

Production
Mechanical
Fabrication
Electrical/electronics

All of these streams have many subgroups within them and it is possible to obtain the same level of
trade qualification by obtaining competencies by specialising in one stream only, or by choosing
CSUs from a number of the streams providing the training package rules are satisfied.
For example, an apprentice Metal Fabricator may be required to have some machining skills.
Appropriate CSUs, would then be chosen from the fabrication and mechanical stream to achieve the
competencies required by the enterprise. Provided that the correct units are chosen under the training
plan, selection of the units would still bring him/her out at C10 wage level and allow the apprentice to
gain a Certificate III AQF qualification.
It is important to reinforce that there is a requirement under training packages for the collection of
workplace evidence to prove workplace competence, in addition to the successful completion of any offthe-job training that may be required.
The selection of the necessary CSUs that you would undertake within a particular enterprise would
depend on a number of factors including:

The size of the organisation you are working for

The type of work being carried out at your workplace
Training options available to you
The degree of multi-skilling required by your employer
The amount of specialisation required
Your current position within the industry
The amount of skills you currently possess

12

Apprenticeship
An apprenticeship is an entry level employment and training program designed for people wishing to
commence a career in a chosen industry.
Almost anyone is eligible to become an apprentice. The minimum age is 14 and 9 months, however, in
some instance where work is required on or near dangerous machinery the minimum age is 16.
An apprentice is considered to be a full time employee of the company for the term of his apprenticeship,
(usually 4 years) and as such, normal award, sick leave and annual leave provisions apply.
The employer and the apprentice's guardian (if under 18), sign a legally binding agreement called
"indenture of apprentice" after a probationary period of employment (usually 3 months). (It should be
noted that the conditions for indentures surrounding apprenticeships and traineeships are currently under
review in NSW).
The employer is paid an incentive payment for taking on an apprentice, and apprentices are paid under
rates described in a special award.
As part of the apprenticeship, all apprentices are required to complete both on-the-job and off-the-job
training with both the employer and a registered training organisation.
In most cases, the training consists of one day off-the-job and four days on-the-job. The apprentice works
through the CSUs as set out in the training plan over the term of the apprenticeship.
When all CSUs within the training plan have been completed through achievement of all elements
of competency and collection of workplace evidence to reinforce competency, the RTO then issues
the appropriate qualification. This is usually an AQF Certificate III for an apprenticeship.
On completion of the 4 year apprenticeship, a Certificate of Proficiency is issued by the NSW
Department of Education and Training (DET).
In NSW, all paperwork associated with the registration of apprenticeships and traineeships is
handled through DET.
Note: It is extremely important that any training plan is formulated according to set rules otherwise it
will not be compliant and therefore will not be recognised by DET. Your chosen RTO should be
able to supply guidance in this area.

Traineeships
In most instances, traineeships are offered to new employees (less than 3 months). They usually
last for a period of 12 months, but some can last up to 3 years.
In Manufacturing and Engineering, the most common is in Engineering Production at AQF
Certificate II or III.
Metals and Engineering traineeships are similar to apprenticeships in that the trainee must
complete on and off-the-job training. As with the apprenticeship, an indenture document is signed
by all parties. This document is registered with DET (Department Education Training).
An RTO representative in consultation with the employer and trainee will formulate a training plan in
the same way as is done for an apprentice and will collect workplace evidence over the term of the
traineeship to enable the trainee to gain the appropriate AQF qualification on completion.
Employers are given an incentive to take on a trainee and special dispensation is made in relation
to workers compensation and payroll taxes. Trainees are paid the Youth Training Wage which is a
federally formulated award.

Grievance procedures

13

Apprenticeships and Traineeships can be annulled by mutual agreement between employer and the
apprentice or trainee.
In the case of any unresolved dispute, the case will be investigated by a State Industry Training
Advisor (ITA), an officer of Department of Education and Training (DET).
If necessary the Vocational Training Board will hear the case and try to find a solution by mediation.
If an agreement cannot be reached a decision may be determined by the DET Commissioner of
Vocational Training.
Note: Termination of employment by the employer or apprentice or trainee may take place at any
time during the 3 month probationary period.

Peak bodies and other stakeholders

These changes to training involving training packages in the metal and engineering sector could not
have been achieved without the co-operation of a great number of organisations. These
organisations include employer organisations and workers associations usually known as unions.

Australian Industry Group (AIG)

Employers are represented by a peak body known as the Australian Industry Group (AIG). This
organisation was formerly known as the Australian Chamber of Manufactures and represents many
sectors of Australian Industry.
The Australian Industry Group provides representation for members in:
Public policy issues
Lobbying governments in issues affecting industry
Trade and international services regarding business
Environment, energy and safety issue
Training and management
Workforce strategies
Regional services
Industry groups also covered by AIG as the peak body include:

Food, wine, beverages, tobacco, retail and wholesale

Printing and paper, containers, packaging
Information technology, telecommunications, call centres
Health/medical technology, pharmaceuticals, bio-technology
Chemicals, rubber and plastics, paint
Construction/infrastructure, heavy engineering, building supplies and glass
Transport, automotive, aviation, rail, general engineering
Labour hire
Environmental, energy, waste disposal
Utilities
Timber, furniture and furnishings

(Information obtained from the Australian Industry Group Website) www.aigroup.asn.au

Australian Council of Trade Unions (ACTU)

Unions are represented by their peak body, which is called the Australian Council of Trade Unions
(ACTU).
The ACTU was established in 1927. It represents its forty-five (45) member unions on a national
level in matters of interest to Australian Workers.
Collectively, the member unions of the ACTU have a total membership in excess of two million
Australian workers.

14

The ACTU has developed over one hundred policy positions relating to matters as diverse as:
Wages
Competency based training
Unemployment
Superannuation
Child care
The status and protection of women and young people in the workplace
Equal pay
Workplace bargaining
The environment
The rights and recognition of indigenous Australians
(Information obtained from the ACTU Website) www.actu.asn.au and www.worksite.actu.asn.au
Both organisations have affiliate state and federal groups that forward their position on matters
relating to the status of the industry within Australia.

Australian Skills Quality Authority (ASQA)

VET Training in Australia is overseen by a federal government department, which is called the
Australian Skills Quality Authority (ASQA)

Industry Training Advisory Board (ITAB)

Each industry group in Australia have an ITAB.
The organisation that was formed in 1996 to oversee and co-ordinate the introduction of the
Manufacturing and Engineering Training Packages is called the:

Metal, Engineering and Related Service Industry Training Advisory Board

(MERSITAB)
MERSITAB's primary role is to:

Develop and maintain training packages for the industries, including the development of
workplace competency standards as well as training qualification structures
Market the benefits of training to the industries and promote change for improvement
Provide advice to enterprises, governments, Australian Apprenticeship Centres (AACs),
Registered Training Organisations (RTOs) and other industry training needs and other
matters

Information obtained from MERSITAB Website: www.mersitab.com.au

Australian Apprenticeship Centres (AACs)

These organisations were set up as part of the Federal Government's Job Network in May 1998.
They deal exclusively with the employment of trainees and apprentices as part of the Australian
Apprenticeship System. Each AAC is registered with the federal and state government and acts as
a link between the employer and DET to take care of the processing of paperwork associated with
traineeships and apprenticeships across all industries.
Any employer, who is planning to employ an apprentice or trainee, will need to consult with an AAC
representative to ensure that the correct paperwork is completed to have the agreement formalised
and registered through DET. If this paperwork is not completed and processed correctly, the
employer will not be eligible for payment of government incentives and the apprentice or trainee will
not be registered.

15

AAC's receive payment from the government for each new apprentice or trainee that they assist to
sign up.

Registered Training Organisation (RTO)

An RTO is the organisation, which is charged with supplying the training for trainees and
apprentices. They must prove that they can provide approved training in line with training packages
training plans and are accountable to ANTA through the state recognition authority (VETAB in
NSW).
The RTO issues the AQF qualification at the completion of the training.
RTO's may deliver on-the-job training or off-the-job training depending on the requirements of the
training package as approved by ANTA and they are also responsible for the formulation of the
training plan and any workplace assessment required.
All TAFE NSW Institutes and many secondary schools or school districts have RTO status, allowing
them to offer vocational training to their clients.
To supply any training and assessment under a training package approved by ANTA, an
organisation or company must be an RTO to have that training formally recognised.
Note: A qualification that is issued by one RTO must be recognised by all others

Department of Education and Communities (DEC)

In NSW, DEC is the State Government department that oversees the registration and supervision of
apprentices and trainees.
Once the employer and the AAC have completed the necessary paperwork it then goes to DEC for
registration. DEC is also responsible for the administration and running of schools.

16

Review Questions Section 1

1. Name two major sectors within the Manufacturing industry in Australia.
____________________________________________________
____________________________________________________
2.

List four industries that could be included within the sectors named in question 1.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

3.

Name the four industry streams within Metal and Engineering

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

4. What is the approximate number of employees that manufacturing employs in Australia?

___________
5. Name the peak body that represents the views of employers to the federal government.
____________________________________________________
6. Name the peak body that represents affiliate unions.
____________________________________________________
7. Briefly describe the elements of a Training Package.
____________________________________________________________
____________________________________________________________
____________________________________________________________
________________________________________________________
8. Briefly discuss the functions of an AAC.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

17

Section 2
The Workplace
It is important for the work placement participant to note that every company will have its own
standards by which it operates.
These standards are usually well established and may include such things as:

Standards of workmanship
Levels of customer service required
Acceptable safety standards
Acceptable behaviour in the workshop or on site
Training
Timekeeping
Punctuality
Reporting procedures
Corporate or company image

Employees of that company will be expected to live up to those standards.

These standards will also be expected from the work placement participant.
Many companies these days spend some time with new employees going through these documents
in detail to ensure that the new employee fully understands what is expected of him or her. This is
known as an "induction' and is often compulsory.
It is important therefore that you are aware of the existence of certain documentation that may be
referred to by the work placement employer.

Mission Statement
The Mission Statement is a broad statement of the company's long term goals or objectives.
For example, the Mission Statement of the Western Institute of TAFE NSW is:
"To provide quality lifelong learning opportunities for individuals, industry and the community which
enhance the skills and productivity of the workforce ".
The Western Institute of TAFE I NSW evaluates this Mission Statement through collection of data such
as staff and student satisfaction surveys on a regular basis, and actively works towards it as the
ultimate objective and its main reason for operation.

Conditions of employment
These documents are usually discussed with the potential employee at the interview stage before
employment.
They may include such things as:

Working hours and overtime provisions

Items that the company will supply
Allowances and penalty rates
Termination provisions

Normally the conditions of employment are laid out in legally binding documents called "awards".
Awards set out all of the working conditions applicable to a particular industry or enterprise.

18

These conditions may include:

Annual leave
Sick leave
Long service leave
Part-time and casual employment conditions
Rates of pay
Penalty rates
Allowances
Superannuation entitlements

Industrial awards may be state registered or federally registered.

A state award applies to an enterprise that is registered within one state or territory only.
Federal awards apply to enterprises that are registered federally.
Some workers are now under "individual contracts" where they negotiate the terms of their
employment with a particular company on a one-on-one basis. Others are under "enterprise
agreements" which are negotiated collectively by unions or groups representing employees and
employers. These agreements affect the entire workforce of an enterprise, a company or an
industry.
Enterprise agreements use existing awards as the basis for negotiation. Award provisions are not
permitted to be traded off. The Industrial Relations Commission must also agree to the final
agreement before it can come into force.

Code of conduct
A code of conduct will outline the behaviour expected of any employee of the company. The
statements within this Code of Conduct will include items such as:

Standards of workmanship
Levels of customer service required
Acceptable safety standards
Acceptable behaviour in the workshop or on site
Training
Timekeeping
Punctuality
Reporting procedures
Corporate or company image

Job Sheets or Job Cards

A job card is one way in which a company can track labour and material costs. An employee may be
required to complete these cards when working on a job. This information is then collected and an invoice
raised for the customer.

Time or job sheet

A time sheet or job sheet is similar to a job card but it usually identifies the worker who has been
working on the job and the time allocated to each job. A different job sheet may need to be filled in
for each job or there may be a facility to split the time booed against each job on one time sheet.

19

Sign on book
Some companies use a sign on book to track the attendance of employees.
The requirement for the use of these books will vary with company policy. However, normal
practice is for the employee to sign on at the start of a shift and sign off at the end of each shift.
Some companies require employees to sign in and out in order of arrival and departure.

Bundy, clock or time cards

Many companies employ the use of a "bundy" clock. This clock is used to record the time that each
employee arrives and leaves. Work placement participants may be required as part of their duties to
clock on at the start of a shift and clock off when they leave.
The card is inserted into a slot on top of the or at the bottom of the clock and the date, time of
arrival or departure is stamped automatically on the card. These cards are then taken by
administration staff to allocate payment for each employee or work out charges to be allocates to a
particular job.
Please note that some companies have very strict policies relating to clock cards and incorrect use
of them can result in dismissal.
Organisational chart
These documents show the structure of the organisation in the form of an easy-to-read chart.
This type of document easily identifies the chain of command within the organisation and allows
employees to see at a glance who they are to report to within the company structure.
A chart like this,helps to facilitate effective communication among employees and their superiors.
Sample organisational chart for a typical manufacturing company

20

Review Questions Section 2

1. Briefly describe the purpose of a Mission Statement

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Conditions of employment can generally be found in legally binding documents called:

_______________________
3. Outline the difference between Individual Contract and an Enterprise Agreement.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. List four examples of items that you may find in a Code of Conduct.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. What is the difference between a Job Sheet and a Time Sheet?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

6. Explain how an organisational chart could assist in showing you the chain of command within
the structure of a company.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

21

Section 3
The Environment
Disposal of unwanted chemicals
The Department of Environment and Conservation NSW has guidelines on the assessment,
classification and management of hazardous industrial waste.
Before you dispose of unwanted chemicals see if another business could use them. Think about
where your chemicals could end up and the impact this will have on the environment.
Contact your chemical supplier to arrange for empty containers to be returned.
Do not mix liquid wastes. Different liquids are treated differently in recycling and disposal, so mixing
these together can complicate waste disposal and make disposal more expensive.
Chemical waste greater than 200 kg must be transported to a waste receiver or disposal facility by a
licensed hazardous chemicals transporter. The storage and transport of dangerous goods is subject to
a system of licences and standards. There are various classes of dangerous goods, each with its own
required system of labelling, transport and storage.
Storm water from your business travels via the gutters and drains to local creeks or canals and
eventually ends up in our rivers, harbours and beaches. Storm water should not contain any
pollutants from your business activities.
Wash greasy hands over a sink that is connected to the sewer. Do not degrease hands where water
can run into the gutter or storm water drain. Where there is no sewer, pour wastewater into a
large drum and store until it can be disposed of properly by a licensed waste contractor.
Contact WSN Environmental Solutions for services and advice on chemical waste disposal, call 1300
651 116. Your local council and industry association can also provide advice on best practice.

Assessment and advocacy

National Toxics Network Australia Inc (NTN) is a community-based network working for pollution
reduction, protection of environmental health and environmental justice for all. It provides nongovernment organisations (NGOs) with a national and international voice on chemical and toxics
issues and functions as Australia's "toxic watch dog".
National Industrial Chemicals Notification and Assessment Scheme (NICNAS) assesses all
chemicals new to Australia and assesses those chemicals already used on a priority basis, in
response to concerns about their safety on health and environmental grounds.

Legislation

NSW Occupational Health & Safety Act 2000 and Regulation 2001
NSW Environmentally Hazardous Chemicals Act 1986
NSW Waste Avoidance and Resource Recoverv Act 2001
Dangerous Goods Act 1975 and Dangerous Goods (General) Regulati_ons 1999
Protection of the Environment Operations Act 1997 (POEO Act)
Environmental Guidelines: Assessment, Classification & Management of Liquid & Nonliquid Wastes (NSW EPA 1999)
Radiation Control Act 1990 and Requlation 1993
Industrial Chemicals (Notification and Assessment) Act 1589;
Biological Control Act 1984;
Poisons and Therapeutic Goods Regulation 2002
Code for Transport of Dangerous Goods
NH&MRC National Guidelines for Management of Clinical and Related wastes,

22

Responsibility and accountability

Managers and Supervisors

Ensure that all staff involved with storage and handling of hazardous waste receive training
that includes waste segregation and storage, transportation requirements, labelling,
emergency procedures, spill control and awareness of all hazards associated with the waste.
Ensure the availability of Suppliers' Material Safety Data Sheets that are less than 5 years old
and ensure that current suppliers MSDS's are obtained before delivery of any hazardous
substances
Ensure that substances that fall into the category of being a hazardous substance are not
disposed of to trade waste (sinks and drains).
Ensure that all waste containers are appropriate for the types of waste, and containers are
labelled according to the requirements of the relevant legislation and University procedures.
The generator of the waste must be identified.
Ensure that staff receive adequate training in handling hazardous materials and waste and that
it includes emergency procedures and spill control for the specific types of hazardous waste
handled.
Ensure that hazardous wastes are appropriately stored prior to disposal

All Employees

Attend any training provided for the storage and handling of waste.
Follow the appropriate University procedures for handling and disposal of hazardous waste.
Ensure that they use all protective equipment, clothing or devices required by a procedure
when handling hazardous materials and waste.

Recycling and Hazardous Material

Hazardous waste
Exporters are required to gain permission to export or transit hazardous waste in and out of Australia.
The Federal Department of Environment and Heritage administers the permit application process.

What is hazardous waste?

The Hazardous Waste Act 1989 outlines all hazardous waste. Examples of hazardous waste
includes:
brass or lead dross
spent catalyst
nickel-cadmium batteries
asbestos waste
aluminium ashes and residues
used lead acid
batteries (ULABs)
electronic scrap
zinc ashes and residues

Final disposal

23

Final disposal of waste includes operations such as incineration or landfill. The government has
banned exports of waste for final disposal unless the circumstances are exceptional.
Examples of exceptional circumstances include:

significant risk of injury or damage to human beings or the environment if a permit was not
granted
waste needed for research or testing to improve the management of hazardous waste

Recovery
Recovery includes recycling or reclamation of various waste materials used as a fuel and recovery of
components. These exports are allowed in countries that belong to the Basel Convention and/or are
an (OECD) country, subject to the exporter obtaining an export permit from Environment Australia.

Reduce, reuse, recycle

The three steps: Reduce, Re-use, Recycle
Do you know how much waste you make? You and every other Australian contribute around one tonne
of waste each year - a mixture of household garbage and industrial waste created by things we buy
or use. It's becoming more difficult and expensive to find new refuse tips for our waste.
Waste disposal is a major issue for the government and the community. If we minimise waste by
avoiding and reducing waste, and re-using and recycling, we can cut waste by up to 50 percent - and
even more if we compost.
Reducing waste also reduces litter. Remember, everything you drop can find its way to beaches,
roads, waterways, bushland and parks through the storm water system.

The three steps

Reduce
Avoid waste - look for ways of producing and using goods that stop waste being generated.
Reduce waste - choose products that can be used productively, recycled in your area, and have
minimal packaging.
Re-use
Re-use containers, packaging or waste products.
Recycle
Recycle waste material into useable products.
For waste that can't be avoided, reused or recycled
Treat the waste to make it less hazardous or reduce the volume of the hazardous component.
Dispose of the waste safely.
Reduce
Want to help our environment? The most effective way is to reduce your waste before it becomes
rubbish.
Become informed about the environmental impacts of the products you buy. If
you're not satisfied, search for better alternatives.
Bulk buy when possible, but don't buy more than you can use.
Choose products with less packaging.
Choose products with recyclable or reusable packaging.
Carry reusable shopping bags or boxes.

Say 'no' to unnecessary plastic bags and other packaging.

Re-use plastic bags and all types of containers over and over again.
Buy quality goods that will last.

24

Encourage manufacturers to play their part.

Buy recycled goods

Recycled goods have already saved resources and raw materials and helped reduce the overall
quantity of waste. Remember, ' recycled' means the product is made partly or wholly from recycled
materials and ' recyclable' means the product is capable of being recycled. If you don't make an effort
to buy recycled goods, you're not really recycling.
Reduce energy and water use
Reducing your waste also means saving resources. Energy Information Centres can give you
information on reducing your energy consumption in the home by switching to high-efficiency
fluorescent light bulbs, using cold water for washing, and cooking efficiently.
Large amounts of water can be saved at home by fixing leaking taps, using dual-flush toilets, running
washing machines and dishwashers only when full, turning the tap off while cleaning your teeth, and
using a control nozzle on your hose when washing the car or the dog. Design your garden to be
water-efficient.
Re-use

Look for products in reusable, refillable or recyclable packaging when you shop.
Donate unwanted clothing, furniture and white goods to charities.
Enquire if goods can be repaired rather than replaced.
Hold a garage sale.
Use rechargeable batteries rather than single-use batteries and ask your local council about
how to dispose of batteries properly.
Use retreaded tyres if they are appropriate to your driving.
Use glass bottles and jars, plastic bags, aluminium foil and take away food containers over
and over again before recycling or disposing of them.
Carry your lunch in a reusable container rather than disposable wrappings.
Re-use envelopes and use both sides of paper.

Recycle
Recycling recovers materials used in the home or in industry for further uses. You should only
recycle after you've tried to reduce and reuse.
Why recycle?
Recycling has environmental, economic and social advantages.
Recycling generates civic pride and environmental awareness.
Recycling helps prevent environmental pollution.
Recycling saves natural resources.
Recycling conserves raw materials used in industry.
Making products from recycled ingredients often uses much less energy than producing the
same product from raw materials.
Recycling reduces the amount of material dumped in landfill sites and helps our waste
disposal problems.
Goods are used productively and prevented from becoming litter and garbage.
How do I recycle?
Recycling is easy once you know how. First, call your local council to find out what recycling facilities
exist in your area. You may have a kerbside collection system, or a community drop-off system.
Kerbside collection of recyclables involves placing your recyclables out on the footpath for collection
on a set day - just like a normal garbage collection.
Your council will provide you with a recycling container and will tell you what can and cannot be
included for collection. The usual items include all glass jars and bottles, aluminium and steel cans,

PET plastic soft drink bottles and HDPE plastic milk and detergent bottles. It may also be possible to
include paper, light cardboard, newspapers and 'junk' mail, and milk and fruit juice cartons,

25

Community drop-off centres require a little more effort. You will need to store your recyclables at
home and then take them to the drop-off centre. Remember to take your boxes and bags home with
you from the drop-off centre to prevent litter, and do not mix any non-recyclables with the recyclables.

Separate your recyclables such as glass, plastic, paper and metal from other rubbish depending on what your local council will collect.
Recycle your kitchen and garden scraps, which can make up almost 50 percent of your
garbage, as compost.
Get involved in local school and community recycling schemes.
Keep potentially hazardous household waste such as motor oil, batteries, pesticides and
paint out of landfill sites - your council will provide information on how to dispose of them
safely.
Encourage your friends and family to get involved in recycling at home, at school and in the
workplace.

What can I recycle?

Most items can be recycled - but only when there's a market for the finished product. So, make sure
you buy products that foster the recycled market.
Glass
100 percent recyclable. Household bottles and jars are made from a melted mixture of silica (sand),
soda ash and limestone. Glass manufacturers can use your old glass in this process.
Multi-fill bottles such as some beer bottles can be rewashed and refilled. Single-fill containers, made
of thinner glass, are separated into clear and coloured glass and broken down for cullet (used
broken glass).
When you recycle glass:
recycle all glass containers, not just bottles;
rinse containers;
remove contaminants such as lids, corks and caps - labels can remain;
sort glass into refillable and recyclable (check message on bottles to see which type they
are);
find out if your local school, scouts or guides collect glass for fundraising;
take glass to collection points or support kerbside schemes; and
place only glass in bins - contaminants such as ceramics china plates and cups can ruin a
batch of glass because they melt at a different rate to glass and can weaken the recycled
glass.
Plastic
More than 60 types. New plastics and uses, constantly being developed.
Different types of plastic must generally be kept separate for recycling. The Plastics Industry
Association has introduced a voluntary system of product coding to help recyclers and the public.
1. PET Polyethylene Terephthalate
2. HDPE High Density Polyethylene
3. UPVC Unplasticised Polyvinyl Chloride
PPVC Plasticised Polyvinyl Chloride
4. LDPE Low Density Polyethylene
5. PP Polypropylene
6. PS Polystyrene
EPS Expanded Polystyrene
7. Includes all other resins and multi materials (eg laminates)
The two types of plastic most commonly recycled in Queensland are PET (polyethylene
terephthalate) and HDPE (high density polyethylene). PET is commonly used for soft drink

packaging (the rocket bottom bottle) and HDPE is used to make plastic milk and detergent bottles.
Other types of plastic can be recycled, but are not recycled in the same quantities.
When you recycle plastic:

26

first, re-use plastic containers and bags;

sort your plastic into different types - follow the instructions at the drop-off centre or the
instructions provided for your kerbside collection;
rinse containers and remove lids (lids are often a different type of plastic);
ask your supermarket to recycle plastic bags; and
look for the code number on any plastic item you buy and try to choose those which can be
recycled in your local recycling program.

Aluminium
Can be recycled over and over again.
Much energy is used to produce primary aluminium from bauxite. Once in metallic form, aluminium
can be recycled indefinitely.
Recycling aluminium uses only 5 percent of the energy needed to produce new aluminium. This
saves coal in energy production in power stations and reduces emissions to the atmosphere.
Around Queensland, sell cans at 'Cash for Cans' and 'Cash-a-Can' centres or put them in kerbside
collections or drop-off centres. Find out if your school collects cans for fund raising.
For information on the National Steel Can Recycling Campaign click here www.steelcans.com.au. By
the year 2000, the Campaign aims to recycle 45% of the steel cans Australians use every year. The
Campaign is a joint initiative of environment group Planet Ark and the Steel Can Recycling Council.
When you recycle aluminium:
place aluminium cans in a recycling bin, not your wheelie bin;
encourage your school or workplace to recycle aluminium cans; and
remove foreign objects (e.g. straws) that could ruin new aluminium.
Other metals
Metal recycling has been around since swords were first beaten into ploughshares.
Salvaging and reusing metals such as lead, copper and steel makes economic sense.
Metal recycling also makes environmental sense. Processed metals and many alloys require less
energy to recycle than to mine and process. This conserves our raw material resources for the future.
Lead can be recycled from old car batteries. Service stations and car battery retail outlets will
generally accept car batteries for trade-in, or you can take them yourself to a metal recycler for
recycling. Do not empty out battery acid before delivering the batteries to a collector.
Don't throw away copper from hot water systems, copper pipes or old car radiators - take them to a
scrap metal dealer. Electric cabling and wiring contains copper and aluminium, which can be
recycled. The plastic coating found on some wiring can be removed by metal recyclers in a process
called 'granulation'. Using this process, the plastic is removed and the copper, aluminium and any
steel present are separated magnetically for recycling.
Brass retrieved from old household fittings can be restored for use in old houses.
Steel and iron can be reclaimed from car bodies and enqines, disused household or industrial
equipment and building materials. Most household steel scrap is in the form of human and pet food
cans. Scrap metal dealers may take clean, de-labelled cans but may not be able to offer payment for
them. Steel cans, including aerosol, are accepted in many kerbside recycling programs.
For more information on programs such as the National Steel Can Recycling Campaign click here:
www.steelcans.com.au

When you recycle metal:

27

take it to your scrap metal dealer or local drop-off centre;

ask if you can be paid for for returned metal goods; and
remember that old car bodies and old fridges and freezers look better in a scrap metal yard
than dumped in bushland.
don't include fire extinguishers, gas bottles, or shock absorbers - they have the potential to
explode.

Paper
Plantation timber, not native forests, is the source of most paper-making pulp. Stronger, better
quality paper is made from hardwoods. Softwoods produce shorter fibres suitable for paper such as
newsprint.
Good quality paper is in demand with recyclers to produce a variety of recycled paper products such
as printing and writing paper, office supplies such as envelopes, toilet paper and tissues. Lower
grade paper is usually used to make products such as cardboard and insulation.
Demand for old newspapers can fluctuate. The short fibres in newsprint make it unsuitable for
recycling uses other than packaging material, insulation material or being recycled back into
newsprint.
When you recycle paper:
make two-sided copies, use the blank side of used paper for notepaper before recycling, and
re-use envelopes;
set up an office paper recovery scheme to separate good quality office paper for further uses
in areas where local markets or collection services exist; and
use recycled paper where possible.
Your role
At home:
check that the products you buy are the best choice for the environment (for example, does it
save energy, conserve ~tiater, does it have recyclable content?);
reject unnecessary packaging;
re-use packaging;
sort your rubbish;
use your local recycling depot or kerbside service;
compost kitchen and garden waste; and
choose recycled goods whenever possible.
At school, you can:
educate children to be responsible consumers and recyclers;
promote litter control.
educate parents and teachers, and
support or initiate school recycling schemes.
At work, you can:
press for more efficient use of resources such as energy and office paper;
become informed about the potential for waste minimisation and recycling in your workplace;
publicise issues through your staff newsletter; and
initiate a recycling scheme.

Research and Oral Presentation

Related trades
These are some of the trades associated with the Metals and Engineering Industries:

28

Fitter
Fluid Power Fitter
Machinist
Toolmaker
Metal Fabricator / Welder
Blacksmith
Draftsperson
Mechanical Engineer Associate

Part A Research
Pick any two of the above trades and outline the following for each trade you have chosen:
1.
2.
3.
4.
5.
6.
7.
8.
9.

What is the trade?

What does a tradesperson do in the trade?
What work is carried out by a tradesperson in the trade?
Is the trade a good career choice?
What employment and careers opportunities are available in the trade?
What skills must a tradesperson in the trade develop?
What training and qualifications are available for the trade?
Where can w student go to find more information about the trade?
What competencies are required for the skills?

Part B Report

Create a word processing document with the information you have found.
Hand the completed document in to your teacher.
Present your findings to the class as a speech.

29