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HK-dir – Warehouse worker: basic skills at work
The original HK-dir profile. The Prios version in the portal has been adapted and extended.
Reading
HK-dirNO
Open resourceWarehouse Worker
Warehouse workers receive, register, store, pick and dispatch goods.
Warehousing and logisticsDraft – pending professional validationVersion 0.1 · last reviewed 2026-10-09
ReadingWritingNumeracyOral communicationDigital skillsCritical thinking
Based on HK-dir’s occupational basic skills profile. Adapted and extended by Prios Kompetanse to include critical thinking, digital competence and emerging technologies.
The occupation and work tasks
The work involves reading orders and product information, using numbers and quantities, communicating with colleagues and carriers and recording information in digital systems. Many companies use handheld terminals, barcodes, QR codes and digital warehouse management systems. Basic skills are particularly important for understanding information, checking quantities, recording deviations and ensuring good communication between the warehouse, transport and customers.
Typical work tasks
- Read orders and picking lists.
- Find and register goods.
- Check quantities, labelling and product information.
- Communicate with colleagues, customers and carriers.
- Record deliveries and deviations.
- Use digital warehouse and tracking systems.
- Interpret codes, labels and numerical overviews.
- Check information when there are discrepancies.
Developments affecting the occupation
- Digital warehouse management systems
- Barcodes, QR codes and digital traceability
- Automated warehouse information and forecasts
Basic skills in the workplace
Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.
Understand information in picking lists, packing slips, labelling and work instructions.
About the skillDaily tasks
- Read picking lists and orders.
- Understand item numbers, labels and location markings.
- Read instructions and short messages.
Regular tasks
- Read packing slips and delivery documents.
- Find relevant HSE information.
- Understand changes to routines and product information.
Occasional tasks
- Read training material.
- Get to know new digital systems.
- Find information in more extensive product documentation.
AI and new technology
The portal provides no forklift, load-securing or storage safety training. Critical thinking and AI are supplementary Prios topics – not official basic skills.
Digital warehouse management systems, automatic product identification and data-supported logistics are important in modern warehouse work. AI can be used for forecasting and information processing, among other things. Employees can benefit from understanding the information the systems provide and checking it.
Understanding the systems
Digital tools provide information that must be read and understood correctly.
Checking the information
Automated and AI-generated information can contain errors and must be checked.
Asking when in doubt
Unclear or missing information is clarified with the person responsible.
1. Digital warehouse management systems
Find product information in a fictional digital stock overview.
2. Barcodes, QR codes and digital traceability
Compare codes and quantities on a fictional packing slip.
3. Automated warehouse information and forecasts
Discuss why a fictional forecast might be wrong.
4. Quality-checking system-generated information
Find contradictory information in two fictional overviews.
Suggested learning outcomes
- Find relevant product information digitally.
- Check recorded quantities and codes.
- Identify contradictory information.
- Understand that automated recommendations can be based on incorrect data.
Teaching cases
Practical teaching resources for this profile will be added later.
Related resources
External link
External resources
Occupational basic skills profiles
Explore how basic skills are used in different occupations.
HK-dirNO
Open resourceExercise
Teaching activities
A message for the next shift
Practise short, precise messages in a warehouse or shop.
WritingReading
Teaching example from PriosNO / EN
Open resourceExercise
Teaching activities
Check the source before sharing
Source criticism online: check sender, date and purpose before using or sharing information.
Digital skillsCritical thinkingReading
#Source criticism and information evaluation#Media literacy
Teaching example from PriosNO / EN
Open resourceExercise
Digital learning resources
Check the AI answer
Evaluate whether AI-generated information is correct and relevant before using it at work.
Critical thinkingDigital skillsReading
#Digital judgement#Source criticism and information evaluation
Teaching example from PriosNO / EN
Open resourceExercise
Teaching activities
Understand a workplace message
A practical reading and writing exercise in which learners find information, compare details and formulate a question when something is unclear.
ReadingWritingCritical thinking
#Source criticism and information evaluation
- Occupation
- Warehouse Worker
- Duration
- 45–60 minutes
- Level
- Approximately level 2
- Language
- Worksheet: Norwegian
Pilot draftNO / EN
Open resourceHow to use this profile when planning teaching
The occupational profile shows how basic skills are used in everyday work. It helps teachers select relevant content and learning objectives, rather than teaching the occupation itself.
- 1
Identify relevant workplace tasks
Choose tasks from the profile that participants recognise from their own working day.
- 2
Discuss participants' previous experience
What do participants already know and do? Many are experienced in their occupation.
- 3
Identify basic skill needs
Clarify where participants find reading, writing, numeracy, oral, digital or critical thinking challenging.
- 4
Select relevant learning objectives
Describe what the participant should be able to do better – in basic skills, not in the occupation itself.
- 5
Choose practical teaching cases and resources
Use the cases and resources in the profile as a starting point for practical exercises.
- 6
Adapt activities to participants' levels
Make tasks simpler or more demanding depending on participants’ skills.
- 7
Reflect on learning outcomes
Talk with participants about what they now handle better at work.
Questions for planning
- Which tasks in the profile do participants recognise?
- Which skill would be most useful in their working day?
- How can the cases be adapted to participants’ levels?