BSB30407 Certificate III in Business Administration

Transcription

1 SHEA 04 BSB30407 Certificate III in Business Administration A Guide to Training and Assessment Activities Supporting the BSB07 Business Services Training Package Shea Business Consulting

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3 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 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 Published by: Technical and Vocational Education and Training (TVET) Australia Ltd Level 21, 390 St Kilda Road Melbourne Victoria 3004 Telephone Facsimile sales@tvetaustralia.com.au First Published: February 2008 Stockcode: SHEA04 ISBN: 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. The CD included with this Guide contains the following templates: Assessment Record Sheet.doc Holistic Assessment Activity.doc Promotional Brochure.doc (PDF version also included) Self-Assessment Checklist.doc Training and Assessment Strategy.doc 2009 Shea Business Consulting 3

4 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 CD contents Shea Business Consulting

5 Contents Copyright... 3 Disclaimer... 3 Acronyms... 4 Symbols... 4 Contents... 5 Additional BSB07 Resources... 6 Acknowledgement 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 TRAINING AND ASSESSMENT STRATEGIES Introduction Job-focused Training and Assessment Sample Training and Assessment Strategy AQTF 2007 Hints and Tips Nominal Hours ASSESSMENT APPROACHES Introduction Up-front Assessment Self-Assessment Holistic Assessment Recording Assessment USEFUL INFORMATION Glossary Websites State/Territory Training Authorities Resources APPENDICES Appendix A: Employability Skills Framework for the Business Services Sector Appendix B: Employability Skills Support Activities Appendix C: Hazards Checklist Office Based Work Appendix D: Units of Competency Appendix E: Promotional Brochure Appendix F: Continuous Improvement Form Shea Business Consulting 5

6 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: Resource Title Hard Copy Hard Copy with CD-ROM Using BSB07 Creatively Responding with the Business Services Training Package BSB20107 Certificate II in Business A Guide to Training and Assessment Activities BSB30107 Certificate III in Business A Guide to Training and Assessment Activities BSB30407 Certificate III in Business Administration A Guide to Training and Assessment Activities 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 Facsimile 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 Shea Business Consulting

7 1. The Big Picture 2009 Shea Business Consulting 7

8 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 Accounts Receivable Clerk Clerk Data Entry Operator Junior Personal Assistant Office Administration Assistant Office Administrator Receptionist Typist 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 Shea Business Consulting

9 which qualification best suits the needs of your clients. You may find that that the units selected for/by a client more closely reflect another of the specialist qualifications (and not the Certificate III in Business Administration). Generic/Specialist Qualification Title BSB30107 Certificate III in Business BSB30207 Certificate III in Customer Contact BSB30607 Certificate III in International Trade BSB30807 Certificate III in Recordkeeping BSB31007 Certificate III in Business Administration (Legal) BSB31107 Certificate III in Business Administration (Medical) Relevant Job Roles Customer Service Advisor Data Entry Operator General Clerk Junior Personal Assistant Keyboard Operator Office Administrator Payroll Officer Receptionist Typist Word Processing Operator Call/Contact Centre Agent Customer Service Representative Senior Customer Service Representative Telesales Representative Export Clerk Import Clerk Import/Export Clerk Administration Officer Assistant Records Clerk Assistant Registry Officer Legal Receptionist Medical Receptionist Medical Records Clerk Medical Secretary Pathways through the Certificate III in Business Administration A pathway is a path or sequence of learning or experience that can be followed to attain competency. There are a number of different pathways that can be used to assist learners through the Certificate III in Business Administration, and these include (but are in no way limited to) VET in Schools programs and Australian Apprenticeships. It is the prerogative of RTOs to use the packaging rules of the Certificate III in Business Administration to provide the best learning programs and sequences to meet the needs of their clients Shea Business Consulting 9

10 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). A Word template of the strategy has been included with this Guide. Word Processing Operator Sample Training and Assessment Strategy RTO YYZ TRAINING Page 1 of 4 Delivery Period 24 weeks (30/06/ /12/2008) Qualification Units of Competency Key Target Group BSB30407 Certificate III in Business Administration Code Title Core/Elective 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 Word processing operators/typists (ANZSCO Classification ) who operate computers to type, edit and generate a variety of documents and reports. This target group may include: Australian Apprentices Existing employees Job changers Recent migrants School leavers Unemployed workers Shea Business Consulting

11 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 Hours Core Business BSBITU307A Develop keyboarding speed and accuracy 40 BSBOHS201A Participate in OHS processes 20 Administration 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 Workplace Effectiveness 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 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 The following chart identifies the evidence gathering techniques used for each functional area. Functional Area A B C D E F G H I Administration Customer Service Information Technology Workplace Effectiveness 40 KEY A. Up-front assessment B. Demonstration of techniques C. On-the-job performance 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 2009 Shea Business Consulting 25

12 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 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; Shea Business Consulting

13 3. Assessment Approaches 2009 Shea Business Consulting 33

14 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. A Word version of the checklist has been included with this Guide. Feel free to customise it to support the units you select as part of your training and assessment strategy Shea Business Consulting

15 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 Shea Business Consulting 37

16 Element 1. Collect and Assess Information Evidence Information Types Have you accessed any of the following workplace information in a workplace environment? Computer files Correspondence Financial figures Forms Invoices Personnel records Production targets Sales records Other (list) Organisational Requirements If you have accessed this type of workplace information, did you reference: Codes of conduct / codes of ethics Information protocols Legal and organisational policies, guidelines and requirements Management and accountability channels OHS policies, procedures and programs Procedures for updating records Quality assurance and/or procedures manuals Security and confidentiality requirements Other (list) Can you explain how the following are used in your workplace? Procedures for updating and storing information Recordkeeping and filing systems Security procedures and safe recording practices Government Legislation Can you explain how the following affect the access and storage of information in a workplace? Anti-discrimination legislation Ethical principles Codes of practice Privacy laws OHS Shea Business Consulting

17 Element 1. Collect and Assess Information (cont) Evidence Collection Methods Have you used any of the following to collect information in a workplace? Asking questions Checking information from other organisations Checking previous file records Checking recruitment applications Checking research provided by others Checking written material Interviewing colleagues and customers Observing and listening Undertaking individual research Using classification tools Other (list) Did you check if the information was accurate, clear, current and relevant? Yes No Did you ensure the information was not ambiguous, contradictory, inadequate or inconsistent? Yes No Interpersonal Skills Have you used any of the following when collecting information from others? Body language Consultation methods, techniques and protocols Networking Seeking feedback to confirm your understanding Summarising and paraphrasing the information 2009 Shea Business Consulting 39

18 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 Junior Personal Assistant Office Administration Assistant Administration Workplace Effectiveness Administration Workplace Effectiveness Administration BSBOHS201A Participate in OHS processes BSBFIA303A Process accounts payable and receivable BSBFIA304A Maintain a general ledger FNSICIND301B Work in the financial services industry BSBOHS201A Participate in OHS processes BSBADM307B Organise schedules BSBINM301A Organise workplace information BSBWOR301A Organise personal work priorities and development BSBOHS201A Participate in OHS processes BSBFIA301A Maintain financial records BSBINM301A Organise workplace information BSBWRT301A Write simple documents Shea Business Consulting

19 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 ) who undertake the following duties as part of their normal work tasks: respond to personal, telephone, 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

20 BSBITU302A Create electronic presentations Activity Overview HOLISTIC ASSESSMENT ACTIVITY 2: CREATING AND PRESENTING BUSINESS DOCUMENTS BSBITU304A Produce spreadsheets 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: 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). 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: 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) BSBITU306A Design and produce business documents BSBITU307A Develop keyboarding speed and accuracy BSBITU309A Produce desktop published documents Evidence Overview Assessment methods used in this activity include: 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 prepare business documents, a candidate must be able to: apply relevant legislation type with 98% accuracy (in line with AS 2708:2001 Keyboarding speed tests) use appropriate data storage options To design and create business documents, a candidate must be able to: apply knowledge of document design, format and layout principles apply knowledge of the functions and features of contemporary computer applications design, create and use spreadsheets using spreadsheet software 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: deliver electronic presentations, present business documents and print spreadsheets Shea Business Consulting

21 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 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: When selecting and preparing resources for business documents, the candidate must: apply work organisation strategies and energy/resource conservation techniques, by: mixing repetitive and other activities taking exercise breaks and rest periods meet and comply with organisational requirements, such as: budgets colour schemes content protocols copyright legislation corporate image protocols document guidelines file access protocols house styles select and use appropriate software, such as: accounting database desktop publishing presentation identify and clarify appropriate types of business documents, such as: accounts statements brochures/flyers calendars client databases faxes forms letters/memos newsletters project reviews promotional material identify requirements and modes of presentation, such as: 35 mm slides annotation pen conference show data projector digital pointer handouts internet/network access laptop computer online show overhead projector undertaking visual display unit eye testing log-on procedures procedures manuals quality assurance security protocols spreadsheet word processing proposals reports schedules tables/templates web pages self-running show slide/video projector speaker notes transparencies visual/audio files Evidence Requirements Do you have evidence to show that the candidate: uses safe work practices and energy/resource conservation techniques organises personal work environment in accordance with ergonomic requirements ensures work organisation strategies meet OHS requirements for computer operation plans work activities selects appropriate technology selects layout and style of document according to organisational requirements ensures document design is consistent with company and/or client requirements identifies spreadsheet task requirements for data entry, storage, output and presentation uses basic design principles discusses and clarifies format and style with person requesting document/publication discusses purpose, audience and mode of presentation with content author or presenter ensures documents are consistent with organisational style and image 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 2009 Shea Business Consulting 57

22 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 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: When finalising documents, presentations and spreadsheets, the candidate must: amend document to maintain consistency of design and layout, by checking: accuracy of content accuracy of data accuracy of formulae formatting language consistency linkages page order readability spelling (electronically) spelling (manually) structure style produce, print and present at least 3 desktop published/word processed documents produce, print and present at least 2 electronic presentations produce and print a range of spreadsheets using functions, graphics and support materials Evidence Requirements Do you have evidence to show that the candidate: proofreads documents carefully to identify errors and omissions amends documents, ensures errors are corrected and completes a final accuracy check previews/adjusts/prints documents in accordance with audience/presenter requirements produces and presents documents in accordance with required format 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 Shea Business Consulting

23 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 Job Role BSB30407 Certificate III in Business Administration Receptionist / Administrator Core Units BSBITU307A Develop keyboarding speed and accuracy BSBOHS201A Participate in OHS processes Elective Units 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 BSBWOR301A Organise personal work priorities and development A Word version of the assessment record sheet template has been included with this Guide. Feel free to customise it to record your assessments Shea Business Consulting 77

24 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 2. Monitor own work performance 3. Coordinate personal skill development and learning 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 2.1 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 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 Case study/scenario Demonstration Direct questioning On-the-job performance Portfolio of evidence Self-assessment Third party workplace report Evidence Notes: 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 Name:... Signature:... Date:... Assessment Decision Competent Not Yet Competent Shea Business Consulting

25 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 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? Have you developed assessment record sheets for each of the units you intend to offer as part of your training program? 2009 Shea Business Consulting 91

26 Notes Shea Business Consulting

27 4. Useful Information 2009 Shea Business Consulting 93

28 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 Shea Business Consulting

29 5. Appendices 2009 Shea Business Consulting 101

30 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. A Word and PDF version of the promotional brochure (in colour) has been included with this Guide. Feel free to customise it by adding your RTO s contact details Shea Business Consulting

31 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 BSBOHS201A BSBADM307B BSBINM301A BSBFIA301A BSBWRT301A BSBCUS301A BSBITU302A BSBITU303A BSBITU304A BSBITU306A BSBITU309A BSBWOR301A Develop keyboarding speed and accuracy Participate in OHS processes Organise schedules Organise workplace information Maintain financial records Write simple documents Deliver and monitor a service to customers Create electronic presentations Design and produce text documents Produce spreadsheets Design and produce business documents Produce desktop published documents Organise personal work priorities and development RTO Contact Details Shea Business Consulting Web: BSB30407 Certificate III in Business Administration Would you like to work in the business industry? Are you interested in any of the following jobs? 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