Board Endorsed January 2012 Version 5 Amended January 2016
Business Administration
A/M/V
Type 2
Accredited from:
Written under the
1 January 2012 - December 2016
Business and Client Service
Course Framework 2010
Updated January 2016 to meet Standards for new
version of Training Package
Supporting Qualifications
Certificate I in Business BSB10115
Certificate II in Business BSB20115
Certificate III in Business BSB30115
Statements of Attainment will be issued for partial completion of qualifications
1
Board Endorsed January 2012 Version 5 Amended January 2016
Course Adoption Form for Accredited Courses
Choose one of the following:
 adoption of units as per course document
 adoption of units with a different combination of units
B S S S
AUSTRALIAN CAPITAL TERRITORY
The college is entered on the National Register to award Certificates delivered by this course.
 Yes  No (V Adoption only)
College:
Course Title: Business Administration
Classification: A
Framework: Business and Client Services - 2010
Course Area: 4430
 V Adoption
Course Code:
2012
Dates of Course Accreditation:
From
to
Identify units to be adopted by ticking the check boxes. The following 1.0 units are the approved
combinations of 0.5 units. Refer to page 8 for the 0.5 units combined for each.
Unit
Prefix
2016

Working in Business Administration 1
Value
(1.0/0.5)
1.0

Working in Business Administration 2
1.0
S

Working in Business Administration 3
1.0
S

Working in Business Administration 4
1.0
S

Business Practices & Preparing for Work
1.0
S

The Work Environment
0.5
Q

Working in Business
0.5
Q

Business Operations
0.5
Q

Business Finances
0.5
Q


Using Business Documents
0.5
Q
Create Business Documents
0.5
Q

Business Practices
0.5
Q

Customer Service in Business
0.5
Q

Prepare for Work in Business
0.5
Q

SWL 1 - Business
0.5
Q

SWL 2 - Business
0.5
Q
Unit Title
Length
S
Adoption The course and units named above are consistent with the philosophy and goals of the college and
the adopting college has the human and physical resources to implement the course.
Principal:
/
BSSS Office Use
Entered into database:
/20
/
College Board Chair:
/
/20
/20
2
Board Endorsed January 2012 Version 5 Amended January 2016
Course Adoption Form for Accredited Courses M
Choose one of the following:
 adoption of units as per course document
 adoption of units with a different combination of units
B S S S
AUSTRALIAN CAPITAL TERRITORY
The college is entered on the National Register to award Certificates delivered by this course.
 Yes  No (V Adoption only)
College:
Course Title: Business Administration
Classification: M
Framework: Business and Client Services - 2010
Course Area: 4430
 V Adoption
Course Code:
2012
Dates of Course Accreditation:
From
to
Identify units to be adopted by ticking the check boxes. The following 1.0 units are the approved
combinations of 0.5 units. Refer to page 8 for the 0.5 units combined for each.
Unit
Prefix
2016

Working in Business Administration 1 M
Value
(1.0/0.5)
1.0

Working in Business Administration 2 M
1.0
S

Working in Business Administration 3 M
1.0
S

Working in Business Administration 4 M
1.0
S
Unit Title
Length
S


Adoption The course and units named above are consistent with the philosophy and goals of the college and
the adopting college has the human and physical resources to implement the course.
Principal:
/
BSSS Office Use
Entered into database:
/20
/
College Board Chair:
/
/20
/20
3
Board Endorsed January 2012 Version 5 Amended January 2016
Table of Contents
Course Adoption Form for Accredited Courses ....................................................................................... 2
Course Adoption Form for Accredited Courses M .................................................................................. 3
VET Qualifications
......................................................................................... 5
Course Name
....................................................................................... 12
Course Classification
....................................................................................... 12
Course Framework
....................................................................................... 12
Course Developers
....................................................................................... 12
Implementation Guidelines
....................................................................................... 14
Duplication of Content Rules
....................................................................................... 14
Subject Rationale
....................................................................................... 15
Goals
....................................................................................... 16
Content
....................................................................................... 16
Student Capabilities
....................................................................................... 17
Teaching and Learning Strategies
....................................................................................... 18
Recognition of Prior Learning
....................................................................................... 20
Assessment
....................................................................................... 20
Unit Grades
....................................................................................... 23
Moderation
....................................................................................... 27
Standards for Registered Training Organisations 2015 ......................................................................... 28
Proposed Evaluation Procedures
....................................................................................... 35
Bibliography
....................................................................................... 36
Working In Business Administration 1
Value 1.0 ........................................................................ 38
The Work Environment
Value 0.5 ........................................................................ 38
Working in Business
Value 0.5 ........................................................................ 42
Working in Business Administration 2
Value 1.0 ........................................................................ 46
Business Operations
Value 0.5 ........................................................................ 46
Business Finances
Value 0.5 ........................................................................ 50
Working in Business Administration 3
Value 1.0 ........................................................................ 53
Using Business Documents
Value 0.5 ........................................................................ 53
Create Business Documents
Value 0.5 ........................................................................ 59
Working in Business Administration 4
Value 1.0 ........................................................................ 62
Business Practices
Value 0.5 ........................................................................ 62
Customer Service in Business
Value 0.5 ........................................................................ 65
Business Practices and Preparing for Work Value 1.0 ........................................................................ 68
Prepare for Work in Business
Value 0.5 ........................................................................ 68
Business Practices
Value 0.5 ........................................................................ 70
Working in Business Administration 1 M
Value 1.0 ........................................................................ 71
Working in Business Administration 2 M
Value 1.0 ........................................................................ 76
Working in Business Administration 3 M
Value 1.0 ........................................................................ 84
Working in Business Administration 4 M
Value 1.0 ........................................................................ 92
SWL 1 – Business
Value 0.5 ........................................................................ 99
SWL 2 – Business
Value 0.5 ...................................................................... 100
Appendix A: Nominal Hours
..................................................................................... 101
4
Board Endorsed January 2012 Version 5 Amended January 2016
VET Qualifications
Certificate I or II in Business may be achieved through this course by meeting the requirements of Training
Package rules. A pathway to Certificate III in Business is also an option for some students. College
Registered Training Organisations (RTOs) need to ensure that they are scoped to deliver any higher level
competencies outside of those specifically allowed in the qualification packaging rules.
NOTE: For Certificate II and III the qualification rules allow a maximum of 2 imported competencies at a
higher level to be used as part of the required electives for a certificate.
Any vocational study must meet competency standards as specified in the Training Package in order to gain
the award of a Statement of Attainment or Certificate qualification.
It is recommended that students begin their Business Administration studies at Certificate II in Business and
work towards Certificate III in Business, meeting BSSS accreditation policies and Training Package
requirements.
If the full requirements of a certificate are not met, students will be awarded a Statement of Attainment of
partial completion of the qualification.
Competency groupings listed cannot be changed by individual colleges.
Refer to Appendix A for nominal hours which give a guide to the breadth and depth of the Units of
Competence.
BSB10115 Certificate I in Business
To receive a Certificate I in Business the following training package rules apply:
Achievement of 6 Units of Competency:
1 core
5 electives
All units selected must contribute to and combine to form a work outcome.
Certificate I Competencies – 5 of the 9 elective Units of Competence listed are required as well as the core
unit (in bold).
Code
Competency Title
Core or
Elective
BSBWHS201
BSBADM101
Contribute to health and safety of self and others
Use business equipment and resources
Core
Elective
BSBIND201
Work effectively in a business environment
Elective
BSBCMM101
Apply basic communication skills
Elective
BSBITU101
Operate a personal computer
Elective
BSBITU102
Develop keyboard skills
Elective
BSBLED101
Plan skills development
Elective
BSBWOR202
Organise and complete daily work activities
Elective
BSBSUS201
Participate in environmentally sustainable work practices
Elective
BSBITU202
Create and use spreadsheets
Elective
5
Board Endorsed January 2012 Version 5 Amended January 2016
BSB20115 Certificate II in Business
To receive the Certificate II in Business the following training package rules apply:
Achievement of 12 Units of Competency:
1 core (in bold)
11 electives
All units selected must contribute to and combine to form a work outcome and meet local industry
requirements for the qualification level.
Certificate II Competencies – select 11 of the 16 Units of Competence listed below as well as the core unit
(in bold). A minimum of 3 competencies delivered concurrently in each semester unit is recommended in
order to achieve a Certificate II. Structured Workplace Learning may contribute to nominal hours and
gathering of evidence required to determine competence.
Code
Competency Title
Core or
Elective
BSBWHS201
Contribute to health and safety of self and others
Core
BSBIND201
Work effectively in a business environment
Elective
BSBCMM201
Communicate in the workplace
Elective
BSBWOR203
Work effectively with others
Elective
BSBITU201
Produce simple word processed documents
Elective
BSBSUS201
Participate in environmentally sustainable work practices
Elective
BSBINM201
Process and maintain workplace information
Elective
BSBITU202
Create and use spreadsheets
Elective
BSBWOR202
Organise and complete daily work activities
Elective
BSBWOR204
Use business technology
Elective
BSBINM202
Handle mail
Elective
BSBCUS201
Deliver a service to customers
Elective
BSBITU203
Communicate electronically
Elective
FNSACC301
Process financial transactions and extract interim reports
(Certificate III competency packaged under Certificate II in
Business, no separate scope required by colleges.)
(Highly recommended unit required by CIT as a prerequisite
for entry to Certificate III in Business Administration)
Elective
Imported and/or Higher Level Competencies (maximum of 2 may be counted towards this
Certificate II Qualification
BSBITU307
Develop keyboarding speed and accuracy
Elective
(Certificate III competency no separate scope required by
colleges; counts as one of the imported competencies –
packaged with Business Admin.)
Note: Keyboarding skills are core to working in a business
environment. Development of competence will continue
through to Year 12.
BSBITU302
Create electronic presentations
(Certificate III competency no separate scope required by
colleges; counts as one of the imported competencies.)
Elective
6
Board Endorsed January 2012 Version 5 Amended January 2016
BSB30115 Certificate III in Business
Individual schools must submit an ‘application to change scope of RTO registration’ to the Australian Skills
Quality Authority (ASQA) to deliver Units of Competency in this qualification. This must occur prior to the
delivery of Units of Competence.
To receive the Certificate III in Business the following Training Package rules apply:
Achievement of 12 Units of Competence for the qualification:
1 core (in bold)
11 electives
All units selected must contribute to and combine to form a work outcome.
Students must have ongoing and extensive access over the program to a business workplace through an
ASBA, part-time or casual work, or industry partnerships between an employer and/or another RTO and the
RTO/College.
Certificate III Competencies – 11 of the 13 elective Units of Competence listed are required as well as the
core unit (in bold). It is recommended that 3 Units of Competency are delivered in each of the semester
units in order to achieve a Certificate III.
Code
Competency Title
Core or
Elective
BSBWHS302
Apply knowledge of WHS legislation in the workplace
Core
BSBINM301
Organise workplace information
Elective
BSBITU306
Design and produce business documents
Elective
BSBCUS301
Deliver and monitor a service to customers
Elective
BSBWRT301
Write simple documents
Elective
BSBWOR301
Organise personal work priorities and development
Elective
BSBITU309
Produce desktop published documents
Elective
BSBITU301
Create and use databases
Elective
BSBPRO301
Recommend products and services
Elective
BSBITU302
Create electronic presentations
Elective
BSBDIV301
Work effectively with diversity
Elective
BSBITU304
Produce spreadsheets
Elective
BSBITU303
Design and produce text documents
Elective
BSBITU307
Develop keyboarding speed and accuracy
Elective
If the full requirements of a Certificate are not met, students will be awarded a Statement of Attainment of
partial completion of the qualification.
These competency groupings cannot be changed by individual colleges.
7
Board Endorsed January 2012 Version 5 Amended January 2016
VET Implementation Summary
Board Unit Title
Working in Business Administration 1
1.0
~Keyboarding skills are core to working
in a business environment. Students
will continue to be assessed for this
level competency across two years.
* Certificate III competency (imported)
can be delivered in Semester 1 or 2
The Work Environment
0.5
Keyboarding skills are core to working
in a business environment. Students
may be assessed for this higher level
competency in Year 12.
Working in Business
0.5
* Certificate III competency (imported)
Working in Business Administration 2
1.0
# Certificate III competency packaged
under Certificate II in Business no
separate scope required by colleges.
* Certificate III competency (imported)
can be delivered in semester 1 or 2
~Keyboarding skills are core to working
in a business environment. Students
will continue to be assessed for this
level competency across two years.
Business Operations
0.5
* Certificate III competency (imported)
can be delivered in semester 1 or 2
Business Finances
0.5
# Certificate III competency packaged
under Certificate II in Business no
separate scope required.
Competencies
BSBIND201
Work effectively in a business environment
BSBITU201
Produce simple word processed documents
BSBWHS201
Contribute to health and safety of self and
others
BSBSUS201
Participate in environmentally sustainable
work practices
BSBCMM201
Communicate in the workplace
BSBWOR203
Work effectively with others
BSBCUS201
Deliver a service to customers
BSBITU302
Create electronic presentations *
BSBITU307
Develop keyboarding speed and accuracy~
BSBIND201
Work effectively in a business environment
BSBWHS201
Contribute to health and safety of self and
others
BSBITU201
Produce simple word processed documents
BSBSUS201
Participate in environmentally sustainable
work practices
BSBITU307
Develop keyboarding speed and accuracy~
BSBCMM201
Communicate in the workplace
BSBWOR203
Work effectively with others
BSBCUS201
Deliver a service to customers
BSBITU302
Create electronic presentations*
BSBITU307
Develop keyboarding speed and accuracy~
BSBINM201
Process and maintain workplace
information
BSBWOR202
Organise and complete daily work activities
BSBWOR204
Use business technology
BSBINM202
Handle mail
BSBITU203
Communicate electronically
BSBITU302
Create electronic presentations *
BSBITU202
Create and use spreadsheets
FNSACC301
Process financial transactions and extract
interim reports #
BSBITU307
Develop keyboarding speed and accuracy~
BSBINM201
Process and maintain workplace
information
BSBWOR202
Organise and complete daily work activities
BSBWOR204
Use business technology
BSBINM202
Handle mail
BSBITU203
Communicate electronically
BSBITU302
Create electronic presentations *
BSBITU307
Develop keyboarding speed and accuracy~
BSBITU202
Create and use spreadsheets
FNSACC301
Process financial transactions and extract
interim reports #
8
Board Endorsed January 2012 Version 5 Amended January 2016
Working in Business Administration 3
1.0
BSBWHS302
BSBITU309
**Note: Competencies in this unit may
only be delivered by colleges that have
scope for Certificate III in Business.
Select 2-3 competencies based on
individual delivery models, i.e. virtual
enterprise, industry project, college year
book etc.
Refer to Appendix A for nominal hours.
Using Business Documents
0.5
** Note: Competencies in this unit may
only be delivered by colleges that have
scope for Certificate III in Business.
Select 1-2 competencies based on
individual delivery models, i.e. virtual
enterprise, industry project, college year
book etc.
Refer to Appendix A for nominal hours
BSBITU301
BSBWRT301
BSBDIV301
BSBINM301
BSBITU307
(Delivered over Semester 1 and 2):
BSBITU306
Design and produce business
documents **
(Must be delivered over 2 standard
units due to the depth and breadth of
the unit, see nominal hour guide p 126)
BSBITU303
Design and produce text documents **
(Must be delivered over 2 standard
units due to the depth and breadth of
the unit, see nominal hour guide p 126)
BSBWHS302
BSBITU309
BSBITU301
BSBINM301
BSBITU303
BSBITU306
BSBITU307
Create Business Documents
0.5
** Note: Competencies in this unit may
only be delivered by colleges that have
scope for Certificate III in Business.
Select 1-2 competencies based on
individual delivery models, i.e. virtual
enterprise, industry project, college year
book etc.
Refer to Appendix A for nominal hours.
Apply knowledge of WHS legislation in
the workplace **
Produce desktop published
documents**
Create and use databases**
Write simple documents**
Work effectively with diversity**
Organise workplace information**
Develop keyboarding speed and
accuracy
BSBWRT301
BSBDIV301
BSBINM301
BSBITU306
BSBITU303
Apply knowledge of WHS legislation in
the workplace**
Produce desktop published
documents**
Create and use databases**
Organise workplace information**
(Can be delivered in either term)
Design and produce text documents **
(Must be delivered over 2 standard
units due to the depth and breadth, see
nominal hour guide p 126)
Design and produce business
documents **
(Must be delivered over 2 standard
units due to the depth and breadth of
the unit, see nominal hour guide p 126)
Develop keyboarding speed and
accuracy
Write simple documents**
Work effectively with diversity**
Organise workplace information**
Design and produce business
documents**
(Must be delivered over 2 standard
units due to the depth and breadth of
the unit, see nominal hour guide page
126)**
Design and produce text documents **
(Must be delivered over 2 standard
units due to the depth and breadth of
9
Board Endorsed January 2012 Version 5 Amended January 2016
BSBITU309
BSBITU307
Working in Business Administration 4
1.0
**Note: Competencies in this unit may
only be delivered by colleges that have
scope for Certificate III in Business.
Select 2-3 competencies based on
individual delivery models, i.e. virtual
enterprise, industry project, college year
book etc.
the unit, see nominal hour guide p 126)
Produce desktop published
documents**
Develop keyboarding speed and
accuracy
BSBITU304
BSBCUS301
Produce spreadsheets**
Deliver and monitor a service to
customers**
BSBPRO301
Recommend products and services**
BSBWOR301
Organise personal work priorities and
development**
BSBITU307
Develop keyboarding speed and
accuracy
(Delivered in Semester 1 and/or 2)
Refer to Appendix A for nominal hours.
Business Practices
0.5
** Note: Competencies in this unit may
only be delivered by colleges that have
scope for Certificate III in Business.
Select 1-2 competencies based on
individual delivery model i.e. virtual
enterprise, industry project, college year
book etc.
See Appendix A for nominal hours.
Customer Service in Business
0.5
** Note: Competencies in this unit may
only be delivered by colleges that have
scope for Certificate III in Business.
BSBWOR301
BSBITU304
BSBITU307
Organise personal work priorities and
development **
Produce spreadsheets **
Develop keyboarding speed and
accuracy
NOTE: This half unit forms part of the standard units
Working in Business Administration 4 and
Business Practices and Preparing for work
It may only be undertaken ONCE due to duplication of
content rules.
BSBCUS301
BSBPRO301
BSBITU307
Select 1-2 competencies based on
individual delivery models, i.e. virtual
enterprise, industry project, college year
book etc.
Deliver and monitor a service to
customers **
Recommend products and services **
Develop keyboarding speed and
accuracy
See Appendix A for nominal hours.
Business Practices and Preparing for Work
1.0
** Note: Competencies in this unit may
only be delivered by colleges that have
scope for Certificate III in Business.
BSBWOR301
Colleges should deliver the 5 Units of
Competence. Delivery model could be a
virtual enterprise, industry project, college
year book etc.
Refer to Appendix A for nominal hours.
BSBITU306
BSBITU309
BSBITU307
BSBITU303
Organise personal work priorities and
development **
Produce desktop published
documents**
Develop keyboarding speed and
accuracy
Design and produce business
documents**
(Must be delivered over 2 standard
units due to the depth and breadth of
the unit, see nominal hour guide p 126)
Design and produce text documents **
10
Board Endorsed January 2012 Version 5 Amended January 2016
(Must be delivered over 2 standard
units due to the depth and breadth of
the unit, see nominal hour guide p 126)
Prepare for Work in Business
0.5
** Note: Competencies in this unit may
only be delivered by colleges that have
scope for Certificate III in Business.
Colleges should deliver the 3 Units of
Competence. Delivery model could be a
virtual enterprise, industry project, college
year book etc.
BSBWOR301
BSBITU309
BSBITU307
Organise personal work priorities and
development **
Produce desktop published
documents**
Develop keyboarding speed and
accuracy
See Appendix A for nominal hours
Working in Business Administration 1 M
1.0
BSBWHS201
BSBCMM101
BSBITU101
BSBITU102
Working in Business Administration 2 M
1.0
BSBITU102
BSBIND201
BSBLED101
BSBADM101
BSBSUS201
Working in Business Administration 3 M
1.0
BSBWHS201
BSBIND201
BSBWOR202
BSBLED101
Working in Business Administration 4 M
1.0
BSBITU102
BSBITU202
BSBSUS201
BSBADM101
SWL 1 - Business
BSBWHS201
BSBIND201
BSBCMM201
SWL 2 - Business
BSBWHS201
BSBINM201
BSBWOR202
BSBWOR204
Contribute to health and safety of self
and others
Apply basic communication skills
Operate a personal computer
Develop keyboard skills
Develop keyboard skills
Work effectively in a business
environment
Plan skills development
Use business equipment and resources
Participate in environmentally
sustainable work practices
Contribute to health and safety of self
and others
Work effectively in a business
environment
Organise and complete daily work
activity
Plan skills development
Develop keyboard skills
Create and use spreadsheets
Participate in environmentally
sustainable work practices
Use business equipment and resources
Contribute to health and safety of self
and others
Work effectively in a business
environment
Communicate in the workplace
Contribute to health and safety of self
and others
Process and maintain workplace
information
Organise and complete daily work
activities
Use business technology
11
Board Endorsed January 2012 Version 5 Amended January 2016
Course Name
Business Administration
Course Classification
A/V
Course Framework
This course is presented under the Business and Client Services Course Framework 2010.
Course Developers
Name
Jane Waddleton
Qualifications
B Sc (Hons) PGCE; Cert IV Training and
Assessment TAE40110
College
Daramalan College
Diane Davidson
BA; Dip Ed ; Cert III Business; Cert IV Training and
Assessment TAE40110
Graduate Certificate in Careers Development
Gungahlin College
Karen Hundy
B Ed ( Home Economics);
Certificate III Business; Cert IV Training and
Assessment TAE40110
Graduate Certificate in Careers Development
St Mary MacKillop
College
Tom Spollard
B Ed; M Ed; Cert IV Training and Assessment
TAE40110
Melba Copland
Secondary School
Laura Withers
B Ed; Cert IV Workplace Assessment and
Training; Cert IV Business (Office) Administration
Merici College
This group gratefully acknowledges the work of previous developers.
Evaluation of Previous Course
This version has been developed in order to implement the new BSB Business Services Training Package.
The previous course evaluation was carried out by consulting with Business Administration teachers across
the system. Each participating college has internally evaluated the course’s implementation in keeping
with the procedures set out in the original document. The feedback from students, parents and staff has
been positive and has indicated that the course’s flexible structure and assessment procedures are both
helpful and challenging. In addition, system wide evaluation by teachers at Moderation Days and
workshops was specifically designed to gain feedback on various aspects of the course. Consultations were
undertaken with personnel from Canberra Institute of Technology (CIT) and the VET in Schools section of
the Education and Training Directorate.
This course retains many successful aspects of the previous course, but is rewritten to take into account the
new Business and Client Service Course Framework (2010) and the Business Service Training Package BSB
Version 6. The following findings from the evaluation processes are relevant to the questions to be
addressed under Template guidelines:
12
Board Endorsed January 2012 Version 5 Amended January 2016
 The course and the course framework are still consistent.
 The course content was appropriate. The Certificate I in Business is available for those students who
may not achieve at the Certificate II standard.
 Units have been updated to include more Certificate III level competencies.
 Through system moderation it is apparent that all colleges are implementing assessment programs
and practices in accordance with the course document and the course framework.
Course Length and Composition
The following are the combinations of 0.5 units that have been approved by the Business Services panel as
having coherence of purpose and clarity. No other combinations of 0.5 units have been accredited.
Unit Title
Working in Business Administration 1
Combines The Work Environment 0.5 and Working in Business 0.5.
Unit Value
1.0
Working in Business Administration 2
Combines Business Operations 0.5 and Business Finances 0.5.
1.0
Working in Business Administration 3
Combines Using Business Documents 0.5 and Create Business Documents 0.5.
1.0
Working in Business Administration 4
Combines Business Practices 0.5 and Customer Service in Business 0.5.
OR
Business Practices & Preparing for Work
Combines Business Practices 0.5 and Prepare for Work in Business 0.5.
1.0
The Work Environment
0.5
Working in Business
0.5
Business Operations
0.5
Business Finances
0.5
Using Business Documents
0.5
Create Business Documents
0.5
Business Practices
0.5
Customer Service in Business
0.5
Prepare for Work in Business
0.5
Structured Workplace Learning 1 - Business
0.5
Structured Workplace Learning 2 - Business
0.5
1.0
Available Course Patterns
A standard 1.0 value unit is delivered over at least 55 hours. To receive a course, students must complete at
least the minimum units over the whole minor or major course.
Course
Number of standard units to meet course requirements
Minor
Minimum of 2 units
Major
Minimum of 3.5 units
13
Board Endorsed January 2012 Version 5 Amended January 2016
Implementation Guidelines
Compulsory units
There are no compulsory BSSS accredited units in this course. However, there are Units of Competence
that are core to specific qualifications and need to be achieved in order to gain a vocational certificate.
Prerequisites for the course or units within the course
There are no prerequisites for the course or units within the course.
Suggested Implementation Patterns or Sequencing of Units
Implementation Pattern
Semester 1 (1.0) Year 11
Units Involved
Semester 2 (1.0) Year 11
Working in Business Administration 2 (1.0)
Business Operations (0.5)
Business Finances (0.5)
Semester 1 (1.0) Year 12
Working in Business Administration 3 (1.0)
Using Business Documents (0.5)
Create Business Documents (0.5)
Semester 2 (1.0) Year 12
Working in Business Administration 4 (1.0)
Business Practices (0.5)
Customer Service in Business (0.5)
Working in Business Administration 1 (1.0)
The Work Environment (0.5)
Working in Business (0.5)
OR
Business Practices & Preparing for Work (1.0)
Prepare for Work in Business (0.5)
SWL 1 or 2 (0.5)
Continuing Students
Continuing students wishing to complete Certificate II could undertake Recognition of Prior Learning (RPL) if
they have demonstrated the requisite competencies, but not completed a specific unit within the course.
Year 11 students who attained VET competencies under the previous course will gain direct credit where
competencies are deemed equivalent. RPL procedures will be implemented where appropriate, to
transition students to the current Training Package qualifications.
Duplication of Content Rules
The responsibility for preventing undesirable overlap of content studied by a student rests with the
principal and the teacher delivering the course. While it is acceptable for a student to be given the
opportunity to demonstrate competence over more than one semester substantial overlap of content is
not permitted. Students will only be given credit for covering the content once.
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Relationship with other Courses
This course has content that overlaps with content in other BSSS accredited courses:
 Business Studies A/T
 Retail A/V
 Tourism A/V
 Hospitality A/V
 Information Technology A/T/V
 Accountancy A/T
 Sports Administration A/T/V
Please refer to Duplication of Content Rules on page 15. Students cannot be given credit towards the
requirements for a Year 12 Certificate for a unit that significantly duplicates content in a unit studied in the
above courses.
Subject Rationale
This course falls within the Business Services area. Business services are essential to every Australian
business either as a core activity or as a support to a core activity. Business services can be internally or
externally provided to a business.
Business services are those activities that bind an organisation together, enable it to function and connect it
to its customers and community. As such, ‘Business Services’ represents both an industry sector
(comprising those firms which provide a business service to other companies) and an occupational grouping
(comprising those workers in all industries who are providing a business service within their own company).
Business services include management and administration; human resource management; marketing and
advertising; record-keeping, processing accounts and financial documents; and customer service.
Business administration forms part of the business service industry sector, which is estimated to employ
over 2 million Australians and is growing at the rate of 5% per year. The business services workforce is the
second largest cross-industry occupational group in Australia and is traditionally open to school leavers. The
size of the workforce ensures that the sector will provide current and future school students with
employment opportunities. It is likely that employers will require higher-level skills and place a greater
emphasis on formal qualifications.
The inclusion of industry-recognised courses in Business Services in the school curriculum will allow
students to develop a range of skills. This will broaden and enhance the current and emerging opportunities
available for students in training and employment across a range of work options. Certificate II in Business
is a nationally recognised qualification for clerical/administrative employment at an operational level but
also provides pathways to further qualifications in supervision, specialist occupations and management in a
range of industries.
On successful completion of this course, students will:
 be able to carry out a range of entry-level tasks in a position, such as administrative assistant
 possess a range of skills, attitudes and knowledge which will assist them in roles not specifically
related to employment, e.g. as a student and as a citizen in general
 be eligible for appropriate credit towards courses offered by other training providers where such
courses, or the relevant parts thereof, are based on the same industry competency standards.
This is also a competency-based course and therefore the Units of Competence contain goals that are
specific to the learning outcomes.
“Business Services” is also relevant to a number of related professional careers, including information
technology, business management, publishing and finance.
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Effective business services underpin the successful operation of all organisations in the public, private and
community sectors, whether they are commercial or not-for-profit.
Goals
Goals focus on the essential things that students should know and be able to do as a result of studying this
course. They are intended student outcomes.
The goals of this course are to enable students to:
 evaluate a range of technical, practical, personal and organisational skills valued within the
workplace
 apply knowledge and skills related to work, employment and further training within the Business and
Client Service industry
 demonstrate an understanding of work place principles, standards and practices
 apply the guidelines of occupation health and safety and risk management
 discuss and reflect on wider issues arising in the Business and Client Service industry
 make connections between information and ideas and synthesising these to perform new tasks
 use technologies to investigate, clarify, organise, refine and present ideas
 communicate effectively and demonstrate effective work relationships
 demonstrate an ability to plan, manage and evaluate and reflect on their own performance
 demonstrate an ability to identify, analyse, evaluate and implement solutions to both routine and
complex situation.
Student Group
This course is designed to cater for students in Years 11 and 12 who wish to develop skills that are
transferable to an administration environment. The Business Services Training Package BSB also provides
an opportunity for the development of a range of full-time and part-time Australian Apprenticeship
pathways. There is potential for students undertaking an Australian School Based Apprenticeship to meet
the requirements for a Certificate III in Business, if individual colleges have the scope to deliver this
qualification.
Content
Essential concepts and skills
The essential concepts and skills, as outlined below, are grouped to indicate the broad essential elements
of Business Administration.
Business Practices
An understanding of
 the business environment in Australia and globally
 business administration processes such as mail management, telephone communications, filing,
business meetings, related correspondence, preparing and processing financial documents,
contribute to workplace activities
 innovative and practical solutions in an evolving workplace
 OH&S, client relations, rights and responsibilities of employers and employees, related industries or
organisations
 standards of production and presentation
 training opportunities and career pathways
 employment seeking practices
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Workplace Adaptability
 political awareness and knowledge of equal employment opportunity
 managing information (security and integrity of data)
 team participation and management (includes: self starter, team member, able to identify roles,
strengths and weaknesses, supervision of staff, mentoring or leading staff, effective work habits)
 healthy and safe behaviour in the use of technologies, working with and communicating with others
 adapting to different work environments and accommodating workplace diversity
 willingness to commit to lifelong learning (includes: being open to new ideas and techniques for
acquiring skills, qualifications and accommodation of change in a dynamic workplace).
Skills Development
 following instructions and seeking direction when unsure
 facility with computer operations and data entry, maintenance of electronic records and a range of









office and business software
identifying and using current business communication technologies e.g. telephone, facsimile, email,
internet, voice recognition, organisational or business specific software and resources
file management (electronic and hard copy)
client relations and service delivery
personal and interpersonal communication e.g. negotiation and time management
managing and organising work priorities
effective information literacy skills for research
job seeking skills (includes: job folio, mock interview, personal presentation)
self monitoring and evaluating work performance
effective work habits (includes: cultivate a courteous, helpful approach to problem solving,
dissemination of information and completion of allocated tasks; seek assistance to fulfil work
priorities and develop confidence to raise questions when tasks are unclear).
Student Capabilities
Throughout this course students are encouraged to become:
Creative and Critical Thinkers
Able to interpret, envisage and apply a variety of thinking and management techniques to effective
business thinking and practice with the capacity to locate, sift and sort information in order to select what
is required and to present it in a useful way, and evaluate both the information itself and the sources and
methods used to collect it.
Enterprising Problem Solvers
Able to identify and apply effective mathematical and problem solving ideas and techniques equally to real,
hypothetical and simulated business challenges, while relying on resourcefulness and purpose to develop
effective solutions from well-understood assumptions, risks and ventures.
Skilled and Empathetic Communicators
With the capacity to communicate ideas and information effectively with a range of audiences using an
appropriate choice of spoken, written, graphic and other non-verbal means of expression.
Informed and Ethical Decision Makers
Able to find and process a diverse range of information critically, in order to make appropriate judgements
and schedule actions that allow for different perspectives while achieving the best results.
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Environmentally and Culturally Aware Citizens
Able to move comfortably between differing aspects of the learned, natural and construed world in such a
way as to construct balanced and cost-effective interconnections on global and local scales, for the local
and global economy, society and environment.
Confident and Capable Users of Technologies
With the capacity to select, operate and apply appropriate technology to a variety of tasks and combining
the physical and sensory skills needed to operate equipment with the understanding of scientific and
technological principles needed to explore and adapt systems.
Independent and Self-Managed Learners
Able to take responsibility for learning and performance by setting innovative, achievable and flexible
personal goals for this course, which are well-planned and managed with appropriate timing and resources
while being closely monitored and reviewed in ways that provide bases for lifelong and productive learning.
Collaborative Team Members
Able to contribute to teams by taking different roles, while supporting and responding appropriately to
others including clients and colleagues, in order to achieve shared goals through prioritised, well-planned,
resourced and organised activities.
Teaching and Learning Strategies
This course will attract students with a wide range of abilities and interests. Not all will want a national
credential and some will not be able to achieve all the learning outcomes as outlined in the Units of
Competence. As a result teaching and learning strategies must accommodate these differences.
It is recommended that teachers use a variety of modes of presentation to address different learning styles.
Where possible, it is suggested that students have access to on-the-job learning or simulated work
environments. Variety in delivery mode can also contribute to more meaningful and motivating learning
experiences.
Teaching strategies that are particularly relevant and effective include:
 simulation opportunities for learning and transferring skills and also acquiring knowledge
 interactive work scenarios
 flexible or online teaching and learning for theory or interactive competency based exercises e.g.
learning how to order food, using Toolboxes
 group oriented tasks
 self directed learning options
 question and answer style exchanges
 teacher directed learning
 oral or written examination
 integrated project work e.g. organising a conference
 working in a simulated workplace, skills centre, practice firms.
The units in the Business Services Training Package reflect the values of business, and assessment should be
based on the behaviours that are reflected in the unit documentation. Among these values are:
 customer service and satisfaction
 contributing to creative ideas and improvements
 willingness to learn and keep on learning
 working collaboratively in teams
 financial probity
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 working with integrity, fairness and openness
 showing respect for others and an understanding of and respect for diversity in
 culture, age, capacity and gender
 extending the productive use of technology
 reflecting positive strategies for health, safety and the environment.
M Units
Students with disabilities may need adjustments and accommodations in order to access the curriculum.
Specific strategies should include:
 simulation opportunities for learning and transferring skills and also acquiring knowledge
 shared reading of instructions/texts with teacher or learning support assistant
 assistance with the selection of resources for research
 use of a note taker or scribe
 visual supports and lists
 extra time to complete tasks
 questioning and review of content
 modeling and demonstration
 scaffolding/structuring of tasks and assignments
 learning support during collaborative exercises
 role plays and social stories to assist understanding of concepts
 interactive work scenarios
 project or work activities with realistic workplace time frames
 direct observation
 oral or written questioning
 peer tutoring, assistance and/or mediation
 cooperative group work
 short term goals to make activities more achievable
 varying style and mode of presentation
 clarifying, shortening and repeating instructions
 demonstrating and modelling
 amending printed material by:
o simplifying language
o highlighting critical features
o reducing unnecessary detail
o providing clear instructions
Reasonable adjustment
The A units are suitable for students requiring reasonable adjustment for delivery and assessment.
However, standards of competency (outcomes) as dictated by National Training Packages cannot be
modified. Students must demonstrate competence to the level required by industry in order to gain a
Statement of Attainment or Vocational Certificate.
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Recognition of Prior Learning
RPL is an assessment process that assesses an individual’s formal, non-formal and informal learning to
determine the extent to which that individual has achieved the required learning outcomes, competence
outcomes, or standards for entry to, and/or partial or total completion of, a VET qualification.
Recognition of competence through the RPL process should be granted to students through gathering
supplementary evidence against elements, skills and knowledge from the Training Package as well as
through established assessment criteria. RPL may be granted for individual Units of Competence where the
evidence is sufficient to do so.
A student having been granted RPL for one or more Units of Competence will still be required to fulfill the
time based component of units that contributes to points and A to E grading for the Year 12 Certificate.
Assessment
The purpose of including assessment task types (with examples of tasks) and assessment criteria in courses
is to provide a common and agreed basis for the collection of evidence of student achievement. This
collection of evidence enables a comparison of achievement within and across colleges, through
moderation processes. This enables valid, fair and equitable reporting of student achievement on the Year
12 Certificate.
Assessment Tasks elicit responses that demonstrate the degree to which students have achieved the goals
of a unit (and the course as a whole).
Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work) provide a
common and agreed basis for judgement of performance against unit and course goals, within and across
colleges. Over a course, teachers use all of these criteria to assess students’ performance, but do not
necessarily use all criteria on each task. Assessment criteria are to be used holistically on a given task and
in determining the unit grade.
Assessment Rubrics draw on the general course framework criteria to develop assessment criteria for a
task type and a continuum that indicates levels of student performance against each criterion.
Assessment Task Types Guide: A
Task types
Theory
Practical activity
Work based activity
Suggestions
 summative
tests
 poster/flyer/brochure
 research
exercise
 organising an event
 description/analysis
of work-based
activities (virtual
enterprise,
simulation, work
placement)
 work
investigation
 planning
exercise
 presentation
 scenarios
20 - 50%
 DVD
 visual display
 multimedia
presentation
 simulations
 observation report
 logbook/diary
 portfolio
20 - 50%
20 - 50%
For each unit 1.0 unit at least two different task types must be used. For each term unit (0.5), one task type
should be used and weighting adjusted to 100% for that term. No task type should have less than 20%
weighting.
Over a course, all task types must be included.
The Board recommends 3 – 5 assessment tasks per standard unit (1.0), and 2 - 3 per half standard unit
(0.5).
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Board requirements
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late
entry or early exit in a semester.
Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for task
types should be used. If not, separate mark books must be maintained and the 0.5 units must be meshed
with the 1.0 standard unit following documented meshing procedures. These meshing procedures must be
provided to students as part of the Unit Outline.
Assessment Criteria for A and M
Students will be assessed on the degree to which they demonstrate:
 Knowledge, skills and application
 Communication, interpersonal and organisational skills
 Use of appropriate technologies
 Problem solving skills
 Evaluating and monitoring performance
Unit Assessment Task Types A and M
Theory
Practical Activity
Knowledge, skills and application


Work based
activity

Communication, interpersonal and
organisational skills



Use of appropriate technologies



Problem-solving skills



Evaluating and monitoring performance.



20-50%
20-50%
20-50 %
Criteria
Weighting
Competency Based Assessment
The assessment of competence must focus on the competency standards and the associated elements as
identified in the Training Package. Assessors must develop assessment strategies that enable them to
obtain sufficient evidence to deem students competent. This evidence must be gathered over a number of
assessment items. Competence to industry standard requires a student to be able to demonstrate the
relevant skills and knowledge in a variety of industry contexts on repeated occasions. Assessment will be
continuous. A broad range of strategies should be adopted to test knowledge skills and attitudes.
Assessment methods appropriate to the learning outcomes in each unit are identified in the
documentation. They include how the assessment criteria will be measured. Assessment must be designed
to collect evidence against the four dimensions of competency.
Task skills – undertaking specific work place task(s)
Task management skills – managing a number of different tasks to complete a whole work activity
Contingency management skills – responding to problems and irregularities when undertaking a work
activity, such as: breakdowns, changes in routine, unexpected or atypical results, difficult or dissatisfied
clients
Job/role environment skills – dealing with the responsibilities and expectations of the work environment
when undertaking a work activity, such as: working with others, interacting with clients and suppliers,
complying with standard operating procedures or observing enterprise policy and procedures.
The most appropriate method of assessing workplace competence is on-the-job in an industry setting
under normal working conditions. This includes using industry standard tools, equipment and job aids and
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working with trade colleagues. Where this is not available, a simulated workplace environment that
mirrors the industry setting will be used. The following general principles and strategies apply:
 assessment is competency based
 assessment is criterion-referenced
Assessment in a simulated environment
Units of Competency in the Business Services Training Package may be assessed in the workplace or in a
simulated environment. Assessment within a simulated environment may be required because:
 suitable employment and/or work experience is not always available
 some workplaces or work situations do not use or allow the application of the competency required
 conducting assessment within the workplace may be unacceptably disruptive to work requirements
of the business
 it is sometimes appropriate to practice skills in live settings prior to the acquisition of competency,
particularly in potentially dangerous situations or where valuable equipment may be at risk.
Tasks should be designed that require students to demonstrate and integrate a range of knowledge and
skills including:
 reflecting time pressures and deadlines
 showing the complexity of dealing with multiple tasks
 involving prioritising among competing tasks
 dealing with customers, including difficult ones
 working with others in a team
 communicating with diverse groups
 finding, discuss and test solutions to problems
 exploring health and safety issues
 answering practically oriented, applied knowledge questions
 showing the level of written and verbal expression sufficient for, but not exceeding, the work
requirements.
Given that simulation may be used and is often indicated as an option for assessment within the Business
Services Training Package the following advice is provided:
In order to be valid and reliable, the simulation must closely represent what actually occurs in the
workplace, and should seek to replicate an actual work setting. It is critical that the designer of the
simulation is thoroughly familiar with the application of the competency and is experienced in current and
relevant workplace practices. In deciding whether a simulation or an assessment environment has been
adequately designed, the following questions should be asked:
Are there opportunities to:
 test the full range of equipment
 use up to date equipment and software
 reflect time pressures and deadlines
 show the complexity of dealing with multiple tasks
 involve prioritising among competing tasks
 deal with customers, including difficult ones
 work with others in a team
 communicate with diverse groups
 find, discuss and test solutions to problems
 explore health and safety issues
 answer practically oriented, applied knowledge questions
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 show the level of written and verbal expression sufficient for, but not exceeding, the work
requirements
While a well designed simulation is considered to be a valid teaching, learning and assessment tool that can
provide some of the required evidence for competency assessment, this does not qualify as a SWL
placement. SWL must be undertaken in an industry setting under authentic industry conditions.
Structured Workplace Learning: Assessment
Structured Workplace Learning is the workplace component of a nationally recognised industry specific VET
in Schools program. It provides supervised learning activities contributing to an assessment of competence,
and achievement of outcomes and requirements of a particular Training Package. (Please refer to BSSS
Policies and Procedures Manual for Board policy on SWL)
Students must be able to demonstrate identified competencies in SWL units with direct reference to
elements of competence and required skills and knowledge from the relevant Training Package.
Assessment of SWL units is competency based and reliant on the gathering of sufficient evidence from a
student’s work placement. Students will be awarded a grade Pass or Participated in the SWL unit (refer
section 4.3.6.3 Unit Grades – BSSS Policies and Procedures Manual).
Resources
The range statement for each Unit of Competency from the Business Services Training Package BSB,
provides advice to interpret the scope and context for each unit, allowing for differences between
enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The list of
variables outlines appropriate documentation and resources normally used in the workplace.
The assessment of performance requirements in each unit should be undertaken in an actual workplace or
simulated work environment where students have access to a range of business technologies. These may
include: computers, computer applications, electronic diaries, scanners, email, internet, intranet,
photocopiers, facsimile machines, printers, answering machines, binders, telephones, shredders.
Unit Grades
Achievement Standards
Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the
assessment criteria, over a unit of work in this subject. Grades are organised on an A – E basis and
represent standards of achievement.
Grades are awarded on the proviso that the assessment requirements have been met. When allocating
grades, teachers will consider the degree to which students demonstrate their ability to complete and
submit tasks within a specified time frame.
23
Communication, interpersonal and organisational
skills
Knowledge, skills and application
Board Endorsed January 2012 Version 3 Amended January 2015
Criteria/Goals Unit Grade Descriptors for A Courses
A student who achieves an A
grade typically
 critically analyses relevant
information and issues
using appropriate
terminology
A student who achieves a B
grade typically
 identifies relevant
information and issues
using appropriate
terminology
A student who achieves a C
grade typically
 identifies some of the
relevant information and
issues using appropriate
terminology
A student who achieves a D grade
typically
 demonstrates a limited
understanding of information
and issues with some
reference to appropriate
terminology
A student who achieves an E
grade typically
 demonstrates minimal
understanding of information
and issues without reference
to appropriate terminology
 applies knowledge,
concepts and skills in
simulated or real workplace
situations in a highly
effective way
 applies knowledge,
concepts and skills in
simulated or real workplace
situations in an effective
way
 applies knowledge,
concepts and skills
inconsistently in simulated
or real workplace situations
 applies knowledge, concepts
and skills with limited
understanding in simulated or
real workplace situations
 applies knowledge, concepts
and skills with minimal
understanding in simulated or
real workplace situations
 applies OHS procedures
highly effectively in a range
of contexts
 applies OHS procedures
effectively in a range of
contexts
 applies OHS procedures in
most contexts
 applies OHS procedures
inconsistently
 minimal application of OHS
procedures
 communicates coherently,
articulately and
appropriately in a variety of
written, oral and nonspoken forms and in range
of situations
 communicates clearly in a
variety of written, oral and
non-spoken forms and in
range of situations
 communicates satisfactorily
in a variety of written, oral
and non-spoken forms and
in range of situations
 communicates at a basic level
in a variety of written, oral and
non-spoken forms
 communicates in a limited way
in written, oral and non-spoken
forms
 demonstrates highly
effective collaborative,
monitoring, decision making
and delegation skills in
workplace contexts
 demonstrates effective
collaborative, monitoring,
decision making and
delegation skills in
workplace contexts
 demonstrates some
collaborative, monitoring,
decision making and
delegation skills in
workplace contexts
 demonstrates limited
collaborative, monitoring,
decision making and delegation
skills in workplace contexts
 demonstrates minimal
collaborative, monitoring,
decision making and delegation
skills in workplace contexts
 displays highly effective
planning and organisational
skills
 displays effective planning
and organisational skills
 displays inconsistent
planning and organisational
skills
 displays some limited planning
and organisational skills
 displays minimal planning and
organisational skills
 skilfully and sensitively
applies knowledge of
customer service practices
 effectively applies
knowledge of customer
service practices
 applies knowledge of
customer service practices
inconsistently
 applies knowledge of customer
service practices in limited way
 applies minimal knowledge of
customer service practices
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Board Endorsed January 2012 Version 3 Amended January 2015
Criteria/Goals Unit Grade Descriptors for A Courses (continued)
Evaluating and monitoring
performance
Problem-solving skills
Use of appropriate
technologies
A student who achieves an A
grade typically
A student who achieves a B
grade typically
A student who achieves a C
grade typically
A student who achieves a D grade
typically
A student who achieves an E
grade typically
 demonstrates highly
effective use and
application of a variety of
technologies
 demonstrates effective use
and application of a variety
of technologies
 demonstrates an
inconsistent use and
application of technologies
 demonstrates a limited use and
application of technologies
 demonstrates minimal use and
application of technologies
 works in an organised and
safe manner to complete
complex practical tasks
efficiently
 works in an organised and
safe manner to complete
most practical tasks
efficiently
 works in an organised and
safe manner to complete
most practical tasks
 works to complete most
practical tasks with supervision
 works on simple practical tasks
in a group with direct
supervision
 analyses and evaluates
facts, theories and opinions
and draws appropriate and
insightful conclusions
 analyses and evaluates
facts, theories and opinions
and draws appropriate
conclusions
 identifies facts and opinions
and draws some
conclusions
 demonstrates limited
distinction between facts and
opinions
 demonstrates a very limited
distinction between facts and
opinions
 recommends and justifies
creative and practical
solutions, using a wide
range of strategies
 recommends creative and
practical solutions, using a
wide range of strategies
 recommends practical
solutions, using a range of
strategies
 recommends practical
solutions with assistance
 is limited in recommending
solutions
 plans and follows a
considered course of action,
monitors progress and
makes appropriate
modifications
 plans and follows a course
of action, monitors progress
and makes modifications
 plans a course of action,
monitors progress and
makes some modifications
 plans a course of action and
modifies with some assistance
 has difficulty following a course
of action
 makes informed
judgements and decisions
based on reliable evidence
and careful consideration of
relevant options
 makes judgements and
decisions based on reliable
evidence and consideration
of relevant options
 makes some judgements
and decisions based on
evidence and consideration
of relevant options
 makes few judgements and
decisions based on reliable
evidence and consideration of
relevant options
 makes decisions haphazardly
based on limited consideration
of relevant options
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Board Endorsed January 2012.Version 5 Amended January 2016
Unit Grade Descriptors for M Courses
Grade
Descriptor
A student who
achieves the grade
A typically
 demonstrates high level of ability in the modified assessment criteria
A student who
achieves the grade
B typically
 demonstrates sound ability in the modified assessment criteria
A student who
achieves the grade
C typically
 demonstrates satisfactory ability in the modified assessment criteria
A student who
achieves the grade
D typically
 demonstrates limited ability in the modified assessment criteria
A student who
achieves the grade
E typically
 has met the minimum requirements for attendance and assessment
 achieves all of the assessable goals of the unit
 shows a consistent ability to transfer knowledge and apply skills in
familiar and unfamiliar situations
 achieves most of the assessable goals of the unit
 shows an ability to transfer knowledge and apply skills in familiar
situations
 achieves some of the assessable goals of the unit
 shows an awareness of the need to transfer knowledge and skills
 achieves few of the assessable goals of the unit
 shows limited awareness of the need to transfer knowledge and skills
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Board Endorsed January 2012.Version 5 Amended January 2016
Moderation
Moderation is a system designed and implemented to:
 provide comparability in the system of school-based assessment
 form the basis for valid and reliable assessment in senior secondary schools
 involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership
 maintain the quality of school-based assessment and the credibility, validity and acceptability of
Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking
or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all
accredited courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit
Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment
portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer
review against system wide criteria and standards. This is done by matching student performance with the
criteria and standards outlined in the unit grade descriptors as stated in the Course Framework. Advice is
then given to colleges to assist teachers with, and/or reassure them on, their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or copies of
student work completed in Semester 1. Assessment and other documentation required by the Office of the
Board of Senior Secondary Studies should also be kept. Year 11 work from Semester 2 of the previous year
is presented for review at Moderation Day 1 in March, and Year 12 work from Semester 1 is presented for
review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder and a set
of student portfolios) is prepared for each A and T course as well as any M units offered by the school, and
is sent in to the Office of the Board of Senior Secondary Studies.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on moderation
days in each course area will comprise the following:
 a folder containing supporting documentation as requested by the Office of the Board through
memoranda to colleges
 a set of student portfolios containing marked and/or graded written and non-written assessment
responses on which the unit grade decision has been made is to be included in the student review
portfolios
Specific requirements for subject areas and types of evidence to be presented for each moderation day will
be outlined by the Board Secretariat through memoranda and Information Papers.
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Standards for Registered Training Organisations 2015
These Standards form part of the VET Quality Framework, a system which ensures the integrity of
nationally recognised qualifications.
RTOs are required to comply with these Standards and with the:


National Vocational Education and Training Regulator Act 2011
VET Quality Framework
The purpose of these Standards is to:



set out the requirements that an organisation must meet in order to be an RTO;
ensure that training products delivered by RTOs meet the requirements of training packages or VET
accredited courses, and have integrity for employment and further study; and
ensure RTOs operate ethically with due consideration of learners’ and enterprises’ needs.
Standards 1 – 3 are included in this course document. To access all standards refer to:
http://www.comlaw.gov.au/Details/F2014L01377
Standard 1.
The RTO’s training and assessment strategies and practices are responsive to industry and
learner needs and meet the requirements of training packages and VET accredited
courses
To be compliant with Standard 1 the RTO must meet the following:
1.1. The RTO’s training and assessment strategies and practices, including the amount of training they
provide, are consistent with the requirements of training packages and VET accredited courses and
enable each learner to meet the requirements for each unit of competency or module in which
they are enrolled.
1.2. For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each
learner with regard to:
a)
the existing skills, knowledge and the experience of the learner;
b)
the mode of delivery; and
c)
where a full qualification is not being delivered, the number of units and/or modules being
delivered as a proportion of the full qualification.
1.3. The RTO has, for all of its scope of registration, and consistent with its training and assessment
strategies, sufficient:
a)
trainers and assessors to deliver the training and assessment;
b)
educational and support services to meet the needs of the learner cohort/s undertaking the
training and assessment;
c)
learning resources to enable learners to meet the requirements for each unit of competency,
and which are accessible to the learner regardless of location or mode of delivery; and
d)
facilities, whether physical or virtual, and equipment to accommodate and support the
number of learners undertaking the training and assessment.
1.4. The RTO meets all requirements specified in the relevant training package or VET accredited
course.
Industry relevance
1.5. The RTO’s training and assessment practices are relevant to the needs of industry and informed by
industry engagement.
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Board Endorsed January 2012.Version 5 Amended January 2016
1.6. The RTO implements a range of strategies for industry engagement and systematically uses the
outcome of that industry engagement to ensure the industry relevance of:
a)
its training and assessment strategies, practices and resources; and
b)
the current industry skills of its trainers and assessors.
Learner support
1.7. The RTO determines the support needs of individual learners and provides access to the
educational and support services necessary for the individual learner to meet the requirements of
the training product as specified in training packages or VET accredited courses.
Assessment
1.8. The RTO implements an assessment system that ensures that assessment (including recognition of
prior learning):
a)
complies with the assessment requirements of the relevant training package or VET
accredited course; and
b)
is conducted in accordance with the Principles of Assessment contained in Table 1.8-1 and the
Rules of Evidence contained in Table 1.8-2.
Table 1.8-1: Principles of Assessment
Fairness
The individual learner’s needs are considered in the assessment process.
Where appropriate, reasonable adjustments are applied by the RTO to take into account
the individual learner’s needs.
The RTO informs the learner about the assessment process, and provides the learner with
the opportunity to challenge the result of the assessment and be reassessed if necessary.
Flexibility
Assessment is flexible to the individual learner by:
 reflecting the learner’s needs;
 assessing competencies held by the learner no matter how or where they have been
acquired; and
 drawing from a range of assessment methods and using those that are appropriate to
the context, the unit of competency and associated assessment requirements, and the
individual.
Validity
Any assessment decision of the RTO is justified, based on the evidence of performance of
the individual learner.
Validity requires:
 assessment against the unit/s of competency and the associated assessment
requirements covers the broad range of skills and knowledge that are essential to
competent performance;
 assessment of knowledge and skills is integrated with their practical application;
 assessment to be based on evidence that demonstrates that a learner could
demonstrate these skills and knowledge in other similar situations; and
 judgement of competence is based on evidence of learner performance that is aligned
to the unit/s of competency and associated assessment requirements.
Reliability
Evidence presented for assessment is consistently interpreted and assessment results are
comparable irrespective of the assessor conducting the assessment.
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Board Endorsed January 2012.Version 5 Amended January 2016
Table 1.8-2: Rules of Evidence
Validity
The assessor is assured that the learner has the skills, knowledge and attributes as
described in the module or unit of competency and associated assessment requirements.
Sufficiency
The assessor is assured that the quality, quantity and relevance of the assessment evidence
enables a judgement to be made of a learner’s competency.
Authenticity
The assessor is assured that the evidence presented for assessment is the learner’s own
work.
Currency
The assessor is assured that the assessment evidence demonstrates current competency.
This requires the assessment evidence to be from the present or the very recent past.
1.9. The RTO implements a plan for ongoing systematic validation of assessment practices and
judgements that includes for each training product on the RTO’s scope of registration:
a)
when assessment validation will occur;
b)
which training products will be the focus of the validation;
c)
who will lead and participate in validation activities; and
d)
how the outcomes of these activities will be documented and acted upon.
1.10. For the purposes of Clause 1.9, each training product is validated at least once every five years,
with at least 50% of products validated within the first three years of each five year cycle, taking
into account the relative risks of all of the training products on the RTO’s scope of registration,
including those risks identified by the VET Regulator.
1.11. For the purposes of Clause 1.9, systematic validation of an RTO’s assessment practices and
judgements is undertaken by one or more persons who are not directly involved in the particular
instance of delivery and assessment of the training product being validated, and who collectively
have:
a)
vocational competencies and current industry skills relevant to the assessment being
validated;
b)
current knowledge and skills in vocational teaching and learning; and
c)
the training and assessment qualification or assessor skill set referred to in Item 1 or 3 of
Schedule 1 in the Standards for RTOs 2015.
Industry experts may be involved in validation to ensure there is the combination of expertise set out
in (a) to (c) above.
1.12. The RTO offers recognition of prior learning to individual learners.
Trainers and assessors
1.13. In addition to the requirements specified in Clause 1.14 and Clause 1.15, the RTO’s training and
assessment is delivered only by persons who have:
a) vocational competencies at least to the level being delivered and assessed;
b) current industry skills directly relevant to the training and assessment being provided; and
c) current knowledge and skills in vocational training and learning that informs their training and
assessment.
Industry experts may also be involved in the assessment judgement, working alongside the trainer
and/or assessor to conduct the assessment.
1.14. The RTO’s training and assessment is delivered only by persons who have:
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Board Endorsed January 2012.Version 5 Amended January 2016
a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2
of Schedule 1 in the Standards for RTOs 2015, or demonstrated equivalence of competencies;
and
b) from 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2 of
Schedule 1 in the Standards for RTOs 2015.
1.15. Where a person conducts assessment only, the RTO ensures that the person has:
a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2
or Item 3 of Schedule 1 in the Standards for RTOs 2015, or demonstrated equivalence of
competencies; and
b) from 1 January 2016, Item 1 or Item 2 or Item 3 of Schedule 1 in the Standards for RTOs 2015.
1.16. The RTO ensures that all trainers and assessors undertake professional development in the fields
of the knowledge and practice of vocational training, learning and assessment including
competency based training and assessment.
Individuals working under the supervision of a trainer
1.17. Where the RTO, in delivering training and assessment, engages an individual who is not a trainer
or assessor, the individual works under the supervision of a trainer and does not determine
assessment outcomes.
1.18. The RTO ensures that any individual working under the supervision of a trainer under Clause
1.17:
a) holds the skill set defined in Item 4 of Schedule 1 in the Standards for RTOs 2015 or, prior to 1
January 2016, is able to demonstrate equivalence of competencies;
b) has vocational competencies at least to the level being delivered and assessed; and
c) has current industry skills directly relevant to the training and assessment being provided.
1.19. Where the RTO engages an individual under Clause 1.17, it ensures that the training and
assessment complies with Standard 1.
1.20. Without limiting Clauses 1.17 - 1.19, the RTO:
a) determines and puts in place:
i)
the level of the supervision required; and
ii) any requirements, conditions or restrictions considered necessary on the individual’s
involvement in the provision of training and collection of assessment evidence; and
b) ensures that trainers providing supervision monitor and are accountable for all training
provision and collection of assessment evidence by the individual under their supervision.
Delivery of the training and assessment qualifications for trainers and assessors
1.21. Prior to 1 January 2016, to deliver any AQF qualification or skill set from the Training and
Education Training Package (or its successor) the RTO must ensure all trainers and assessors
delivering the training and assessment:
a) hold the training and assessment qualification at least to the level being delivered; or
b) have demonstrated equivalence of competencies.
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1.22. From 1 January 2016, to deliver any AQF qualification or skill set from the Training and Education
Training Package (or its successor) the RTO must ensure all trainers and assessors delivering the
training and assessment hold the training and assessment qualification at least to the level being
delivered.
1.23. From 1 January 2017, to deliver the training and assessment qualification specified in Item 1 of
Schedule 1 in the standards for RTOs 2015, or any assessor skill set from the Training and Education
Training Package (or its successor), the RTO must ensure all trainers and assessors delivering the
training and assessment:
a)
hold the qualification specified in Item 5 of Schedule 1 in the Standards for RTOs 2015; or
b)
work under the supervision of a trainer that meets the requirement set out in (a) above.
1.24. The RTO must ensure that any individual working under supervision under Clause 1.23. (b) holds
the qualification specified in Item 1 of Schedule 1 in the Standards for RTOs 2015 and does not
determine assessment outcomes.
Note: from 1 January 2017, the requirements set out in Clause 1.22 continue to apply to any other AQF
qualification or skill set from the Training and Education Training Package (or its successor).
Independent validation of training and assessment qualifications
1.25. From 1 January 2016, to deliver any AQF qualification or assessor skill set from the Training and
Education Training Package (or its successor), the RTO must have undergone an independent
validation of its assessment system, tools, processes and outcomes in accordance with the
requirements contained in Schedule 2 in the Standards for RTOs 2015 (and the definitions of
independent validation and validation).
Transition of training products
1.26. Subject to Clause 1.27 and unless otherwise approved by the VET Regulator, the RTO ensures
that:
a) where a training product on its scope of registration is superseded, all learners’ training and
assessment is completed and the relevant AQF certification documentation is issued or learners
are transferred into its replacement, within a period of one year from the date the replacement
training product was released on the National Register;
b) where an AQF qualification is no longer current and has not been superseded, all learners’
training and assessment is completed and the relevant AQF certification documentation issued
within a period of two years from the date the AQF qualification was removed or deleted from
the National Register;
c) where a skill set, unit of competency, accredited short course or module is no longer current
and has not been superseded, all learners’ training and assessment is completed and the
relevant AQF certification documentation issued within a period of one year from the date the
skill set, unit of competency, accredited short course or module was removed or deleted from
the National Register; and
d) a new learner does not commence training and assessment in a training product that has been
removed or deleted from the National Register.
1.27. The requirements specified in Clause 1.26 (a) do not apply where a training package requires the
delivery of a superseded unit of competency.
Standard 2.
The operations of the RTO are quality assured.
To be compliant with Standard 2 the RTO must meet the following:
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Board Endorsed January 2012.Version 5 Amended January 2016
2.1. The RTO ensures it complies with these Standards at all times, including where services are being
delivered on its behalf. This applies to all operations of an RTO within its scope of registration.
2.2. The RTO:
a) systematically monitors the RTO’s training and assessment strategies and practices to ensure
ongoing compliance with Standard 1; and
b) systematically evaluates and uses the outcomes of the evaluations to continually improve the
RTO’s training and assessment strategies and practices. Evaluation information includes but is
not limited to quality/performance indicator data collected under Clause 7.5 of the Standards
for RTOs 2015, validation outcomes, client, trainer and assessor feedback and complaints and
appeals.
2.3. The RTO ensures that where services are provided on its behalf by a third party the provision of
those services is the subject of a written agreement.
2.4. The RTO has sufficient strategies and resources to systematically monitor any services delivered on
its behalf, and uses these to ensure that the services delivered comply with these Standards at all
times.
Standard 3.
The RTO issues, maintains and accepts AQF certification documentation in accordance
with these Standards and provides access to learner records.
To be compliant with Standard 3 the RTO must meet the following:
3.1. The RTO issues AQF certification documentation only to a learner whom it has assessed as meeting
the requirements of the training product as specified in the relevant training package or VET
accredited course.
3.2. All AQF certification documentation issued by an RTO meets the requirements of Schedule 5 in the
Standards for RTOs 2015.
3.3. AQF certification documentation is issued to a learner within 30 calendar days of the learner being
assessed as meeting the requirements of the training product if the training program in which the
learner is enrolled is complete, and providing all agreed fees the learner owes to the RTO have
been paid.
3.4. Records of learner AQF certification documentation are maintained by the RTO in accordance with
the requirements of Schedule 5 in the Standards for RTOs 2015 and are accessible to current and
past learners.
3.5. The RTO accepts and provides credit to learners for units of competency and/or modules (unless
licensing or regulatory requirements prevent this) where these are evidenced by:
a) AQF certification documentation issued by any other RTO or AQF authorised issuing
organisation; or
b) authenticated VET transcripts issued by the Registrar.
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3.6. The RTO meets the requirements of the Student Identifier scheme, including:
a) verifying with the Registrar, a Student Identifier provided to it by an individual before using that
Student Identifier for any purpose;
b) ensuring that it will not issue AQF certification documentation to an individual without being in
receipt of a verified Student Identifier for that individual, unless an exemption applies under
the Student Identifiers Act 2014;
c) ensuring that where an exemption described in Clause 3.6 (b) applies, it will inform the student
prior to either the completion of the enrolment or commencement of training and assessment,
whichever occurs first, that the results of the training will not be accessible through the
Commonwealth and will not appear on any authenticated VET transcript prepared by the
Registrar; and
d) ensuring the security of Student Identifiers and all related documentation under its control,
including information stored in its student management systems.
Guidelines for Colleges Seeking Cert III Scope
Colleges must apply to have their scope of Registration extended for each new qualification they seek to
issue. There is no system-level process. Each college must demonstrate capacity to fulfil the requirements
outlined in the Training Package. Applications for extension of scope are lodged through Australian Skills
Quality Authority.
Assessment of Certificate III Units of Competence
Colleges delivering any Units of Competence from Certificate III will need to have them listed on their scope
or negotiate a Memorandum of Understanding (MOU) with a scoped training partner. This document must
be kept on record by the college as the RTO.
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Board Endorsed January 2012.Version 5 Amended January 2016
Proposed Evaluation Procedures
Course evaluation will be a continuous process. Teachers will meet regularly to discuss the content of the
course and any requirements for modification of activities, teaching strategies and assessment instruments.
The current trends and innovations in the teaching of Business Administration will be considered as
teachers attend workshops, seminars and participate in discussion groups with other teachers such as on
Moderation Day.
Teachers will monitor student performance and progress and student responses to various teaching,
learning and assessment strategies. Students and teachers will complete evaluation questionnaires at the
end of each unit. The results of these will be collated and reviewed from year to year. There will also be a
continuous monitoring of student numbers between Years 11 and 12.
Informal discussions between teachers and students, past students, parents and other teachers will
contribute to the evaluation of the course.
In the process of evaluation; students, teachers and others should, as appropriate, consider:
 Are the course and Course Framework still consistent?
 Were the goals achieved?
 Was the course content appropriate?
 Were the teaching strategies used successful?
 Was the assessment program appropriate?
 Have the needs of the students been met?
 Was the course relevant?
 How many students completed the course in each of the years of accreditation?
Examples of Assessment Items
Examples of assessment items as recommended through Moderation Day can be found on the Business
Administration cLc page at www.bsss.act.edu.au. To obtain access to this page contact a Curriculum
Accreditation Officer at the Board of Senior Secondary Studies on (02) 6205 7180.
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Board Endorsed January 2012.Version 5 Amended January 2016
Bibliography
Note- Given the rapidly changing nature of business operations, the following list is given as a guide only to
a useful series of publications and electronic materials including websites.
Books
Maguire, Kerryn, Microsoft Publisher 2007 – BSB 2nd Edition, Microstar Publishing Pty Ltd, Geelong, Victoria
Aspire Learning Resources, Melbourne, Victoria.
eg
Developing Business Skills course book and activity books levels 2 and 3
Smallprint resources, www.smallprint.com.au
Software Publications International Pty Ltd, Sydney, 2010, NSW, range of resources
eg
Cheryl Price & Julia Wix, Design & Develop Text Documents (Publisher 2010)
www.softwarepublications.com.au
Internet/Software
‘You Tube’ video clips are available for use across most competencies.
eg
OHS
Hidden hazards http://www.vocam.com.au/office-ergonomics-video/
Virtual Office
http://www.massarcade.com
Activities and tests/virtual office http://www.safework.sa.gov.au
Practice Aptitude Quiz
www.aatinfo.com.au/quizzes.cfm - Business Administration.
NLN materials, UK
http://ilt.don.ac.uk/files/NLN/BusinessManagementOfficeStudies/OfficeSkillsAdministration
eg
Dealing with telephone Calls
Juggling Demands
Dealing with Visitors
Edsonic Vocational Education and Training Series, 2010
eg
Classroom Presentation Series Business Certificate 1, 2 and 3
Typequick Professional and Typequick Skill Evaluator
DVD
Video Education Australia range
eg
Office Skills OHS in Office, Workplace Communication Series
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Board Endorsed January 2012.Version 5 Amended January 2016
Toolboxes
Business Services (Legal Administration) Toolbox 202, Series 2 (released 2001) revised 2004.
Covering competencies from the Certificate II and III in Business. Also includes competencies from the
Certificate III in Business (Legal Administration)
For further information: http://toolboxes.flexiblelearning.net.au/series2/202.htm
Hamilton Air- http://community.flexiblelearning.net.au/media/other/HamiltonAir/html/index.htm
Hamilton Air is a problem-based metaphorical environment that supports online learning in the Certificate
III in Business. Eg Organise personal work priorities and development, produce business documents, create
and use databases.
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Board Endorsed January 2012.Version 5 Amended January 2016
Working In Business Administration 1
Value 1.0
This standard unit combines the following two half units. These should be delivered together as a semester
unit.
 The Work Environment (0.5)
 Working in Business
(0.5)
The Work Environment
Value 0.5
Prerequisites
Nil. Structured Workplace Learning is highly recommended.
Duplication of Content Rules
Refer to page 14.
Specific Unit Goals
This unit should enable students to:
 Develop keyboard skills in speed and accuracy
 Participate in OHS processes
 Work effectively in a business environment
 Produce simple word processed documents
 Participate in environmentally sustainable work practices
Units of Competency
Competence must be demonstrated over time and in the full range of business contexts. Teachers must use
this unit document in conjunction with the Units of Competence from the Business Services Training
Package BSB, which provides performance criteria, range statements and assessment contexts.
Content
Code
Competency Title
Core/Elective
BSBWHS201
BSBIND201
Contribute to health and safety of self and others
Work effectively in a business environment
Core
Elective
BSBITU201
Produce simple word processed documents
Elective
BSBSUS201
Participate in environmentally sustainable work
practices
Elective
BSBITU307
Develop keyboarding speed and accuracy
Elective
Develop keyboarding speed and accuracy (Imported Certificate III Competency)
Keyboarding skills are core to working in a business environment. Students will be assessed for this
competency across two years.
 Use safe work practices
o Adjust workspace, furniture and equipment to suit user ergonomic requirements
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Board Endorsed January 2012.Version 5 Amended January 2016
o Ensure work organisation meets organisational and occupational health and safety (OHS)
requirements for computer operation
 Identify and develop keyboard skills
o Identify and apply keyboard functions for both alpha and numeric keyboard functions
o Apply touch typing technique to complete a task
o Develop speed and accuracy in accordance with workplace requirements for level of
responsibility
 Check accuracy
o Proofread document carefully to identify errors
o Amend document, correct errors and complete a final accuracy check
Participate in OHS processes
 Work safely
o Follow established safety procedures when conducting work
o Carry out pre-start systems and equipment checks in accordance with workplace procedures
 Implement workplace safety requirements
o Identify designated persons for reporting queries and concerns about safety in the workplace
o Identify existing and potential hazards in the workplace, report them to designated persons
and record them in accordance with workplace procedures
o Identify and implement workplace procedures and work instructions for controlling risks
o Report emergency incidents and injuries to designated persons
 Participate in OHS consultative processes
o Contribute to workplace meetings, inspections or other consultative activities
o Raise OHS issues with designated persons in accordance with organisational procedures
o Take actions to eliminate workplace hazards or to reduce risks
 Follow safety procedures
o Identify and report emergency incidents
o Follow organisational procedures for responding to emergency incidents
Work effectively in a business environment
 Work within organisational requirements
o Identify and read organisation’s requirements and responsibilities and seek advice from
appropriate persons, where necessary
o Develop and utilise a current working knowledge and understanding of employee and
employer rights and responsibilities
o Comply with relevant duty of care, legal responsibilities and organisational goals and
objectives
o Identify roles and responsibilities of colleagues and immediate supervisors
o Identify standards and values considered to be detrimental to the organisation and
communicate this through appropriate channels
o Identify, recognise and follow behaviour that contributes to a safe work environment
 Work in a team
o Display courteous and helpful manners at all times
o Complete allocated tasks as required
o Seek assistance when difficulties arise
o Use questioning techniques to clarify instructions or responsibilities
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Board Endorsed January 2012.Version 5 Amended January 2016
o Identify and display a non-discriminatory attitude in all contacts with staff, management or
clients
 Develop effective work habits
o Identify work and personal priorities and achieve a balance between competing priorities
o Apply time management strategies to work duties
o Observe appropriate dress and behaviour as required by the workplace, job role or customer
contact
Produce simple word processed documents
 Prepare to produce documents
o Use safe work practices to ensure ergonomic, work organisation, energy and resource
conservation requirements are addressed
o Identify document purpose, audience and presentation requirements, and clarify with relevant
personnel as required
o Identify organisational and task requirements for document layout and design
 Produce documents
o Format document using appropriate software functions to adjust page layout to meet
information requirements, in accordance with organisational style and presentation
requirements
o Use system features to identify and manipulate screen display options and controls
o Use manuals, user documentation and online help to overcome problems with document
presentation and production
 Finalise documents
o Ensure final document is previewed, checked, adjusted and printed in accordance with
organisational and task requirements
o Ensure document is prepared within designated time lines and organisational requirements
o Name and store document in accordance with organisational requirements and exit
application without information loss/damage
Participate in environmentally sustainable work practices
 Identify current resource use
o
o
o
o
Identify workplace environmental and resource efficiency issues
Identify resources used in own work role
Document and measure current usage of resources using appropriate techniques
Record and file documentation measuring current usage, using technology (such as software
systems) where applicable
o Identify and report workplace environmental hazards to appropriate personnel
 Comply with environmental regulations
o Follow workplace procedures to ensure compliance
o Report breaches or potential breaches to appropriate personnel
 Seek opportunities to improve resource efficiency
o Follow organisational plans to improve environmental practices and resource efficiency
o Work as part of a team, where relevant, to identify possible areas for improvements to work
practices in own work area
o Make suggestions for improvements to workplace practices in own work area
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Teaching and Learning Strategies
Refer to page 18.
Assessment
Refer to pages 20-26.
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late
entry or early exit in a semester
Resources
Refer to Bibliography on page 32.
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Working in Business
Value 0.5
Prerequisites
Nil. Structured Workplace Learning is highly recommended.
Duplication of Content Rules
Refer to page 14.
Specific Unit Goals
This unit should enable students to:
 Communicate in the workplace
 Work effectively with others
 Deliver a service to customers
 Create electronic presentations (Imported Certificate III competency)
 Develop keyboard skills in speed and accuracy
Units of Competency
Please note that competence must be demonstrated over time and in the full range of business contexts.
Teachers must use this unit document in conjunction with the Units of Competence from the Business
Services Training Package BSB, which provides performance criteria, range statements and assessment
contexts.
Content
Code
Competency Title
Core/Elective
BSBCMM201
Communicate in the workplace
Elective
BSBWOR203
Work effectively with others
Elective
BSBCUS201
Deliver a service to customers
Elective
BSBITU302
Create electronic presentations
(Imported Certificate III competency – Refer to page 6
Cert II table for delivery information)
Elective
BSBITU307
Develop keyboarding speed and accuracy
Elective
Develop keyboarding speed and accuracy:
Refer to page 34 for elements of competence
Communicate in the workplace
 Gather, convey and receive information and ideas
o Collect information to achieve work responsibilities from appropriate sources
o Use method/s and/or equipment to communicate appropriate ideas and information to the
audience
o Use effective listening and speaking skills in verbal communication
o Seek input from internal and external sources to develop and refine new ideas and approaches
o Respond to instructions or enquiries promptly and in accordance with organisational
requirements
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 Complete workplace documentation and correspondence
o Present written information and ideas in clear and concise language to ensure the intended
meaning of correspondence is understood by recipient
o Draft and present correspondence within designated time lines
o Ensure presentation of written information meets organisational standards of style, format
and accuracy
o Complete workplace forms and documentation in a clear, concise and easy to read format
 Communicate in a way that responds positively to individual differences
o Value all individuals and treat them with respect, courtesy and sensitivity
o Take into consideration cultural differences in all verbal and non-verbal communication
o Use communication to develop and maintain positive relationships, mutual trust and
confidence
o Make efforts to use basic strategies to overcome language barriers
o Ensure that behaviour is consistent with legislative requirements, enterprise guidelines and/or
social protocols
Work effectively with others
 Develop effective workplace relationships
o Identify own responsibilities and duties in relation to workgroup members and undertake
activities in a manner that promotes cooperation and good relationships
o Take time and resource constraints into account in fulfilling work requirements of self and
others
o Encourage, acknowledge and act upon constructive feedback provided by others in the
workgroup
 Contribute to workgroup activities
o Provide support to team members to ensure workgroup goals are met
o Contribute constructively to workgroup goals and tasks according to organisational
requirements
o Share information relevant to work with workgroup to ensure designated goals are met
o Identify and plan strategies/opportunities for improvement of workgroup in liaison with
workgroup
 Deal effectively with issues, problems and conflict
o Respect differences in personal values and beliefs and their importance in the development of
relationships
o Identify any linguistic and cultural differences in communication styles and respond
appropriately
o Identify issues, problems and conflict encountered in the workplace
o Seek assistance from workgroup members when issues, problems and conflict arise and
suggest possible ways of dealing with them as appropriate or refer them to the appropriate
person
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Board Endorsed January 2012.Version 5 Amended January 2016
Deliver a service to customers
 Establish contact with customers
o Acknowledge and greet customer in a professional, courteous and concise manner according
to organisational requirements
o Maintain personal dress and presentation in line with organisational requirements
o Communicate using appropriate interpersonal skills to facilitate accurate and relevant
exchange of information
o Maintain sensitivity to customer specific needs and any cultural, family and individual
differences
o Establish rapport/relationship with customer and express a genuine interest in customer
needs/requirements
 Identify customer needs
o Use appropriate questioning and active listening to determine customer needs
o Assess customer needs for urgency to identify priorities for service delivery
o Provide customer with information about available options for meeting customer needs and
assist customer to identify preferred option/s
o Identify personal limitations in addressing customer needs and seek assistance from
designated persons where required
 Deliver service to customers
o Provide prompt customer service to meet identified needs according to organisational
requirements
o Provide information regarding problems and delays, and follow-up within appropriate
timeframes as necessary
o Communicate with customers in a clear, concise and courteous manner
o Identify opportunities to enhance the quality of service and products, and take action to
improve the service whenever possible
 Process customer feedback
o Promptly recognise customer feedback and handle sensitively according to organisational
requirements
o Accurately record any feedback and communication between customers and the organisation
according to organisational standards, policies and procedures
o Identify any unmet customer needs and discuss suitability of other products/services
o Support customers to make contact with other services according to organisational policies
and procedures
Create electronic presentations
 Prepare to create presentation
o Organise personal work environment in accordance with ergonomic requirements
o Determine purpose, audience and mode of presentation in consultation with content author
or presenter
o Identify presentation requirements in terms of supporting documents, transparencies and
equipment
o Apply work organisation strategies and energy and resource conservation techniques to plan
work activities
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 Create presentation
o Design slides, notes and handout masters to incorporate organisational and task requirements
in relation to image and preferred style, avoiding distractions
o Use software functions for consistency of design and layout, to meet identified presentation
requirements
o Balance presentation features for visual impact and emphasis
o Use advanced software features to streamline and customise the presentation for different
audiences
o Prepare presentations within designated time lines
 Finalise presentation
o Use manuals, user documentation and online help to overcome problems with design and
production
o Check presentation for spelling, consistency in presentation features and style, in accordance
with task requirements
o Print presentation materials in accordance with presenter or audience requirements
o Store presentation, in accordance with organisational requirements and exit the application
without information loss or damage
Teaching and Learning Strategies
Refer to page 18.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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Board Endorsed January 2012.Version 5 Amended January 2016
Working in Business Administration 2
Value 1.0
This standard unit combines the following two half units. These should be delivered together as a semester
unit.
 Business Operations
(0.5)
 Business Finances
(0.5)
Business Operations
Value 0.5
Prerequisites
Nil. Structured Workplace Learning is highly recommended.
Duplication of Content Rules
Refer to page 14.
Specific Unit Goals
This unit should enable students to:
 Develop keyboard skills in speed and accuracy
 Process and maintain workplace information
 Organise and complete daily work activities
 Use business technology
 Handle mail
 Communicate electronically
 Create electronic presentations ( Imported Certificate III competency)
Units of Competency
Competence must be demonstrated over time and in the full range of business contexts. Teachers must use
this unit document in conjunction with the Units of Competence from the Business Services Training
Package BSB, which provides performance criteria, range statements and assessment contexts.
Content
Code
BSBITU307
Competency Title
Develop keyboarding speed and accuracy
Core/Elective
Elective
BSBINM201
Process and maintain workplace information
Elective
BSBWOR202
Organise and complete daily work activities
Elective
BSBWOR204
Use business technology
Elective
BSBINM202
Handle mail
Elective
BSBITU203
Communicate electronically
Elective
BSBITU302
Create electronic presentations
(Imported Certificate III competency – Refer to page 6
Cert II table for delivery information)
Elective
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Board Endorsed January 2012.Version 5 Amended January 2016
Develop keyboarding speed and accuracy
Refer to page 34 for elements of competence
Process and maintain workplace information
 Collect information
o Collect information in a timely manner and ensure that it is relevant to organisational needs
o Use business equipment/technology available in the work area to effectively obtain
information
o Apply organisational requirements relating to security and confidentiality in handling
information
 Process workplace information
o Use business equipment/technology to process information in accordance with organisational
requirements
o Process information in accordance with defined timeframes, guidelines and procedures
o Update, modify and file information in accordance with organisational requirements
o Collate and despatch information in accordance with specified timeframes and organisational
requirements
 Maintain information systems
o Maintain information and filing systems in accordance with organisational requirements
o Identify, remove and/or relocate inactive or dead files in accordance with organisational
requirements
o Establish and assemble new files in accordance with organisational requirements
o Update reference and index systems in accordance with organisational requirements
Organise and complete daily work activities
 Organise work schedule
o Negotiate and agree upon work goals and plans with assistance from appropriate persons
o Develop an understanding of the relationship between individual work goals and plans, and
organisational goals and plans
o Plan and prioritise workload within allocated timeframes
 Complete work tasks
o Complete tasks within designated time lines and in accordance with organisational
requirements and instructions
o Use effective questioning to seek assistance from colleagues when difficulties arise in
achieving allocated tasks
o Identify factors affecting work requirements and take appropriate action
o Use business technology efficiently and effectively to complete work tasks
o Communicate progress of task to supervisor or colleagues as required
 Review work performance
o Seek feedback on work performance from supervisors or colleagues
o Monitor and adjust work according to feedback obtained through supervision and comparison
with established team and organisational standards
o Identify and plan opportunities for improvement in liaison with colleagues
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Use business technology
 Select and use technology
o Select appropriate technology and software applications to achieve the requirements of the
task
o Adjust workspace, furniture and equipment to suit user ergonomic requirements
o Use technology according to organisational requirements and in a way which promotes a safe
work environment
 Process and organise data
o Identify, open, generate or amend files and records according to task and organisational
requirements
o Operate input devices according to organisational requirements
o Store data appropriately and exit applications without damage to or loss of, data
o Use manuals, training booklets and/or online help or help-desks to overcome basic difficulties
with applications
 Maintain technology
o Identify and replace used technology consumables in accordance with manufacturer's
instructions and organisational requirements
o Carry out and/or arrange routine maintenance to ensure equipment is maintained in
accordance with manufacturer's instructions and organisational requirements
o Identify equipment faults accurately and take action in accordance with manufacturer's
instructions and organisational requirements
Handle mail
 Receive and distribute incoming mail
o Ensure that incoming mail is checked and registered in accordance with organisational policies
and procedures
o Identify titles and locations of company personnel and departments
o Identify and distribute urgent and confidential mail in accordance with organisational
requirements
o Sort and despatch mail to nominated person/location in accordance with organisational
requirements
o Record and/or report damaged, suspicious or missing items and take appropriate action in
accordance with organisational policies and procedures
 Collect and despatch outgoing mail
o Collect, check and sort outgoing mail to ensure all items are correctly prepared for despatch in
accordance with organisational policies and procedures
o Record and process outgoing mail for despatch in accordance with organisational
requirements
o Despatch mail to meet designated time lines
 Organise urgent and same day deliveries
o Evaluate delivery options and select best option
o Prepare items for urgent delivery in accordance with organisational requirements and carrier
specifications
o Organise lodgement or pick up of emergency deliveries and follow-up if necessary
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Communicate electronically
 Implement procedures to send and receive electronic mail
o Log in to software for sending and receiving email in accordance with organisational
requirements
o Check outgoing email for accuracy and ensure any required attachments are prepared, in
accordance with organisational and service provider requirements
o Identify urgent, confidential, personal, suspicious or potentially dangerous email and take
appropriate actions
o Deal with returned email in accordance with organisational policies and procedures
 Manage electronic mail
o Set security levels and/or filters for incoming email in accordance with organisational
requirements
o Create and maintain individual mailboxes in accordance with organisational requirements
o Store email and/or attachments in accordance with organisational requirements
o Empty inboxes and archive or permanently delete in accordance with organisational
requirements
o Prepare and maintain electronic mailing lists in accordance with organisational requirements
 Collaborate online
o Identify software to be used in collaboration
o Ensure online collaboration is undertaken in accordance with organisational policy, procedures
and net etiquette (netiquette)
o Respond to posts or communications in accordance with agreed parameters, organisational
requirements and netiquette
Create electronic presentations
Refer to page 40 for elements of competence.
Teaching and Learning Strategies
Refer to page 18.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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Board Endorsed January 2012.Version 5 Amended January 2016
Business Finances
Value 0.5
Prerequisites
Nil. Structured Workplace Learning is highly recommended.
Duplication of Content Rules
Refer to page 14.
Specific Unit Goals
This unit should enable students to:
 Create and use spreadsheets
 Process financial transactions and extract interim reports
Units of Competency
Competence must be demonstrated over time and in the full range of business contexts. Teachers must use
this unit document in conjunction with the Units of Competence from the Business Services Training
Package BSB, which provides performance criteria, range statements and assessment contexts.
Content
Code
BSBITU202
Competency Title
Create and use spreadsheets
Core/Elective
Elective
FNSACC301
Process financial transactions and extract interim
reports
Certificate III competency packaged under Cert II
(Refer to page 6 for delivery information.)
Elective
Create and use spreadsheets
 Select and prepare resources
o Adjust workspace, furniture and equipment to suit user ergonomic, work organisation and
occupational health and safety (OHS) requirements
o Use energy and resource conservation techniques to minimise wastage in accordance with
organisational and statutory requirements
o Identify spreadsheet task requirements and clarify with relevant personnel as required
 Create simple spreadsheets
o Ensure data is entered, checked and amended in accordance with organisational and task
requirements, to maintain consistency of design and layout
o Format spreadsheet using software functions, to adjust page and cell layout to meet
information requirements, in accordance with organisational style and presentation
requirements
o Ensure formulae are used and tested to confirm output meets task requirements, in
consultation with appropriate personnel as required
o Use manuals, user documentation and online help to overcome problems with spreadsheet
design and production
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 Produce simple charts
o Select chart type and design that enables valid representation of numerical data and meets
organisational and task requirements
o Create chart using appropriate data range in the spreadsheet
o Modify chart type and layout using formatting features
 Finalise spreadsheets
o Ensure spreadsheet and any accompanying charts are previewed, adjusted and printed in
accordance with organisational and task requirements
o Ensure data input meets designated time lines and organisational requirements for speed and
accuracy
o Name and store spreadsheet in accordance with organisational requirements and exit the
application without data loss/damage
Process financial transactions and extract interim reports
 Check and verify supporting documentation
 Information from documents is identified, checked and recorded
 Supporting documentation is examined to establish accuracy and completeness and to ensure
authorisation by appropriate personnel
 Prepare and process banking and petty cash documents
o Deposits and withdrawals are accurately entered and balanced according to organisational
procedures
 Cheques and card vouchers are checked for validity before processing
o Banking documentation is reconciled with organisation's financial records
o Petty cash claims and vouchers are checked, processed and recorded and the petty cash book
is balanced according to organisational procedures
 Prepare and process invoices for payment to creditors and for debtors
o Invoices are prepared in accordance with organisational procedures
o Invoices are checked against source documents for accuracy and any errors corrected
o All invoices and related documents are filed for auditing purposes
 Prepare journals and batch monetary items
 Journals are prepared accurately and completely and items batched within organisational timelines
 Batch items are precisely matched to initial receipt records
 Journals are authorised in accordance with organisational policy and procedures
 Enter data into system
o Data is entered into system accurately and in accordance with organisation input standards
with transactions correctly allocated to system and accounts
o Related systems are updated to maintain the integrity of relationships between financial
systems
 Prepare deposit facility and lodge flows
 A deposit facility is selected appropriate to the banking method to be used
o Batch is balanced with deposit facility without error
 Security and safety precautions are taken appropriate to the method of banking in accordance with
organisational policy and industry and legislative requirements
 Proof of lodgement is obtained and filed so that it is easily accessible and traceable
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Board Endorsed January 2012.Version 5 Amended January 2016
 Extract a trial balance and interim reports
 Any special transactions are processed accurately
o Cash and credit journals are completed and posted to general ledger
 A trial balance is extracted and checked and other required reports prepared
 Any errors are found and corrected
Teaching and Learning Strategies
Refer to page 18.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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Board Endorsed January 2012.Version 5 Amended January 2016
Working in Business Administration 3
Value 1.0
This standard unit combines the following two half units. These should be delivered together as a semester
unit.
 Using Business Documents
(0.5)
 Create Business Documents
(0.5)
Using Business Documents
Value 0.5
Note: This half unit incorporates Certificate III competencies. College RTOs must apply for scope with the
National VET Regulator to deliver and assess embedded competencies. Select 1-2 competencies based on
individual college delivery models, i.e. virtual enterprise, industry project, college year book etc. See
Appendix A for nominal hours which may be used as a guide to the breadth and depth of the Units of
Competence.
Prerequisites
Nil. Structured Workplace Learning is highly recommended.
Duplication of Content Rules
Refer to page 14.
Specific Unit Goals
Unit goals must be customised to reflect the 1-2 Units of Competence delivered in this unit.
This unit should enable students to:
 Develop keyboarding and accuracy
 Apply knowledge of WHS legislation in the workplace
 Produce desktop published documents
 Create and use databases
 Organise workplace information
 Design and produce text documents (Must be delivered over 2 standard units)
 Design and produce business documents (Must be delivered over 2 standard units)
Colleges must have scope to deliver Certificate III Units of Competence
Units of Competency
Competence must be demonstrated over time and in the full range of business contexts. Teachers must use
this unit document in conjunction with the Units of Competence from the Business Services Training
Package BSB, which provides performance criteria, range statements and assessment contexts.
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Board Endorsed January 2012.Version 5 Amended January 2016
Content
Content must be customised to reflect the 1-2 Units of Competence delivered in this unit.
Code
Competency Title
Core/Elective
BSBWHS302
Core
BSBITU309
Apply knowledge of WHS legislation in the
workplace
Produce desktop published documents
BSBITU301
Create and use databases
Elective
BSBINM301
Organise workplace information
(Can be delivered in either 0.5 unit)
Elective
BSBITU303
Design and produce text documents
(Must be delivered over 2 standard units due to the
depth and breadth of the unit. See nominal hour
guide )
Elective
BSBITU306
Design and produce business documents
(Must be delivered over 2 standard units due to the
depth and breadth of the unit. See nominal hour
guide)
Elective
BSBITU307
Develop keyboarding speed and accuracy
Elective
Elective
Developing keyboarding speed and accuracy
Refer to page 34 for elements of competence.
Apply knowledge of WHS legislation in the workplace
 Determine the legal framework of OHS in the workplace
 Identify and access current OHS legislation, codes, standards, policies and procedures impacting on
the workplace, occupation and industry
o Apply knowledge of the relationship between OHS legislation, codes, and standards to assist in
identifying OHS legal requirements in the workplace.
o Identify duty of care arrangements
o Identify legal obligations and duties for consultation with and training of employees, safety
representatives and others
 Identify consequences of non-compliance with OHS legislation, codes, standards and workplace
policies and procedures
 Apply knowledge of OHS legislation, policies and procedures in the workplace
o Contribute to monitoring compliance with OHS legislation
o Contribute to ensuring that work is undertaken in a safe manner in accordance with relevant
OHS legislation, codes, standards and workplace policies and procedures
 Identify and take appropriate action on non-compliance with OHS legislation, codes, standards,
policies and procedures to contribute to achieving compliance
o Recognise limits on expertise and legal responsibilities, and access appropriate sources of
expertise as required
 Maintain knowledge of OHS legislation, industry and organisational requirements
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Board Endorsed January 2012.Version 5 Amended January 2016
o Utilise sources to access current information covering applicable legislation and guidelines
relating to workplace OHS requirements
o Regularly update and communicate information on workplace OHS legislation, codes,
standards, policies and procedures relevant to self and other employees
Produce desktop published documents
 Prepare to produce desktop published documents
o Use safe work practices including addressing ergonomic requirements and using work
organisation strategies
o Use energy and resource conservation techniques
o Identify document purpose, audience and presentation requirements, and clarify with relevant
personnel as required
o Identify organisational and task requirements for desktop published documents to ensure
consistency of style and image
 Set up desktop published document
o Design content structure and layout to ensure information and graphics are arranged
according to related topics and logical sequences
o Select appropriate formatting and create templates or master pages to ensure consistency of
design and layout
o Confirm layout with appropriate person
 Create desktop published document
o Prepare, format and enter required text
o Import text from other applications and resolve any formatting issues
o Scan or import graphics from other applications and resolve any formatting issues
o Arrange text and graphics according to organisational and task requirements
 Finalise desktop published document
o Review text for possible errors and omissions, and resolve any issues
o Check page order, structure and linkages
o Produce completed document in required format
o Name and store text documents, in accordance with organisational requirements and exit the
application without information loss/damage
o Prepare text documents within designated time lines and organisational requirements for
speed and accuracy
o Use manuals, user documentation and online help to overcome problems with document
design and production
Create and use databases
 Create a simple database
o Design a simple relational database, with at least two tables, using a database application,
basic design principles, software functions and simple formulae
o Develop a table with fields and attributes according to database usage, as well as data
considerations and user requirements
o Create a primary key for each table
o Modify table layout and field attributes as required
o Create a relationship between the two tables
o Check and amend data entered, in accordance with organisational and task requirements
 Create reports and queries
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Board Endorsed January 2012.Version 5 Amended January 2016
o Determine information output, database tables to be used and report layout to meet task
requirements
o Run reports and queries to check that results and formulae provide the required data
o Modify reports to include or exclude additional requirements
 Use database
o Ensure data input meets designated time lines and organisational requirements for speed and
accuracy
o Use manuals, user documentation and online help to overcome problems with database
design and production
o Preview, adjust and print database reports or forms in accordance with organisational and task
requirements
o Name and store databases, in accordance with organisational requirements, and exit
application without data loss or damage
o Prepare and distribute reports to appropriate person in a suitable format
Organise workplace information
 Collect and assess information
o Access product and service information in accordance with organisational requirements
o Ensure methods of collecting information are reliable and make efficient use of available time
and resources
o Assess information for clarity, accuracy, currency and relevance to intended tasks
o Use interpersonal skills to access relevant information from teams and individuals
 Organise information
o Organise information in a format suitable for analysis, interpretation and dissemination in
accordance with organisational requirements
o Use appropriate technology/systems to maintain information in accordance with
organisational requirements
o Collate information and materials, and communicate to relevant designated persons
o Identify difficulties organising and accessing information and solve collaboratively with
individuals and team members
o Update and store information in accordance with organisational requirements and systems
 Review information needs
o Actively seek feedback on clarity, accuracy and sufficiency of information to ensure relevance
of information and system
o Review the contribution of information to decision making and implement appropriate
modifications to collection processes
o Identify future information needs and incorporate in modifications to collection processes
o Document future information needs and incorporate in modifications to reporting processes
Design and produce text documents
 Prepare to produce word processed documents
o Use safe work practices to ensure ergonomic, work organisation, energy and resource
conservation requirements are addressed
o Identify document purpose, audience and presentation requirements, and clarify with relevant
personnel as required
o Identify organisational and task requirements for text-based business documents to ensure
consistency of style and image
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Board Endorsed January 2012.Version 5 Amended January 2016
 Design word processed documents
o Design document structure and layout to suit purpose, audience and information
requirements of the task
o Design document to enhance readability and appearance, and to meet organisational and task
requirements for style and layout
o Use style sheets and automatic functions to ensure consistency of design and layout
 Add tables and other data
o Insert a standard table into a document, changing cells to meet information requirements
o Insert and delete columns and rows as necessary
o Insert images and other data to meet required specifications
 Produce text documents
o Use advanced software functions to enable efficient production of documents
o Enter or import, and edit text and other data to meet required specifications
o Preview, adjust and print documents in accordance with organisational and task requirements
o Name and store text documents, in accordance with organisational requirements and exit the
application without information loss/damage
o Prepare text documents within designated time lines and organisational requirements for
speed and accuracy
o Use manuals, user documentation and online help to overcome problems with document
design and production
Design and produce business documents
 Select and prepare resources
o Select and use appropriate technology and software applications to produce required business
documents
o Select layout and style of publication according to information and organisational
requirements
o Ensure document design is consistent with company and/or client requirements, using basic
design principles
o Discuss and clarify format and style with person requesting document/publication
 Design document
o Identify, open and generate files and records according to task and organisational
requirements
o Design document to ensure efficient entry of information and to maximise the presentation
and appearance of information
o Use a range of functions to ensure consistency of design and layout
o Operate input devices within designated requirements
 Produce document
o Complete document production within designated time lines according to organisational
requirements
o Check document produced to ensure it meets task requirements for style and layout
o Store document appropriately and save document to avoid loss of data
o Use manuals, training booklets and/or help-desks to overcome basic difficulties with document
design and production
 Finalise document
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Board Endorsed January 2012.Version 5 Amended January 2016
o Proofread document for readability, accuracy and consistency in language, style and layout
prior to final output
o Make any modifications to document to meet requirements
Teaching and Learning Strategies
Refer to page 18.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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Board Endorsed January 2012.Version 5 Amended January 2016
Create Business Documents
Value 0.5
Note: This half unit incorporates Certificate III competencies. College RTOs must apply for scope with the
National VET Regulator to deliver and assess embedded competencies. Select 1-2 competencies based on
individual College delivery models, i.e. virtual enterprise, industry project, college year book etc. See
Appendix A for nominal hours which may be used as a guide to the breadth and depth of the Units of
Competence.
Prerequisites
Nil. Structured Workplace Learning is highly recommended
Duplication of Content Rules
Refer to page 15.
Specific Unit Goals
Unit goals must be customised to reflect the 1-2 Units of Competence delivered in this unit.
This unit should enable students to:
 Write simple documents
 Work effectively with diversity
 Design and produce business documents (Must be delivered over 2 standard units)
 Design and develop text documents (Must be delivered over 2 standard units)
(Colleges must have scope to deliver Certificate III Units of Competence)
Units of Competency
Competence must be demonstrated over time and in the full range of business contexts. Teachers must use
this unit document in conjunction with the Units of Competence from the Business Services Training
Package BSB, which provides performance criteria, range statements and assessment contexts.
Content
Content must be customised to reflect the 1-2 Units of Competence delivered in this unit.
Code
BSBWRT301
Competency Title
Write simple documents
Core/Elective
Elective
BSBDIV301
Work effectively with diversity
Elective
BSBINM301
Organise workplace information
(Can be delivered in either .5 unit)
Elective
BSBITU306
Design and produce business documents
(Must be delivered over 2 standard units due to the
depth and breadth of the unit. See nominal hours
guide Appendix A)
Elective
BSBITU303
Design and develop text documents
(Must be delivered over 2 standard units due to the
depth and breadth of the unit. See nominal hour
guide Appendix A )
Elective
BSBITU309
Produce desktop published documents
Elective
BSBITU307
Develop keyboarding speed and accuracy
Elective
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Board Endorsed January 2012.Version 5 Amended January 2016
Write simple documents
 Plan document
o Determine audience and purpose for the document
o Determine format and structure
o Establish key points for inclusion
o Identify organisational requirements
o Establish method of communication
o Establish means of communication
 Draft document
o Develop draft document to communicate key points
o Obtain and include any required additional information
 Review document
o Check draft for suitability of tone for audience, purpose, format and communication style
o Check draft for readability, grammar, spelling, and sentence and paragraph construction
o Check draft for sequencing and structure
o Check draft to ensure it meets organisational requirements
o Ensure draft is proofread, where appropriate, by supervisor or colleague
 Write final document
o Make and proofread necessary changes
o Ensure document is sent to intended recipient
o File copy of document in accordance with organisational policies and procedures
Work effectively with diversity
 Recognise individual differences and respond appropriately
o Recognise and respect individual differences in colleagues, clients and customers
o Respond to differences sensitively
o Ensure behaviour is consistent with legislative requirements and enterprise guidelines
o Accommodate diversity using appropriate verbal and non-verbal communication
 Work effectively with individual differences
o Recognise and document knowledge, skills and experience of others in relation to team
objectives
o Encourage colleagues to utilise and share their specific qualities, skills or backgrounds with
other team members and clients in order to enhance work outcomes
o Ensure relations with customers and clients demonstrate that diversity is valued by the
business
Organise workplace information:
Refer to page 52 for elements of competence.
Produce desktop published documents:
Refer to page 51 for elements of competence.
Design and produce business documents:
Refer to page 53 for elements of competence.
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Board Endorsed January 2012.Version 5 Amended January 2016
Design and produce text documents:
Refer to page 52 for elements of competence.
Teaching and Learning Strategies
Refer to page 18.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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Board Endorsed January 2012.Version 5 Amended January 2016
Working in Business Administration 4
Value 1.0
This standard unit combines the following two half units. These should be delivered together as a semester
unit.
 Business Practices
(0.5)
 Customer Service in Business (0.5)
Business Practices
Value 0.5
This half unit forms part of the following two standard units. Students may only undertake and gain credit
for this half unit once:
 Working in Business Administration 4
 Business Practices and Preparing for Work
Note: This half unit incorporates Certificate III competencies. College RTOs must apply for scope with the
National VET Regulator to deliver and assess embedded competencies. Select 1-2 competencies based on
individual College delivery models, i.e. virtual enterprise, industry project, college year book etc. See
Appendix A for nominal hours which may be used as a guide to the breadth and depth of the Units of
Competence.
Prerequisites
Nil. Structured Workplace Learning is highly recommended
Duplication of Content Rules
Refer to page 14.
Specific Unit Goals
Unit goals must be customised to reflect the 1-2 Units of Competence delivered in this unit.
This unit should enable students to:
 Produce spreadsheets
 Organise personal work priorities and development
 Develop keyboarding speed and accuracy
(Colleges must have scope to deliver Certificate III Units of Competence)
Units of Competency
Competence must be demonstrated over time and in the full range of business contexts. Teachers must use
this unit document in conjunction with the Units of Competence from the Business Services Training
Package BSB, which provides performance criteria, range statements and assessment contexts.
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Board Endorsed January 2012.Version 5 Amended January 2016
Content
Content must be customised to reflect the 1-2 Units of Competence delivered in this unit.
Code
BSBITU304
Competency Title
Produce spreadsheets
Core/Elective
Elective
BSBWOR301
Organise personal work priorities and development
Elective
BSBITU307
Develop keyboarding speed and accuracy
Elective
Produce spreadsheets
 Select and prepare resources




o Adhere to ergonomic, work organisation and occupational health and safety requirements
o Use energy and resource conservation techniques to minimise wastage
o Identify spreadsheet task requirements in relation to data entry, storage, output and
presentation
Plan spreadsheet design
o Ensure spreadsheet design suits the purpose, audience and information requirements of the
task
o Ensure spreadsheet design enhances readability and appearance, and meets organisational
and task requirements for style and layout
o Use style sheets and automatic functions to ensure consistency of design and layout
Create spreadsheet
o Ensure data is entered, checked and amended to maintain consistency of design and layout, in
accordance with organisational and task requirements
o Format spreadsheet using software functions to adjust page and cell layout to meet
information requirements, in accordance with organisational style and presentation
requirements
o Ensure formulae are tested and used to confirm output meets task requirements, in
consultation with appropriate personnel as required
o Use manuals, user documentation and online help to overcome problems with spreadsheet
design and production
Produce simple charts
o Select chart type and design that enables valid representation of numerical data, and meets
organisational and task requirements
o Create charts using appropriate data range in the spreadsheet
o Modify chart type and layout using formatting features
Finalise spreadsheets
o Preview, adjust and print spreadsheet and any accompanying charts, in accordance with task
requirements
o Ensure data input meets designated time lines and organisational requirements for speed and
accuracy
o Name and store spreadsheet in accordance with organisational requirements and exit the
application without data loss/damage
Organise personal work priorities and development
 Organise and complete own work schedule
o Ensure that work goals and objectives are understood, negotiated and agreed in accordance
with organisational requirements
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Board Endorsed January 2012.Version 5 Amended January 2016
o Assess and prioritise workload to ensure tasks are completed within identified timeframes
o Identify factors affecting the achievement of work objectives and incorporate contingencies
into work plans
o Use business technology efficiently and effectively to manage and monitor scheduling and
completion of tasks
 Monitor own work performance
o Accurately monitor and adjust personal work performance through self-assessment to ensure
achievement of tasks
o Ensure that feedback on performance is actively sought and evaluated from colleagues and
clients in the context of individual and group requirements
o Routinely identify and report on variations in the quality of service and products in accordance
with organisational requirements
o Identify signs of stress and effects on personal wellbeing
o Identify sources of stress and access appropriate supports and resolution strategies
 Coordinate personal skill development and learning
o Identify personal learning needs and skill gaps using self-assessment and advice from
colleagues and clients in relation to role and organisational requirements
o Identify, prioritise and plan opportunities for undertaking personal skill development activities
in liaison with work groups and relevant personnel
o Access, complete and record professional development opportunities to facilitate continuous
learning and career development
o Incorporate formal and informal feedback into review of further learning needs
Develop keyboarding speed and accuracy
Refer to page 34 for elements of competence
Teaching and Learning Strategies
Refer to page 18.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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Customer Service in Business
Value 0.5
Note: This half unit incorporates Certificate III competencies. College RTOs must apply for scope with the
National VET Regulator to deliver and assess embedded competencies. Select 1-2 competencies based on
individual college delivery models, i.e. virtual enterprise, industry project, college year book etc. See
Appendix A for nominal hours which may be used as a guide to the breadth and depth of the Units of
Competence.
Prerequisites
It is recommended that this unit of work is delivered in a simulated or virtual environment so that students
will be actively involved in business. Structured Workplace Learning is highly recommended.
Duplication of Content Rules:
Refer to page 14.
Specific Unit Goals
Unit goals must be customised to reflect the 1-2 Units of Competence that your college will be delivering in
this unit.
This unit should enable students to:
 Deliver and monitor a service to customers
 Recommend products and services
 Develop keyboarding speed and accuracy
Units of Competency
Competence must be demonstrated over time and in the full range of business contexts. Teachers must use
this unit document in conjunction with the Units of Competence from the Business Services Training
Package BSB, which provides performance criteria, range statements and assessment contexts.
Content
Content must be customised to reflect the 1-2 Units of Competence delivered in this unit.
Code
BSBCUS301
Competency Title
Deliver and monitor a service to customers
Core/Elective
Elective
BSBPRO301
Recommend products and services
Elective
BSBITU307
Develop keyboarding speed and accuracy
Elective
Deliver and monitor a service to customers
 Identify customer needs
o Use appropriate interpersonal skills to accurately identify and clarify customer needs and
expectations
o Assess customer needs for urgency to determine priorities for service delivery in accordance
with organisational requirements
o Use effective communication to inform customers about available choices for meeting their
needs and assist in the selection of preferred options
o Identify limitations in addressing customer needs and seek appropriate assistance from
designated individuals
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Board Endorsed January 2012.Version 5 Amended January 2016
 Deliver a service to customers
o Provide prompt service to customers to meet identified needs in accordance with
organisational requirements
o Establish and maintain appropriate rapport with customers to ensure completion of quality
service delivery
o Sensitively and courteously handle customer complaints in accordance with organisational
requirements
o Provide assistance or respond to customers with specific needs in accordance with
organisational requirements
o Identify and use available opportunities to promote and enhance services and products to
customers
 Monitor and report on service delivery
o Regularly review customer satisfaction with service delivery using verifiable evidence in
accordance with organisational requirements
o Identify opportunities to enhance the quality of service and products, and pursue within
organisational requirements
o Monitor procedural aspects of service delivery for effectiveness and suitability to customer
requirements
o Regularly seek customer feedback and use to improve the provision of products and services
o Incorporate evidence of customer satisfaction in decisions to modify products or services,
ensuring they are within organisational requirements
o Ensure reports are clear, detailed and contain recommendations focused on critical aspects of
service delivery
Recommend products and services
 Develop and maintain knowledge of products and services
o Actively and regularly research knowledge and understanding of industry products and
services using authoritative sources
o Use available product and service documentation to identify and understand characteristics of
products and services, and to make comparisons with other products and services
o Accurately document and maintain information on products and services in a format
consistent with organisational requirements
o Apply acquired knowledge to improve quality within personal work areas
o Recommend products and services
o Ensure that recommendations on products and services are in line with organisational
requirements
o Provide recommendations that emphasise product and service issues relevant to client needs
o Ensure that evidence in support of recommendations is verifiable and presented in a suitable
format
o Structure recommendations to identify clear benefits to clients and the organization
 Advise on promotional activities
o Provide advice that is clear, is supported by verifiable evidence and is compatible with
organisational requirements
o Ensure that promotional documentation and materials are appropriate to presentation of the
organisation’s products and services
o Ensure that costs of promotional activities conform to budget resources
o Estimate impact of promotional activities from verifiable customer feedback sources
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Board Endorsed January 2012.Version 5 Amended January 2016
o Evaluate the benefits of promotional activities and incorporate in plans for future promotional
activities
Develop keyboarding speed and accuracy
Refer to page 34 for elements of competence.
Teaching and Learning Strategies
Refer to page 18.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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Business Practices and Preparing for Work
Value 1.0
This standard unit combines the following two half units. These should be delivered together as a semester
unit.
 Preparing for Work in Business (0.5)
 Business Practices
(0.5)
Prepare for Work in Business
Value 0.5
Note: This half unit incorporates Certificate III competencies. College RTOs must apply for scope with the
National VET Regulator to deliver and assess embedded competencies. Select 1-2 competencies based on
individual college delivery models, i.e. virtual enterprise, industry project, college year book etc. See
Appendix A for nominal hours which may be used as a guide to the breadth and depth of the Units of
Competence.
Prerequisites
It is recommended that this unit of work is delivered in a simulated or virtual environment so that students
will be actively involved in the online business. Structured Workplace Learning is highly recommended.
Duplication of Content Rules:
Refer to page 14.
Specific Unit Goals
Unit goals must be customised to reflect the 1-2 Units of Competence delivered in this unit.
This unit should enable students to:
 Organise personal work priorities and development
 Produce desktop published documents
 Develop keyboarding speed and accuracy
Units of Competency
Competence must be demonstrated over time and in the full range of business contexts. Teachers must use
this unit document in conjunction with the Units of Competence from the Business Services Training
Package BSB, which provides performance criteria, range statements and assessment contexts.
Content
Content must be customised to reflect the 1-2 Units of Competence delivered in this unit.
Core/Elective
Code
Competency Title
BSBWOR301
Organise personal work priorities and development
Elective
BSBITU309
Produce desktop published documents
Elective
BSBITU307
Develop keyboarding speed and accuracy
Elective
Organise personal work priorities and development:
Refer to page 59 for elements of competence.
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Produce desktop published documents:
Refer to page 51 for elements of competence.
Develop keyboarding speed and accuracy:
Refer to page 34 for elements of competence.
Teaching and Learning Strategies
Refer to page 18.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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Board Endorsed January 2012.Version 5 Amended January 2016
Business Practices
Value 0.5
This half unit forms part of the following two 1.0 standard units. Students may only undertake and gain
credit for this half unit once:
 Working in Business Administration 4
 Business Practices and Preparing for Work.
Refer to pages 58 - 60 for details of unit.
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Working in Business Administration 1 M
Value 1.0
This standard unit combines the following two half units. These should be delivered together as a semester
unit.
 The Work Environment (0.5)
 Working in Business
(0.5)
Student Profile
Students with mild to moderate intellectual disability
Prerequisites
Nil
Duplication of Content Rules
Refer to page 14.
Specific Unit Goals
This unit should enable students to:
A unit before Modification
M unit after Modification
 Contribute to health and safety of self and
others
 Contribute to health and safety of self and
others
 Develop keyboard skills in speed and
accuracy
 Develop keyboard skills
 Work effectively in a business
environment
 Apply basic communication skills
 Produce simple word processed
documents
 Operate a personal computer
 Participate in environmentally sustainable
work practices
 Communicate in the workplace
 Deliver a service to customers
 Create electronic presentations
Units of Competence
Teachers must use this document in conjunction with the Units of Competence from BSB Business Services
Training Package, which provides performance criteria, range statements and assessment contexts.
Competence must be demonstrated over time and in the full range of business environments.
BSBWHS201
BSBCMM101
Contribute to health and safety of self and others
Apply basic communication skills
Core
Elective
BSBITU101
Operate a personal computer
Elective
BSBITU102
Develop keyboard skills
Elective
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Content
A unit before Modification
M unit after Modification
Contribute to health and safety of self and
others
Work safely
Contribute to health and safety of self and
others
Work safely
 Follow provided safety procedures and
instructions when conducting work
 Follow provided safety procedures and
instructions when conducting work
 Carry out pre-start systems and equipment
checks according to workplace procedures
 Carry out pre-start systems and equipment
checks according to workplace procedures
 Follow workplace procedures for responding
to emergency incidents
Implement work safety requirements
 Follow workplace procedures for responding
to emergency incidents
Implement work safety requirements
 Identify designated persons for reporting
queries and concerns about safety in the
workplace
 Identify designated persons for reporting
queries and concerns about safety in the
workplace
 Identify existing and potential hazards in the
workplace, report them to designated
persons, and record them according to
workplace procedures
 Identify existing and potential hazards in the
workplace, report them to designated
persons, and record them according to
workplace procedures
 Identify and implement WHS procedures and
work instructions
 Identify and implement WHS procedures and
work instructions
 Identify and report emergency incidents and
injuries to designated persons according to
workplace procedures
 Identify and report emergency incidents and
injuries to designated persons according to
workplace procedures
 Identify WHS duty holders in own work area
and their duties
Participate in WHS consultative processes
 Identify WHS duty holders in own work area
and their duties
Participate in WHS consultative processes
 Contribute to workplace meetings,
inspections and other WHS consultative
activities
 Contribute to workplace meetings,
inspections and other WHS consultative
activities
 Raise WHS issues with designated persons
according to organisational procedures
 Raise WHS issues with designated persons
according to organisational procedures
 Take actions to eliminate workplace hazards
and reduce risks
 Take actions to eliminate workplace hazards
and reduce risks
Develop keyboarding speed and accuracy
Use safe work practices
Develop keyboard skills
Use safe work practices
 Adjust workspace, furniture and equipment to
suit user ergonomic requirements
 Adjust workspace, furniture and equipment to
suit user ergonomic requirements
 Ensure work organisation meets
organisational and occupational health and
safety (OHS) requirements for computer
operation
Identify and develop keyboard skills
 Ensure work organisation meets
organisational and occupational health and
safety (OHS)
 Identify and apply keyboard functions for
both alpha and numeric keyboard functions
 Apply touch typing technique to complete a
Identify and develop keyboard skills
 Identify and apply keyboard functions for
both alpha and numeric keyboard functions
 Apply touch typing technique to complete a
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task
task
 Develop speed and accuracy in accordance
with workplace requirements for level of
responsibility
Check accuracy
 Develop speed and accuracy in accordance
with workplace requirements for level of
responsibility
Check accuracy
 Proofread document carefully to identify
errors
 Proofread document carefully to identify
errors
 Amend document, correct errors and
complete a final accuracy check
 Amend document, correct errors and
complete a final accuracy check
Work effectively in a business environment
Work within organisational requirements
Apply Basic Communication skills
Identify workplace communication procedures
 Identify and read organisation's
requirements and responsibilities and seek
advice from appropriate persons, where
necessary
 Identify organisational communication
requirements and workplace procedures with
assistance from appropriate people
 Develop and utilise a current working
knowledge and understanding of employee
and employer rights and responsibilities
 Comply with relevant duty of care, legal
responsibilities and organisational goals and
objectives
 Identify roles and responsibilities of
colleagues and immediate supervisors
 Identify standards and values considered to
be detrimental to the organisation and
communicate this through appropriate
channels
 Identify, recognise and follow behaviour that
contributes to a safe work environment
Work in a team
 Display courteous and helpful manners at all
times
 Complete allocated tasks as required Seek
assistance when difficulties arise Use
questioning techniques to clarify instructions
or responsibilities
 Identify and display a non-discriminatory
attitude in all contacts with staff,
management or clients
Develop effective work habits
 Identify work and personal priorities and
achieve a balance between competing
priorities
 Identify appropriate lines of
communication with supervisors and
colleagues
 Seek advice on the communication
method /equipment most appropriate for the
task
Communicate in the workplace
 Use effective questioning, and active listening
and speaking skills to gather and convey
information
 Use appropriate non-verbal behaviour at all
times
 Encourage, acknowledge and act upon
constructive feedback
Draft written information
 Identify relevant procedures and formats for
written information
 Draft and present assigned written
information for approval, ensuring it is
written clearly, concisely and within
designated timeframes
 Ensure written information meets required
standards of style, format and detail
 Seek assistance and/or feedback to aid
communication skills development
 Apply time management strategies to work
duties
 Observe appropriate dress and behaviour as
required by the workplace, job role or
customer contact
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Produce simple word processed documents
Prepare to produce documents
Operate a personal computer
Start computer, system information and features
 Use safe work practices to ensure ergonomic,
work organisation , energy and resource
conservation requirements are addressed
 Adjust workspace, furniture and equipment to
suit user ergonomic requirements
 Identify document purpose, audience and
presentation requirements, and clarify with
relevant personnel as required
 Ensure work organisation meets
organisational and occupational health and
safety (OHS ) requirements for computer
operation
 Identify organisational and task
requirements for document layout and design
 Start computer or log on according to user
procedures
Produce documents
 Identify basic functions and features using
system information
 Format document using appropriate software
functions to adjust page layout to meet
information requirements, in accordance with
organisational style and presentation
requirements
 Use system features to identify and
manipulate screen display options and
controls
 Use manuals, user documentation and online
help to overcome problems with document
presentation and production
Finalise documents
 Ensure final document is previewed, checked,
adjusted and printed in accordance with
organisational and task requirements
 Ensure document is prepared within
designated time lines and organisational
requirements
 Name and store document in accordance with
organisational requirements and exit
application without information loss/damage
 Customise desktop configuration, if
necessary, with assistance from appropriate
persons
 Use help functions as required
Navigate and manipulate desktop environment
 Open, close and access features by selecting
correct desktop icons
 Open, resize and close desktop windows by
using correct window functions and roles
 Create shortcuts from the desktop, if
necessary, with assistance from appropriate
persons
Organise files using basic directory and folder
structures
 Create folders/subfolders with suitable names
 Save files with suitable names in appropriate
folders
 Rename and move folders/subfolders and
files as required
 Identify folder/subfolder and file attributes
 Move folders/subfolders and files using cut
and paste, and drag and drop techniques
 Save folders/subfolders and files to
appropriate media where necessary
 Search for folders/subfolders and files using
appropriate software tools
 Restore deleted folder/subfolders and files as
necessary
Print information
 Print information from installed printer
 View progress of print jobs and delete as
required
 Change default printer if installed and
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required
Shut down computer
 Close all open applications
 Shut-down computer according to user
procedures
Participate in environmentally sustainable work
practices
Identify current resource use
 Identify workplace environmental and
resource efficiency issues
 Identify resources used in own work role
 Document and measure current usage of
resources using appropriate techniques
 Record and file documentation measuring
current usage, using technology (such as
software systems) where applicable
 Identify and report workplace environmental
hazards to appropriate personnel
Comply with environmental regulations
 Follow workplace procedures to ensure
compliance
 Report breaches or potential breaches to
appropriate personnel
Seek opportunities to improve resource
efficiency
 Follow organisational plans to improve
environmental practices and resource
efficiency
 Work as part of a team, where relevant, to
identify possible areas for improvements to
work practices in own work area
 Make suggestions for improvements to
workplace practices
Teaching and Learning Strategies
Refer to page 19.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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Board Endorsed January 2012.Version 5 Amended January 2016
Working in Business Administration 2 M
Value 1.0
This standard unit combines the following two half units. These should be delivered together as a semester
unit.
 Business Operations (0.5)
 Business Finances (0.5)
Student Profile
Students with mild to moderate intellectual disability.
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 14.
Specific Unit Goals
This unit should enable students to:
A unit before Modification
M unit after Modification
 Develop keyboard skills in speed and
accuracy
 Develop keyboard skills
 Process and maintain workplace
information
 Work effectively in a business
environment
 Organise and complete daily work activities
 Plan skills development
 Use business technology
 Use business equipment and resources
 Handle mail
 Participate in environmentally
sustainable work practices
 Communicate electronically
 Create and use spreadsheets
 Process financial transactions and extract
interim reports
 Create electronic presentations
Units of Competence
Teachers must use this document in conjunction with the Units of Competence from BSB Business Services
Training Package, which provides performance criteria, range statements and assessment contexts.
Competence must be demonstrated over time and in the full range of business environments.
BSBITU102
Develop keyboard skills
Elective
BSBIND201
Work effectively in a business environment
Elective
BSBLED101
Plan skills development
Elective
BSBADM101
Use business equipment and resources
Elective
BSBSUS201
Participate in environmentally sustainable work practices
Elective
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Board Endorsed January 2012.Version 5 Amended January 2016
Content
A unit before Modification
A unit after Modification
Develop keyboarding speed and accuracy
Use safe work practices
Develop keyboarding skills
Use safe work practices
 Adjust workspace, furniture and
equipment to suit user ergonomic
requirements
 Adjust workspace, furniture and
equipment to suit user ergonomic
requirements
 Ensure work organisation meets
organisational and occupational health and
safety (OHS) requirements for computer
operation
Identify and develop keyboard skills
 Ensure work organisation meets
organisational and occupational health and
safety (OHS)
 Identify and apply keyboard functions for
both alpha and numeric keyboard
functions
 Apply touch typing technique to complete
a task
 Develop speed and accuracy in accordance
with workplace requirements for level of
responsibility
Check accuracy
 Proofread document carefully to identify
errors
 Amend document, correct errors and
complete a final accuracy check
Identify and develop keyboard skills
 Identify and apply keyboard functions for
both alpha and numeric keyboard
functions
 Apply touch typing technique to complete
a task
 Develop speed and accuracy in accordance
with workplace requirements for level of
responsibility
Check accuracy
 Proofread document carefully to identify
errors
 Amend document, correct errors and
complete a final accuracy check
Process and maintain workplace information
Collect information
Work effectively in a business environment
Work within organisational requirements
 Collect information in a timely manner and
ensure that it is relevant to organisational
needs
 Identify and read organisation's
requirements and responsibilities and seek
advice from appropriate persons, where
necessary
 Use business
equipment /technology available in the
work area to effectively obtain information
 Apply organisational requirements relating
to security and confidentiality in handling
information
Process workplace information
 Use business equipment/technology to
process information in accordance with
organisational requirements
 Process information in accordance with
defined timeframes, guidelines and
procedures
 Update, modify and file information in
accordance with organisational
 Develop and utilise a current working
knowledge and understanding of
employee and employer rights and
responsibilities
 Comply with relevant duty of care, legal
responsibilities and organisational goals
and objectives
 Identify roles and responsibilities of
colleagues and immediate supervisors
 Identify standards and values considered
to be detrimental to the organisation and
communicate this through appropriate
channels
 Identify, recognise and follow behaviour
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Board Endorsed January 2012.Version 5 Amended January 2016
requirements
 Collate and despatch information in
accordance with specified timeframes and
organisational requirements
Maintain information systems
 Maintain information and filing systems in
accordance with organisational
requirements
 Identify, remove and/or relocate inactive
or dead files in accordance with
organisational requirements
 Establish and assemble new files in
accordance with organisational
requirements
 Update reference and index systems in
accordance with organisational
requirements
that contributes to a safe work
environment
Work in a team
 Display courteous and helpful manners at
all times
 Complete allocated tasks as required Seek
assistance when difficulties arise Use
questioning techniques to clarify
instructions or responsibilities
 Identify and display a non-discriminatory
attitude in all contacts with staff,
management or clients
Develop effective work habits
 Identify work and personal priorities and
achieve a balance between competing
priorities
 Apply time management strategies to
work duties
 Observe appropriate dress and behaviour
as required by the workplace, job role or
customer contact
Organise and complete daily work activities
Organise work schedule
Plan skills development
Seek advice on future career directions
 Negotiate and agree upon work goals and
plans with assistance from appropriate
persons
 Identify possible career directions in
industry or organisation
 Develop an understanding of the
relationship between individual work goals
and plans, and organisational goals and
plans
 Discuss future work/career directions with
appropriate people and identify additional
skills requirements
 Plan and prioritise workload within
allocated timeframes
Complete work tasks
 Complete tasks within designated time
lines and in accordance with organisational
requirements and instructions
 Use effective questioning to seek
assistance from colleagues when
difficulties arise in achieving allocated
tasks
 Identify factors affecting work
requirements and take appropriate action
 Use business technology efficiently and
effectively to complete work tasks
 Communicate progress of task to
supervisor or colleagues as required
Review work performance
 Identify and prioritise personal work goals
 Take into account personal values and
attitudes regarding work and business, in
planning future work/career directions
 Identify additional skills required and
determine appropriate method /s to
acquire these skills
Conduct self assessment of skills
 Identify work, life and study experiences
relating to business
 Assess current skills, knowledge and
attitudes against a checklist of relevant
competencies
 Discuss results of self-assessment with
trainer or assessor
 Identify further skills development needs
Prepare portfolio of evidence
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Board Endorsed January 2012.Version 5 Amended January 2016
 Seek feedback on work performance from
supervisors or colleagues
 Identify and discuss types of
evidence required
 Monitor and adjust work according to
feedback obtained through supervision
and comparison with established team and
organisational standards
 Develop a clear understanding of the
purpose of evidence
 Collect examples of evidence for portfolio
 Identify and plan opportunities for
improvement in liaison with colleagues
 Complete application for recognition of
current competency and/or personal
resume with assistance from assessor
Use business technology
Select and use technology
Use business equipment and resources
Select equipment or resources
 Select appropriate technology and
software applications to achieve the
requirements of the task
 Identify and access business equipment or
resources required to complete task under
direct instructions
 Adjust workspace, furniture and
equipment to suit user ergonomic
requirements
 Estimate quantities and resources
correctly to complete the task
 Use technology according to organisational
requirements and in a way which
promotes a safe work environment
Process and organise data
 Identify, open, generate or amend files
and records according to task and
organisational requirements
 Operate input devices according to
organisational requirements
 Store data appropriately and exit
applications without damage to or loss of,
data
 Use manuals, training booklets and/or
online help or help-desks to overcome
basic difficulties with applications
Maintain technology
 Identify and replace used technology
consumables in accordance with
manufacturer's instructions and
organisational requirements
 Carry out and/or arrange routine
maintenance to ensure equipment is
maintained in accordance with
manufacturer's instructions and
organisational requirements
 Identify equipment faults accurately and
take action in accordance with
manufacturer's instructions or report fault
to designated person
 Check equipment for serviceability in
accordance with equipment instructions
Operate equipment
 Operate equipment in accordance with
manufacturer's specifications and under
direct instructions
 Identify equipment faults accurately and
take action to ensure equipment is
repaired in accordance with
manufacturer's specifications
 Report repairs outside area of own
responsibility to appropriate persons
Maintain equipment or resources
 Maintain equipment or resources to
support completion of tasks under direct
instructions
 Undertake maintenance to ensure
equipment meets manufacturer's
specifications
 Maintain records concerning equipment or
resources under direct instructions
 Store equipment and resources under
direct instruction
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Participate in environmentally sustainable
work practices
Identify current resource use
 Identify workplace environmental and
resource efficiency issues
 Identify resources used in own work role
 Document and measure current usage of
resources using appropriate techniques
 Record and file documentation measuring
current usage, using technology (such as
software systems) where applicable
 Identify and report workplace
environmental hazards to appropriate
personnel
Comply with environmental regulations
 Follow workplace procedures to ensure
compliance
 Report breaches or potential breaches to
appropriate personnel
Seek opportunities to improve resource
efficiency
 Follow organisational plans to improve
environmental practices and resource
efficiency
 Work as part of a team, where relevant, to
identify possible areas for improvements
to work practices in own work area
 Make suggestions for improvements to
workplace practices
Create and use spreadsheets
Select and prepare resources
 Adjust workspace, furniture and
equipment to suit user ergonomic, work
organisation and occupational health and
safety (OHS) requirements
 Use energy and resource conservation
techniques to minimise wastage in
accordance with organisational and
statutory requirements
 Identify spreadsheet task requirements
and clarify with relevant personnel as
required
Create simple spreadsheets
 Ensure data is entered, checked and
amended in accordance with
organisational and task requirements, to
maintain consistency of design and layout
Create and use spreadsheets
o Adjust workspace, furniture and
equipment to suit user ergonomic,
work organisation and occupational
health and safety (OHS) requirements
o Identify basic spreadsheet task
requirements (e.g. data entry) and
clarify with relevant personnel as
required
 Create simple spreadsheets
o Ensure data is entered, checked and
amended in accordance with
organisational and task requirements,
to maintain consistency of design and
layout
o Format spreadsheet using software
functions, to adjust page and cell
layout to meet information
requirements, in accordance with
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 Format spreadsheet using software
functions, to adjust page and cell layout to
meet information requirements, in
accordance with organisational style and
presentation requirements
organisational style and presentation
requirements
 Ensure formulae are used and tested to
confirm output meets task requirements,
in consultation with appropriate personnel
as required
 Use manuals, user documentation and
online help to overcome problems with
spreadsheet design and production
Produce simple charts
 Select chart type and design that enables
valid representation of numerical data and
meets organisational and task
requirements
 Create chart using appropriate data range
in the spreadsheet
 Modify chart type and layout using
formatting features
Finalise spreadsheets
 Ensure spreadsheet and any accompanying
charts are previewed, adjusted and printed
in accordance with organisational and task
requirements
 Ensure data input meets designated time
lines and organisational requirements for
speed and accuracy
 Name and store spreadsheet in
accordance with organisational
requirements and exit the application
without data loss/damage
Process financial transactions and extract
interim reports
Check and verify supporting documentation
Produce simple charts
o Select chart type and design
o Create chart using appropriate data
range in the spreadsheet
o Modify chart type and layout using
formatting features
Finalise spreadsheets
o Ensure spreadsheet and any
accompanying charts are previewed
by supervisor, adjusted and printed
o Ensure data input meets designated
time lines and organisational
requirements for speed and accuracy
Name and store spreadsheet
 Information from documents is identified,
checked and recorded
 Supporting documentation is examined to
establish accuracy and completeness and
to ensure authorisation by appropriate
personnel
Prepare and process banking and petty cash
documents
 Deposits and withdrawals are accurately
entered and balanced according to
organisational procedures
 Cheques and card vouchers are checked
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for validity before processing
 Banking documentation is reconciled with
organisation's financial records
 Petty cash claims and vouchers are
checked, processed and recorded and the
petty cash book is balanced according to
organisational procedures
Prepare and process invoices for payment to
creditors and for debtors
 Invoices are prepared in accordance with
organisational procedures
 Invoices are checked against source
documents for accuracy and any errors
corrected
 All invoices and related documents are
filed for auditing purposes
Prepare journals and batch monetary items
 Journals are prepared accurately and
completely and items batched within
organisational timelines
 Batch items are precisely matched to initial
receipt records
 Journals are authorised in accordance with
organisational policy and procedures
Enter data into system
 Data is entered into system accurately and
in accordance with organisation input
standards with transactions correctly
allocated to system and accounts
 Related systems are updated to maintain
the integrity of relationships between
financial systems
Prepare deposit facility and lodge flows
 A deposit facility is selected appropriate to
the banking method to be used
 Batch is balanced with deposit facility
without error
 Security and safety precautions are taken
appropriate to the method of banking in
accordance with organisational policy and
industry and legislative requirements
 Proof of lodgement is obtained and filed so
that it is easily accessible and traceable
Extract a trial balance and interim reports
 Any special transactions are processed
accurately
 Cash and credit journals are completed
and posted to general ledger
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 A trial balance is extracted and checked
and other required reports prepared
 Any errors are found and corrected
Handle Mail
Receive and distribute incoming mail
 Ensure that incoming mail is checked and
registered in accordance with
organisational policies and procedures
 Identify titles and locations of company
personnel and departments
 Identify and distribute urgent and
confidential mail in accordance with
organisational requirements
 Sort and despatch mail to nominated
person /location in accordance with
organisational requirements
 Record and/or report damaged, suspicious
or missing items and take appropriate
action in accordance with organisational
policies and procedures
Collect and despatch outgoing mail
 Collect, check and sort outgoing mail to
ensure all items are correctly prepared for
despatch in accordance with
organisational policies and procedures
 Record and process outgoing mail for
despatch in accordance with
organisational requirements
 Despatch mail to meet designated time
lines
Organise urgent and same day deliveries
 Evaluate delivery options and select best
option
 Prepare items for urgent delivery in
accordance with organisational
requirements and carrier specifications
 Organise lodgement or pick up of
emergency deliveries and follow-up if
necessary
Teaching and Learning Strategies
Refer to page 19.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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Working in Business Administration 3 M
Value 1.0
This standard unit combines the following two half units. These should be delivered together as a semester
unit.
 Using Business Documents (0.5)
 Create Business Documents (0.5)
Student Profile
Students with mild to moderate intellectual disability
Prerequisites
Nil
Duplication of Content Rules
Refer to page 14.
Specific Unit Goals
This unit should enable students to:
A unit before Modification
M unit after Modification
 Develop keyboarding and accuracy
 Contribute to health and safety of self and
others
 Apply knowledge of WHS legislation in the
workplace
 Work effectively in a business environment
 Produce desktop published documents
 Organise and complete daily work activity
 Create and use databases
 Plan skills development
 Organise workplace information
 Design and produce text documents (must
be delivered over 2 standard units)
 Design and produce business documents
(must be delivered over 2 standard units)
 Write simple documents
 Work effectively with diversity
Units of Competence
Teachers must use this document in conjunction with the Units of Competence from BSB Business Services
Training Package, which provides performance criteria, range statements and assessment contexts.
Competence must be demonstrated over time and in the full range of business environments.
BSBWHS201
BSBIND201
Contribute to health and safety of self and others
Work effectively in a business environment
Core
Elective
BSBWOR202
Organise and complete daily work activity
Elective
BSBLED101
Plan skills development
Elective
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Content
A unit before Modification
M unit after Modification
Participate in OHS processes
Work safely
Contribute to health and safety of self and
others
Work safely
 Follow established safety procedures when
conducting work
 Carry out pre start systems and equipment
checks in accordance with workplace
procedures
Implement workplace safety requirements
 Identify designated persons for reporting
queries and concerns about safety in the
workplace
 Identify existing and potential hazards in the
workplace, report them to designated
persons and record them in accordance with
workplace procedures
 Identify and implement workplace procedures
and work instructions for controlling risks
 Report emergency incidents and injuries to
designated persons
Participate in OHS consultative processes
 Contribute to workplace meetings,
inspections or other consultative activities
 Raise OHS issues with designated persons in
accordance with organisational procedures
 Take actions to eliminate workplace hazards
or to reduce risks
Follow safety procedures
 Identify and report emergency incidents
 Follow organisational procedures for
responding to emergency incidents
 Follow provided safety procedures and
instructions when conducting work
 Carry out pre-start systems and equipment
checks according to workplace procedures
 Follow workplace procedures for responding
to emergency incidents
Implement work safety requirements
 Identify designated persons for reporting
queries and concerns about safety in the
workplace
 Identify existing and potential hazards in the
workplace, report them to designated
persons, and record them according to
workplace procedures
 Identify and implement WHS procedures and
work instructions
 Identify and report emergency incidents and
injuries to designated persons according to
workplace procedures
 Identify WHS duty holders in own work area
and their duties
Participate in WHS consultative processes
 Contribute to workplace meetings,
inspections and other WHS consultative
activities
 Raise WHS issues with designated persons
according to organisational procedures
 Take actions to eliminate workplace hazards
and reduce risks
 Identify roles and responsibilities of
colleagues and immediate supervisors
 Identify standards and values considered to
be detrimental to the organisation and
communicate this through appropriate
channels
 Identify, recognise and follow behaviour that
contributes to a safe work environment
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Produce desktop published documents
Prepare to produce desktop published
documents
 Use safe work practices including addressing
ergonomic requirements and using work
organisation strategies
 Use energy and resource conservation
techniques
 Identify document purpose, audience and
presentation requirements, and clarify with
relevant personnel as required
 Identify organisational and task
requirements for desktop published
documents to ensure consistency of style and
image
Set up desktop published document
 Design content structure and layout to ensure
information and graphics are arranged
according to related topics and logical
sequences
 Select appropriate formatting and create
templates or master pages to ensure
consistency of design and layout
 Confirm layout with appropriate person
Create desktop published document
 Prepare, format and enter required text
 Import text from other applications and
resolve any formatting issues
 Scan or import graphics from other
applications and resolve any formatting issues
Work effectively in a business environment
Work within organisational requirements
 Identify and read organisation's
requirements and responsibilities and seek
advice from appropriate persons, where
necessary
 Develop and utilise a current working
knowledge and understanding of employee
and employer rights and responsibilities
 Comply with relevant duty of care, legal
responsibilities and organisational goals and
objectives
 Identify roles and responsibilities of
colleagues and immediate supervisors
 Identify standards and values considered to
be detrimental to the organisation and
communicate this through appropriate
channels
 Identify, recognise and follow behaviour that
contributes to a safe work environment
Work in a team
 Display courteous and helpful manners at all
times
 Complete allocated tasks as required Seek
assistance when difficulties arise Use
questioning techniques to clarify instructions
or responsibilities
 Identify and display a non-discriminatory
attitude in all contacts with staff,
management or clients
Develop effective work habits
 Arrange text and graphics according to
organisational and task requirements
 Identify work and personal priorities and
achieve a balance between competing
priorities
Finalise desktop published document
 Apply time management strategies to work
duties
 Review text for possible errors and omissions,
and resolve any issues
 Check page order, structure and linkages
 Observe appropriate dress and behaviour as
required by the workplace, job role or
customer contact
 Produce completed document in required
format
 Name and store text documents, in
accordance with organisational requirements
and exit the application without information
loss/damage
 Prepare text documents within designated
time lines and organisational requirements
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for speed and accuracy
 Use manuals, user documentation and online
help to overcome problems with document
design and production
Organise workplace information
Collect and assess information
Organise and complete daily work activities
Organise work schedule
 Access product and service information in
accordance with organisational requirements
 Negotiate and agree upon work goals and
plans with assistance from appropriate
persons
 Ensure methods of collecting information are
reliable and make efficient use of available
time and resources
 Assess information for clarity, accuracy,
currency and relevance to intended tasks
 Use interpersonal skills to access relevant
information from teams and individuals
Organise information
 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
 Develop an understanding of the relationship
between individual work goals and plans, and
organisational goals and plans
 Plan and prioritise workload within allocated
timeframes
Complete work tasks
 Complete tasks within designated time lines
and in accordance with organisational
requirements and instructions
 Use effective questioning to seek assistance
from colleagues when difficulties arise in
achieving allocated tasks
 Identify factors affecting work requirements
and take appropriate action
 Collate information and materials, and
communicate to relevant designated persons
 Use business technology efficiently and
effectively to complete work tasks
 Identify difficulties organising and accessing
information and solve collaboratively with
individuals and team members
 Communicate progress of task to supervisor
or colleagues as required
Review work performance
 Update and store information in accordance
with organisational requirements and systems
Review information needs
 Seek feedback on work performance from
supervisors or colleagues
 Actively seek feedback on clarity, accuracy
and sufficiency of information to ensure
relevance of information and system
 Monitor and adjust work according to
feedback obtained through supervision and
comparison with established team and
organisational standards
 Review the contribution of information to
decision making and implement appropriate
modifications to collection processes
 Identify and plan opportunities for
improvement in liaison with colleagues
 Identify future information needs and
incorporate in modifications to collection
processes
Plan skills development
Seek advice on future career directions
 Document future information needs and
incorporate in modifications to reporting
processes
 Identify possible career directions in industry
or organisation
 Identify and prioritise personal work goals
 Discuss future work/career directions with
appropriate people and identify additional
skills requirements
 Take into account personal values and
attitudes regarding work and business, in
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Board Endorsed January 2012.Version 5 Amended January 2016
planning future work/career directions
 Identify additional skills required and
determine appropriate method /s to acquire
these skills
Conduct self assessment of skills
 Identify work, life and study experiences
relating to business
 Assess current skills, knowledge and attitudes
against a checklist of relevant competencies
 Discuss results of self-assessment with trainer
or assessor
 Identify further skills development needs
Prepare portfolio of evidence
 Identify and discuss types of
evidence required
 Develop a clear understanding of the purpose
of evidence
 Collect examples of evidence for portfolio
 Complete application for recognition of
current competency and/or personal
resume with assistance from assessor
Design and produce text documents
Prepare to produce word processed documents
 Use safe work practices to ensure ergonomic,
work organisation, energy and resource
conservation requirements are addressed
 Identify document purpose, audience and
presentation requirements, and clarify with
relevant personnel as required
 Identify organisational and task requirements
for text-based business documents to ensure
consistency of style and image
Design word processed documents
 Design document structure and layout to suit
purpose, audience and information
requirements of the task
 Design document to enhance readability and
appearance, and to meet organisational and
task requirements for style and layout
 Use style sheets and automatic functions to
ensure consistency of design and layout
Add tables and other data
 Insert a standard table into a document,
changing cells to meet information
requirements
 Insert and delete columns and rows as
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necessary
 Insert images and other data to meet
required specifications
Produce text documents
 Use advanced software functions to enable
efficient production of documents
 Enter or import, and edit text and other data
to meet required specifications
 Preview, adjust and print documents in
accordance with organisational and task
requirements
 Name and store text documents, in
accordance with organisational requirements
and exit the application without information
loss/damage
 Prepare text documents within designated
time lines and organisational requirements
for speed and accuracy
 Use manuals, user documentation and online
help to overcome problems with document
design and production
Design and produce business documents
Select and prepare resources
 Select and use appropriate technology and
software applications to produce required
business documents
 Select layout and style of publication
according to information and organisational
requirements
 Ensure document design is consistent with
company and/or client requirements, using
basic design principles
 Discuss and clarify format and style with
person requesting document/publication
Design document
 Identify, open and generate files and records
according to task and organisational
requirements
 Design document to ensure efficient entry of
information and to maximise the presentation
and appearance of information
 Use a range of functions to ensure
consistency of design and layout
 Operate input devices within designated
requirements
Produce document
 Complete document production within
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Board Endorsed January 2012.Version 5 Amended January 2016
designated time lines according to
organisational requirements
 Check document produced to ensure it meets
task requirements for style and layout
 Store document appropriately and save
document to avoid loss of data
 Use manuals, training booklets and/or
help-desks to overcome basic difficulties with
document design and production
Finalise document
 Proofread document for readability, accuracy
and consistency in language, style and layout
prior to final output
 Make any modifications to document to meet
requirements
Create and use databases
Create a simple database
 Design a simple relational database, with at
least two tables, using a database application,
basic design principles, software functions
and simple formulae
 Develop a table with fields and attributes
according to database usage, as well as data
considerations and user requirements
 Create a primary key for each table
 Modify table layout and field attributes as
required
 Create a relationship between the two tables
 Check and amend data entered, in accordance
with organisational and task requirements
Create reports and queries
 Determine information output, database
tables to be used and report layout to meet
task requirements
 Run reports and queries to check that results
and formulae provide the required data
 Modify reports to include or exclude
additional requirements
Use database
 Ensure data input meets designated time lines
and organisational requirements for speed
and accuracy
 Use manuals, user documentation and online
help to overcome problems with database
design and production
 Preview, adjust and print database reports or
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Board Endorsed January 2012.Version 5 Amended January 2016
forms in accordance with organisational and
task requirements
 Name and store databases, in accordance
with organisational requirements, and exit
application without data loss or damage
 Prepare and distribute reports to appropriate
person in a suitable format
Develop keyboarding speed and accuracy
Use safe work practices
 Adjust workspace, furniture and equipment to
suit user ergonomic requirements
 Ensure work organisation meets
organisational and occupational health and
safety (OHS) requirements for computer
operation
Identify and develop keyboard skills
 Identify and apply keyboard functions for
both alpha and numeric keyboard functions
 Apply touch typing technique to complete a
task
 Develop speed and accuracy in accordance
with workplace requirements for level of
responsibility
Check accuracy
 Proofread document carefully to identify
errors
 Amend document, correct errors and
complete a final accuracy check
Teaching and Learning Strategies
Refer to page 19.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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Board Endorsed January 2012.Version 5 Amended January 2016
Working in Business Administration 4 M
Value 1.0
This standard unit combines the following two half units. These should be delivered together as a semester
unit.
 Business Practice (0.5)
 Customer service in business (0.5)
Student Profile
Students with mild to moderate intellectual disability
Prerequisites
Nil
Duplication of Content Rules
Refer to page 14.
Specific Unit Goals
This unit should enable students to:
A unit before Modification
M unit after Modification
 Develop keyboarding and accuracy
 Develop keyboard skills
 Organise personal work priorities and
development
 Create and use spreadsheets
 Produce Spreadsheets
 Participate in environmentally sustainable
work practices
 Deliver and Monitor a service to
customers
 Use business equipment and resources
 Recommend products and services
Units of Competence
Teachers must use this document in conjunction with the Units of Competence from BSB Business Services
Training Package, which provides performance criteria, range statements and assessment contexts.
Competence must be demonstrated over time and in the full range of business environments.
BSBITU102
Develop keyboard skills
Elective
BSBITU202
Create and use spreadsheets
Elective
BSBSUS201
Participate in environmentally sustainable work practices
Elective
BSBADM101
Use business equipment and resources
Elective
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Board Endorsed January 2012.Version 5 Amended January 2016
Content
A unit before Modification
M unit after Modification
Develop keyboarding speed and accuracy
Use safe work practices
Develop keyboarding skills
Use safe work practices
 Adjust workspace, furniture and equipment to
suit user ergonomic requirements
 Adjust workspace, furniture and equipment to
suit user ergonomic requirements
 Ensure work organisation meets
organisational and occupational health and
safety (OHS) requirements for computer
operation
Identify and develop keyboard skills
 Ensure work organisation meets
organisational and occupational health and
safety (OHS)
 Identify and apply keyboard functions for
both alpha and numeric keyboard functions
 Apply touch typing technique to complete a
task
 Develop speed and accuracy in accordance
with workplace requirements for level of
responsibility
Check accuracy
 Proofread document carefully to identify
errors
Identify and develop keyboard skills
 Identify and apply keyboard functions for
both alpha and numeric keyboard functions
 Apply touch typing technique to complete a
task
 Develop speed and accuracy in accordance
with workplace requirements for level of
responsibility
Check accuracy
 Amend document, correct errors and
complete a final accuracy check
 Proofread document carefully to identify
errors
Produce spreadsheets
Select and prepare resources
Create and use spreadsheets
Select and prepare resources
 Adhere to ergonomic, work organisation and
occupational health and safety requirements
 Adjust workspace, furniture and equipment to
suit user ergonomic, work organisation and
occupational health and safety (OHS)
requirements
 Use energy and resource conservation
techniques to minimise wastage
 Identify spreadsheet task requirements in
relation to data entry, storage, output and
presentation
Plan spreadsheet design
 Ensure spreadsheet design suits the purpose,
audience and information requirements of
the task
 Ensure spreadsheet design enhances
readability and appearance, and meets
organisational and task requirements for style
and layout
 Use style sheets and automatic functions to
ensure consistency of design and layout
 Amend document, correct errors and
complete a final accuracy check
 Use energy and resource conservation
techniques to minimise wastage in
accordance with organisational and statutory
requirements
 Identify spreadsheet task requirements and
clarify with relevant personnel as required
Create simple spreadsheets
 Ensure data is entered, checked and amended
in accordance with organisational and task
requirements, to maintain consistency of
design and layout
 Format spreadsheet using software functions,
to adjust page and cell layout to meet
information requirements, in accordance with
organisational style and presentation
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Create spreadsheet
requirements
 Ensure data is entered, checked and amended
to maintain consistency of design and layout,
in accordance with organisational and task
requirements
 Ensure formulae are used and tested to
confirm output meets task requirements, in
consultation with appropriate personnel as
required
 Format spreadsheet using software functions
to adjust page and cell layout to meet
information requirements, in accordance with
organisational style and presentation
requirements
 Use manuals, user documentation and online
help to overcome problems with spreadsheet
design and production
 Ensure formulae are tested and used to
confirm output meets task requirements, in
consultation with appropriate personnel as
required
 Use manuals, user documentation and online
help to overcome problems with spreadsheet
design and production
Produce simple charts
 Select chart type and design that enables valid
representation of numerical data, and meets
organisational and task requirements
Produce simple charts
 Select chart type and design that enables valid
representation of numerical data and meets
organisational and task requirements
 Create chart using appropriate data range in
the spreadsheet
 Create charts using appropriate data range in
the spreadsheet
 Modify chart type and layout using formatting
features
 Modify chart type and layout using formatting
features
Finalise spreadsheets
Finalise spreadsheets
 Preview, adjust and print spreadsheet and any
accompanying charts, in accordance with task
requirements
 Ensure spreadsheet and any accompanying
charts are previewed, adjusted and printed in
accordance with organisational and task
requirements
 Ensure data input meets designated time lines
and organisational requirements for speed
and accuracy
 Ensure data input meets designated time lines
and organisational requirements for speed
and accuracy
 Name and store spreadsheet in accordance
with organisational requirements and exit the
application without data loss/damage
 Name and store spreadsheet in accordance
with organisational requirements and exit the
application without data loss/damage
Organise personal work priorities and
development
Organise and complete own work schedule
 Ensure that work goals and objectives are
understood, negotiated and agreed in
accordance with organisational requirements
 Assess and prioritise workload to ensure tasks
are completed within identified timeframes
 Identify factors affecting the achievement of
work objectives and incorporate
contingencies into work plans
 Use business technology efficiently and
effectively to manage and monitor scheduling
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Board Endorsed January 2012.Version 5 Amended January 2016
and completion of tasks
Monitor own work performance
 Accurately monitor and adjust personal work
performance through self-assessment to
ensure achievement of tasks
 Ensure that feedback on performance is
actively sought and evaluated from colleagues
and clients in the context of individual and
group requirements
 Routinely identify and report on variations in
the quality of service and products in
accordance with organisational requirements
 Identify signs of stress and effects on personal
wellbeing
 Identify sources of stress and access
appropriate supports and resolution
strategies
Coordinate personal skill development and
learning
 Identify personal learning needs and skill gaps
using self-assessment and advice from
colleagues and clients in relation to role and
organisational requirements
 Identify, prioritise and plan opportunities for
undertaking personal skill development
activities in liaison with work groups and
relevant personnel
 Access, complete and record professional
development opportunities to facilitate
continuous learning and career development
 Incorporate formal and informal feedback
into review of further learning needs
Deliver and monitor a service to customers
Identify customer needs
 Use appropriate interpersonal skills to
accurately identify and clarify customer needs
and expectations
 Assess customer needs for urgency to
determine priorities for service delivery in
accordance with organisational requirements
 Use effective communication to inform
customers about available choices for
meeting their needs and assist in the selection
of preferred options
 Identify limitations in addressing customer
needs and seek appropriate assistance from
designated individuals
Deliver a service to customers
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
Provide prompt service to customers to
meet identified needs in accordance with
organisational requirements
 Establish and maintain appropriate rapport
with customers to ensure completion of
quality service delivery
 Sensitively and courteously handle
customer complaints in accordance with
organisational requirements
 Provide assistance or respond to customers
with specific needs in accordance with
organisational requirements
 Identify and use available opportunities to
promote and enhance services and
products to customers
Monitor and report on service delivery
 Regularly review customer satisfaction with
service delivery using verifiable evidence in
accordance with organisational
requirements
 Identify opportunities to enhance the
quality of service and products, and pursue
within organisational requirements
 Monitor procedural aspects of service
delivery for effectiveness and suitability to
customer requirements
 Regularly seek customer feedback and use
to improve the provision of products and
services
 Incorporate evidence of customer
satisfaction in decisions to modify products
or services, ensuring they are within
organisational requirements
 Ensure reports are clear, detailed and
contain recommendations focused on
critical aspects of service delivery
Recommend products and services
Develop and maintain knowledge of products
and services
 Actively and regularly research knowledge
and understanding of industry products and
services using authoritative sources
 Use available product and service
documentation to identify and understand
characteristics of products and services, and
to make comparisons with other products
and services
 Accurately document and maintain
information on products and services in a
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format consistent with organisational
requirements
 Apply acquired knowledge to improve
quality within personal work areas
 Recommend products and services
 Ensure that recommendations on products
and services are in line with organisational
requirements
 Provide recommendations that emphasise
product and service issues relevant to client
needs
 Ensure that evidence in support of
recommendations is verifiable and
presented in a suitable format
 Structure recommendations to identify
clear benefits to clients and the
organization
Advise on promotional activities
 Provide advice that is clear, is supported by
verifiable evidence and is compatible with
organisational requirements
 Ensure that promotional documentation
and materials are appropriate to
presentation of the organisation’s products
and services
 Ensure that costs of promotional activities
conform to budget resources
 Estimate impact of promotional activities
from verifiable customer feedback sources
 Evaluate the benefits of promotional
activities and incorporate in plans for future
promotional activities
Participate in environmentally sustainable work
practices
Identify current resource use
 Identify workplace environmental and
resource efficiency issues
 Identify resources used in own work role
 Document and measure current usage of
resources using appropriate techniques
 Record and file documentation measuring
current usage, using technology (such as
software systems) where applicable
 Identify and report workplace environmental
hazards to appropriate personnel
Comply with environmental regulations
 Follow workplace procedures to ensure
compliance
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 Report breaches or potential breaches to
appropriate personnel
Seek opportunities to improve resource
efficiency
 Follow organisational plans to improve
environmental practices and resource
efficiency
 Work as part of a team, where relevant, to
identify possible areas for improvements to
work practices in own work area
 Make suggestions for improvements to
workplace practices
Use business equipment and resources
Select equipment or resources
 Identify and access business equipment or
resources required to complete task under
direct instructions
 Estimate quantities and resources correctly to
complete the task
 Check equipment for serviceability in
accordance with equipment instructions
Operate equipment
 Operate equipment in accordance with
manufacturer's specifications and under
direct instructions
 Identify equipment faults accurately and take
action to ensure equipment is repaired in
accordance with manufacturer's specifications
 Report repairs outside area of own
responsibility to appropriate persons
Maintain equipment or resources
 Maintain equipment or resources to support
completion of tasks under direct instructions
 Undertake maintenance to ensure equipment
meets manufacturer's specifications
 Maintain records concerning equipment or
resources under direct instructions
 Store equipment and resources under direct
instruction
Teaching and Learning Strategies
Refer to page 19.
Assessment
Refer to pages 20-26.
Resources
Refer to Bibliography on page 32.
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SWL 1 – Business
Value 0.5
Students may work in a small or large business setting depending on availability and the skills set of the
student.
Specific Unit Goals
This unit should enable students to:
 consolidate learning and demonstrate competence in a business environment
 deliver and monitor a service to clients
 develop personal, technical and social skills to enhance their performance as an employee
 work individually and as a team member to achieve organisational goals
Units of Competence
Teachers must use this document in conjunction with the Units of Competence from BSB Business Services
Training Package v.5, which provides performance criteria, range statements and assessment contexts.
Competence must be demonstrated over time and in the full range of business environments.
BSBWHS201
BSBIND201
Contribute to health and safety of self and others
Work effectively in a business environment
Core
Elective
BSBCMM201
Communicate in the workplace
Elective
Assessment
Students need to complete a minimum of 27.5 hours in a Vocational Placement to obtain credit for this
unit.
Assessment of competence on the job must include observation of real work processes and procedures.
Questions related to the performance criteria and directed to the candidate, peers and business client will
assist in assessing competence. Observation of skills will assist in the collection of evidence. Evidence can
be collected through a supervisor’s report, third party peer and client reports.
Structured Workplace Learning Assessment
Refer to page 23.
Competency Based Assessment
Refer to page 21.
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SWL 2 – Business
Value 0.5
Students may work in a small or large business setting depending on availability and the skills set of the
student.
Specific Unit Goals
This unit should enable students to:
 consolidate learning and demonstrate competence in a business environment
 deliver and monitor a service to clients
 develop personal, technical and social skills to enhance their performance as an employee
 work individually and as a team member to achieve organisational goals
Units of Competence
Teachers must use this document in conjunction with the Units of Competence from BSB Business Services
Training Package v.5, which provides performance criteria, range statements and assessment contexts.
Competence must be demonstrated over time and in the full range of business environments.
BSBWHS201
BSBINM201
Contribute to health and safety of self and others
Process and maintain workplace information
Core
Elective
BSBWOR202
Organise and complete daily work activities
Elective
BSBWOR204
Use business technology
Elective
Assessment
Students need to complete a minimum of 27.5 hours in a Vocational Placement to obtain credit for this
unit.
Assessment of competence on the job must include observation of real work processes and procedures.
Questions related to the performance criteria and directed to the candidate, peers and business client will
assist in assessing competence. Observation of skills will assist in the collection of evidence. Evidence can
be collected through a supervisor’s report, peer reports and client reports.
Structured Workplace Learning Assessment
Refer to page 23.
Competency Based Assessment
Refer to page 21.
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Appendix A: Nominal Hours
BSB10115 Certificate I in Business
Certificate I Competencies – 5 of the 8 elective Units of Competence listed are required and the core unit
must be achieved.
Core or
Elective
Nominal
Hours
Core
20
Elective
15
Work effectively in a business environment
Elective
30
BSBCMM101
Apply basic communication skills
Elective
40
BSBITU101
Operate a personal computer
Elective
20
BSBITU102
Develop keyboard skills
Elective
40
BSBLED101
Plan skills development
Elective
20
BSBSUS201
Participate in environmentally sustainable work
practices
Elective
20
BSBWOR202
Organise and complete daily work activities
Elective
20
Code
Competency Title
BSBWHS201
BSBADM101
Contribute to health and safety of self and others
Use business equipment and resources
BSBIND201
BSB20115 Certificate II in Business
Certificate II Competencies – 11 of the 14 elective Units of Competence listed are required and the core
unit must be achieved.
Core or
Nominal
Code
Competency Title
Elective
Hours
Core
20
BSBWHS201
Contribute to health and safety of self and others
BSBIND201
Work effectively in a business environment
Elective
30
BSBCMM201
Communicate in the workplace
Elective
40
BSBWOR203
Work effectively with others
Elective
15
BSBITU201
Produce simple word processed documents
Elective
60
BSBSUS201
Participate in environmentally sustainable work
practices
Elective
20
BSBINM201
Process and maintain workplace information
Elective
30
BSBITU202
Create and use spreadsheets
Elective
30
BSBWOR202
Organise and complete daily work activities
Elective
20
BSBWOR204
Use business technology
Elective
20
BSBINM202
Handle mail
Elective
15
BSBCUS201
Deliver a service to customers
Elective
40
BSBITU203
Communicate electronically
Elective
20
BSBITU307
Develop keyboarding speed and accuracy
Elective
50
FNSACC301
Process financial transactions and extract interim
reports
Elective
60
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BSB30115 Certificate III in Business
Certificate III Competencies – 11 of the 12 elective Units of Competence listed are required and the core
unit must be achieved.
Core or
Elective
Core
Nominal
Hours
Check
Elective
30
Design and produce business documents
Elective
80
BSBCUS301
Deliver and monitor a service to customers
Elective
35
BSBWRT301
Write simple documents
Elective
30
BSBWOR301
Organise personal work priorities and development
Elective
30
BSBITU309
Produce desktop published documents
Elective
50
BSBITU303
Design and produce text documents
Elective
90
BSBPRO301
Recommend products and services
Elective
20
BSBITU301
Create and use databases
Elective
30
BSBITU302
Create electronic presentations
Elective
20
BSBDIV301
Work effectively with diversity
Elective
30
BSBITU304
Produce spreadsheets
Elective
35
Code
Competency Title
BSBWHS302
BSBINM301
Apply knowledge of WHS legislation in the
workplace
Organise workplace information
BSBITU306
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103