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BSBWOR203Work effectively with others

Assessment Tool

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TEIA – Assessment Tools BSBWOR203

ContentsBSBWOR203 1Work effectively with others 1

Contents 1

Introduction 1

Section 1 - Unit of competency 21.1 Elements of competency and performance criteria 31.2 Assessment requirements 41.3 Dimensions of competency 51.4 Foundation skills 61.5 Skill sets 71.6 Recognition of prior learning (RPL) 71.7 Glossary of terms 8

Section 2 - Assessment tools 122.1 Summative assessment 132.2 Solutions - General guidance 222.3 Solutions – Summative assessment 232.4 Evidence of competency 412.5 Assessment records 42Assessment instructions – BSBWOR203 44Pre-assessment checklist – BSBWOR203 45Self-assessment record – BSBWOR203 46Performance evidence checklist – BSBWOR203 47Knowledge evidence checklist – BSBWOR203 48Portfolio of evidence checklist – BSBWOR203 49Workplace assessment checklist – BSBWOR203 50Observation Checklist/Third Party Report 51Record of Assessment 54Request for Qualification Issue 56

Glossary 58


IntroductionThis set of assessment tools is for the unit of competency BSBWOR203 Work effectively with others.

The guide is divided into three sections:

Section 1: Unit of competency

Section 2: Assessment resources

Glossary (VET sector terminology)

As the trainer/assessor, you are in the best position to judge the full training and assessment requirements of a unit of competency. The judgments that you make in this regard should form part of your broader training and assessment strategy.

Learners may or may not be employed in the workplace. Where a learner is currently employed, you should endeavour to use relevant workplace documents and resources. Where learners are not currently employed, you must provide example documentation and a simulated environment wherever possible. Encourage classroom learners to take every opportunity to observe a real working environment and discuss what they have seen. Note that observation and assessment in the workplace is mandatory for some units of competency. Refer to section 1.2 of this guide, or to the assessment requirements of the relevant unit of competency, for details of assessment conditions.

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Section 1 - Unit of competencyThe Business Training Package was developed by the Innovation & Business Skills Australia (IBSA) in consultation with industry stakeholders including employers, unions, peak bodies, professional associations, regulatory bodies, registered training organisations (RTOs) and other relevant parties. The training package specifies the skills and knowledge required to perform effectively in the business workplace.

Individual units of competency are nationally agreed statements that describe work outcomes and can stand alone when applied in the workplace.

This section outlines the requirements of the unit of competency BSBWOR203 Work effectively with others and other information relevant to it.

It contains the following information:

1.1 Elements of competency and performance criteria

1.2 Assessment requirements

1.3 Dimensions of competency

1.4 Foundation skills

1.5 Skill sets

1.6 Recognition of prior learning (RPL)

1.7 Glossary of terms

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1.1 Elements of competency and performance criteriaThe elements of competency define the skills required to perform a work activity. They describe the required outcomes that need to be assessed.

The performance criteria define the level of skill necessary to achieve the requirements of the element.

The following table maps the content in the on-line course BSBWOR203 Work effectively with others to the unit of competency.

BSBWOR203 Work effectively with others Where covered in on-line course

Element 1: Develop effective workplace relationships

1.1 Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships

Task 4, Task 6, Task 7

1.2 Take time and resource constraints into account in fulfilling work requirements of self and others


1.3 Encourage, acknowledge and act on constructive feedback provided by others in the workgroup

Task 6, Task 7

Element 2: Contribute to workgroup activities

2.1 Provide support to team members to ensure workgroup goals are met


2.2 Contribute constructively to workgroup goals and tasks according to organisational requirements


2.3 Share information relevant to work with workgroup to ensure designated goals are met


2.4 Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup


Element 3: Deal effectively with issues, problems and conflict

3.1 Respect differences in personal values and beliefs and their importance in the development of relationships

Task 4, Task 6

3.2 Identify any linguistic and cultural differences in communication styles and respond appropriately

Task 6

3.3 Identify issues, problems and conflict encountered in the workplace


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BSBWOR203 Work effectively with others Where covered in on-line course

3.4 Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person


1.2 Assessment requirements BSBWOR203 Work effectively with others covers the outcomes, skills and knowledge required to work cooperatively with others and deal effectively with issues, problems and conflict.

The assessment requirements consist of three criteria:

Performance evidence: details the skills to be demonstrated, the consistency of performance (for example, on how many occasions, in what range of situations, using what range of equipment) and any licensing, regulatory or registration requirements

Knowledge evidence: the scope and depth of knowledge required

Assessment conditions: specify where assessment can take place, what resources are required and what interactions with other people are required

Performance evidenceThe performance evidence for the unit BSBWOR203 Work effectively with others consists of at least one event where the candidate:

identify own responsibilities in relation to the team and the organisation's requirements

work effectively in a workgroup including:

o supporting team members

o using culturally appropriate communication skills

o acting on constructive feedback

o cooperating and contributing to team goals

o identifying improvement opportunities

identify problems and conflicts and address them appropriately.

Knowledge evidenceThe knowledge evidence within the unit BSBWOR203 Work effectively with others consists of:

outline the organisational standards, policies and procedures that relate to own work role

outline team responsibilities and duties and their relationship to individual responsibilities and duties.

summarise conflict resolution techniques.

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Assessment conditionsSkills must be demonstrated in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work.

Simulations and scenarios are acceptable. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

The assessment environment must include access to:

office equipment and resources

workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessment must ensure use of relevant legislation, policies and procedures and industrial awards.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

1.3 Dimensions of competencyThe dimensions of competency relate to all aspects of work performance. The following table explores the four dimensions of competency in more detail.

Dimensions of competency What it means

Task skills The candidate must perform the individual skills required to complete a work activity to the required standard.

Task management skills The candidate must manage a number of different tasks to complete a whole work activity, such as working to meet deadlines.

Contingency management skills The candidate must use their problem-solving skills to resolve issues that arise when performing a work activity.

Job/role environment skills The candidate must perform effectively in the workplace when undertaking a work activity by working well with all stakeholders and following workplace policies and procedures.

Assessors and/or their training organisations need to ensure that the range of assessment instruments developed for this unit adequately explore the dimensions of competency.

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1.4 Foundation skillsUnderpinning all job roles is a set of skills that are essential if learners are to participate successfully in work and be valuable and productive employees.

The foundation skills embedded in this unit of competency are outlined below:

Skill PerformanceCriteria

Description

Reading 1.1 Identifies and interprets information to determine task requirements

Writing 2.3, 2.4 Completes required documentation using organisational formats

Composes simple documents for others to read

Oral Communication

1.3, 3.2, 3.4 Presents information and seeks advice using language and features appropriate to audience

Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding

Numeracy 1.2 Interprets information related to timeframes and resource quantities

Navigate the world of work

1.1, 2.2 Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures

Interact with others

1.1, 1.3, 2.1-2.4, 3.1, 3.2, 3.4

Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications

Get the work done

1.2, 2.4, 3.3, 3.4 Plans and organises work commitments to ensure deadlines and objectives are met

Uses formal analytical thinking techniques to recognise and respond to routine problems

Do not assume that learners already have these skills; for example, even if you believe they have good writing skills, they may never have written a specific type of report before.

Remember that the learner may not necessarily need all of these skills for a specific task, nor be required to develop them to a high level. This will depend on the nature of the task and the context in which they are working.

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Your role is to:

when planning your assessment program, identify where foundation skills are embedded in the unit of competency and how learners can demonstrate they have acquired the skills

encourage learners to record in the template that follows the Final Assessment the activities they have performed that demonstrate specific foundation skills; they can do this after completing each chapter in the learner guide.

1.5 Skill setsSkill sets are single units of competency or combinations of units of competency that link to a licence, regulatory requirement or defined industry need.

Skill sets do not replace qualifications as the foundation for undertaking work in the community sector. Skill sets build on a relevant qualification and enable a qualified worker to move laterally into work areas addressed by the skill set or to broaden their skill base in relation to the services they provide.

1.6 Recognition of prior learning (RPL)Recognition of prior learning (RPL) is an assessment process that assesses an individual’ s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.

To have skills and knowledge formally acknowledged, a learner must supply a range of evidence to verify competency. The trainer then needs to assess this evidence against the criteria for the qualification.

Evidence of competency may include work samples, journals and third-party testimonials. Learners may also need to be observed undertaking set tasks and/or answer set questions.

The full RPL Kit for this qualification is available. The kit consists of four parts:

Assessor’s Guide

Candidate’s Guide

Forms

Workplace Guide

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1.7 Glossary of termsPreviously, units of competency included a ‘Range Statement’ that provided a way of understanding the scope of terms essential to performance criteria. Range Statements are no longer part of the endorsed components of Training Packages, but this section provides some general understanding to many of the concepts used in the Business qualifications.

Where ever possible and appropriate, knowledge should be contextualised to the learner’s workplace. For example, when dealing with organisational policies and procedures, look at the actual policies and procedures of the workplace.

Behaviour: The way that you do things. You do things in a particular way because of

• how you feel

• what you want

• how other people treat you.

In any customer service transaction the behaviour of the customer and the behaviour of the service deliverer is affected by the way they treat each other. Behaviour therefore affects the quality of the customer experience because the way the service deliverer behaves affects the way the customer feels about the customer service.

Body language: We communicate using words but they don’t usually tell the whole story. Body language is a collection of expressions on our face and gestures we make. Very often body language tells us more about what somebody is actually thinking than the words they use. When you are dealing with a customer you can learn a lot about what he or she is thinking from the body language. This also means that you need to be aware of the messages you are giving to the customer through your own expressions and gestures – your own body language.

Competitor: Most organisations are not the only ones that provide particular products or services. Most customers can choose to use the products or services from a range of organisations. So a competitor is an organisation that offers products or services that are similar to those offered by your organisation. Your customer may choose to use these other organisations instead of your own.

Competitive advantage: Although a competitor is an organisation that offers products or services that are similar to those offered by your organisation. Your organisation may have the competitive advantage because it is:

• part of a large high street chain

• better placed in the high street

• has car parking outside

• a Global Organisation which can offer goods and services at much cheaper prices

Customer: A customer is somebody who receives customer service from a service deliverer. Generally it is easier to see a customer as a person but sometimes an organisation can be a customer. In most cases a customer or his or her organisation is paying directly or indirectly for the service that is being received. If a customer is a private individual or comes

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from another organisation he or she is an external customer. If a customer comes from another part of the same organisation he or she is called an internal customer.

Customer expectations: Customer expectations are what people think should happen and how they think they should be treated when asking for or receiving customer service. Expectations are formed by:

• what people hear and see

• what they read and what the organisation tells them

• what happens during the customer experience

• what has happened to them in other customer service experiences

Generally customer expectations rise and organisations try to match that rise through continuous improvement in customer service.

Customer experience: Customer experience is what a customer feels and remembers about the customer service that he or she has received. The customer experience of an individual customer service transaction affects the customer relationship and influences customer expectations for the future. When a customer is about to receive customer service his or her customer expectations are influenced by all the customer experiences that he or she has had in the past both with your organisation and with others.

Customer feedback: Customer feedback is information about customer perceptions of customer service collected by the organisation from customers or given to the organisation by customers. Customer feedback can be collected formally using questionnaires or other kinds of surveys. Informal customer feedback can be collected from chance remarks or comments the customer has made with or without being asked. It must be remembered that sometimes customer feedback shows that the customer experience is not what the business thought it to be. If this is the case the customer feedback must still be respected because if customers perceive things in a particular way, that is reality for them even if the organisation have planned it differently.

Customer rights: Once somebody has been recognised as a customer by law, he or she has certain legal rights. These change as the law changes but customer rights are generally increasing.

Customer satisfaction: Customer satisfaction is the feeling that a customer gets when he or she is happy with the customer service that has been provided. Some organisations try to increase customer satisfaction and talk about delighting customers or exceeding customer expectations. Most organisations try to increase the number of customers who are happy to confirm customer satisfaction when they give their customer feedback.

Customer service: Customer service is the sum total of what an organisation does to meet customer expectations and produce customer satisfaction. Customer service generally involves service teamwork and service partnerships. Although somebody may take a leading part in delivering customer service it normally involves actions by a number of people in a team or in several different organisations.

Complaint: When a customer feels strongly enough that his or her customer expectations have not been met, he or she may make a complaint. A complaint is when a customer brings a problem to the attention of the organisation and expects some redress, probably over and above simply supplying the original product or service that was the cause of the complaint.

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Complaints are often used by regulators as one measure of the success of the organisation’s customer service.

Compliments: Praise and positive comments about your organisation or an individual within your organisation.

Consistent service: Customer satisfaction is affected by customer expectations about the service they will receive. If the customer service they receive is different from what they expected, there is always a danger that customer satisfaction will be lower than expected. So many organisations try to deliver the same customer service, time after time, so that the service customers receive matches their customer expectations and this gives customer satisfaction. This does not stop organisations from seeking continuous improvement when customer feedback tells them that there are particular changes to customer service that will increase customer satisfaction.

Continuous improvement: Many organisations try to keep ahead of competitors by providing better customer service. If competitors also do this, organisations have to keep improving their customer service to stay ahead. So the process of continuous improvement helps organisations to make sure this happens as a matter of routine. Customer service is delivered and customer feedback is collected. The customer feedback is used to measure customer expectations and customer satisfaction. The information from the customer feedback is used to find ways of improving the customer service and changes are made. Customer service is delivered in a new and improved way and the cycle starts again. Front line staff and support staff are both involved in continuous improvement but they must have the authority to make the changes that are needed for the improvements.

Contract: A contract is an agreement between two parties that can be enforced by law. A contract does not have to be in writing but it is more difficult to prove if it is not in writing. Sometimes customer service can become part of a contract, usually if there has been an agreement put in writing. It is generally recognised that if a customer or service deliverer has to use the contract to enforce the agreement, customer satisfaction has not been achieved.

Front line staff: Front line staff are people who have the most direct contact with customers either face to face or at a distance. They need service teamwork with support staff to produce effective customer service.

Ombudsman: An ombudsman is a person who acts as a trusted intermediary between an organization and some internal or external constituency while representing the broad scope of constituent interests. Usually appointed by the organization, but sometimes elected by the constituency, the ombudsman may, for example, investigate constituent complaints relating to the organization and attempt to resolve them, usually through recommendations (binding or not) or mediation. Ombudsmen sometimes identify organizational roadblocks running counter to constituent interests.

Privacy legislation: Information about customers that is stored by a service provider must be kept confidential and must be dealt with in accordance with the requirements of privacy legislation. That legislation is designed to ensure that information collected to help a service provider to deliver effective customer service is not used for other inappropriate purposes.

Problem: A problem in customer service happens when the customer service does not meet customer expectations. This may be because the organisation cannot meet its service offer or because customer expectations are greater than or different from that service offer. You

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should try to spot customer service problems early and work to solve them so that customer satisfaction is restored. Often customers can be impressed when problems are solved and customer satisfaction can be even higher than if routine customer service had been delivered.

Queue management: When a number of customers want customer service at the same time a queue may form. How this queue is managed is a vital to customer satisfaction. If the customer service is being delivered face to face queues are generally dealt with on a first come first serve basis because customers can see where they are in the queue. If the customer service is at a distance the customer cannot see the queue but the work must still be prioritised. Organisations all choose different ways of managing queues in order to maximise overall customer satisfaction.

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Section 2 - Assessment toolsAssessment is all about collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms that the learner can perform to the expected workplace standard, as outlined in the units of competency.

This section contains the summative assessment tools that are to be used in assessing this unit of competency. The assessment tools have also been mapped against the requirements of unit assessment; these may be reviewed in the TEIA document BSB20115 Mapping Guide. Assessors can use this mapping information to complete required assessment records.

It is an important responsibility of assessors to complete the assessment records themselves. This ensures all additional assessment activities deemed appropriate or required by the assessor, in addition to those within this document, are included in these records.

Section Two contains the following information:

2.1 Summative assessment

2.2 Solutions – general guidance

2.3 Solutions – summative assessment

2.4 Evidence of competency

2.5 Assessment records

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2.1 Summative assessmentSeparate each assessment tool as required in the assessment process.

Task OverviewThe assessment for this unit is distributed across several tasks within the virtual scenario.

The assessment tool is a portfolio of collected evidence from the scenario tasks.

BSBWOR201 Organise and complete daily work activities

Task Four: Search for and use information in a businessTask overviewThe learner selects Task Four from the Your Tasks tab and is presented with an email directing them to the task description and hints from Kim Richards in their Intray. The learner clicks on the task and receives a description of the first section of the task.

After the learner completes the first section of the task, they visit the Office Manager to receive the second section of the task.

The learner will be provided with a range of content resources that assist them in completing the two sections of the task.

Content resources available To complete the task the learner will access information regarding:

Filing:

Introduction to Filing

Handbook of Filing

Types of files

Content of files

Systems of filing

Creating new files

Managing and updating files.

Records management (slideshow)

Securing information:

Storage of information

Controlling access to information.

File movement:

File movement tracking methods

Misplaced files

Document movement.

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Completing a Timesheet

Virtual Registered Training Organization – AIET

Workplace Information

To view the competencies addressed in Task 4, open the Course and click on Your Tasks, then Task 4, then Task Competencies or refer to Appendix 1: Task – Competencies in this guide.

Return of work expected from learnersThere are a number of activities that the learner must complete throughout the task. The following work must be provided:

By email attachment:

Letter to Mrs Nugyen Thao on Temperate Wholesalers’ letterhead

Briefing paper to Mr Ivan Kruber on correct template

Import Fee spreadsheet

Task 4 written activities

Task Priority Activity

Screenshot on final part of digital activity, Search and Find Information on the Web Reference table of recommended Internet search engines

Own Performance Review - either contribute to discussion board or email

Resource Validity for Task FourThe following table shows the resources that are available to assist learners to complete this task. At regular intervals some of the content will need to be checked for validity as indicated.

Resource Location Validity Check

Task Description Intray in Main Office N/A

Audio instructions by Ivan Kruber

Accessed via Ivan Kruber N/A

Text instructions by Ivan Kruber

Accessed via Ivan Kruber N/A

The Filing Handbook Copier/Filing room Update in accordance with changes in work practices and technology

Records management slideshow

Intray and Resource list Updated in accordance with relevant changes to generic office practices

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Checklist templates Computer (Templates) N/A

Guidelines for assembling a new file

Accessed via the Office Policies and Procedures Manual in the Library

Update in accordance with changes to office procedures

Filing System Index/Register Intray

Copier/Filing Room

N/A

Audio instructions by Kim Richards

Accessed via Kim Richards N/A

Text instructions by Kim Richards


The file register Accessed via Copier/Filing room

Dates should be updated in order to keep the register current

The missing Customer File Accessed via Henri Glietman’s office

N/A

Audio overview of information security issues

Accessed via Maree Taylor N/A

Written overview of confidentiality and security issues

Accessed via Maree Taylor Updated in accordance with innovations in office information security

File Movement Manual Intray in the Main Office Updated in accordance with relevant technological advances

Task Planning Sheet Intray or computer in the Main Office

N/A

Task Priority Activity Intray in Main Office N/A

Registered Training Organization (virtual)

Workbooks in:

Workplace Information

Digital activity: Search and Find Information on the Web

Use Taxi Vouchers on desk in Main Office to access the virtual Registered Training Organization - AIET

Review occasionally

Workbooks: Specific learning materials from the delivering body needs to be inserted here and maintained as required.

Filing and Indexing Activity Accessed via Intray N/A

Electronic File Activity Accessed via Intray N/A

Internet Sites Accessed via the Library Should be checked on a

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Computer regular basis

Task Six: Assemble and present business documents Task overviewThe learner selects Task 6 from the Your Tasks tab and is presented with an email directing them to the task description and hints from Kim Richards in their Intray.

The learner will be provided with a range of content resources that assist them in completing the task.


Planning and organising

Planning your work schedule

Document creation

Correspondence and Business Writing Style Guide

Using a word processing package and a letter template

Using Microsoft Word Help

Using templates and styles in word processing

Using a spreadsheet package

Using Microsoft Excel Help

Searching for information

Search and assess on-line information

Teamwork

Achieving Team Goals

Active Listening

Dealing with Conflict

Giving and Receiving Feedback

Completing a Timesheet

Virtual registered Training organization – AIET

o Word Processing workbook

o Spreadsheet workbook

o Personal organisation workbook

o Internet and Email workbook

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To view the competencies addressed in Task 6, open the Course and click on Your Tasks, then Task 6, then Task Competencies or refer to Appendix 1: Task – Competencies in this guide

Return of work expected from learnersThere are a number of activities that the learner must complete throughout the task. All of these activities require learners to submit their answers to you as email attachments.

o The budget spreadsheet with all data entered

o IT Purchasing Recommendation

Resource Validity for Task SixThe following table shows the resources that are available to assist learners to complete this task. At regular intervals some of the content will need to be checked for validity as indicated:


Task Description Intray in Main Office. N/A

Planning your Work Schedule

Accessed from the Library catalogue

N/A

Task Planning Sheet

Email from Ivan Kruber Computer in Main Office N/A

Planning your work schedule Accessed from the Library catalogue

N/A

Achieving Team Goals Accessed from the Library catalogue

Employee Handbook Accessed from the Library catalogue

Audio Overview of Task Accessed from Ivan Kruber N/A

Written copy of Overview of Task

Accessed from Ivan Kruber N/A

Searching the Internet Library Catalogue

Virtual RTO

Intranet

Review occasionally.

Customer File Contents Accessed from the Client File in Ivan Kruber’s Office

N/A

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Microsoft Excel Help Computer in the Main Office Update if using other spreadsheet software.

Achieving Team Goals document

Library Catalogue N/A

Active Listening document In Achieving Team Goals (Library)

N/A

Dealing with Conflict In Achieving Team Goals (Library)

N/A

Giving and Receiving Feedback

In Achieving Team Goals (Library)

N/A

Internet Sites Library Internet Computer Check all sites regularly

Priorities Game Planning your Work Schedule (Library)

N/A

Individual Reflection activity Achieving Team Goals (library)

N/A


Workbooks in:

Word Processing

Spreadsheets

Personal Organization

Internet and Email


Review occasionally


Team Activity – create table of Search Locations

Intray N/A

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Task Seven: Assemble a new fileTask overviewThe learner selects Task Seven from the Your Tasks tab and is presented with an email directing them to the task description and hints from Kim Richards in their Intray. The Task Description directs the learner to complete two urgent tasks for Martin O’Malley and then prepare some documents for a future staff meeting.

The learner will also be directed to the Office Manager's office to collect other documentation required to complete the task.

The learner is provided with a range of content resources that assist them in completing the task.


o Accessing government forms and information

o Completing forms

o Despatch of information

o Office Policies and Procedures Manual

o Receive and Dispatch Outgoing Mail

o Receiving and Distributing Incoming Mail

o Document creation

o Correspondence and Business Writing Style Guide

o Team Trust Activity

o Using a word processing package and a letter template

o Using Microsoft Word Help

o Using templates and styles in word processing

o Using a presentation package

o Using Microsoft PowerPoint Help

o Searching for information

o Search and assess on-line information

o Teamwork

o Achieving Team Goals

o Active Listening

o Dealing with Conflict

o Giving and Receiving Feedback

o Completing a Timesheet

o Virtual registered Training Organization – AIET

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Word Processing workbook

Spreadsheet workbook

PowerPoint workbook

Internet and Email workbook

Teams workbook

Mail workbook

To view the competencies addressed in Task 7, open the Course and click on Your Tasks, then Task 7, then Task Competencies or refer to Appendix 1: Task – Competencies in this guide

Return of work expected from learnersThere are a number of activities that the learner must complete throughout the task. All of these activities require learners to submit their answers to you:

By email attachment:

Location of the missing file

Memo on information security and file movement

Completed Task Planning Sheet

By Australia Post, other postal services or by hand delivery:

The newly assembled customer file

Resource Validity for Task SevenThe following table shows the resources that are available to assist learners to complete this task. At regular intervals some of the content will need to be checked for validity as indicated:


Task Description Intray in Main Office Review occasionally

Internet Main Office computer / Library

Review occasionally

Intranet - Forms Main Office computer / Library

Review occasionally

Templates Main Office computer / Library

N/A

Virtual RTO Taxi vouchers Review occasionally

Audio overview of Preparing and Delivering Documents


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Written overview of Preparing and Delivering Documents


Task Planning Sheet Intray in Main Office N/A

Internet Sites Internet Computer in Library Check all sites regularly


Workbooks in:

Word Processing workbook

Spreadsheet workbook

PowerPoint workbook

Internet and Email workbook

Teams workbook

Mail workbook


Review occasionally


Learning Object: Filing and Indexing Activity

Intray N/A

Office Policies and Procedures Manual

Internet Computer in Library N/A

Receive and Dispatch Outgoing Mail


Receiving and Distributing Incoming Mail


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2.2 Solutions - General guidanceAssessors should review the solutions provided and adapt and/or contextualise them (and assessment activities themselves where necessary) to suit the training and assessment context as part of their moderation activities. This will ensure consistency of assessment.The solutions to assessment activities serve as a reliable guide to the type of information that should be included in the assessment candidate’s response. Refer to the assessment activities when assessing learner responses or evaluating assessment evidence. The answers provided by the assessment candidate will vary due to a number of factors, including the:

candidate’ s own experiences

candidate’ s workplace experiences

training situations and strategies presented by the trainer

interpretation of the assessment activity by the assessment candidate/assessor

type of organisation, work practices, processes and systems encountered by the candidate.

The nature and variety of the tasks presented means that in some cases there will be numerous correct responses, and the solutions provided cannot cater for all contexts and eventualities.

In general terms:

For questions with a single answer, this guide provides the correct answer.

For questions that do not have a single answer, it is understood that answers will vary within certain parameters.

For questions where the candidate has to list a certain number of items, Aspire has provided a more comprehensive listing from which candidate responses may be drawn. However, this list may not in all cases be definitive, and assessors should account for other possible correct responses.

For activities that involve responding to a case study, Aspire has provided an example of how the candidate may respond. Depending on the question, the terminology used will indicate either what the candidate should have included in their response, or may have included. However, assessors should take into account different phrasing used by the candidate, or different responses that may be equally correct.

For activities that take place in the workplace or involve workplace documentation, Aspire can only provide an example response. Assessors should consider whether the candidate has achieved the intent of the activity, taking into account the candidate’s workplace context.

For activities that involve writing reports or completing documentation provided, Aspire can only provide an example response. Assessors should again consider whether the candidate’s response is appropriate to the task within the context of the candidate’s training and/or workplace.

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2.3 Solutions – Summative assessment

Task FourLetter to Mrs Thao

Office Complex 21

400 Villa Road

Gaythorne Qld 4008

Ph. (07) 9123 4567 Fax. (07) 912 3 5678 Email: [email protected]

21 September, 201X

Mrs. Nuygen Thao

Good Fortune Enterprise

431 Tran Nhat Duat

HANOI VIETNAM

Dear Mrs Thao

RE: Importing Information

Further to our meeting in late April, the information you require for arranging importation of wooden furniture into Australia is detailed below:

Customs Contact Details: Phone No. – 1300 363 263 (in Australia)

+61 2 9313 3010 (Outside Australia)

Fax (02) 8339 6714

Email - [email protected]

Anticipated costs of shipment:

• Sea electronic declaration (N10) $50.00 per declaration

• Periodic declaration processing charges: $1275.00 per declaration

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• Request for cargo release (RCR) processing changes: $9.40 per RCR

I have placed the following attachments with this letter to provide further information:

• A Schedule of Customs cost recovery charges

• An explanation of how Australian Customs value imported goods

• The Australian Customs (Documentary) Import Declaration comprehensive Guide

http://www.customs.gov.au/webdata/resources/notices/ACN0621.pdf

http://www.customs.gov.au/webdata/resources/files/ValueofImportedGoodsApril2011WEB.pdf

http://www.customs.gov.au/webdata/resources/files/DocImpDecGuide.pdf

I must also draw your attention to the Australian Quarantine requirements for items including timber. I strongly suggest you visit the web site http://www.daff.gov.au/aqis/import/timber and follow the procedures stated there.

I have also added two shipping agencies that have access to freight by sea between

Haiphong (Vietnam) and Australia:

ExamplesTrans Wagon Shipping Agency CO. C/O Trans Wagon INT’L CO., LTD

Address: 7 th Floor CDS Building, # 33 – Alley 61, Lac Trung Street, Hai Ba Trung, Hanoi Vietnam.

Phone: 84 (363) 4993/94/95 84 (904) 015477

Fax: 84 (363) 8019

http://www.searates.com/company/11506.htm

Viconship

Address: Second floor, Cailan port building, # 1 Cailan Road, Baichay Walong City.

Phone: 84 (90) 4289699

Fax: 84 (33) 3819568

Contact person: Mr. Bui Minh Hung


Thank you for hospitality during my recent visit. I look forward to our meeting in Brisbane when you come to Australia and the opportunity I will have to host you to an Australian steak at Fiasco’s Steakhouse. (Example)

I trust the information above assists you in preparing for our product and pricing negotiations.

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Yours sincerely

Ivan Kruber

Director

Enc

IK:student’s initials

Students should download the documents from the three URLs and attach them to the email.

Briefing paper for Ivan Kruber

An example of the standard of briefing required expected is displayed below:

Briefing Paper

To: Ivan Kruber

Topic: Letter to Mrs Nuygen Thao

Issues: (number issues/topics of information with subheading in bold)

1. Australian Customs contact details: http://www.customs.gov.au/site/page5834.asp Phone: 1300 363 263 (in Australia) (optional) + 61 2 6275 6666 (Outside Australia) Fax (02) 8339 714 (optional)

Email [email protected]

2. Anticipated costs of shipment:

Sea electronic declaration: $50.00

Periodic declaration processing charges plus: $1275.00

Request for cargo release (RCR) processing changes: $9.40

3. Australian Quarantine on timber importation:

http://www.daff.gov.au/aqis/import/timber

4. URLs for where you can find attached documents:

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A Schedule of Customs cost recovery charges

An explanation of how Australian Customs value imported goods

The Australian Customs (Documentary) Import Declaration comprehensive Guide




5. Shipping agencies

Contact details for 2 shipping agencies that have access to freight by sea between Vietnam and Australia to be inserted here.

6. Restaurant/Hotel

Contact details for a restaurant or hotel in Brisbane well known for its Australian beef steak

Challenges:

• The language barrier might be a challenge

• Shipping companies may not be able to ship goods for months if weather is bad.

Briefing prepared by: Student Name Date: 21 September, 201X

Import Fee Spreadsheet

Students must access an appropriate website to find the relevant information for the costs of shipping the goods. For competency students must use formulas to calculate the totals. This information is provided by The Australian Customs (Documentary) Import Declaration comprehensive Guide (Section 3.6).


The spreadsheet must be similar to the one below. This sample has all of the essential elements prices could change from year to year. The two blue cells are: The top figure is the cost of the imported goods (which they don’t know); the T&I is a transport and insurance cost, which again is not given, as both of these would be charged by the carrier. Teachers can insert their own amounts in the blue cells to test that the formulas are set up correctly.

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Formulas:

Customs duty = 5% =5%*B7

VoTI =B7+B8+B9

GST = 10%of VoTI =10%*B11

TOTAL PAYABLE (duty+GST) =B8+B12

TOTAL COST RECOVERY CHARGES =SUM(B15:B17)

TOTAL ANTICIPATED COST =B13+B18

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Task 4 Written Activities

For competency in Activity 1 students must complete the team spirit quiz and add up their score. They then have to write down their score and copy and paste their result into a Word document. For competency in Activity 2, students must provide a response to both parts of the question. To answer this question it is best to get them to reflect on their group work for the search engine activity.

Activity 1 - Team Spirit QuizScore: 88

80-100-Your team's atmosphere is healthy and conducive to achieving great results. The team can spend their time productively establishing goals, procedures, processes, and clarifying team members’ roles, i.e. performing the work of the team. Since atmosphere can change, it is advised that you periodically test the temperature to see if issues or concerns that are inhibiting the maintenance of this productive atmosphere are being openly discussed and dealt with.

Activity 2 - Benefits of teams (Example)The benefits of working as a team are that it is more encouraging and you don't feel alone in what you are doing. It also allows you to develop more thorough staff resources that will be made up of multiple people’s knowledge and experiences. The team helped me in answering questions I may have had and also when they ask questions, sometimes that also helps me with my work. It helps me to understand it better and it is also good when you're not the only one asking questions, and other people are having similar difficulties to you.

Working in a team also helps to even the workload in some situations instead of you doing all the work.

Task Priority Activity

For competency student must choose the proper order in each scenario and email it to their teacher.

Instructions: Use numbers to show the order in which you would do the tasks in each of the 3 scenarios below:

Scenario 11 The phone is ringing and needs answering.

2 A colleague requires some stationery.

Scenario 22 You are required to complete a spreadsheet for Ivan that is due immediately.

1 The alarm (which you know is for a fire drill) has sounded and requires you to act in accordance with organisational policy.

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Scenario 33 You have a folder of customer correspondence to file.

2 You need to respond to an email complaint from a highly valued customer.

1 Kim Richards wants to see you about a missing customer’s file.

Internet Search EnginesThe student must present a table containing four internet search engines that have been selected after some form of group collaboration – assessor’s judgement. The table needs to be created in Excel.

Some possible search engines students can choose are Google, Yahoo, Alta Vista, Meta Crawler, Bing and My Start. For the recommendations students need to state when they would use that particular search engine. You may wish to have a blog, wiki or discussion board set up so students can communicate with one another regarding the search engines. This can then be used as evidence for their ability to work in a team. The team representative may submit the spreadsheet on the team’s behalf.

Own Performance Review

The learner must have made a contribution concerning their own performance review either through an email to the assessor or posted within the course’s discussion board/forum.

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Task SixBudget Briefing

To demonstrate competency the learner must provide a spreadsheet adhering to the elements within the Budget Briefing statement.

Budget BriefWhen preparing budget documents for Temperate Wholesalers Head Office you must follow the following requirements. Proposed expenditure must be grouped into the following categories:

IT Includes all computer equipment, printers, laptops and scanner

Travel Includes all air fares, accommodation and travel activity associated with the business

Advertising Includes all newspaper and other media advertising and promotional activities

Client Services Includes all activities associated with supporting clients, e.g. hospitality for visiting clients

Postage Covers all costs associated with delivery of letters and correspondence, i.e. post and courier services

Telecommunications All costs associated with Internet, telephone and communications activity

Reprographics All costs associated with copying, printing and preparing documents

Training and development Costs associated with the development and training of staff

Admin Supplies All consumable items associated with the running of the offices

Spreadsheets providing the overview of the office’s proposed budget must be constructed in the following way:

• The horizontal axis of the spreadsheet will contain the categories of expenditure

• The vertical axis of the spreadsheet will indicated which employee has requested the funds.

• Each column or row containing financial data must have a subtotal that is formed through a simple formula embedded into the spreadsheet.

• A total amount for the budget is to be generated through a formula

When the table is completed construct a pie chart for each person showing the proportion of expenditure categories for their total expenditure. You will end up with four simple pie charts – one for each person. These are to be located below the table in your spreadsheet.

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When formatting the spreadsheet the following rules apply:

• The name of the company must be at the top left side of the page in blue 14 point bold Arial font

• The location of the office must be immediately below the company name in green 12 point Arial font

• All numerical entries to the spreadsheet are to be in the Arial font and size is

• 12 point

• All column headings are to be in bold and centred

• All row headings are to in bold and left aligned

• All cells containing financial data are to be formatted to show dollars; no cents are to be displayed

• The subtotals are to in blue and bold

• The total is to be in 14 point, green and bold

• The name of the person preparing the spreadsheet with their email is to be at the bottom left hand side of the sheet in 10 point Arial font, left aligned.

The printing of the spreadsheet should be set to Landscape and have the header

‘Temperate Wholesalers – Gaythorne Office’ in 10 point Arial font. The footer, also in 10 point Arial font, must be the date the spreadsheet was prepared and it is to be right aligned. You are required to print this document and share with Kim.

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IT Purchasing Recommendation

Name of person preparing information: Students Name

Email address of person preparing information: students email address

In all instances, the details of each supplier and the selected product must be entered below:

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Supplier OneName: Dell

Website: www.dell.com.au

Details of selected unit:

Supplier TwoName: Lenovo

Website: www.lenovo.com.au


Supplier ThreeName: Toshiba & Acer

Website: http://www.jbhifi.com.au/computers/laptops www.acer.com.au


Please note that these amounts and models will be superseded and will vary by the time students complete and submit this task.

Estimated Costs

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Recommended PurchaseFor competency the candidate must provide a recommendation on which laptop provides the best value for money and in a short paragraph for each indicate which unit and why it should be considered. Sample competent response is below (this is only an exemplar and students response will vary). It is important that the student’s response should describe how each recommendation will help the company and why it is better than the other two.

DesktopDell computer seems to be the best value for money. It has the specifications required by Temperate, i.e., 2Gb Ram memory and 320GB hard drive space which is 160gb more than the specifications. The computer also has a DVD burner, anti-virus software, 22” monitor,

Operating system is Genuine Windows Vista and Business with Windows XP. The Acer does not have a DVD burner but does have more memory 4GB and storage of up to 500GB.

However, with a DVD burner you can save and store information on DVD’s. This provides a back up for the company in case the computer was to crash. The Lenovo also can come with a 22” LCD monitor, but the computer itself has less hard drive storage space of 250GB.

Warranty is 3 years in comparison to Dell, but you could probably pay a $100 or so more for the Dell computer and extend the warranty of beyond the current 12 months.

LaptopBoth the Lenovo and Toshiba laptops have the same specifications in terms of Ram and hard drive storage. Both have 2GB Ram and 250GB hard drive. Both have a DVD multi burner. Both have the same monitor size, the Lenovo makes no mention of of wireless capability but the Toshiba make does. Quite a difference in price and Toshiba certainly looks like the better buy. The Dell model has less storage space 160GB in terms of hard drive, but has 2GB in terms of Ram, but can be extended to 8GB. The Screen size is smaller 14.1”, has a few more additional features than the above two models which you would expect for the extra price, but in terms of what the business requirements are for Temperate, the Toshiba certainly meets them and is better value for money.

PrinterA number of considerations need to be made when deciding on which printer to choose. Firstly you need to take into account not just the cost of the printer, but what the overall costs would be in terms of having to replace cartridges, the cost of servicing the printer, the use of the printer, the resolution of printed material, how quickly pages are printed in both B&W and colour, also how much the printer is used. Lexmark’s individual colour cartridges ranges from $180 to $210. I located one retailer that sold all four colours including black for $459. The Lexmark has a duty cycle of 100,000 per month and prints B&W pages per minute of 24, colour print speed is 22. The maximum resolution is 1200 x 1200dpi. The Dell has a duty cycle of 70,000 per month and the cost of the cartridges is around $200 to $240. Its print resolution is 600 x 600 dpi, the print speed varies with use, but its around 30ppm in B&W, and 25ppm in Colour. Obviously Dell seems to be more value for money, but in terms of print quality will it suit the nature of the business. If graphics, pictures are not used often, then Dell would probably be the cheapest one to buy. The Toshiba model is almost 3 times the cost, it has the same resolution as the Lexmark and is actually slower than both models, producing

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around 20ppm in text or graphics in colour. Duty cycle is 100,000 per month like the Lexmark. Ink cartridges for just one are around the $500 mark, a very expensive printer overall. My overall suggestion would be to go with the Dell model if the company’s amount of printing is not excessive and the bulk of the printing was in B&W.

Photocopier Tutorial

For competency students will have to complete this activity and take a print screen demonstrating that it is correct. They must email it to their teacher in a Word document.

Ver. 1-0 35


Task SevenNote that the Task Planning Sheet needs to completed and submitted as part of the summative assessment.

Email File Location

The student is required to find the missing file and inform Kim Richards. For competency the student must have found the file and informed, via email, the teacher of the file’s location. Example of response is below:

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Memo on Information Security and File Movement

Assessor judgement is required. Exemplar response provided below:

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Letter to Marg Scottsen

Sample letter below. Assessor judgement required; work must be of a similar standard to the sample below:

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File Checklist

Assessor judgement required.

Note: Once students have completed the file checklist they must then send in an electronic copy of the entire file in a Word document. Once the teacher has approved the electronic file the student may then print out the file and mail it to the school. Exemplar provided below:

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Mailed Customer File

Assessor judgment required as the provided file will differ according to learner circumstances. An image below provides a broad understanding of the parameters; the standard required is that expected from a small business office.

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2.4 Evidence of competencyEvidence is information gathered that provides proof of competency. While evidence must be sufficient, trainers and assessors must focus on the quality of evidence rather than the quantity of evidence.

Rules of evidenceThere are four rules of evidence that guide the collection of evidence. Evidence must be:

valid – it must cover the performance evidence and knowledge evidence

sufficient – it must be enough to satisfy the competency

current – skills and knowledge must be up to date

authentic – it must be the learner’s own work and supporting documents must be genuine.

Principles of assessmentHigh quality assessments must be:

fair – assessments are not discriminatory and do not disadvantage the candidate

flexible – assessments meet the candidate’ s needs and include an appropriate range of assessment methods

valid – assessments assess the unit/s of competency performance evidence and knowledge evidence

reliable – there is a common interpretation of the assessments.

Types of evidenceTypes of evidence that can be collected, sighted or validated include:

work records such as position descriptions, performance reviews, products developed and processes followed and/or implemented

third-party reports from customers, managers and/or supervisors

training records and other recognised qualifications

skills and knowledge assessments

volunteer work.

Gathering evidenceEvidence can be gathered through:

real work/real-time activities through observation and third-party reports

structured activities.

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Evidence can also be gathered through:

formative assessments: where assessment is progressive throughout the learning process and validated along the way by the trainer – also known as assessment for learning

summative assessment: where assessment is an exercise or simulation at the end of the learning process – also known as assessment of learning.

Evaluating evidenceThe following steps may help you evaluate evidence.

Step 1: Evidence is gathered.

Step 2: Rules of evidence are applied – evidence is valid, sufficient, current and authentic.

Step 3: Evidence meets the full requirements of the unit/s of competency.

Step 4: The assessment process is valid, reliable, fair and flexible.

Step 5: The trainer or assessor makes a straightforward and informed judgment about the candidate and completes assessment records.

2.5 Assessment recordsLearners must provide evidence of how they have complied with the performance and knowledge evidence requirements outlined in the unit of competency. These requirements should be assessed in the workplace or in a simulated workplace; assessment conditions are specified in each unit of competency.

You can use the following assessment forms to record the learner’s evidence of competency:

The Assessment Instructions Checklist helps the trainer/assessor provide clear instructions to the candidate as to which assessment activities to complete.

The Pre-Assessment Checklist helps the trainer determine if the learner is ready for assessment.

The Self-Assessment Record allows the learner to assess their own abilities against the requirements of the unit of competency.

The Performance Evidence Checklist facilitates the observation process; it allows trainers to identify skill gaps and provide useful feedback to learners.

The Knowledge Evidence Checklist can be used to record the learner’s understanding of the knowledge evidence; it allows trainers to identify knowledge gaps and to provide useful feedback to learners.

The Portfolio of Evidence Checklist helps the trainer annotate or detail aspects of the learner’s portfolio of evidence.

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The Workplace Assessment Checklist can be used by the learner’s supervisor to show workplace-based evidence of competence.

The Observation Checklist/Third Party Report records the candidate’s performance in the workplace.

The Record of Assessment form is used to summarise the outcomes of the assessment process in this unit.

The Request for Qualification Issue is used by the assessor to inform the RTO authorities that the process for issuing a Statement of Attainment or Qualification may commence.

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Assessment instructions – BSBWOR203

Candidate’s name: Unit of competency: BSBWOR203 Work effectively with othersTrainer/assessor: Date:

The candidate must complete the following assessment activities, provided by the trainer/assessor:

Y/N Whole activity/ specific questions

Candidate Self-assessment

Final assessment - Task 4

Final Assessment – Task 6

Final Assessment – Task 7

Portfolio

Workplace Assessment

Workplace Assessment (video)

Competency Conversation (using RPL)

Workplace Observation

Third Party Report

Other assessment activities as detailed below:

Candidate signature: Date:

Assessor/trainer signature: Date:

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Pre-assessment checklist – BSBWOR203


Checklist

Talked to the candidate about the purpose of the assessment Yes No

Explained the unit of competency Yes No

Discussed the various methods of assessment Yes No

In consultation with trainer/assessor, the following assessment methods will be used:

Question/answer Observation/Demonstration Log, Journal, Diary

Case study Portfolio, work samples Third Party Reports

Reports

Assessment environment and processWhen will assessment occur?

Where will assessment occur?

Special needs (if any)

How many workplace visits are required (if appropriate)?

What resources are required?

Information has been provided on the following:

Confidentiality procedures Re-assessment policy Appeals process

Regulatory information Authenticity of candidate’ s work

Discussed self-assessment process Yes No

Summarised information and allowed candidate to ask questions Yes No



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Self-assessment record – BSBWOR203

Candidate’s name: Part D

Unit of competency: BSBWOR203 Work effectively with othersTrainer/assessor: Date:

Tasks

I do the workplace task…

Candidate’s comments…very wellI’m sure I can do the

task

…quite wellI think I can do the task

…no, or not well

I don’t (or can’t) do the

task

I am able to identify own responsibilities in relation to the team and the organisation's requirements

I can effectively support other members of my team

I use culturally appropriate communication skills in all my work dealings

I am able to accept and act on constructive feedback

I am able to cooperate with others and contribute to team goals

When working in a team I am able to identify and work on opportunities for both team and personal improvements

I am able to identify problems and conflicts and address them appropriately

I am able to work to the organisational standards, policies and procedures that relate to own work role

I am able to work within teams acknowledging the team’s goals and its relationship to my individual responsibilities and duties

I am able to apply some basic conflict resolution techniques in my work as a team member


Ver. 1-0 46


Performance evidence checklist – BSBWOR203


Did the candidate demonstrate the following performance evidence at least once: Yes No N/A

Identify own responsibilities in relation to the team and the organisation's requirements

Work effectively in a workgroup including:o Supporting team memberso Using culturally appropriate communication skillso Acting on constructive feedbacko Cooperating and contributing to team goalso Identifying improvement opportunities

Identify problems and conflicts and address them appropriately

In the assessment/s of the candidate’s performance evidence, did they demonstrate the four dimensions of competency?

Task skills

Task management skills

Contingency management skills

Job/role environment skills

The candidate’ s performance was: Not satisfactory Satisfactory

Feedback to candidate:



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Knowledge evidence checklist – BSBWOR203


Did the candidate show their knowledge of the following: Yes No N/A

Outline the organisational standards, policies and procedures that relate to own work role

Outline team responsibilities and duties and their relationship to individual responsibilities and duties

Summarise conflict resolution techniques

In the assessment/s of the candidate’s knowledge evidence, did they demonstrate the four dimensions of competency?

Task skills

Task management skills

Contingency management skills

Job/role environment skills

The candidate’ s performance was: Not satisfactory Satisfactory

Feedback to candidate:



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Portfolio of evidence checklist – BSBWOR203

Candidate’s name: Part E

Unit of competency: BSBWOR203 Work effectively with othersTrainer/assessor: Date:

Description of evidence to include in portfolio

Assessor’ s comments Tick*

V S C A



* V = Valid; S = Sufficient: C = Current; A = Authentic

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Workplace assessment checklist – BSBWOR203Candidate’s name: Part F

Unit of competency: BSBWOR203 Work effectively with others

Trainer/assessor: Date:

Name of organisation: Address: Telephone: Email: Workplace supervisor:

Performance evidence Candidate demonstrates the ability to:

Evidence provided/observation comments

identify own responsibilities in relation to the team and the organisation's requirements

work effectively in a workgroup including:supporting team membersusing culturally appropriate communication skillsacting on constructive feedbackcooperating and contributing to team goalsidentifying improvement opportunities

identify problems and conflicts and address them appropriately

Knowledge evidenceCandidate knows and understands:

the organisational standards, policies and procedures that relate to own work role

team responsibilities and duties and their relationship to individual responsibilities and duties

basic conflict resolution techniques

Workplace supervisor’ s signature:

Date:

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TEIA Ltd

Observation Checklist/Third Party ReportThis is a confidential report. It is for the perusal of the supervisor, the candidate and the assessor. (Part G)

Name of candidate:

Units of competency:

BSBWOR203 Work effectively with others

As part of the assessment for the units of competency above we are seeking evidence to support a judgement about the above candidate’s competence. This report may be completed as either an Assessor Observation Checklist or a Third Party Report where the candidate has access to a suitable work environment. Multiple reports may be completed where a single person is unable to verify all elements.

Note that assessors may also use this document to record and confirm competency in routine tasks associated with a learning program over an extended period of time, i.e. accumulated evidence.

This report is being completed as:

Assessor Observation Third Party Report

Name of Supervisor:

Position of Supervisor:

Workplace:

Address:

Telephone:

Email:

Has the purpose of the candidate's assessment been explained to you? Yes No

Are you aware that the candidate will see a copy of this form? Yes No

Are you willing to be contacted should further verification of this statement be required?

Yes No

What is your relationship to the candidate?

How long have you worked with the person being assessed?

How closely do you work with the candidate in the area being assessed?

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What is your experience and/or qualification(s) in the area being assessed? (Include teaching qualifications if relevant.)

Does the candidate consistently perform the following workplace activities? Yes No

Identify own responsibilities in relation to the team and the organisation's requirements

Work effectively in a workgroup including:Supporting team membersUsing culturally appropriate communication skillsActing on constructive feedbackCooperating and contributing to team goalsIdentifying improvement opportunities

Identify problems and conflicts and address them appropriately

Follow the organisational standards, policies and procedures that relate to own work role

Adhere to and promote team responsibilities and duties and their relationship to individual responsibilities and duties

Apply basic conflict resolution techniques

Task 1 Compile an organisational chart of the teams in which you are a member. Provide

the reporting lines, purpose and membership of each team and the formal leadership roles within each team in your analysis.

Comment (if relevant):

Task 2 Participate in a team meeting while under supervisor observation.


Task 3 Compile the work plans and outcomes of one of the teams in which you are an

active member. How does this team contribute to the goals of the organisation?


Does the candidate: Yes No

perform job tasks to industry standards?

manage job tasks effectively?

implement safe working practices?

solve problems on-the-job?

work well with others?

adapt to new tasks?

cope with unusual or non-routine situations?

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Overall, do you believe the candidate performs to the standard required by the units of competency on a consistent basis?

Yes No

Identify any further training in this area that the candidate may require:

Comments:

Supervisor’s Signature: Date:

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Record of Assessment BSBWOR203 Work effectively with others

Name of candidate

Name of assessor

Use the checklist below as a basis for judging whether the candidate’s document and supporting evidence meets the required competency standard.

Yes No

Develop effective workplace relationships

1.1 Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships

1.2 Take time and resource constraints into account in fulfilling work requirements of self and others

1.3 Encourage, acknowledge and act on constructive feedback provided by others in the workgroup

Contribute to workgroup activities

2.1 Provide support to team members to ensure workgroup goals are met

2.2 Contribute constructively to workgroup goals and tasks according to organisational requirements

2.3 Share information relevant to work with workgroup to ensure designated goals are met

2.4 Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup

Deal effectively with issues, problems and conflict

3.1 Respect differences in personal values and beliefs and their importance in the development of relationships

3.2 Identify any linguistic and cultural differences in communication styles and respond appropriately

3.3 Identify issues, problems and conflict encountered in the workplace

3.4 Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

How candidate meets unit of competency requirements as a whole.

Yes No

Critical evidence requirements met

Underpinning knowledge and understanding demonstrated

Key competencies / Employability skills demonstrated at appropriate level

Sufficiency of evidence

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Evidence provided for this unit of competency is…Valid Authentic Current

Candidate is:

Competent Not competent at this time

Withdrawn after participation Withdrawn without participation

Not seeking assessment

Signed by the assessor: Date:

Feedback to candidate

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Request for Qualification IssueAs the assessor this course working with this learner, my records indicate the following Statements of Attainment/Qualification should be issued as detailed below:

Student’s Name:

Organisation:

Qualification/Statements of Attainment Details

Statement/s of Attainment

Units of Competency to be issued

Tick if SOA required

Full Qualification

BSB20115 Certificate II in Business Tick if Qualification

required

BSBWHS201 Contribute to the health and safety of self and others

BSBWHS201 Contribute to the health and safety of self and others

BSBIND201 Work effectively in a business environment

BSBIND201 Work effectively in a business environment

BSBINM201 Process and maintain workplace information

BSBINM201 Process and maintain workplace information

BSBINM202 Handle mail BSBINM202 Handle mail

BSBCMM201 Communicate in the workplace BSBCMM201 Communicate in the workplace

BSBITU201 Produce simple word processed documents

BSBITU201 Produce simple word processed documents

BSBITU202 Create and use spreadsheets BSBITU202 Create and use spreadsheets

BSBITU203 Communicate electronically BSBITU203 Communicate electronically



BSBWOR203 Work effectively with others BSBWOR203 Work effectively with others

BSBWOR204 Use business technology BSBWOR204 Use business technology

BSBCUS201 Deliver a service to customers BSBCUS201 Deliver a service to customers

BSBSUS201 Participate in environmentally sustainable work practices

BSBSUS201 Participate in environmentally sustainable work practices

BSBFLM303 Contribute to effective work relationships

BSBFLM303 Contribute to effective work relationships

BSBITU303 Design and produce text documents BSBITU303 Design and produce text documents

Qualification requirements: 1 core unit (BSBWHS201) and 11 elective units

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Assessor’s Review

As the assessor I have… Yes No

Checked that all units of competency listed have been judged Competent.

Checked other Training Package requirements have been addressed (e.g. foundation skills, essential elements, etc.)

Confirmed Literacy and Numeracy requirements as per qualification have been achieved.

Comments:

Assessor’s Name:

Assessor’s Email: Assessor’s Telephone:

Authorised by School/Institution

Representative:

Date:

Processed at RTO by:

Date:

Note: The issuing of the qualification incurs a fee. This may change so contact TEIA for the most current arrangement. An invoice will accompany the printed documents and be returned by post to either the candidate or the funding organisation.

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GlossaryThis glossary explains common terminology used in the VET sector and in this trainer’s and assessor’s guide.

Access and equity: Applying access and equity principles to training and assessment means meeting the individual needs of learners without discriminating in terms of age, gender, ethnicity, disability, sexuality, language, literacy and numeracy level, etc.

Assessment: Assessment means collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms the learner can perform to the expected workplace standard, as outlined in the units of competency.

Assessment mapping: Assessment mapping ensures assessments meet the requirements of the unit/s of competency through a process of cross-referencing.

Assessment records: Assessment records are the documentation used to record the learner’s evidence of competency.

Assessment tools: Assessment tools are the instruments and procedures used to gather, interpret and evaluate evidence.

AQTF: The AQTF is the Australian Quality Training Framework. It was superseded by the VET Quality Framework and the Standards for NVR Registered Training Organisations in some jurisdictions in July 2011.

AQTF standards: The AQTF standards are national standards designed to ensure high-quality training and assessment outcomes. They were superseded by the VET Quality Framework and the Standards for NVR Registered Training Organisations in some jurisdictions in July 2011.

ASQA: ASQA is the Australian Skills Quality Authority, the national regulator for Australia’s vocational education and training sector. ASQA regulates courses and training providers to ensure nationally approved quality standards are met.

Authentic/authenticity: Authenticity is one of the rules of evidence. It means the learner’s work and supporting documents must be genuinely their own.

Competency: Competency relates to the learner’s ability to meet the requirements of the unit/s of competency in terms of skills and knowledge.

Current/currency: Currency is one of the rules of evidence. It means ensuring the learner’s skills and knowledge are up to date.

Delivery plans: Delivery plans are lesson plans that guide the process of instruction for trainers.

Dimensions of competency: The dimensions of competency relate to all aspects of work performance. There are four dimensions of competency: task skills, task management skills, contingency management skills and job/role environment skills.

Fair/fairness: Fairness is one of the principles of assessment. It means assessments must not be discriminatory and must not disadvantage the candidate.

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Flexible/flexibility: Flexibility is one of the principles of assessment. It means assessments must meet the candidate’s needs and include an appropriate range of assessment methods.

Knowledge evidence: Knowledge evidence is specified in the unit of competency. It identifies what a person needs to know to perform the work in an informed way.

Performance evidence: Performance evidence is specified in the unit of competency. It describes how the knowledge evidence is applied in the workplace.

Principles of assessment: Principles of assessment ensure quality outcomes. There are four principles of assessment – fair, flexible, valid and reliable.

Recognition: Recognition is an assessment process where learners match their previous training, work or life experience with the performance and knowledge evidence outlined in the units of competency relevant for a qualification.

Reliable/reliability: Reliability is one of the principles of assessment. It means that assessment must have a common interpretation.

Rules of evidence: Rules of evidence guide the collection of evidence. There are four rules of evidence – it must be valid, sufficient, current and authentic.

Skill sets: Skill sets are single units of competency or combinations of units of competency that link to a licence, regulatory requirement or defined industry need. They build on a relevant qualification.

Standards for NVR Registered Training Organisations 2011: The Standards for NVR Registered Training Organisations superseded the AQTF in some jurisdictions in July 2011. They are designed to ensure nationally consistent, high-quality training and assessment services for the clients of Australia’ s vocational education and training (VET) system.

Sufficient/sufficiency: Sufficiency is one of the rules of evidence. Sufficiency of evidence means there is enough to satisfy the unit/s of competency.

Training and assessment strategy: A training and assessment strategy must be developed by training organisations for all their training programs. It is a framework that guides the learning requirements.

Valid: The term valid relates to the rules of evidence and principles of assessment. It means meeting the unit/s of competency’s performance and knowledge evidence requirements.

Validation of assessment: Validation of assessment means a range of assessors must review, compare and evaluate assessments and assessment processes on a regular basis to ensure they meet the unit/s of competency assessed. The evaluation process must be documented and form part of the RTO’s continuous improvement process.

VET Quality Framework: The VET Quality Framework superseded the AQTF in some jurisdictions in July 2011. It is aimed at achieving greater national consistency in the way providers are registered and monitored and in how standards in the VET sector are enforced.

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