SHEA 03
BSB30407
Certificate III in
Business Administration
A Guide to Training and Assessment Activities
Supporting the BSB07 Business Services Training Package
Shea Business Consulting
Copyright
© 2009 Shea Business Consulting
This work is copyright. Apart from any use as permitted under the Copyright Act 1968 (the Act),
no part may be reproduced by any process without prior written permission from Shea Business
Consulting. Requests and enquiries concerning reproduction and rights should be addressed to
Shea Business Consulting, 193 Oak Street, Parkville, Victoria 3052. The Act allows a maximum
of 10% of this work to be reproduced and/or communicated by any educational institution for its
educational purposes provided that that educational institution (or the body that administers it)
has given remuneration notices to Copyright Agency Limited (CAL) under the Act. For details of
the CAL licence for educational institutions contact Copyright Agency Limited, Level 19, 157
Liverpool Street, Sydney, NSW 2000.
Published by:
Technical and Vocational Education and Training (TVET) Australia Ltd
Level 21, 390 St Kilda Road
Melbourne Victoria 3004
Telephone +61 3 9832 8100
Facsimile +61 3 9832 8199
E-mail: sales@tvetaustralia.com.au
First Published: February 2008
Stockcode: SHEA03
ISBN: 978-0-9804780-2-0
Printed by Document Printing Australia
Version 1.3, February 2009
Disclaimer
No patent liability is assumed with respect to the use of the information contained herein. While
every precaution has been taken in the preparation of this work, the publisher and the authors
assume no responsibility for errors or omissions. Neither is any liability assumed for damages
resulting from the use of the information contained herein. This work has been prepared for use
as part of a structured vocational education and training course and should only be used within
that context. The information contained herein was correct at the time of preparation. Documents
sourced during the development of this Guide are listed on page 99.
© 2009 Shea Business Consulting
3
Acronyms
ANZSCO
AQF
AQTF
DEEWR
IBSA
NTIS
OHS
RPL
RTO
STA
TVET
VET
Australian and New Zealand Standard Classification of Occupations
Australian Qualifications Framework
Australian Quality Training Framework
Department of Education, Employment and Workplace Relations
Innovation and Business Skills Australia
National Training Information Service
Occupational Health and Safety
Recognition of Prior Learning
Registered Training Organisation
State/Territory Training Authority
Technical and Vocational Education and Training
Vocational Education and Training
Symbols
The following symbols are used throughout this Guide:
Important points
Useful activities
Useful resources
Valuable checklists
4
© 2009 Shea Business Consulting
Contents
Copyright ............................................................................................................................................... 3 Disclaimer .............................................................................................................................................. 3 Acronyms ............................................................................................................................................... 4 Symbols ................................................................................................................................................. 4 Contents ................................................................................................................................................ 5 Additional BSB07 Resources ................................................................................................................. 6 Acknowledgement.................................................................................................................................. 6 1. THE BIG PICTURE.................................................................................. 7 Introduction ............................................................................................................... 8 Job Roles and the Certificate III in Business Administration .................................................................. 8 Pathways through the Certificate III in Business Administration ............................................................ 9 Employability Skills and the Certificate III in Business Administration ................................................. 11 2. TRAINING AND ASSESSMENT STRATEGIES ............................................ 15 Introduction ............................................................................................................. 16 Job-focused Training and Assessment ................................................................................................ 17 Sample Training and Assessment Strategy ......................................................................................... 24 AQTF 2007 – Hints and Tips ............................................................................................................... 28 Nominal Hours ..................................................................................................................................... 29 3. ASSESSMENT APPROACHES ................................................................ 33 Introduction ............................................................................................................. 34 Up-front Assessment ........................................................................................................................... 34 Self-Assessment .................................................................................................................................. 35 Holistic Assessment ............................................................................................................................. 42 Recording Assessment ........................................................................................................................ 77 4. USEFUL INFORMATION ......................................................................... 93 Glossary ............................................................................................................................................... 94 Websites .............................................................................................................................................. 97 State/Territory Training Authorities ...................................................................................................... 99 Resources ............................................................................................................................................ 99 5. APPENDICES ..................................................................................... 101 Appendix A: Employability Skills Framework for the Business Services Sector .. 102 Appendix B: Employability Skills – Support Activities ........................................... 103 Appendix C: Hazards Checklist – Office Based Work .......................................... 105 Appendix D: Units of Competency........................................................................ 109 Appendix E: Promotional Brochure ...................................................................... 110 Appendix F: Continuous Improvement Form ........................................................ 113 © 2009 Shea Business Consulting
5
Additional BSB07 Resources
The Guide is part of a suite of resources developed by Shea Business Consulting to support the
BSB07 Business Services Training Package. Other resources in this series include the following:
Hard Copy
Hard Copy
with CD-ROM
Using BSB07 Creatively
Responding with the Business Services Training Package
9
9
BSB20107 Certificate II in Business
A Guide to Training and Assessment Activities
9
9
BSB30107 Certificate III in Business
A Guide to Training and Assessment Activities
9
9
BSB30407 Certificate III in Business Administration
A Guide to Training and Assessment Activities
9
9
Resource Title
If you would like to order a copy of any of the above, contact:
TVET Australia
Level 21, 390 St Kilda Road, Melbourne Victoria 3004
Telephone +61 3 9832 8100
Facsimile +61 3 9832 8199
E-mail: sales@tvetaustralia.com.au
You are invited to use the Continuous Improvement Form on page 113 to
identify changes that you think would improve this Guide.
Acknowledgement
This resource was developed for Shea Business Consulting by Andrew Jones and Renika
Muthaya of purple infinity.
6
© 2009 Shea Business Consulting
1. The Big Picture
© 2009 Shea Business Consulting
7
Introduction
This Guide is designed for:
• trainers and assessors employed by Registered Training Organisations (RTOs) that are
registered to deliver and assess the Certificate III in Business Administration;
• trainers and assessors employed by senior secondary schools that offer the Certificate III in
Business Administration via a VET in Schools program;
• workplace trainers and assessors working in partnership with RTOs to deliver on-the-job
training for apprentices enrolled in the Certificate III in Business Administration; and
• individuals responsible for the development of resources that support self-directed, distance
and/or flexible training and assessment strategies for the Certificate III in Business
Administration.
This Guide takes you through the process of designing training and assessment activities for
clusters of units relevant to a variety of job roles that relate to the Certificate III in Business
Administration. They are examples only, and intended to show how units can be combined to
deliver job-relevant training in the following functional areas:
• Administration (including Information Management)
• Customer Service (including Product Skills and Advice)
• Information Technology
• Workplace Effectiveness (including Interpersonal Communication)
Job Roles and the Certificate III in Business Administration
The Certificate III in Business Administration is a specialist qualification that reflects the role of
individuals who apply a broad range of administrative competencies in varied work contexts,
using some discretion and judgement. These individuals may also provide technical advice and
support to a team.
It is important to note that qualifications are developed to represent complete job roles, and
individual units (or clusters of units) are developed to reflect various functions within these job
roles. Depending on the combination of units selected, job roles relevant to the Certificate III in
Business Administration include (but are in no way limited to) the following:
• Accounts Payable Clerk
• Office Administration Assistant
• Accounts Receivable Clerk
• Office Administrator
• Clerk
• Receptionist
• Data Entry Operator
• Typist
• Junior Personal Assistant
• Word Processing Operator
The BSB07 Business Services Training Package incorporates generic and
specialist Certificate III qualifications, and it is critical that you select the
qualification that most appropriately aligns to the needs of your clients.
The table overleaf lists the generic and specialist qualifications within the BSB07 Business
Services Training Package, and aligns each to the job roles they have been developed to
support. It is critical that you examine the packaging rules of each qualification before deciding
8
© 2009 Shea Business Consulting
2. Training and
Assessment Strategies
© 2009 Shea Business Consulting
15
Sample Training and Assessment Strategy
Having selected relevant units to match the job-focused needs of your clients, it’s now time to
turn the particular combination of units into an overall training and assessment strategy for the
Certificate III in Business Administration. This is a critical step in the process of designing a
training program, because it needs to make sense from an educational perspective and deliver
the outcomes specified in the units of competency.
To comply with the AQTF 2007 Essential Standards for Registration, your
training and assessment strategy must meet the requirements of the BSB07
Business Services Training Package and be developed in consultation with
industry stakeholders.
The training and assessment strategy provided below has been developed for the job role of a
word processing operator in a property valuations company (detailed on page 16). It is important
to note that this is a sample only from a fictional company. When developing your own training
and assessment strategy, be sure to consult with industry stakeholders such as training advisory
bodies, skills councils, unions, licensing bodies and specific clients (including businesses,
companies and employers).
Word Processing Operator – Sample Training and Assessment Strategy
RTO
YYZ TRAINING
Delivery Period
24 weeks (30/06/2008 – 12/12/2008)
Qualification
BSB30407 Certificate III in Business Administration
Units of
Competency
Code
Title
BSBITU307A
Develop keyboarding speed and accuracy
Core
BSBOHS201A
Participate in OHS processes
Core
BSBADM307B
Organise schedules
Elective
BSBCUS301A
Deliver and monitor a service to customers
Elective
BSBINM301A
Organise workplace information
Elective
BSBITU302A
Create electronic presentations
Elective
BSBITU303A
Design and produce text documents
Elective
BSBITU304A
Produce spreadsheets
Elective
BSBITU306A
Design and produce business documents
Elective
BSBITU309A
Produce desktop published documents
Elective
BSBWOR301A
Organise personal work priorities and development
Elective
BSBWRT301A
Write simple documents
Elective
CPPDSM3015A
Use and maintain property/client information databases
Elective
Key Target
Group
24
Page 1 of 4
Core/Elective
Word processing operators/typists (ANZSCO Classification 532113) who operate computers to
type, edit and generate a variety of documents and reports. This target group may include:
• Australian Apprentices
• Job changers
• School leavers
• Existing employees
• Recent migrants
• Unemployed workers
© 2009 Shea Business Consulting
RTO
YYZ TRAINING
Page 2 of 4
Training and
Assessment
Arrangements
Duration
This training program is delivered over a period of 24 weeks (470 nominal hours)
Organisation
The 13 units of competency in this qualification have been organised into a structured training
program comprising 1 core business area and 4 functional areas:
• Administration (including Information Management)
• Customer Service (including Product Skills and Advice)
• Information Technology
• Workplace Effectiveness (including Interpersonal Communication)
Functional Area
Units of Competency
Core Business
BSBITU307A Develop keyboarding speed and accuracy
40
BSBOHS201A Participate in OHS processes
20
BSBADM307B Organise schedules
15
BSBINM301A Organise workplace information
30
BSBWRT301A Write simple documents
30
Customer Service
BSBCUS301A Deliver and monitor a service to customers
35
Information
Technology
BSBITU302A Create electronic presentations
20
BSBITU303A Design and produce text documents
60
BSBITU304A Produce spreadsheets
20
BSBITU306A Design and produce business documents
80
BSBITU309A Produce desktop published documents
60
CPPDSM3015A Use and maintain property/client information databases
20
BSBWOR301A Organise personal work priorities and
development
40
Administration
Workplace
Effectiveness
Hours
Delivery Modes
Skills and knowledge will be developed through a combination of structured work-based
learning, case study/scenario participation and work-based projects linked to both a property
valuation workplace and simulated environment. Candidates will be provided with training
manuals, assessment materials and reference sources. Employability skills will be covered in a
holistic way since they are built into the content of all units.
Nominal Hours
Sourced from relevant STA Implementation Guides as an estimate-only of the structured
learning required to cover the educational material associated with the delivery of this program.
Evidence-Gathering Techniques
The evidence gathering process will reflect specific requirements for units within BSB07, as
well as the need to provide evidence of Employability Skills which are integrated into all units.
This process will reflect integration and will be consistent with the AQTF 2007. The following
chart identifies the evidence gathering techniques used for each functional area.
Functional Area
A
B
C
Administration
9
9
Customer Service
9
Information Technology
Workplace Effectiveness
KEY
E
F
G
H
I
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
A. Up-front assessment
B. Demonstration of techniques
C. On-the-job performance
© 2009 Shea Business Consulting
D
D. Performance in role plays
E. Questioning (oral/written)
F. Responses to case studies & scenarios
G. Review of documentation
H. Review of portfolios
I. Third party workplace reports
25
AQTF 2007 – Hints and Tips
The sample training and assessment strategy provided in this Guide is not meant to be an
exhaustive list of data relevant to Element 1.2 of the AQTF 2007 Essential Standards for
Registration. As an RTO, you must ensure your strategies for training and assessment:
a) meet the requirements of the BSB07 Business Services Training Package; and
b) are developed in consultation with industry stakeholders.
Feel free to include additional data in your training and assessment strategy to show how you
meet this element of the AQTF 2007. For example, you could think about including data on the
following areas:
• characteristics of the target groups that you need to accommodate in training/assessment;
• learning approaches that you intend to use to meet the specific needs of these target groups;
• information about work environments that may affect your training and assessment strategy;
• information about simulated work environments that you intend to use; and
• your RTO’s Recognition of Prior Learning (RPL) strategy.
Learners with Specific Needs
An open mind, common sense and tailoring to individual circumstances will ensure learners
achieve the standards expected by employers and RTOs. Put simply, reasonable adjustment in
training and assessment is about identifying what adjustments might reasonably be made and
how they may be put into place.
Appendix A (Training and Assessment for People with Specific Needs) in the
BSB07 Business Services Training Package has some useful information on
how to make training and assessment more appropriate and fair for learners.
Simulated Work Environments
Units from the Certificate III in Business Administration may be assessed in the workplace or in
simulated environments. Assessment in a simulated environment may be required because:
• suitable employment and/or work placement is not always available for learners;
• some workplaces may not use (or allow) the application of some units of competency; and/or
• conducting assessment within the workplace may be unacceptably disruptive for employers.
It is sometimes appropriate to practice skills in simulated settings prior to the
acquisition of competency, particularly in potentially dangerous situations or
where valuable equipment may be at risk.
In order to be valid and reliable, simulations must replicate actual work settings (i.e. they must
closely represent what actually occurs in the workplace). If you intend to design simulations, you
must have experience in current and relevant workplace practices and be familiar with the
workplace application of the competency involved. In deciding whether a simulation has been
adequately designed, you must ensure there are opportunities to:
• test the full range of equipment;
• use up-to-date equipment and software;
• reflect time pressures and deadlines;
28
© 2009 Shea Business Consulting
3. Assessment
Approaches
© 2009 Shea Business Consulting
33
A self-assessment cannot provide sufficient evidence to attest to a
candidate’s competency in isolation from other evidence.
You’ll actually be killing two birds with one stone if you select the unit BSBWOR301A Organise
personal work priorities and development as part of your training and assessment strategy, as
this unit requires candidates to identify their own personal learning needs and skill gaps using
self-assessments and advice from colleagues and clients. A great example of this is provided in
the holistic assessment activity on page 61.
Self-assessments are a form of evidence and are therefore no different to any other form of
assessment. A well-structured self assessment should ask candidates to consider whether they
have experience undertaking certain tasks and whether they have undertaken similar tasks in
other contexts. It is important to encourage people to be honest. Most people are harder on
themselves than on others, and those who are not honest will be quickly found out.
Developing Self-Assessment Checklists
If asked the right questions in the right context, candidates will identify their current level of
competency, so a well-constructed self-assessment checklist must:
• identify a candidate’s skills and knowledge (and gaps in their skills and knowledge);
• provide guidance to assessors on evidence that needs to be collected;
• provide guidance to candidates on evidence that needs to be presented; and
• assist candidates to identify whether they need further practice, skills or knowledge.
With this in mind, self-assessment checklists developed for the Certificate III in Business
Administration must contain questions that relate to each unit’s:
• critical aspects for assessment and evidence;
• performance criteria (including all relevant contextual variations within the range statement);
• required skills and knowledge; and
• employability skills (including those identified in the summary table within the qualification
packaging rules and those identified in each unit).
Remember that a self-assessment is no less rigorous than any other type of
assessment, and must therefore reflect the detail and the whole application
of the competency in question.
The following self-assessment checklist has been designed for BSBINM301A
Organise workplace information. The questions allow candidates to visualise
the kinds of evidence you (as an assessor) will need to collect.
36
© 2009 Shea Business Consulting
Self Assessment Checklist
Supporting the BSB30407 Certificate III in Business Administration
BSBINM301A Organise workplace information
Introduction
If your normal work tasks involve gathering, organising and using workplace information, you can
use this Self-Assessment Checklist as the first step towards gaining recognition of your skills. It’s
quick (shouldn’t take more than 30 minutes) and will save you a lot of time in the long run.
Instructions
Work through the questions by ticking the boxes, tally up your ticks when you have finished and
decide whether you’re ready to start gathering evidence (or whether you need further training).
The checklist will form part of your evidence portfolio, so make sure you work through it carefully.
Evidence
Use the column on the right hand side to list the evidence that you can readily access to support
your answers (remembering that you will need to provide sufficient evidence that you have the
skills you identify, such as work samples, training records, performance appraisals, references or
testimonials). If you find there are sections where you don’t tick a single box, these may be the
areas where you need further training.
© 2009 Shea Business Consulting
37
Element 1. Collect and Assess Information
Evidence
Information Types
Have you accessed any of the following workplace information in a workplace
environment?
F Computer files
F Correspondence
F Financial figures
F Forms
F Invoices
F Personnel records
F Production targets
F Sales records
F Other (list)...................................................................................................
.........................................................................................................................
Organisational Requirements
If you have accessed this type of workplace information, did you reference:
F Codes of conduct / codes of ethics
F Information protocols
F Legal and organisational policies, guidelines and requirements
F Management and accountability channels
F OHS policies, procedures and programs
F Procedures for updating records
F Quality assurance and/or procedures manuals
F Security and confidentiality requirements
F Other (list)...................................................................................................
.........................................................................................................................
Can you explain how the following are used in your workplace?
F Procedures for updating and storing information
F Recordkeeping and filing systems
F Security procedures and safe recording practices
Government Legislation
Can you explain how the following affect the access and storage of
information in a workplace?
F Anti-discrimination legislation
F Ethical principles
F Codes of practice
F Privacy laws
F OHS
38
© 2009 Shea Business Consulting
Element 1. Collect and Assess Information (cont)
Evidence
Collection Methods
Have you used any of the following to collect information in a workplace?
F Asking questions
F Checking information from other organisations
F Checking previous file records
F Checking recruitment applications
F Checking research provided by others
F Checking written material
F Interviewing colleagues and customers
F Observing and listening
F Undertaking individual research
F Using classification tools
F Other (list) ..................................................................................................
.........................................................................................................................
Did you check if the information was accurate, clear, current and relevant?
F Yes
F No
Did you ensure the information was not ambiguous, contradictory, inadequate
or inconsistent?
F Yes
F No
Interpersonal Skills
Have you used any of the following when collecting information from others?
F Body language
F Consultation methods, techniques and protocols
F Networking
F Seeking feedback to confirm your understanding
F Summarising and paraphrasing the information
© 2009 Shea Business Consulting
39
Holistic Assessment
Individual competencies are seldom performed in isolation in the workplace. A typical job role will
always involve a number of related tasks, and any approach to assessment should reflect this.
Often termed holistic or integrated assessment, the simultaneous assessment of several related
units of competency is an effective, efficient and authentic assessment activity, because it:
a) more closely reflects the real nature of work; and
b) saves time, streamlines paperwork and reduces costs.
Holistic assessment combines knowledge, understanding, problem solving, technical skills,
attitudes and ethics into a single assessment activity. It's important not to overload assessments
with too many units, as candidates will have difficulty providing evidence for each (and you will
have difficulty judging the volume of evidence).
There is no hard and fast rule regarding the holistic approach to assessment,
but it is recommended that no more than 4 or 5 units be integrated into a
single assessment activity.
Holistic assessments must be carefully planned, and the first step in the planning process is to
group relevant units of competency. This information is identified in each unit’s Evidence Guide,
where related units are often recommended for holistic assessment. However, you are in no way
restricted by these recommendations, and can group any units for holistic assessment (providing
they are relevant and related to the workplace and job role in question).
The following units (grouped by functional area and aligned to typical job roles) are all applicable
to the Certificate III in Business Administration. While provided here as samples only, they
showcase the holistic approach to assessing multiple units within a single activity.
The core unit BSBOHS201A Participate in OHS processes is included in
each activity, acknowledging the reality of work (where aspects of the same
skills and knowledge are applied in a range of different contexts).
Job Role
Functional Area
Related Units for Holistic Assessment
Accounts
Payable Clerk
Administration
Workplace Effectiveness
BSBOHS201A Participate in OHS processes
BSBFIA303A Process accounts payable and receivable
BSBFIA304A Maintain a general ledger
FNSICIND301B Work in the financial services industry
Junior
Personal
Assistant
Administration
Workplace Effectiveness
BSBOHS201A Participate in OHS processes
BSBADM307B Organise schedules
BSBINM301A Organise workplace information
BSBWOR301A Organise personal work priorities and development
Office
Administration
Assistant
Administration
BSBOHS201A Participate in OHS processes
BSBFIA301A Maintain financial records
BSBINM301A Organise workplace information
BSBWRT301A Write simple documents
42
© 2009 Shea Business Consulting
Holistic Assessment Activity 2
Creating and Presenting Business Documents
Supporting the BSB30407 Certificate III in Business Administration
Units of Competency
The following units of competency are addressed by this holistic assessment activity:
• BSBITU302A Create electronic presentations
• BSBITU307A Develop keyboarding speed and accuracy
• BSBITU304A Produce spreadsheets
• BSBITU309A Produce desktop published documents
• BSBITU306A Design and produce business documents
Clients
The key target group for this activity are receptionists (ANZSCO Classification 542111) who undertake the following duties as part of their normal work tasks:
• respond to personal, telephone, email and written inquiries and requests
• receive and resolve complaints from clients and the public
• greet and welcome visitors and direct them to the appropriate person
• receive and distribute correspondence, facsimile messages and deliveries
• arrange and record details of appointments
• maintain the reception area
• answer inquiries and provide information on the goods, services and
• advise on and arrange reservations and accommodation
activities of the organisation
• perform other clerical tasks such as word processing, data entry, filing, mail
• answer, connect and transfer telephone calls
despatch and photocopying
© 2009 Shea Business Consulting
53
HOLISTIC ASSESSMENT ACTIVITY 2: CREATING AND PRESENTING BUSINESS DOCUMENTS
BSBITU302A
Create electronic presentations
BSBITU304A
Produce spreadsheets
BSBITU306A
Design and produce business documents
BSBITU307A
Develop keyboarding speed and accuracy
Activity Overview
Evidence Overview
Combining 5 related units of competency, this activity can be used by RTOs to assess the
creation and presentation of business documents by receptionists/administrators. The practical
skills and knowledge required to undertake work-based task of this nature include:
Assessment methods used in this activity include:
BSBITU309A
Produce desktop published documents
Hints and Tips
•
•
•
•
•
•
•
The primary assessment method for this activity involves the review of at least 3 business
documents, 2 electronic presentations and a range of spreadsheets that have been prepared,
designed, created and finalised using Microsoft Office. To address all 5 units of competency,
you may consider asking your learners to produce (or provide evidence that they can produce)
the following documents/presentations:
To prepare business documents, a candidate must be able to:
F apply relevant legislation
F type with 98% accuracy (in line with AS 2708:2001 Keyboarding speed tests)
F use appropriate data storage options
•
•
•
•
Preparing business documents (safely selecting and preparing resources)
Designing business documents (safely setting-up and planning business documents)
Creating business documents (safely creating and producing business documents)
Finalising business documents (safely reviewing and presenting business documents).
• a presentation to support office inductions in the candidate’s workplace (PowerPoint)
• a presentation identifying the ergonomic requirements of computer use (PowerPoint)
• a promotional flyer on the products/services of the candidate’s workplace (Publisher)
• a multi-page proposal to be submitted against a current tender (Word)
• a multi-page spreadsheet to support the tender submission (Excel)
• an update of the Induction section in the organisation’s Office Practice Manual (Word)
In addition to being assessed against the units of competency in this activity, individuals must
also be assessed in accordance with AS 2708:2001 and issued with a speed statement.
Assessment Resources
The following resources must be available to candidates undertaking this activity:
• an actual/simulated workplace with relevant office equipment, software and resources
• relevant workplace examples of desktop published documents, electronic presentations,
spreadsheet data, word processed documents, organisational procedures and style guides
• AS 2708:2001 Keyboarding speed tests (which specifies how to conduct/score the test)
54
analysis of responses to case studies and scenarios
demonstration of techniques
direct questioning (including oral/written questioning to assess knowledge)
review of on-the-job performance
review of portfolios of evidence
review of self-assessments
review of third party workplace reports
To design and create business documents, a candidate must be able to:
F apply knowledge of document design, format and layout principles
F apply knowledge of the functions and features of contemporary computer applications
F design, create and use spreadsheets using spreadsheet software
F produce a minimum of 3 business documents and 2 electronic presentations using word
processing, desktop publishing and presentation software
To finalise business documents, a candidate must be able to:
F deliver electronic presentations, present business documents and print spreadsheets
© 2009 Shea Business Consulting
HOLISTIC ASSESSMENT ACTIVITY 2: CREATING AND PRESENTING BUSINESS DOCUMENTS
BSBITU302A
Create electronic presentations
BSBITU304A
Produce spreadsheets
BSBITU306A
Design and produce business documents
BSBITU307A
Develop keyboarding speed and accuracy
BSBITU309A
Produce desktop published documents
Preparing Business Documents
Evidence Requirements
In this section of the assessment activity you will need to determine if the candidate can select
and prepare resources for business documents. The following checklist is provided as a guide:
Do you have evidence to show that the candidate:
F uses safe work practices and energy/resource conservation techniques
F organises personal work environment in accordance with ergonomic requirements
F ensures work organisation strategies meet OHS requirements for computer operation
F plans work activities
F selects appropriate technology
F selects layout and style of document according to organisational requirements
F ensures document design is consistent with company and/or client requirements
F identifies spreadsheet task requirements for data entry, storage, output and presentation
F uses basic design principles
F discusses and clarifies format and style with person requesting document/publication
F discusses purpose, audience and mode of presentation with content author or presenter
F ensures documents are consistent with organisational style and image
When selecting and preparing resources for business documents, the candidate must:
F apply work organisation strategies and energy/resource conservation techniques, by:
mixing repetitive and
taking exercise breaks
undertaking visual
other activities
and rest periods
display unit eye testing
F meet and comply with organisational requirements, such as:
budgets
corporate image protocols … log-on procedures
colour schemes
document guidelines
procedures manuals
content protocols
file access protocols
quality assurance
copyright legislation
house styles
security protocols
F select and use appropriate software, such as:
accounting
desktop publishing
spreadsheet
database
presentation
word processing
F identify and clarify appropriate types of business documents, such as:
accounts statements
forms
brochures/flyers
letters/memos
calendars
newsletters
client databases
project reviews
faxes
promotional material
F identify requirements and modes of presentation, such as:
35 mm slides
handouts
annotation pen
internet/network access
conference show
laptop computer
data projector
online show
digital pointer
overhead projector
© 2009 Shea Business Consulting
proposals
reports
schedules
tables/templates
web pages
self-running show
slide/video projector
speaker notes
transparencies
visual/audio files
Assessment methods used in this activity may include:
• direct questioning (including oral/written questioning to assess knowledge)
• review of draft documents
• review of energy and resource conservation techniques used to minimise wastage
The following elements are addressed in this section of the assessment activity:
• BSBITU302A.1 Prepare to create presentation
• BSBITU304A.1 Select and prepare resources
• BSBITU306A.1 Select and prepare resources
• BSBITU307A.1 Use safe work practices
• BSBITU309A.1 Prepare to produce desktop published documents
57
HOLISTIC ASSESSMENT ACTIVITY 2: CREATING AND PRESENTING BUSINESS DOCUMENTS
BSBITU302A
Create electronic presentations
BSBITU304A
Produce spreadsheets
BSBITU306A
Design and produce business documents
BSBITU307A
Develop keyboarding speed and accuracy
BSBITU309A
Produce desktop published documents
Finalising Business Documents
Evidence Requirements
In this section of the assessment activity you will need to determine if the candidate can safely
finalise and review business documents. The following checklist is provided as a guide:
Do you have evidence to show that the candidate:
F proofreads documents carefully to identify errors and omissions
F amends documents, ensures errors are corrected and completes a final accuracy check
F previews/adjusts/prints documents in accordance with audience/presenter requirements
F produces and presents documents in accordance with required format
When finalising documents, presentations and spreadsheets, the candidate must:
F amend document to maintain consistency of design and layout, by checking:
accuracy of content
language consistency
spelling (electronically)
accuracy of data
linkages
spelling (manually)
accuracy of formulae … page order
structure
formatting
readability
style
F produce, print and present at least 3 desktop published/word processed documents
F produce, print and present at least 2 electronic presentations
F produce and print a range of spreadsheets using functions, graphics and support materials
Assessment methods used in this activity may include:
• review of all business documents for accuracy
• review of final presentations and presentation materials
• review of final printed business documents
• review of final printed spreadsheets
• observation of presentations
The following elements are addressed in this section of the assessment activity:
• BSBITU302A.3 Finalise presentation
• BSBITU304A.5 Finalise spreadsheets
• BSBITU306A.4 Finalise document
• BSBITU307A.3 Check accuracy
• BSBITU309A.4 Finalise desktop published document
60
© 2009 Shea Business Consulting
Recording Assessment
In order to comply with Element 2.5 of the AQTF 2007 Essential Standards for Registration, you
(as an RTO) must systematically collect, record and store records of each learner’s participation
and progress. The best way to achieve this is to ensure:
a) all of your administration staff understand (and effectively carry out) their record collection,
recording and storage responsibilities; and
b) all of your trainers and assessors keep accurate and current records of assessment results.
Records of assessments lead to judgements about competence, so it is very important to provide
comprehensive assessment instruments to your assessors. You also need to provide assessors
with clear information about the conditions under which assessment is conducted and recorded.
To help with your compliance requirements, an assessment record sheet for
each unit identified in the job role of a receptionist/administrator (listed on
page 23 and summarised below) has been provided overleaf.
Qualification
BSB30407 Certificate III in Business Administration
Job Role
Receptionist / Administrator
Core Units
BSBITU307A
Develop keyboarding speed and accuracy
BSBOHS201A
Participate in OHS processes
BSBINM301A
Organise workplace information
BSBITU303A
Design and produce text documents
BSBWRT301A
Write simple documents
BSBITU302A
Create electronic presentations
BSBITU304A
Produce spreadsheets
BSBITU306A
Design and produce business documents
BSBITU309A
Produce desktop published documents
BSBADM307B
Organise schedules
BSBCUS301A
Deliver and monitor a service to customers
BSBINM202A
Handle mail
Elective Units
BSBWOR301A Organise personal work priorities and development
© 2009 Shea Business Consulting
77
ASSESSMENT RECORD SHEET
Unit Title
BSBWOR301A Organise personal work priorities and development
Learner’s Name:
RTO Name:
Elements
Performance Criteria
Evidence Gathering Methods
1. Organise and
complete own work
schedule
1.1 Ensure that work goals and objectives are understood, negotiated and agreed in accordance with organisational requirements
1.2 Assess and prioritise workload to ensure tasks are completed within identified timeframes
1.3 Identify factors affecting the achievement of work objectives and incorporate contingencies into work plans
1.4 Use business technology efficiently and effectively to manage and monitor scheduling and completion of tasks
2. Monitor own
work performance
2.1 Accurately monitor and adjust personal work performance through self-assessment to ensure achievement of tasks
2.2 Ensure that feedback on performance is actively sought and evaluated from colleagues and clients in the context of individual and group
requirements
2.3 Routinely identify and report on variations in the quality of service and products in accordance with organisational requirements
2.4 Identify signs of stress and effects on personal wellbeing
2.5 Identify sources of stress and access appropriate supports and resolution strategies
F
F
F
F
F
F
F
3. Coordinate
personal skill
development and
learning
Evidence Notes:
3.1 Identify personal learning needs and skill gaps using self-assessment and advice from colleagues and clients in relation to role and organisational
requirements
3.2 Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel
3.3 Access, complete and record professional development opportunities to facilitate continuous learning and career development
3.4 Incorporate formal and informal feedback into review of further learning needs
Workplace Context, Conditions and Comments
Critical Aspects of Evidence
To be Validated by a Qualified Assessor
Evidence of the following is essential to demonstrate competency:
• Preparing work plans
• Scheduling and prioritising work objectives and tasks
• Knowledge of the principles/techniques of goal setting, measuring
performance, time management and personal assessment
Assessment Decision
90
Case study/scenario
Demonstration
Direct questioning
On-the-job performance
Portfolio of evidence
Self-assessment
Third party workplace report
Name: ................................................................
Signature: ..........................................................
Date: ..................................................................
F Competent
F Not Yet Competent
© 2009 Shea Business Consulting
Assessment Approaches Checklist
It is worth taking time-out to check how your assessment approaches have turned out. Before
moving to the next section, you should be able to tick all of the following:
€
Have you developed appropriate assessment approaches to support your delivery of the
Certificate III in Business Administration?
€
€
€
Have you incorporated up-front assessment into your training and assessment strategy?
€
Have you developed assessment record sheets for each of the units you intend to offer
as part of your training program?
Have you developed self-assessment checklists for your learners?
Have you identified holistic assessment options for the Certificate III in Business
Administration by grouping related units of competency?
© 2009 Shea Business Consulting
91
Notes
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
92
© 2009 Shea Business Consulting
4. Useful Information
© 2009 Shea Business Consulting
93
Glossary
The following definitions have been sourced from the National Training Information Service
(NTIS) website and the AQTF 2007 Users' Guide to the Essential Standards for Registration.
Apprenticeship/traineeship – a structured training arrangement for a person employed under
an apprenticeship/traineeship training contract (usually involving the person receiving training
and being assessed both on and off-the-job).
Articulation – the arrangements that facilitate the movement or progression of learners from one
qualification to another, or from one education and training sector to another.
Assessment – the process of collecting evidence and making judgements on whether
competency has been achieved, to confirm that an individual can perform to the standard
expected in the workplace, as expressed by the relevant endorsed industry/enterprise
competency standards of a Training Package.
Assessment guidelines – the endorsed component of a Training Package that underpins
assessment and sets out the industry’s approach to valid, reliable, flexible and fair assessment.
Assessment tools – the instrument/s and procedures used to gather and interpret evidence of
competence:
a) Instrument – the specific questions or activity used to assess competence by the assessment
method selected. An assessment instrument may be supported by a profile of acceptable
performance and the decision-making rules or guidelines to be used by assessors.
b) Procedures – the information or instructions given to the candidate and the assessor about
how the assessment is to be conducted and recorded.
Authenticity – one of the rules of evidence. To accept evidence as authentic, an assessor must
be assured that the evidence presented for assessment is the candidate’s own work.
Competency – the ability to perform particular tasks and duties to the standard of performance
expected in the workplace. Competency requires the application of specified skills and
knowledge relevant to effective participation in an industry, industry sector or enterprise.
Contextualisation – the addition of industry or enterprise specific information to a unit of
competency to improve the standards relevance to industry.
Currency – one of the rules of evidence. Currency relates to the age of the evidence presented
by a candidate to demonstrate that they are still competent. Competency requires demonstration
of current performance, so the evidence collected must be from either the present or the very
recent past.
Dimensions of competency – dimensions are part of the broad concept of competency, which
includes all aspects of work performance as represented by task skills, task management skills,
contingency management skills and job/role environment skills.
Fairness – one of the principles of assessment. Fairness requires consideration of the individual
candidate’s needs and characteristics, and any reasonable adjustments that need to be applied
to take account of them. It requires clear communication between the assessor and the
candidate to ensure that the candidate is fully informed about, understands and is able to
participate in, the assessment process, and agrees that the process is appropriate.
94
© 2009 Shea Business Consulting
5. Appendices
© 2009 Shea Business Consulting
101
Appendix E: Promotional Brochure
The three-panel promotional brochure (overleaf) has been included for use by RTOs to attract
potential candidates and employers to their training programs. It has been adapted from similar
brochures developed by Business Services Training Australia to support the BSB01 Business
Services Training Package.
110
© 2009 Shea Business Consulting
Sample Pathways continued 2. Office Administration Assistant Chloe is working for a small branch of an insurance broker. Her tasks are varied and she is keen to take on more responsibility for the management of the office. Along with her normal office duties (which include answering calls, arranging appointments, greeting people, preparing reports and processing invoices), Chloe also deals with general customer enquiries by providing answers herself or referring clients to appropriate advisors. Chloe has recently begun preparing presentations for senior staff. The following units could support Chloe's work role and provide a basis for further skill development: BSBITU307A Develop keyboarding speed and accuracy BSBOHS201A Participate in OHS processes Organise workplace information BSBFIA301A Maintain financial records BSBWRT301A Write simple documents BSBCUS301A Deliver and monitor a service to customers BSBITU302A Create electronic presentations BSBITU303A Design and produce text documents BSBITU304A Produce spreadsheets BSBITU306A Design and produce business documents BSBITU309A Produce desktop published documents BSBWOR301A Organise personal work priorities and development BSB30407 Certificate III in Business Administration RTO Contact Details Would you like to work in the business industry? Are you interested in any of the following jobs? BSBADM307B Organise schedules BSBINM301A Shea Business Consulting Web: www.sheaconsulting.com.au Accounts Payable Clerk Accounts Receivable Clerk Data Entry Operator Junior Personal Assistant Office Administration Assistant Receptionist Typist Word Processing Operator If Yes, then enrol in a nationally recognised qualification to get the skills you need. Developed by industry, the Certificate III in Business Administration will fully prepare you for the business services workforce. BSB30407 Certificate III in Business Administration