BSB20115 Certificate II in Business

Transcription

1 BSB20115 Certificate II in Business A Guide to Training and Assessment Activities Supporting the BSB Business Services Training Package Release 2.0 Shea Business Consulting stockcode: SHEA90

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3 Why has this Guide been developed? This Guide supports the delivery and assessment of the Certificate II in Business. Who is this Guide for? This Guide has been designed for the following individuals: Trainers and assessors employed by Registered Training Organisations (RTOs) that are registered to deliver and assess the Certificate II in Business Teachers employed by senior secondary schools that offer the Certificate II in Business to secondary students Workplace trainers and assessors working in partnership with RTOs to deliver on-the-job training for apprentices enrolled in the Certificate II in Business Individuals responsible for the development of resources that support self-directed, distance or flexible training and assessment strategies for the Certificate II in Business. Streamlined Format The units of competency packaged within the Certificate II in Business have been formatted and endorsed according to the Standards for Training Packages. This Guide aligns with and supports the streamlined unit format. Acknowledgement This resource was developed for Shea Business Consulting by Linda Marson of C. & L. Communications Consultants Pty. Ltd Shea Business Consulting 3

4 Copyright 2016 Shea Business Consulting All rights reserved. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process without prior written permission from Shea Business Consulting. Requests should be addressed to Shea Business Consulting, 193 Oak Street, Parkville, Victoria Part VB Educational Statutory Licence Under Part VB of the Copyright Act 1968, educational institutions are allowed to use third party copyright materials provided: a) they agree to pay copyright owners for that use; and b) it is for the educational purposes of the organisation. To apply for the licence, or to check if your organisation is already covered, contact the Copyright Agency on or visit their website at Published by: Shea Business Consulting Address: 193 Oak Street, Parkville Victoria 3052 Telephone: shea@sheaconsulting.com.au Web: First Published: February 2008 Stockcode: SHEA90 ISBN: Version 2.0, April 2016 Modifications This guide has been updated to reflect changes in Release 2.0 of the BSB Business Services Training Package (released January 2016), as well as other changes that have occurred within the vocational education and training (VET) sector over the past two years. 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 Shea Business Consulting

5 Contents 1. THE BIG PICTURE... 7 Introduction... 8 Job Roles and the Certificate II in Business... 8 Pathways through the Certificate II in Business... 9 Foundation Skills and the Certificate II in Business TRAINING AND ASSESSMENT STRATEGIES Introduction Sample Training and Assessment Strategy LEARNING AND ASSESSMENT ACTIVITIES Introduction Sample Learning and Assessment Activities ASSESSMENT INSTRUMENTS Introduction Sample Assessment Instruments USEFUL INFORMATION Acronyms Glossary Websites State/Territory Training Authorities APPENDICES Appendix A: Workplace Hazards in Office Environments Appendix B: Checklist of Hazards in the Office Environment Appendix C: Sample Electronic Communication Policies Appendix D: Sample Job Description Appendix E: Sample Grievances and Dispute Policy Appendix F: Promotional Brochure Appendix G: Continuous Improvement Form Shea Business Consulting 5

6 Symbols The following symbols are used throughout this Guide: Important Points Useful Resources Useful Checklists You are invited to use the Continuous Improvement Form on page 97 to identify changes that you think would improve this Guide Shea Business Consulting

7 E PL SA M 2. Training and Assessment Strategies 2016 Shea Business Consulting 13

8 Introduction Training and assessment strategies must reflect real job requirements. An easy way to stay in touch with the requirements of employers is to browse websites such as Australian Job Search ( Think about using position descriptions and job advertisements as the basis for designing your training programs it will ensure you select elective units that deliver the outcomes employers are looking for. Job-Focussed Learning and Assessment Let s take a typical advertisement for the job role of an office junior. Job Role: Office Junior We are looking for a bright motivated individual to join our dynamic team. Our firm undertakes work. the following activities: Architecture and design Project management Property development Construction. The successful candidate will be working with our growing team of professionals who are dedicated, motivated and friendly. Our firm endeavours to provide the support, guidance and development that our team members need in a pleasant working environment. The successful applicant will carry out a wide range of tasks including: Answering incoming calls Filing Scanning Typing Banking Postage Updating of data bases. The successful applicant must: Have skills in the use of Word and Excel Be proficient in use of internet and Have a superior work ethic Be motivated Be articulate Take pride in their personal presentation and work space Have skills in time management Be able to prioritise Shea Business Consulting

9 Training and Assessment Strategy Qualification Target Group BSB20115 Certificate II in Business The key candidates for this qualification include General Clerical Workers (ANZSCO Classification 53) and Inquiry Clerks and Receptionists (ANZSCO Classification 54). Typical duties include operating computers to enter data and type a variety of documents and reports, answering customer inquiries, recording information about inquiries and complaints, greeting and welcoming clients and answering telephones. Units of Competency Code Title Status Nominal Hours Duration Volume of Learning BSBWHS201 Contribute to health and safety of self and others Core 20 BSBCUE203 Conduct customer engagement Elective 100 BSBCMM201 Communicate in the workplace Elective 40 BSBCRT101 Apply critical thinking techniques Elective 20 BSBIND201 Work effectively in a business environment Elective 30 BSBINM201 Process and maintain workplace information Elective 30 BSBINM202 Handle mail Elective 15 BSBITU201 Produce simple word processed documents Elective 60 BSBITU202 Create and use spreadsheets Elective 30 BSBITU203 Communicate electronically Elective 20 BSBWOR201 Manage personal stress in the workplace Elective 40 BSBWOR203 Work effectively with others Elective nominal hours The nominal hours included in this strategy are sourced from the Victorian Purchasing Guide for BSB Business Services (Release 1, July 2015). They reflect the anticipated time taken to deliver and assess the outcomes of a unit of competency excluding unsupervised delivery or the time taken for repeated practical application of skills. The Australian Qualifications Framework (2nd Edition, January 2013) states the volume of learning of a Certificate II is typically year Shea Business Consulting 19

10 Qualification Industry Engagement BSB20115 Certificate II in Business YYZ Training is committed to providing training that is relevant to industry and that maximises each learner s opportunities for employment, advancement or further education. As a result, all relevant YYZ Training personnel will engage with an industry stakeholder group to ensure the RTO s training and assessment services are aligned to current methods, technology, products and performance expectations for the workplace tasks specified in the Certificate II in Business. Industry Engagement Approach YYZ Training personnel will meet with an industry stakeholder group biannually. Decisions will be made at these meetings as to the suitability of the following practices used by YYZ Training in its delivery and assessment of the Certificate II in Business: Structure and sequence of the training program Learning resources Modes of delivery Assessment methods. Recommendations arising from these meetings will be recorded, and updates will be made to all relevant YYZ Training documentation. Industry Engagement Stakeholder Group Organisation Stakeholder Position Complete Word Processing Solutions Caroline McLeod Human Resources Manager Real Estate Consultants and Developers Georgina Simpson Office Manager Specialist Property Developers Mark Davenport Senior Administrator Text-Image-Page Design Specialists Patrina Denisovich Workforce Planner The Software People Scott Coulson Training Manager WPS Group Training Jonathan Cameron HRD Operational Manager Shea Business Consulting

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12 Introduction As preparation for the following learning program, teachers could: Contact a real company in their area that offers services and products to help people respond proactively to environmental issues such as water restrictions (e.g. installing rain water tanks) Obtain general information and copies of policies and procedures, particularly in relation to answering calls about services or activities, including sample scripts. Explain to students that they will be learning about reception, customer engagement, word processing and administration support by completing tasks for EnviroSense Australia, a practice firm modelled on companies that offer services and products to help people protect the environment and preserve precious resources such as water. One learning activity does not equal one class! The following sample activities are extensive and you will need to spend several sessions on each to ensure everything is covered adequately. Units of Competency All of the following activities must be read in conjunction with the units of competency specified in the Training and Assessment Strategy on page 17 of this Guide. Keep in mind that units can be contextualised to suit particular delivery methods, learner profiles, specific enterprise equipment requirements or local needs. While the intended outcome of a unit must always be maintained, additions may be made to match the specific site requirements or work processes of an enterprise. When contextualising a unit, you must not remove or add to the number and content of elements and performance criteria. Units of competency are freely accessible from the National Register of VET website at Sample Learning and Assessment Activities By working through the following integrated activities, you will ensure your students have current and realistic learning and assessment experiences as they progress through their Certificate II in Business pathway Shea Business Consulting

13 ACTIVITY 5 Units Addressed Aim Overview Follow-up Activities CLASS DISCUSSION AND ASSIGNMENT Aspects of the following units are covered in this Learning Activity: BSBWHS201 Contribute to health and safety of self and others See the Activity / Competency Map below for more detail. A large number of resources have already been developed to assist teachers with work health and safety. Check with your local education department to see what is available. A useful starting point is the following Safe Work Australia publication: Getting Students to Work Safely It contains a list of state/territory-specific teaching and learning resources, and it can be downloaded from the Publications and Resources section of the Safe Work Australia website at Another useful publication is the following safe@work module: Office and Business Services Module This module can be downloaded as a PDF file from the safe@work website at (select Industry Modules from the left of screen). This was the compulsory WHS online program for Victorian students undertaking work experience. To identify workplace hazards 1. Distribute copies of the Workplace Hazards in Office Environments fact sheet (Appendix A of this Guide) to all students. 2. Invite the Health and Safety Officer at your school to participate in a class discussion, covering points such as: Procedures for reporting WHS concerns Emergency procedures Examples of emergency or safety issues that have arisen at the school Action taken to rectify issues Overview of relevant health and safety legislation. 3. Divide class into groups of two or three and assign each a section of the Checklist of Hazards in the Office Environment (Appendix B of this Guide) to complete. Explain that they may need to talk with the Health and Safety Officer to complete some sections. 1. Class discussion to report back on school hazards inspection. 2. Role Play: Each student reports verbally on a real or hypothetical hazard identified in during the school hazards inspection assignment. Discussion should address action to be taken to eliminate or minimise the effect of the hazard. If possible, involve the Health and Safety Officer in the role play. 3. Simulation: Students respond to a hypothetical emergency situation. 4. Online tests and activities from the safe@work or similar website Shea Business Consulting 43

14 ACTIVITY 7 Units Addressed Aim Overview CLASS DISCUSSION AND ROLE PLAYS Aspects of the following units are covered in this Learning Activity: BSBIND201 Work effectively in a business environment BSBWOR203 Work effectively with others BSBCMM201 Communicate in the workplace BSBWOR201 Manage personal stress in the workplace See the Activity / Competency Map below for more detail. In this Activity you will need to refer to your school s / college s guidelines for student work placements. In addition, you could contact your state or territory education department for guidelines. For example, the NSW Department of Education has a workplace learning policy and associated workplace learning implementation documents. These can be downloaded from the departmental website at (select Schools at the left of screen and then Vocational education under Curriculum & schoolwork). To prepare students for work placement 1. Facilitate a class discussion that covers points such as: Understanding what you re expected to do and how this is documented (see Appendix D of this Guide for an outline of information typically found in job descriptions) Working as a member of a team, including - Understanding the role of other team members - Sharing information - Providing and receiving feedback - Helping to identify and plan strategies or opportunities to improve workgroup performance - Displaying courteous and helpful manners at all times - Seeking assistance when difficulties arise - Displaying a non-discriminatory attitude in all contacts with staff, management or clients Dealing effectively with problems and conflict, including - Open communication - Being willing to see both sides of an issue - Not reacting emotionally - Seeking resolution through the organisation s grievances and dispute resolution policy (see Appendix E of this Guide for a sample policy which could become an official EnviroSense Australia document to maintain the practice firm environment) Developing effective work habits, including - Achieving a balance between work and personal priorities (e.g. developing the ability to effectively leave work behind at the end of the day) - Applying time management strategies to work duties - Observing appropriate dress and behaviour as required by the workplace Shea Business Consulting

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16 Introduction This section contains the assessment instruments mentioned in the Learning Activities. They are samples only and can be modified to suit the units you select for your own learning program. For example, the Verbal Communication Skills Diary was designed as an assessment instrument for the unit BSBCRT101 Apply critical thinking techniques. If this unit is not in your learning program, you are free to modify the instrument to suit the units you have selected. You may feel that keeping a skills diary for each student is not always practical for large classes. However, communication skills are critically important from an employment perspective, so every effort should be made to monitor student progress in this area. To lighten the work load, you can ask others to make entries in the diary, including a student s workplace supervisor. Sample Assessment Instruments The following assessment instruments are provided in this section: 1. Verbal Communication Skills Diary 2. Customer Engagement Evaluation Form 3. Electronic Communication Self-Assessment Checklist 4. Administration Support Tasks Diary 5. Work Placement Third Party Checklist 6. Assessment Matrix Shea Business Consulting

17 Verbal Communication Skills Diary BSB20115 Certificate II in Business Student Teacher Skill Learning Activity / Date Demonstrated Competence? Yes No Comments Aspect of unit addressed (unit code and element) Active listening, e.g. demonstrating an understanding of questions asked or information given and following through with further questions to clarify issues Date:... Speaking clearly Ability to formulate a range of questions on a given topic or issue Ability to question his/her own attitudes, beliefs etc. Date:... Date:... Date:... Appreciation of situations where questioning may be inappropriate or ineffective Date:... Talking to people with respect and courtesy Date: Shea Business Consulting 59

18 Administration Support Tasks Diary BSB20115 Certificate II in Business Student Supervisor Unit(s) BSBINM201 Process and maintain workplace information BSBINM202 Handle mail Task Yes No Verified by Comments I used business equipment such as computers, telephones and photocopiers to process workplace information. I applied organisational policies and procedures when processing and maintaining workplace information. I completed tasks on time and correctly. I correctly updated and modified file information. I correctly maintained information and filing systems in accordance with organisational requirements. I received and distributed incoming mail in accordance with organisational requirements. Name:... Signature:... Date:... Name:... Signature:... Date:... Name:... Signature:... Date:... Name:... Signature:... Date:... Name:... Signature:... Date:... Name:... Signature:... Date: Shea Business Consulting

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20 Appendix B: Checklist of Hazards in the Office Environment This checklist is designed to help identify possible hazards within the office environment. Yes answers could indicate a potential hazard that may need to be controlled to minimise risk. Use the right column to note actions that need to be taken to eliminate or minimise potential hazards. Office Inspected / Location Inspection Date Person Completing Checklist Job Design Consider whether each job been designed to provide a variety of tasks throughout the day in terms of physical and mental workload Highly repetitive tasks (such as keying) are performed for more than 2 hours at any one time Tasks that require constant sitting or standing are performed for more than 2 hours at any one time Tasks that require a high level of concentration are performed for more than 2 hours at any one time Employees have no choice over how they perform some tasks (as this is determined by the equipment or machine they use or by their supervisor) Employees don t receive training to vary tasks and postures throughout the day Feedback is not provided to employees on their work performance Additional Comments Manual Handling Consider all manual-handling tasks in the workplace There are objects that require pushing, pulling, lifting, lowering, carrying, holding or moving either repetitively or requiring physical effort or force There are tasks that involve computer / keyboard work There are large, awkward or heavy objects to be handled These objects are handled more than twice a minute or for more than 30 seconds at a time An awkward posture is required while handling loads Handling is performed below mid-thigh height or above shoulder height Additional Comments Possible Risk Yes No Possible Risk Yes No Action Required? Action Required? Shea Business Consulting

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22 Shea Business Consulting stockcode: SHEA90 ISBN: