BSBINM301A
Organise workplace information
TRAINER COPY
Assessment Booklet
© Copyright 2011
GP Links Wide Bay trading as
Health Industry Training
PO Box 702
HERVEY BAY 4655
Version 2: August 2012
ASSESSMENT COVER SHEET
Unit Code: BSBINM301A
Unit Title: Organise workplace information
Trainer Comments:
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Student Name: ___________________________________________ Student No.: ___________________
Date Due: _____ / _____ / _____
Date Submitted: _____ / _____ / _____
Student Declaration:
I declare that I understand how assessment will take place for this unit. I also understand that work completed
towards this assessment must be verifiably my own.
__________________________________ _____________________________________ ______________
Student Name
Student signature
Date
Trainer Sign-off:
I declare the above named student was assessed by me for the above mentioned unit
__________________________________ _____________________________________ ______________
Trainer Name
Trainer signature
Date
BSBINM301A Organise workplace information
Assessment tool
ASSESSMENT INFORMATION
Competency based assessment
The standards used to determine competency in different industry sectors are developed in conjunction with
the relevant Industry Training Advisory Board (ITAB). These standards are endorsed by government in the
form of specific industry national training packages.
Assessment in a competency based course determines when competency has been achieved. To be
assessed as competent a student must provide evidence that demonstrates they can perform the necessary
skills and performances required including employability skills. To be competent a student is required to
consistently demonstrate the skills, knowledge and performance criteria that are necessary to confidently
complete the work tasks in a normal range of workplace conditions.
The trainer/assessor is responsible for ensuring the evidence gathered by a student is:
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Authentic (verifiable the student’s own work)
Valid (evidence is relevant to the unit of competency)
Reliable (the student consistently meets the requirements of the unit of competency)
Current (reflects the student’s current capacity to perform the tasks); and
Sufficient (covers all the elements in the unit of competency and addresses the dimensions of competency)
Dimensions of assessment
The dimensions of competency relate to all aspects of work performance and include:
Task skills:
The student must perform the individual skills required to complete a
work activity to the required standards.
Task management skills:
The student must manage a number of different tasks to complete a
whole work activity.
Contingency management skills:
The student must use their problem-solving skills to resolve issues that
arise when performing a work activity.
Job/role environment skills:
The student must perform effectively in the workplace when undertaking
a work activity by working well with all stakeholders and following
workplace policies and procedures.
Access and equity
All workers in the health and community services should be aware of access, equity and human rights issues
in relation to their own area of work. They should develop their ability to work in a culturally diverse
environment.
Trainers and assessors must take into account relevant access and equity issues including the concept of
social inclusion which ensures equitable access to services, to connect with others and to protect an
individual’s right to be heard.
Trainers and assessors must ensure the assessment process:
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is valid, reliable, flexible and fair
is basis of sufficient evidence
is one which offers valid, authentic and current evidence
includes workplace requirements in a normal range of workplace conditions
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BSBINM301A Organise workplace information
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UNIT INFORMATION
Unit code
BSBINM301A
Unit title
Organise workplace information
Unit descriptor
This unit describes the performance outcomes, skills and knowledge required to
gather, organise and apply workplace information in the context of an
organisation's work processes and knowledge management systems.
Employability skills
This unit contains employability skills.
Application of the unit
This unit contains employability skills including communication, teamwork,
problem solving, initiative and enterprise, planning and organising, self
management, learning and technology
Unit sector or
competency field
None specified
Pre-requisite,
co-requisite or
interdependent
assessment of units
None specified
Context of and specific
resources for
assessment
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Method of assessment
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Assessment may include observation, questioning and evidence gathered
from the workplace or simulated environment
Critical aspects for
assessment
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Providing accurate information for defined purposes
Maintaining and handling data and documents systematically
Checking and reviewing data for relevance and accuracy
Presenting information and data clearly
Identifying and complying with organizational requirements
Using business technology to manage information
Required skills and
knowledge
Required knowledge:
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Health Industry Training
This unit can be assessed independently; however holistic assessment
practice with other community services units of competency is encouraged.
Resources required for assessment include access to:
- An appropriate workplace where assessment can take place or
simulation of realistic workplace setting for assessment
key provisions of relevant legislation from all forms of government that may
affect aspects of business operations, such as:
- anti-discrimination legislation
- ethical principles
- codes of practice
- privacy laws
- occupational health and safety (WHS)
methods for checking validity of information and its sources
organisational recordkeeping/filing systems, security procedures and safe
recording practices
policies and procedures relating to distribution of workplace information, and
legal and ethical obligations. Knowledge of preparing and planning
documentation
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Required skills:
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analytical skills to classify and report information
literacy skills to read and understand a variety of texts; and to write, edit and
proofread
documents to ensure clarity of meaning, accuracy and consistency of
information
problem-solving skills to deal with information which is contradictory,
ambiguous,
inconsistent or inadequate
technology skills to display information in a format suitable to the target
audience
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Element
Performance Criteria
1. Collect and assess
information
1.1
Access product and service information in accordance with organisational
requirements
1.2
Ensure methods of collecting information are reliable and make efficient
use of available time and resources
1.3
Assess information for clarity, accuracy, currency and relevance to
intended tasks
1.4
Use interpersonal skills to access relevant information from teams and
individuals
2.1
Organise information in a format suitable for analysis, interpretation and
dissemination in accordance with organisational requirements
2.2
Use appropriate technology/systems to maintain information in accordance
with organisational requirements
2.3
Collate information and materials, and communicate to relevant designated
persons
2.4
Identify difficulties organising and accessing information and solve
collaboratively with individuals and team members
2.5
Update and store information in accordance with organisational
requirements and systems
3.1
Actively seek feedback on clarity, accuracy and sufficiency of information to
ensure relevance of information and system
3.2
Review the contribution of information to decision making and implement
appropriate modifications to collection processes
3.3
Identify future information needs and incorporate in modifications to
collection processes
3.4
Document future information needs and incorporate in modifications to
reporting processes
2. Organise information
3. Review information
needs
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ASSESSMENT TOOLS
Assessment is conducted throughout the course using different assessment tools including written/oral
assessment, projects, observation, third party reports, simulation/case studies and portfolios. Both skills and
knowledge are assessed in line with the requirements of the Australian Quality Training Framework (AQTF)
and the training package.
Health Industry Training will use different methods of assessment to ensure sufficient evidence can be
gathered to demonstrate a student can perform a task against the specified criteria. Assessment methods
can include:
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Questioning: questions asked orally or in a written format. Written questioning is widely used in
competency based assessment to assess a student’s understanding and knowledge of the task they are
performing.
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Projects: are used for relevant units that require students to demonstrate a high level of research and
analytical skills.
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Observation: practical demonstration of real work or simulation by the trainer
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Third party reports: confirmation of consistent performance by the student to meet key performance
indicators over time and a range of contexts.
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Simulation/Case-study: simulation of the workplace to gauge competency. Demonstrated performance
knowledge against a define case study or scenario.
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Portfolio: collection of individual pieces of evidence to demonstrate work outputs by the student.
Evidence can be gathered from day to day work, certificated learning and other activities such as past
achievements.
Other assessment activities determined by the trainer could include a range of assessment tools appropriate
for this unit to demonstrate competencies which sufficiently address:
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The elements and performance criteria
Critical aspects for assessment
The essential skills and knowledge
The context and consistency of the assessment requirements
The relevant employability skills
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a formal recognition of your current skills and knowledge you have
achieved outside the education and training system. RPL takes into account any previous formal study, work
and life experience and then assesses this against the elements of competency to determine if you can
receive credit toward a qualification. Students seeking recognition can apply by contacting the Manager
Health Industry Training at the commencement of study.
Credit Transfer
Students who have completed a formal unit within their intended qualification with another Registered
Training Organisation (RTO) may be able to apply for a credit transfer or exemption. A certified copy of the
original documentation must be provided when applying for a credit transfer.
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ASSESSMENT INSTRUCTIONS
Assessment format and layout
All assessments must be:
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Typed in Arial 12, single spacing with headings in bold
Header and Footer to be inserted in each page. Header to include unit code and title. Footer to include
student name and page number
All work must be referenced throughout the assessment. Referencing should include author and year of
publication and website address (if applicable). There are many referencing guides available on the
Internet to assist students.
Plagiarism
Plagiarism is the act of representing as one's own original work the creative works of another, without
appropriate acknowledgment of the author or source. In all written work submitted for assessment you must
show the sources for your material. The principle is that whenever submitted material is not your own original
work this must be referenced to acknowledge the author’s work.
It is expected that when a student submits an assessment that it is the independent work of that student and
they have written it in their own words. If a student has plagiarised another person’s work they will be asked
to resubmit their assessment. Plagiarism can lead to instant dismissal.
Submission
All assessments must be submitted in the format described. A date for submission will be set by the trainer.
Assessments must be submitted on or before this date or an extension must be granted by the trainer.
The assessment cover sheets must be detached from the assessment booklets and attached to the front of
each assessment. All sections of the cover sheet must be completed by the student prior to submission of
assessment. The bottom section of the assessment cover sheet will be retained by the trainer.
Resubmitting assessments
If a student is marked ‘not competent’ they will be provided with an alternative assessment for completion to
be able to demonstrate competency. An assessment resubmission should be treated as the original
assessment with all principles applying.
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ASSESSMENT - BSBINM301A Organise workplace information
In your own words, answer the following questions. To be marked as competent in this unit, you must
provide sufficient responses to each question. Bullet points must only be used where applicable eg: if the
question asks you to list, name or give examples.
Questions
1. For what reasons might information be unreliable or invalid? Why do you need to be careful of information
posted on the internet? How can you determine if information is reliable and valid?
Information can be unreliable for a number of reasons:
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data systems and storage might be inefficient, inadequate or incomplete
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data suppliers might be untrustworthy, or have a different agenda from you or the organisation
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targets might be incorrectly identified
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data could be out of date
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samples could be biased, insufficient or not random enough, or even too random
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data might be improperly collected
You particularly need to be careful that information found on the Internet is reliable. Anyone can post
information online and the information they provide is not necessarily correct. Authors on the Internet might
have excellent knowledge of the topic they write about or very little knowledge. Excellent resources reside
alongside the most dubious.
To determine whether information is reliable, compare it to another of other sources, vet the author
(how much knowledge authority do they have) and determine whether the author has any biases.
2. Identify and describe three forms of security that can be implemented to protect information from misuse,
loss, unauthorised access, modification or disclosure.
The access and storage of information can be ensured by putting in place a range of levels of security.
Physical security: Physical security include measures to prevent unauthorised entry to premises (key codes
or swipe cards for entry doors); alarms or monitors to detect unauthorised access and secure containers
(lockable cabinets, compactuses, rooms) for storing paper-based personal information.
Computer and network security: Computer and network security includes measures to protect computer
systems and networks such as individual user IDs for computer log on; passwords; file encryption; network or
application audit software; directory structures on system for storage of electronic files; safe storage of
backup tapes usually off-site or in lockable, fireproof container.
Communications security: Communications security includes measures to protect communications via data
transmission, including email and voice, from interception, and preventing unauthorised intrusion into
computer networks (anti-hacking devices and fire walls).
Personnel security: Organisations can adopt procedural and personnel measures which limit access to
personal information by authorised staff for approved purposes (for example only staff in HR or payroll can
access staff information).
3. How can workplace information be distributed or disseminated to employees? Provide at least five
examples.
Answers can include:
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induction
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training
coaching
mentoring
providing clear access to policy and procedure documents
special presentations
stop work meetings ('in the case of emergency, accident or special circumstance)
team meetings/ toolbox meetings
presentations from stakeholders
lobby group information
video presentations—including news, bulletins and current affairs programs
state of the nation addresses or similar networking
memos, faxes, emails
newsletters
supplier/ manufacturer brochures and reports
annual reports
budgets—budget meetings
formal and informal conversations
formal performance assessments
performance counselling
posters and displays of statistical analysis (performance, OHS and environmental monitoring)
providing copies of government and legislative documents
4.
What are the most common classifications for filing records and information? Provide a brief explanation
of each.
The most common types of classification for filing records and information are:
1. Alphabetical: The most commonly used method of filing; the alphabetical system places files in
alphabetical order according to the customer or business name as occurs in the telephone book.
2. Numerical: Each file or piece of information is filed in number order, from lowest to highest.
3. Geographical: Information is indexed alphabetically according to geographical location.
4. Subject: Records are sorted according to the subject matter and filed alphabetically.
5. Keyword: A particular word is used as the subject classification and specific, descriptors are also
allocated to further classify the information.
6. Chronological: Chronological filing is used in conjunction with other filing methods and involves sorting
records according to their date. In a client file correspondence would be filed with most recent on top.
Copies of purchase orders would be filed with the most recently sent order on top
5.
Why is it necessary to have a working knowledge of the legislation involved in an organisation?
For legislation to be complied with, it is necessary that all employees understand the legislation,
Regulations and codes that are relevant to their jobs. Employees need to be given the requisite training and
information to ensure understanding and compliance. Training will ensure that all employees understand the
legislation in the same way and will in most cases apply it consistently.
If employees do not receive the information needed to enable them to comply with legislation or are not given
the appropriate training, the responsibility lies with management not with the workers. Unless they have the
knowledge and the training necessary, workers cannot be expected to know their responsibilities under
legislation. Nevertheless, ignorance of the law is no excuse for failing to comply with relevant legislative and
regulatory measures. This means that employees need to understand what legislation is, which legislation
applies to their jobs, why legislation and Regulations are necessary and how they should be applied in the
workplace.
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6.
What control information should be recorded to describe new records in an organisation?
Answer can include but not be limited to:
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a registration—giving a record a unique identifier (eg number or title) to provide evidence that it has been
made
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classification—categorising records in systematic and consistent ways so that related records are
grouped together to facilitate capture, retrieval, maintenance and disposal
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a language control—using language control tools to title. and index records and files, eg a thesaurus or
lists of standard headings
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indexing—attaching searchable terms (from the controlled language tool) to records to help with
retrieval tracking—tracking the physical movement of records to know who has used them and where
they are at any one time
Project
To be marked competent in this unit, students must respond to all points in the project. Answers must be
comprehensive, detailed, demonstrate appropriate research procedures and be supported by suitable
references.
You are required to explain how you would collect, organise and distribute information in the workplace.
As a part of this explanation you will need to give details of:
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what sources of information are available within the workplace
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how you can determine the reliability, accuracy, currency, relevancy and usefulness of the data and
information you collect
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why old, wrong, distorted or incomplete information is not useful information
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how you can use interpersonal skills to access information
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the various ways information can be formatted
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why free and open sharing of information is essential to organisational success
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how legislation such as the Privacy Act 1988 and the Freedom of Information Act 1982 impact on your
ability to collect, store and share information
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how you can use technology to store, organise and disseminate information
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how information and records can be stored
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how information can be kept secure
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the problems you might run into when trying to access information
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how information is used to make decisions
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how you can determine the information that might be needed by your organisation in the future
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how you can access the effectiveness of the organisation's information system
You can do this in a format of your choice. You might choose to present your response as a report or essay.
You might choose to create a PowerPoint presentation, a speech or an instructional booklet that could be
used by professionals required to organise workplace information.
Your responses should demonstrate a clear understanding of the learning materials presented in this unit.
You should provide original examples to support your explanation.
Learners should demonstrate an understanding that organisations and the people who work in them are
information dependent—without the right information at the right time people cannot do their jobs properly or
well.
Learners should also demonstrate an understanding that information helps:
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senior managers make long range big picture decisions
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middle level managers make tactical decisions
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supervisors make operational decisions
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all personnel to do their lobs to the required standards
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In their responses learners should discuss the productive, successful organisations freely share information.
The more information workers have about their work and about their workplace, the more likely they are to
input higher discretionary effort.
All of the fisted criteria should be addressed in the learner’s response:
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access product and service information in accordance with organisational requirements
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ensure methods of collecting information are reliable and make efficient use of available time and
resources
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assess information for clarity, accuracy, currency and relevance to intended tasks

use interpersonal skills to access relevant information from teams and individuals

organise information in a format suitable for analysis, interpretation and dissemination in accordance
with organisational requirements

use appropriate technology/ systems to maintain information in accordance with organisational
requirements
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collate information and materials, and communicate to relevant designated persons

identify difficulties organising and accessing information and solve collaboratively with individuals and
team members

update and store information in accordance with organisational requirements and systems

actively seek feedback on clarity, accuracy and sufficiency of information to ensure relevance of
information and system

review the contribution of information to decision-making and implement appropriate modifications to
collection processes
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identify future information needs and incorporate in modifications to collection processes

document future information needs and incorporate in modifications to reporting processes
Health Industry Training
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