· Web viewUsing a word processing package and a letter template. Using Microsoft Word Help. Using templates and styles in word processing. Completing a Timesheet. Virtual Registered

BSBITU203Communicate electronically

Assessment Tool

All websites referred to in this resource were accessed and deemed appropriate at time of publication.

TEIA Ltd apologises unreservedly for any copyright infringement that may have occurred and invites copyright owners to contact TEIA so any violation may be rectified.

© 2015 TEIA

www.teia.edu.au

Ver. 1-0

http://www.teia.edu.au/

TEIA – Assessment Tools BSBITU203

ContentsBSBITU203 1Communicate electronically 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 142.1 Summative assessment 152.2 Solutions - General guidance 182.3 Solutions – Summative assessment 192.4 Evidence of competency 242.5 Assessment records 25Assessment instructions – BSBITU203 27Pre-assessment checklist – BSBITU203 28Self-assessment record – BSBITU203 29Performance evidence checklist – BSBITU203 30Knowledge evidence checklist – BSBITU203 31Portfolio of evidence checklist – BSBITU203 32Workplace assessment checklist – BSBITU203 33Observation Checklist/Third Party Report 34Record of Assessment 37Request for Qualification Issue 39

Glossary 41


IntroductionThis set of assessment tools is for the unit of competency BSBITU203 Communicate electronically.

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.

Ver. 1-0 1


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 BSBITU203 Communicate electronically 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

Ver. 1-0 2


1.1 Elements of competency and performance criteria

The 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 BSBITU203 Communicate electronically to the unit of competency.

BSBITU203 Communicate electronically Where covered in on-line course

Element 1: Implement procedures to send and receive electronic mail

1.1 Login to software for sending and receiving email in accordance with organisational requirements

Task 1

1.2 Check outgoing email for accuracy and ensure any required attachments are prepared, in accordance with organisational and service provider requirements

Task 1

1.3 Identify urgent, confidential, personal, suspicious or potentially dangerous email and take appropriate action

Task 1

1.4 Deal with returned email in accordance with organisational policies and procedures

Task 1

Element 2: Manage electronic mail

2.1 Set security levels and/or filters for incoming email in accordance with organisational requirements

Task 1

2.2 Create and maintain individual mailboxes in accordance with organisational requirements

Task 1

2.3 Store email and/or attachments in accordance with organisational requirements

Task 1

2.4 Empty inboxes and archive or permanently delete in accordance with organisational requirements

Task 1

2.5 Prepare and maintain electronic mailing lists in accordance with organisational requirements

Element 3: Collaborate online

3.1 Identify software to be used in collaboration Task 1, Task 4

3.2 Ensure online collaboration is undertaken in accordance with organisational policy, procedures and net etiquette (netiquette)

Task 1, Task 4

Ver. 1-0 3


BSBITU203 Communicate electronically Where covered in on-line course

3.3 Respond to posts or communications in accordance with agreed parameters, organisational requirements and netiquette

Task 1, Task 4

1.2 Assessment requirements BSBITU203 Communicate electronically covers the outcomes, skills and knowledge required to send, receive and manage electronic mail (email), as well as collaborate online using chat rooms, intranets and instant messaging.

It applies to individuals who use business technology to perform a range of routine tasks to communicate with co-workers, customers or others. The individual will use a limited range of practical skills and fundamental knowledge in a defined context under direct supervision or with limited individual responsibility.

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 BSBITU203 Communicate electronically consists of at least one event where the candidate:

• follow organisational and service provider requirements when communicating electronically

• follow organisational policy and procedures when managing all aspects of electronic communication

• comply with netiquette

• collaborate in accordance with agreed parameters for electronic communication

• identify most appropriate software applications..

Knowledge evidenceThe knowledge evidence within the unit BSBITU203 Communicate electronically consists of:

identify different methods of electronic communication

outline key provisions of relevant legislation that affect aspects of business operations

outline relevant organisation policies and procedures..

Ver. 1-0 4


Assessment conditionsSkills must be demonstrated in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals carrying out work related to IT use in the workplace.

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:

organisational policies and procedures

relevant legislation

relevant workplace documentation and resources

industry software packages.

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.

Ver. 1-0 5


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 1.1-1.4, 2.1-2.5, 3.2, 3.3

Recognises textual information within different materials and interprets information to determine requirements as well as confirming accuracy of content

Writing 1.1, 2.2, 2.5, 3.2, 3.3 Records key information relevant to requirements and prepares simple correspondence using basic punctuation, text and correct spelling

Oral Communication

1.4 Obtains information through listening and questioning and uses clear and appropriate language suitable to audience

Navigate the world of work

1.1, 1.2, 1.4, 2.1-2.5, 3.2, 3.3

Recognises and follows explicit and implicit protocols and meets expectations associated with own role

Get the work done

1.3 Recognises and responds to routine problems in context of own work

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.

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.

Ver. 1-0 6


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

Ver. 1-0 7


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.

Above the fold: The top part of an email message that is visible to the recipient without the need for scrolling. The term originally comes from print and refers to the top half of a folded newspaper.

Alias: A unique and usually shorter URL (link) that can be distinguished from other links even if they ultimately go to the same Web page. This makes it possible to track which message led viewers to click on the link.

ASP: Application Service Provider – Any company that offers organizations access over the Internet to applications and related services that would otherwise have to be located on site at the organization's premises.

Attachment: An audio, video or other data file that is attached to an email message.

Autoresponder: A computer program that automatically responds with a prewritten message to anyone who sends an email message to a particular email address or uses an online feedback form.

Authentication: A term that refers to standards, such as Sender ID, SPF and DomainKeys/DKIM, that serve to identify that an email is really sent from the domain name and individual listed as the sender. Authentication standards are used to fight spam and spoofing.

Bayesian filter: A spam filter that evaluates email message content to determine the probability that it is spam. Bayesian filters are adaptable and can learn to identify new patterns of spam by analyzing incoming email.

Blacklist: A list containing email addresses or IP addresses of suspected spammers. Blacklists are sometimes used to reject incoming mail at the server level before the email reaches the recipient.

Block: An action by an Internet Service Provider to prevent email messages from being forwarded to the end recipient.

Bounces: Email messages that fail to reach their intended destination. "Hard" bounces are caused by invalid email addresses, whereas "soft" bounces are due to temporary conditions, such as overloaded inboxes.

CGI: Common Gateway Interface – A specification for transferring information between a Web server and a CGI program. CGI programs are often used for processing email subscriptions and Web forms.

Ver. 1-0 8


Challenge-Response: An authentication method that requires a human to respond to an email challenge message before the original email that triggered the challenge is delivered to the recipient. This method is sometimes used to cut down on spam since it requires an action by a human sender.

Conditional blocks: A text fragment that is pasted into an email message only if certain conditions are met (for instance the recipient lives in a certain area). Conditional blocks allow email marketers to create more personalized mailings.

Deliverability: A term that refers to the best practices and authentication techniques of mass email communication that improve the likelihood that opt-in email messages are successfully delivered to end recipients instead of being erroneously blocked by ISPs and spam filters.

Discussion group: An email list community where members can obtain and share information. Every member can write to the list, and in doing so, everyone subscribed to the list will receive a copy of the message.

DNS: Domain Name Server (or system) – An Internet service that translates domain names into IP addresses.

Domain name: A name that identifies one or more IP addresses. Domain names always have at least two parts that are separated by dots (for instance lsoft.com). The part on the left is the second-level domain (more specific), while the part on the right is the top-level domain (more general).

Double opt-in: The recommended procedure for subscribing email recipients to an email list or newsletter. Once a person requests to subscribe to a list, a confirmation email message is automatically sent to the supplied email address asking the person to verify that they have in fact requested to be included in future mailings.

Download: To transfer a copy of a file from an Internet server to one's own computer.

Email: Email allows you to send and receive text, HTML, images and other data files over the Internet. Email is one of the most popular online activities and has become a vital tool for electronic commerce.

Email bounces: Email messages that fail to reach their intended destination. "Hard" bounces are caused by invalid email addresses, whereas "soft" bounces are due to temporary conditions, such as overloaded inboxes.

Email client: The software that recipients use to read email. Some email clients have better support for HTML email than others.

Email harvesting: The disreputable and often illegal practice of using an automated program to scan Web pages and collect email addresses for use by spammers.

Email header: The section of an email message that contains the sender's and recipient's email addresses as well as the routing information.

Email marketing: The use of email (or email lists) to plan and deliver permission-based marketing campaigns.

False positive: A legitimate email message that is mistakenly rejected or filtered by a spam filter.

Forward DNS Lookup: A Forward DNS Lookup, or just DNS Lookup, is the process of looking up and translating a domain name into its corresponding IP address. This can be

Ver. 1-0 9


compared to a Reverse DNS Lookup, which is the process of looking up and translating an IP address into a domain name.

FQDN: Fully Qualified Domain Name – A name consisting of both a host and a domain name. For example, www.lsoft.com is a fully qualified domain name. www is the host; lsoft is the second-level domain; and .com is the top-level domain.

Freeware: A free computer program usually made available on the Internet or through user groups.

FTP: File Transfer Protocol – Used for uploading or downloading files to and from remote computer systems on a network using TCP/IP, such as the Internet.

Gateway: This is a hardware or software set-up that functions as a translator between two dissimilar protocols. A gateway can also be the term to describe any mechanism providing access to another system (e.g AOL might be called a gateway to the Internet).

Hard bounces: Email messages that cannot be delivered to the recipient because of a permanent error, such as an invalid or non-existing email address.

Host: When a server acts as a host it means that other computers on the network do not have to download the software that this server carries.

Host name: The name of a computer on the Internet (such as www.lsoft.com).

HTML: HyperText Markup Language – The most commonly used coding language for creating Web pages. HTML can also be used in email messages.

IMAP: Internet Message Access Protocol – A protocol used to retrieve email messages. Most email clients use either the IMAP or the POP protocol.

Internet: The largest worldwide computer network.

Intranet: Contrary to the public Internet, an intranet is a private network inside an organization.

IP address: An IP (Internet Protocol) address is a unique identifier for a computer on the Internet. It is written as four numbers separated by periods. Each number can range from 0 to 255. Before connecting to a computer over the Internet, a Domain Name Server translates the domain name into its corresponding IP address.

ISP: Internet Service Provider – A company that provides access to the Internet, including the World Wide Web and email, typically for a monthly fee.

LAN: Local Area Network, which is a computer network, although geographically limited, usually to the same building, office, etc.

Mail-merge: A process that enables the delivery of personalized messages to large numbers of recipients. This is usually achieved using email list management software working in conjunction with a database.

MIME: Multi-Purpose Internet Mail Extensions – An extension of the original Internet email standard that allows users to exchange text, audio or visual files.

Moderated list: Moderators must approve any message posted to an email list before it is delivered to all subscribers. It is also possible for the moderator to edit or delete messages. A moderated list thus puts the list owner in the equivalent position as an editor of a newspaper.

Ver. 1-0 10


Multi-threading: A process though which a mail server can perform multiple concurrent deliveries to different domains, which greatly speeds up the delivery of large volumes of email.

Multipart/alternative: A message format that includes both text and HTML versions. Recipients can then open the message in their preferred format.

Operating system: A program that manages all other programs in a computer, such as Windows or Unix.

Opt-in: An approach to email lists in which subscribers must explicitly request to be included in an email campaign or newsletter.

Opt-out: An approach to email lists in which subscribers are included in email campaigns or newsletters until they specifically request not to be subscribed any longer. This method is not recommended and may in some cases be illegal.

Out-of-office replies: Automatic email reply messages triggered by incoming email to a user's inbox, typically activated when users are on vacation or otherwise unavailable through email for an extended period.

Outsourcing: An arrangement where one company provides services to another company that would otherwise have been implemented in-house.

Personalization: The insertion of personal greetings in email messages (for instance "Dear John" rather than the generic "Dear Customer"). Personalization requires email list management software that allows for so called mail-merge operations.

Plain text: Text in an email message that contains no formatting elements.

POP: Post Office Protocol – A protocol used to retrieve email from a mail server. Most email clients use either the POP or the newer IMAP protocol.

Privacy: A major concern of Internet users that largely involves the sharing of personally identifiable information, which includes name, birth date, Social Security number and financial data, for example.

Protocol: The set of formal rules that describe how to transmit data, especially across a network of computers.

Reverse DNS Lookup: A Reverse DNS Lookup is the process of looking up and translating an IP address into a domain name. This can be compared to a Forward DNS Lookup, which is the process of looking up and translating a domain name into its corresponding IP address.

Rich media: An Internet advertising term for a Web page that uses graphical technologies such as streaming video, audio files or other similar technology to create an interactive atmosphere with viewers.

Router (Routing System): The role of a route can be described as a bridge between two or more networks. The function of the router is to look at the destination addresses of the packets passing through it, and thereafter decide which route to send these packets on.

Scalability: The ability of a software program to continue to function smoothly as additional volume, or work is required of it.

Ver. 1-0 11


Sender ID: Sender ID is an authentication protocol used to verify that the originating IP address is authorized to send email for the domain name declared in the visible "From" or "Sender" lines of the email message. Sender ID is used to prevent spoofing and to identify messages with visible domain names that have been forged.

Server: A program that acts as a central information source and provides services to programs in the same or other computers. The term can either refer to a particular piece of software, such as a WWW server, or to the machine on which the software is running.

Shareware: This term refers to software available on public networks.

Signature file: A short text file that email users can automatically append at the end of each message they send. Commonly, signature files list the user's name, phone number, company, company URL, etc.

SMTP: Simple Mail Transfer Protocol – A protocol used to send email on the Internet. SMTP is a set of rules regarding the interaction between a program sending email and a program receiving email.

Snail mail: Traditional or surface mail sent through postal services.

Sniffing: A method of determining whether email recipients are capable of receiving HTML-formatted messages. This procedure is not recommended as it is flawed and may result in inaccurate findings.

Soft bounces: Email messages that cannot be delivered to the recipient because of a temporary error, such as a full mailbox.

Spam: (Also known as unsolicited commercial email) – Unwanted, unsolicited junk email sent to a large number of recipients.

Spoofing: The disreputable and often illegal act of falsifying the sender email address to make it appear as if an email message came from somewhere else.

Streaming media: Audio and video files transmitted on the Internet in a continuous fashion.

Subject line: The part of an email message where senders can type what the email message is about. Subject lines are considered important by email marketers because they can often influence whether a recipient will open an email message.

TCP / IP: Transmission Control Protocol / Internet Protocol – This is the protocol that defines the Internet. TCP / IP was originally designed for the unix operating system, but is today available for every major kind of computer operating system.

URL: Uniform Resource Locator – The address of a file or Web page accessible on the Internet (for example, http://www.lsoft.com).

User Interface: A set of controls such as buttons, commands and other devices that allow a user to operate a computer program.

Viral marketing: A marketing strategy that encourages email recipients to pass along messages to others in order to generate additional exposure.

Virtual hosting: A Web server hosting service that replaces a company's need to purchase and maintain its own Web server and connections to the Internet.

Ver. 1-0 12


Virus: A program, macro or fragment of code that causes damage and can be quickly spread through Web sites or email.

Worm: Malicious code that is often spread through an executable attachment in an email message.

Ver. 1-0 13


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

Ver. 1-0 14


2.1 Summative assessmentNote, the student is required to return all work to their trainer/assessor via electronic communication (i.e. email, forums, social media). The teacher should compile a portfolio of received communication using the Portfolio of evidence checklist contained in the assessment tool.

Separate 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.

BSBITU203 Communicate electronically

Task One: Our businessTask overviewThe learner selects Task One from the Your Tasks tab and is prompted by an email on their computer to visit Kim Richards. The learner clicks on Kim Richards for a welcome to the company and instructions for completing Induction. The learner is then directed to return to the Main Office and open the Induction Timetable in their Intray. The learner then enters an induction style scenario.

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

Content resources available

To complete the task the learner will access information regarding:

Administration System:

Overview of the administrative system

The Business Office:

Vision and Objectives

Organizational Chart

Using Office Equipment:

Photocopier

Internet Guide

Email Guide

Virtual Registered Training Organisation

Word Processing workbook

Ver. 1-0 15


Internet and Email workbook

These content areas relate directly to the endorsed competencies for the Certificate II in Business. To view the competencies addressed in Task 1, open the Course and click on Your Tasks, then Task 1, then Task Competencies or refer to Appendix 1: Task – Competencies in this guide.

Return of work expect from learners

There are a number of activities that the learner must complete throughout the task. These activities require learners to submit their answers to you:

By email attachment: The IT Assessment activities The digital activities, located in the Induction Timetable The written activities, located in the Intray Their first attempt at the World of Business crossword

Validity of ResourcesThe 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 CheckWelcome Audio Kim Richards’ office N/A

Written Welcome Kim Richards’ office N/A

Induction Timetable Intray in Main Office N/A

Administration System book and Business Crossword

Book in Intray in Main Office

Review occasionally

IT Skills Centre Use Taxi Vouchers on desk in Main Office

Review occasionally

Registered Training Organization (virtual)

Workbooks in:

Word Processing

Workplace Information

Internet and Email

Digital activities

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.

Audio introduction to Maree Taylor

Maree Taylor’s office N/A

Written introduction to Maree Taylor

Maree Taylor N/A

Ver. 1-0 16


Resource Location Validity CheckAreas of Company business - catalogue

Book on Maree Taylor’s desk

Review occasionally

Range of Products document

Maree Taylor’s desk Review occasionally

Audio introduction to Henri Gleitman

Henri Gleitman’s office N/A

Written introduction to Henri Gleitman

Henri Gleitman. N/A

Organisation charts Henri Gleitman’s desk N/A

Audio introduction to Ivan Kruber

Ivan Kruber’s office N/A

Written introduction to Ivan Kruber

Ivan Kruber N/A

Customer file Customer File-Ivan Kruber’s desk

N/A

About Photocopying in an Office

Photocopier in the Copier/Filing room

N/A

Introduction to Filing book Copier/Filing room N/A

Internet Guide including Business Research activity

Library Catalogue Review occasionally

Email Guide Library catalogue Review occasionally

Internet Sites Library Computer Checked at regular intervals

Discussion topic Telephone Main Office Teacher to add topics as desired

Telephone Activity Intray in Main Office Mult-choice quiz – topics can be added as required

Task Three - Create a letter from notesTask overviewThe learner selects Task Three from the Your Tasks tab and is presented with an email prompting them to the task in their Intray. The learner clicks on the Intray and finds several documents: a short description of the task, hints from the Office Manager (Kim Richards), a hand written memo from one of the Directors, a book on Edit Marks, a glossary, an OHS information sheet and an OHS checklist activity. The learner can access the resources on their desk, visit Maree Taylor for information about confidentiality and go to the Library to investigate Internet sites and other content resources. Once the learner has accessed these resources, they will need to type up the letter using by clicking on the computer in the Main Office. A Task Planning Sheet lists activities that should be completed in this task.

Ver. 1-0 17


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

Business terminology

Confidentiality and Security

Working within codes of conduct

Understanding confidentiality

Understanding security

Occupational Health and Safety

Work station and ergonomics

Document creation

Correspondence and Business Writing Style Guide

Editing marks

Using a word processing package and a letter template

Using Microsoft Word Help

Using templates and styles in word processing

Completing a Timesheet

Virtual Registered Training Organisation – AIET

Word Processing workbook

Internet and Email workbook

These content areas relate directly to the endorsed competencies for the Certificate II in Business. To view the competencies addressed in Task 3, open the Course and click on Your Tasks, then Task 3, 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. Some of these activities require learners to submit their answers to you.

By email attachment:

Word processed Memo

Completed activity identifying hazards in an office desk

OHS workstation checklist

Confidentiality Activity

Workplace Ethics Activity

Completed Task Planning Sheet

Other work formats:

Participation in discussion board

Ver. 1-0 18


Resource Validity for Task ThreeThe 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

Editing Markup Book Intray the Main Office The editing marks may need to be updated

Business Glossary Intray in the Main Office. Business terms may need to be updated

Correspondence and Business Writing Style Guide

Letters

Guidelines for Letters

Using templates

On the desk in the Main Office N/A

Using Microsoft Word Help – incorporates an activity using Help

Accessed via Computer in Main Office

If Word has been updated are these details still valid

Letter template Accessed via the Computer in the Main Office

N/A

Parts of a Business Letter Activity

Labelling activity N/A

Task Planning Sheet On Intranet on Computer in the Main Office

N/A

Timesheet On Intranet on Computer in the Main Office

N/A

Audio overview of confidentiality and security issues

Accessed via Maree Taylor N/A

Written overview of confidentiality and security issues


The original letter from the customer

Accessed via the Customer File on Maree Taylor’s desk

N/A

Change to letter from director Accessed via Client File on Maree Taylor’s desk

Date of letter should be regularly updated to remain current

Ver. 1-0 19



How to complete the Daily Timesheet

Accessed via the Office Policies and Procedures Manual (Intranet)

N/A

Confidentiality and Security Manual

Library Catalogue in the Library.


Workbooks in:

Word Processing

Internet and Email


Review occasionally


Internet Sites Internet Computer in the Library.

Each Internet Site should be checked at regular intervals

OHS Workstation Learning Object

Intray in Main Office N/A

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.


Filing:

Introduction to Filing

Handbook of Filing

Types of files

Content of files

Systems of filing

Creating new files

Ver. 1-0 20


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.

Completing a Timesheet

Virtual Registered Training Organization – AIET


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.


Task Description Intray in Main Office N/A

Audio instructions by Ivan Accessed via Ivan Kruber N/A

Ver. 1-0 21



Kruber

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

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

Accessed via Kim Richards N/A

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


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

Ver. 1-0 22




Workbooks in:


Digital activity: Search and Find Information on the Web


Review occasionally


Filing and Indexing Activity Accessed via Intray N/A

Electronic File Activity Accessed via Intray N/A

Internet Sites Accessed via the Library Computer

Should be checked on a regular basis

Task Six: Temperate Wholesalers goes ‘green’ Task overviewThe learner selects Task 6 from the Your Tasks tab and is presented with an email directing them to a range of tasks associated with promoting an enhanced environmental image within Temperate Wholesalers.

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


Internet Sites List Correspondence and Business Writing Style Guide Report Template Writing a press releases Tips for writing press releases PEFC Brochure 1 PEFC Brochure 2 Community Clean-up Day images Hints for writing magazine articles Email - Maree Email - Ivan Email - Henri Email - Lisa Daniels

Ver. 1-0 23


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.

Draft press release Press release – final copy Draft magazine article Magazine article – final copy (include desired images) Draft report Report – final copy Discussion board question responses

Resource validity for Task SixThe resources available for this task were complete and accurate at the time of writing. It should however be noted that it is recommended that content be reviewed on a regular basis to check for currency and accuracy.

It is anticipated that some content will change over time and therefore will need to be updated from time to time. This is particularly relevant to website links which are subject to change often without notice.

Ver. 1-0 24


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.

Ver. 1-0 25


2.3 Solutions – Summative assessmentTask OneFor competency the candidate must successfully answer all three activities (Internet Activity,Our Business Activity, Employee Rights and Responsibilities Activity).

Internet Activity-Business System Research:1. What is the government agency in your state that supports small business?

Check the student has provided an answer and the URL to support that answer. Answers will vary depending on where the student resides so assessor judgment needs to be applied.

2. What site gives you the best information on the possible working conditions for persons working in clerical administration?

Check the student has provided an answer and the URL to support that answer. Answers will vary depending on where the student resides so assessor judgment needs to be applied.

3. Identify two courier companies that service your area.

Check the student has provided an answer to identify two courier companies in their area. Answers will vary depending on where the student resides so assessor judgment needs to be applied. Answers should include phone number or email address.

4. How would your business place an advertisement in The Australian newspaper?

Check the student has provided an answer which may include an appropriate telephone number

NAME: Head Office - Classified Advertising

PHONE: (02) 9288 3333

ADDRESS:

2 Holt Street

Surry Hills NSW 2010

or any one of the following URL’s

http://www.theaustralian.news.com.au/

5. What is the estimated cost of sending a parcel using regular Australia Post from the postcode 4820 to 3224. The parcel weighs 750 grams and measures 30 centimetres, 15 centimetres and 5 centimetres?

Ver. 1-0 26

http://www.theaustralian.news.com.au/


Check the student has provided an answer and the URL to support the answer. Answers will vary as postage rates change: http://www1.auspost.com.au/pac/

Employee and employer rights and responsibilities activity:Check the student has sent an email to Kim, which supplies a summary of the following key points:

Rights and responsibilities

Discrimination

Occupational Health and Safety

Team work

Below is an exemplar:

Employee rights – your rightsIn accordance with federal and state government legislation, it is your right as an employee for your workplace to be free of unmerited and unreasonable discrimination. Therefore, it is not legal to discriminate against any employee because of what they believe in within the political arena, what religion they are affiliated with, whether they are straight or gay, whether they are a man or a woman, the shape and size of their body, what country they came from, or whether they are carers or guardians or whether they are pregnant.

You are also legally entitled to be a union member or to decide not to become a member of any such organisation. If at any time you need to discuss or resolve issues with your employer, you can seek assistance and support from your union.

Employee responsibilities – your responsibilitiesYou must arrive for work on time and attend all scheduled activities promptly. When you are unwell or some other sort of emergency prevents you from being at work, you must let your employer know as soon as you can.

When you are given directives by your employers that are legal, safe and reasonable, you are expected to carry them out to the best of your ability.

As part of being a proficient and respectful employee, you will need to always remember that any information relating to your employers, your fellow employees and the company’s clients is not to be disclosed outside the workplace.

Your appearance in the workplace is important as it reflects the professional attitude of the company and your personal pride in your own outward demeanour. You are expected to always dress in a tidy and appropriate manner and to be well-groomed, whether in the office or attending to company business outside the office. This is not a matter of the company being overbearing and imperious – legally, employees can be expected to dress according to mandatory standards, as long as these standards are not in any way inequitable or prejudiced.

DiscriminationAn employee is discriminated against if they are treated less favourably than another employee.

Ver. 1-0 27


If the basis for that less favourable treatment is a prohibited ground of discrimination under the relevant state or federal law, unlawful discrimination could have occurred. Temperate wholesalers as an employer are proscribed from discriminating in relation to the following:

· promotion within the workplace and opportunities for advancement

· dismissal

· offers of employment as selection for employment should be based on merit

· providing a service to clients

· access to training programs

Anti-discrimination laws forbid certain discriminatory conduct – whether defined as indirect or direct discrimination - on a number of grounds (such as race, sex and disability). For example, indirect discrimination could occur if temperate wholesalers had a policy of not letting staff work part-time (employees with children or family responsibilities could be disadvantaged) or if it was made a requirement for a job that all applicants have ten years’ experience in the field (a young person could be well qualified but still be ineligible for the job). in a similar way, direct discrimination would take place if when an employee advised that she was pregnant she was moved to a lower-paying job out of the public view because customers “don’t want to look at people in your condition” or an employee was not selected for a promotion because the supervisor told them they would soon be retiring and the company was looking for someone who was younger

Occupational health and safetyAs an employee of Temperate Wholesalers, it is important that you are aware of all aspects of the health and safety legislation that the company adheres to. Temperate Wholesalers must ensure the health and safety of their employees. To comply, the company must:

· Provide or maintain equipment or systems of work that are safe and without risk to health

· Provide, information, instruction, training and safety to employees

· Maintain their workplace in a safe condition, including entrances and exits

Employees must:

· Take appropriate care for their own health and safety and that of other people who are affected by their work

· Follow reasonable directions as given by their employers.

TeamworkAt Temperate Wholesalers, teamwork starts with all employers and employees. It is recognizing that as individuals we need other people and that we cannot do it alone. It means releasing parts of our work to those who have more time or better skills and abilities in an area. It is also taking full responsibility for the work assigned to each of us toward a shared goal. Teamwork means mutual respect for the unique talents and abilities of every person in the organization and a healthy dose of forgiveness and acceptance for the times when a person may not be able to contribute optimally. Its understanding that no single person has a ‘better’ position on the team than another or that one person might ‘win’ a decision or position because that means someone has to lose which in turn damages the team.

Ver. 1-0 28


Written Activities:For competency the candidate must successfully answer all written activities.

Our business:1. Check that the student as provided the meaning of the following four terms:

Retail - To sell directly to the consumer, usually in small quantities in comparison with the total level of sales.

Wholesale - Selling in large quantities to businesses which will then resell to consumers in smaller quantities; Wholesalers frequently physically assemble, sort and grade goods in large lots, break bulk, repack and redistribute in smaller lots.

ABN - The numerical identifier for dealings with the Australian Taxation Office and for future dealings with other government departments and agencies.

Debtor - A person or business who owes money.

2. Who are the staff in this office and what are their roles?

Kim Richards – Office Manager

Kim is responsible for the smooth operation of the office. She supervises the learner's work

Henri Gleitman – Director of Human Resources

Henri is responsible for the recruiting and selection of staff, staff working conditions and issues related to staff welfare and performance.

Maree Taylor – Director of Promotions and Marketing

Maree is responsible for the company's marketing, promotional campaigns and advertising.

Ivan Kruber – Director of Sales

Ivan is responsible for the managing of sales to all of the retail outlets and chains that form that element of our client base. He ensures our salespeople engage the buyers for these stores or chains of stores to sell our products.

3. What does our company do?

Temperate Wholesalers is a business which provides a range of wholesale services to a range of retail stores and large stores.

4. Describe who our clients may be.

Our customers include retailers (other businesses who will sell directly to the general public through either stores or direct sales via post or the Internet). This group may be single stores or large chains or networks of stores. We also have, as customers, large organisations that purchase directly through a contract system from us for their own needs. Examples of these 'contract' customers include institutions (e.g. universities), government agencies or departments (Department of Housing) and large business groups (e.g. Diggawhole National Mining Systems).

Ver. 1-0 29


5. Which area or duties within an office environment interests you the most? Why?

Answers will vary. Assessor’s judgment is to be employed.

World of business crossword: Partial completion of the crossword is acceptable as this is the student’s first attempt.

Note: For competency the candidate must contribute to the discussion forums.

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

Create a Letter from Notes

Ver. 1-0 30


OHS Hazards Activity

Website URL found in the Occupational Health and Safety: your workstation (intray) http://www.comcare.gov.au/virtual_workplaces/virtual_office/. The analysis of their workstation, office etc. should indicate evidence of possible hazards as identified after visiting the virtual office. Analysis should include some/all of the following: Furniture, Handling Equipment, Storage Systems, First Aid and Emergency and Computer and other electrical devices. Students should look at the office area of the building. Students must take print screens and email them in to their teacher.

Ver. 1-0 31


Ver. 1-0 32


Ver. 1-0 33


OHS Audit Checklist

Only aspect to check is that the student has ticked the appropriate box and added a comment.

Ver. 1-0 34


Comments

Comments need to be relevant to the area audited and provide an acceptable change to improve OHS issues in the work space. Assessor judgement required.

Confidentiality Activity

Make sure the student has provided an answer for each question. Below is an exemplar:

Reflection/ or Online Discussion on Confidentiality Issues

PART A

You are completing the letter to Mr Miers when another administration assistant comes over to your desk and chats to you.

She sees the Geoffery Norman file on your desk and says “Oh, I know the head salesman there!” She then starts to read through the file and asks you questions about the arrangement being agreed upon for the promotion specials.

a. Is it appropriate to discuss the arrangement with fellow staff members?

It is not appropriate to discuss arrangements with fellow staff member unless you are told by a senior staff member that you can.

Ver. 1-0 35


b. How would you handle this situation while maintaining a respectful relationship with your fellow worker?

You should say to the member that you are sorry that the information has to be kept confidential. If the staff member does not like the response and keeps asking to see the file, I would tell a senior officer about it.

PART B

You receive a phone call from a Mr. Anderson. Mr Anderson tells you that he is a salesperson at one of the local Geoffery Norman retail stores and he wishes to know what the agreement is between Temperate Wholesalers and the head office of his company. He says that if he knows early enough he can get a start on the sales and be ahead of the others.

How would you respond to his request?

I would reply in saying “I am very sorry but you will have to ask your company office if you want to see the agreements. I am not in a place to tell you what the agreements are. Sorry.”

Workplace Ethics Activity

Located in the library catalogue in the confidentiality and security manual – test your knowledge quiz.

Your company has engaged a local accounting firm. One of the partners in the local accounting firm telephones your office and asks for information on one of your customers. They wish to know the names and addresses of that customers' sales people as they are organising a mail out of an end of financial year tax preparation offer for persons on salary. Is there a potential conflict of interest?

Yes

No

Your business has signed a contract to supply a Mr John Woods with a range of electronic products. A local transport company that you have used telephones your office and asks for Mr Woods' work telephone number and place of employment so that he may complete some information for their file. Do you:

Ask him to hold the line then speak to your employer to seek his permission to pass on the information.

Give him the information.

It is only your client's employment details and you do not believe they are confidential

Politely tell him that you are unable to pass on information regarding your customer, end the call and inform your employer.

A customer has arrived at your office without an appointment and the Director/sales people handling this are not in the office. The Director has previously told you that you can speak to the customer in his absence and provide the customer with any information regarding his file

Ver. 1-0 36


that he asks to know. On this particular day there are two other people in the reception area and the customer is insistent on obtaining certain information from his file. Do you:

Ask him to take a seat and proceed to access his file and discuss it with him in the reception area

Inform him that the lawyer he needs to see is out of the office handling the a new contract with Geoffery Norman retail

Take him into a meeting room or vacant office and discuss the matter with him in private.

Memo:

Ver. 1-0 37


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

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

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

Ver. 1-0 38


• 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.

Yours sincerely

Ivan Kruber

Ver. 1-0 39




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:

A Schedule of Customs cost recovery charges

An explanation of how Australian Customs value imported goods

The Australian Customs (Documentary) Import Declaration comprehensive Guide

Ver. 1-0 40





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.

Ver. 1-0 41







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

Ver. 1-0 42


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.

Ver. 1-0 43


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 Engines

The 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.

Ver. 1-0 44


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.

Ver. 1-0 45


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.

Ver. 1-0 46


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:

Ver. 1-0 47


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

Ver. 1-0 48


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

Ver. 1-0 49


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 50


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.

Ver. 1-0 51


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.

Ver. 1-0 52


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.

Ver. 1-0 53


Assessment instructions – BSBITU203Candidate’ s name: Unit of competency: BSBITU203 Communicate electronicallyTrainer/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 1

Portfolio of emails received by assessor from candidate

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:

Ver. 1-0 54


Pre-assessment checklist – BSBITU203Candidate’ s name: Unit of competency: BSBITU203 Communicate electronicallyTrainer/assessor: Date:

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



Ver. 1-0 55


Self-assessment record – BSBITU203Candidate’ s name: Part D

Unit of competency: BSBITU203 Communicate electronicallyTrainer/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 send and receive emails.

I can follow organisational requirements and strategies when working with emails, on-line forums and other forms of digital communication.

I am able to send, receive and open attachments to emails.

I am aware of malicious and spam emails and can deal with these.

I am able to store and archive emails as required by my organisation.

When I need assistance I refer to user documentation, manuals and online help.

I am able to construct lists of email address and maintain an email address book.

I follow and contribute t

I can follow and participate in on-line forums and discussion boards.

I am able to maintain the software I use for emails and other on-line communication.

I use email and other forms of digital communication in a professional and courteous manner.


Ver. 1-0 56


Performance evidence checklist – BSBITU203Candidate’ s name: Unit of competency: BSBITU203 Communicate electronicallyTrainer/assessor: Date:

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

Follow organisational and service provider requirements when communicating electronically

Follow organisational policy and procedures when managing all aspects of electronic communication

Comply with netiquette

Collaborate in accordance with agreed parameters for electronic communication

Identify most appropriate software applications.

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:



Ver. 1-0 57


Knowledge evidence checklist – BSBITU203Candidate’ s name: Unit of competency: BSBITU203 Communicate electronicallyTrainer/assessor: Date:

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

Different methods of electronic communication, e.g. email, forums, discussion boards, social networks, etc.

Key provisions of relevant legislation that affect aspects of business operations

Relevant organisation policies and procedures, e.g. privacy, use of types of software, expectations of language, limitations of use, etc.

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:



Ver. 1-0 58


Portfolio of evidence checklist – BSBITU203Candidate’ s name: Part E

Unit of competency: BSBITU203 Communicate electronicallyTrainer/assessor: Date:

Description of evidence to include in portfolio

Assessor’ s comments Tick*

V S C A

Samples of use set up and use of corporate emails (i.e. EQ email)

Emails have attachments which are suitable

Email responses to trainer emails evident

Read and post to on-line forums and other social media

Active in LMS

Responses are in line with organisation’s expectations



Ver. 1-0 59


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

Workplace assessment checklist – BSBITU203Candidate’ s name: Part F

Unit of competency: BSBITU203 Communicate electronically

Trainer/assessor: Date:

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

Performance evidence Candidate demonstrates the ability to:

Evidence provided/observation comments

follow organisational and service provider requirements when communicating electronically

follow organisational policy and procedures when managing all aspects of electronic communication

comply with netiquette

collaborate in accordance with agreed parameters for electronic communication

identify most appropriate software applications.

Knowledge evidenceCandidate knows and understands:

different methods of electronic communication, e.g. email, forums, discussion boards, social networks, etc.

key provisions of relevant legislation that affect aspects of business operations

relevant organisation policies and procedures, e.g. privacy, use of types of software, expectations of language, limitations of use, etc.

Workplace supervisor’ s signature:

Date:

Ver. 1-0 60


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:

BSBITU203 Communicate electronically

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?

Ver. 1-0 61


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

Follow organisational and service provider requirements when communicating electronically

Follow organisational policy and procedures when managing all aspects of electronic communication, e.g. privacy, use of types of software, expectations of language, limitations of use, etc

Comply with netiquette

Collaborate in accordance with agreed parameters for electronic communication

Identify most appropriate software applications.

Make use of different methods of electronic communication, e.g. email, forums, discussion boards, social networks, etc.

Apply relevant legislation requirements to their use of electronic communication

Task 1 Compile a portfolio of emails you have sent and received over a five day work

period. Categorise your collection so that it is ‘business like’ and could be referred to easily.

Comment (if relevant):

Task 2 Send an email to your assessor with a minimum of two attachments – one a PDF

document and the other an image or photograph. Your email must have a current signature block included. Also BCC a copy of the email also to your assessor (they will then receive two copies of the email!).


Task 3 Take a screenshot of your contributions to a discussion board or forum where

you have made more than two postings.


Task 4 Take screenshots of your email application which shows your email filing system,

mailboxes and email lists and send these as attachments to your assessor.


Does the candidate: Yes No

• perform job tasks to industry standards?

• manage job tasks effectively?

Ver. 1-0 62


• implement safe working practices?

• solve problems on-the-job?

• work well with others?

• adapt to new tasks?

• cope with unusual or non-routine situations?

•

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:

Ver. 1-0 63


Record of Assessment BSBITU203 Communicate electronically

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

Implement procedures to send and receive electronic mail

1.1 Login to software for sending and receiving email in accordance with organisational requirements

1.2 Check outgoing email for accuracy and ensure any required attachments are prepared, in accordance with organisational and service provider requirements

1.3 Identify urgent, confidential, personal, suspicious or potentially dangerous email and take appropriate action

1.4 Deal with returned email in accordance with organisational policies and procedures

Manage electronic mail

2.1 Set security levels and/or filters for incoming email in accordance with organisational requirements

2.2 Create and maintain individual mailboxes in accordance with organisational requirements

2.3 Store email and/or attachments in accordance with organisational requirements

2.4 Empty inboxes and archive or permanently delete in accordance with organisational requirements

2.5 Prepare and maintain electronic mailing lists in accordance with organisational requirements

Collaborate online

3.1 Identify software to be used in collaboration

3.2 Ensure online collaboration is undertaken in accordance with organisational policy, procedures and net etiquette (netiquette)

3.3 Respond to posts or communications in accordance with agreed parameters, organisational requirements and netiquette

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

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

Ver. 1-0 64


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

Ver. 1-0 65


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

BSBWOR202 Organise and complete daily work activities

BSBWOR202 Organise and complete daily work activities

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

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

Ver. 1-0 66


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.

Ver. 1-0 67


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.

Ver. 1-0 68


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.

Ver. 1-0 69

Documents

· Web viewUsing a word processing package and a letter template. Using Microsoft Word Help. Using templates and styles in word processing. Completing a Timesheet. Virtual Registered