BSB30115 Certificate III in Business

Transcription

1 BSB30115 Certificate III in Business A Guide to Training and Assessment Activities Supporting the BSB Business Services Training Package Release 2.0 Shea Business Consulting stockcode: SHEA92

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

4 Copyright 2016 Shea Business Consulting All rights reserved. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process without prior written permission from Shea Business Consulting. Requests should be addressed to Shea Business Consulting, 193 Oak Street, Parkville, Victoria Part VB Educational Statutory Licence Under Part VB of the Copyright Act 1968, educational institutions are allowed to use third party copyright materials provided: a) they agree to pay copyright owners for that use; and b) it is for the educational purposes of the organisation. To apply for the licence, or to check if your organisation is already covered, contact the Copyright Agency on or visit their website at Published by: Shea Business Consulting Address: 193 Oak Street, Parkville Victoria 3052 Telephone: shea@sheaconsulting.com.au Web: First Published: February 2008 Stockcode: SHEA92 ISBN: Version 2.0, April 2016 Modifications This guide has been updated to reflect changes in Release 2.0 of the BSB Business Services Training Package (released January 2016), as well as other changes that have occurred within the vocational education and training (VET) sector over the past two years. Disclaimer No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this work, the publisher and the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of the information contained herein. This work has been prepared for use as part of a structured vocational education and training course and should only be used within that context. The information contained herein was correct at the time of preparation Shea Business Consulting

5 Contents 1. THE BIG PICTURE... 7 Introduction... 8 Job Roles and the Certificate III in Business... 8 Pathways through the Certificate III in Business Foundation Skills and the Certificate III in Business TRAINING AND ASSESSMENT STRATEGIES Introduction Sample Training and Assessment Strategy National Quality Frameworks Nominal Hours ASSESSMENT APPROACHES Introduction Up-front Assessment Self-Assessment Holistic Assessment Recording Assessment USEFUL INFORMATION Acronyms Glossary Websites State/Territory Training Authorities APPENDICES Appendix A: Checklist of Hazards in the Office Environment Appendix B: Promotional Brochure Appendix C: Continuous Improvement Form Shea Business Consulting 5

6 Symbols The following symbols are used throughout this Guide: Important Points Useful Resources Useful Checklists You are invited to use the Continuous Improvement Form on page 133 to identify changes that you think would improve this Guide Shea Business Consulting

7 E PL SA M 1. The Big Picture 2016 Shea Business Consulting 7

8 Pathways through the Certificate III in Business A pathway is a path or sequence of learning that can be followed to attain competency. There are a number of different pathways that can be used to assist learners through the Certificate III in Business, and these include (but are in no way limited to) the following: VET for Secondary Students Australian Apprenticeships. It is the responsibility of Registered Training Organisation (RTOs) to use the packaging rules of the Certificate III in Business to provide the best learning programs and sequences to meet the needs of their clients. VET for Secondary Students Vocational education and training (VET) enables secondary students to acquire workplace skills and knowledge through nationally recognised qualifications while still at school. Once a student is assessed as competent, they are awarded a full or partial VET qualification which is issued by an RTO. The VET qualification is usually part of their senior secondary certificate of education. While packaged and delivered in a variety of ways throughout Australia, there are three main arrangements for delivering VET to secondary students: Schools are registered as an RTO in their own right Sectoral bodies (e.g. Boards of Studies) hold RTO status on behalf of a group of schools Schools work together in a partnership with one or more external RTOs. VET delivered to secondary students is the same as VET delivered in non-school settings, and therefore the same quality standards apply. If you are going to deliver the Certificate III in Business to secondary students, you must ensure: your trainers and assessors have current industry skills and knowledge your training and assessment activities comprehensively cover each unit of competency your students have access to industry-current equipment, facilities and training resources your students acquire a realistic view of the realities and conditions within a workplace your students are provided with current and realistic learning and assessment experiences. A suite of resources to support the delivery of VET to secondary students can be accessed from the Australian Government s Preparing Secondary Students for Work website at Shea Business Consulting

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

10 Sample Training and Assessment Strategy Having selected relevant units to match the job-focused needs of your clients, it s now time to turn the particular combination of units into an overall training and assessment strategy for the Certificate III in Business. This is a critical step in the process of designing a training program, because it needs to make sense from an educational perspective as well as deliver the outcomes specified in the units of competency. To comply with the Australian Quality Training Framework (AQTF) and the VET Quality Framework, your training and assessment strategy must meet the requirements of the BSB Business Services Training Package, and it must be developed in consultation with industry stakeholders. The training and assessment strategy provided overleaf has been developed for the job role of a word processing operator in a property valuations company (detailed on page 20). It is important to note that this strategy is a sample only, and it has been developed on behalf of a hypothetical (and therefore fictional) training organisation known as YYZ Training. When developing your own training and assessment strategy, be sure to consult with industry stakeholders such as training advisory bodies, skills service organisations, unions, licensing bodies and specific clients Shea Business Consulting

11 Training and Assessment Strategy Qualification Target Group BSB30115 Certificate III in Business The key candidates for this qualification are word processing operators/typists (ANZSCO Classification ) who operate computers to type, edit and generate a variety of documents and reports. Units of Competency Code Title Status Nominal Hours Duration Volume of Learning BSBWHS302 Apply knowledge of WHS legislation in the workplace Core 20 BSBCRT301 Develop and extend critical and creative thinking skills Elective 40 BSBCUS301 Deliver and monitor a service to customers Elective 35 BSBINM301 Organise workplace information Elective 30 BSBINN301 Promote innovation in a team environment Elective 40 BSBITU302 Create electronic presentations Elective 20 BSBITU304 Produce spreadsheets Elective 35 BSBITU306 Design and produce business documents Elective 80 BSBITU307 Develop keyboarding speed and accuracy Elective 50 BSBITU309 Produce desktop published documents Elective 50 BSBWOR301 Organise personal work priorities and development Elective 30 CPPDSM3015B Use and maintain property and client information databases Elective nominal hours The nominal hours included in this strategy are sourced from the Victorian Purchasing Guide for BSB Business Services (Release 1, July 2015). They reflect the anticipated time taken to deliver and assess the outcomes of a unit of competency excluding unsupervised delivery or the time taken for repeated practical application of skills. The Australian Qualifications Framework (2nd Edition, January 2013) states the volume of learning of a Certificate III is typically 1 2 years Shea Business Consulting 25

12 Qualification Industry Engagement BSB30115 Certificate III in Business YYZ Training is committed to providing training that is relevant to industry and that maximises each learner s opportunities for employment, advancement or further education. As a result, all relevant YYZ Training personnel will engage with an industry stakeholder group to ensure the RTO s training and assessment services are aligned to current methods, technology, products and performance expectations for the workplace tasks specified in the Certificate III in Business. Industry Engagement Approach YYZ Training personnel will meet with an industry stakeholder group biannually. Decisions will be made at these meetings as to the suitability of the following practices used by YYZ Training in its delivery and assessment of the Certificate III in Business: Structure and sequence of the training program Learning resources Modes of delivery Assessment methods. Recommendations arising from these meetings will be recorded, and updates will be made to all relevant YYZ Training documentation. Industry Engagement Stakeholder Group Organisation Stakeholder Position Complete Word Processing Solutions Caroline McLeod Human Resources Manager Real Estate Consultants and Valuers Georgina Simpson Office Manager Specialist Property Valuers Mark Davenport Senior Administrator Text-Image-Page Design Specialists Patrina Denisovich Workforce Planner The Software People Scott Coulson Training Manager WPS Group Training Jonathan Cameron HRD Operational Manager Shea Business Consulting

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14 Introduction To comply with the Australian Quality Training Framework (AQTF) and VET Quality Framework, your assessment of learners undertaking the Certificate III in Business must: meet the requirements of the BSB Business Services Training Package be consistent with your training and assessment strategy be valid, reliable, flexible and fair involve the collection of sufficient, valid, authentic and current evidence meet workplace requirements. Above all, your assessments must focus on the application of knowledge and skill to the standard of performance required in the workplace. The best way to approach this is to provide comprehensive assessment instruments and clear information to all of your assessors. By working through this section, you will discover how to design efficient and effective instruments to support your training and assessment strategy. Up-front Assessment Up-front assessment is the process of assessing a person s skills / knowledge against units (or groups of units) from the Certificate III in Business prior to their engaging in a formal recognition process or enrolling in a training program. This is an important step for RTOs, because it ensures resources (and the financial contributions of clients) are used efficiently and effectively. You can use up-front assessment to: plan training and assessment strategies for individual candidates or groups of candidates ensure candidates explore the benefits of undertaking a formal RPL process gather evidence to support a candidate s claim for RPL determine whether candidates have any special learning or support needs adapt your training program for certain learners (e.g. it may need to be accelerated) ensure your enrolments are made into the most appropriate program and at the most appropriate level (to best match the needs of your learners) ensure learners receive support to meet their individual needs in line with clause 2.5 of the AQTF Essential Conditions and Standards for Registration and clause 1.7 of the Standards for Registered Training Organisations (2015). Up-front assessment is a step before the RPL process. It is where you gather information on each candidate s formal and informal learning, and then encourage them to seek recognition for this learning through RPL Shea Business Consulting

15 Holistic Assessment Individual competencies are seldom performed in isolation in the workplace. A typical job role will always involve a number of related tasks, and any approach to assessment should reflect this. Often termed holistic or integrated assessment, the simultaneous assessment of several related units of competency is an effective, efficient and authentic assessment activity, because it: a) more closely reflects the real nature of work b) saves time, streamlines paperwork and reduces costs. Holistic assessment combines knowledge, understanding, problem solving, technical skills, attitudes and ethics into a single assessment activity. It's important not to overload assessments with too many units, as candidates will have difficulty providing evidence for each (and you will have difficulty judging the volume of evidence). There is no hard and fast rule regarding the holistic / integrated approach to assessment, but it is recommended that no more than four or five units be integrated into a single assessment activity. Holistic assessments must be carefully planned, and the first step in the planning process is to group relevant units of competency. You can group any units for holistic assessment (providing they are relevant and related to the workplace and job role in question) Shea Business Consulting 53

16 In each of the following three activities, the left column includes a series of checkboxes that combine skills, knowledge and contextual variables from each unit, while the right column combines related performance criteria from each unit. Feel free to use the tables as part of the evidence you gather for each candidate. Following a successful assessment against all three activities, candidates will be able to receive the Certificate III in Business, as the outcomes of the activities align to and meet the full requirements of the qualification. On completing the activities, candidates will be able to: apply WHS legislative requirements in their workplace, occupation and industry gather, assess, organise and use workplace information as part of their job role use advanced software features and a variety of computer applications type with 98% accuracy plan, draft and finalise simple documents design and develop text-based documents design and produce electronic presentations for speakers design and produce business documents and publications design and produce desktop published documents accurately proofread and amend documents manage appointments and diaries for individuals within their organisation identify customer needs deliver and monitor customer service identify improvements in the provision of customer service receive and distribute incoming mail / collect and despatch outgoing mail prepare a work plan schedule, prioritise and monitor the completion of their own work tasks assess and prioritise their own work load monitor and assess their personal performance against job role requirements identify their personal development needs access, complete and record their skill development and learning activities. On successful completion of the unit BSBITU307 Develop keyboarding speed and accuracy in Activity 2, candidates can also receive a speed and accuracy statement Shea Business Consulting

17 Holistic Assessment Activity 3 PL E Organising and Monitoring Work Performance Supporting the BSB30115 Certificate III in Business SA M Units of Competency The following units of competency are addressed by this holistic assessment activity: BSBADM307 Organise schedules BSBINM202 Handle mail BSBCUS301 Deliver and monitor a service to customers BSBWOR301 Organise personal work priorities and development Clients The key target group for this activity are receptionists (ANZSCO Classification ) who undertake the following duties as part of their normal work tasks: respond to personal, telephone, and written enquiries and requests receive and resolve complaints from clients and the public greet and welcome visitors and direct them to the appropriate person receive and distribute correspondence, facsimile messages and deliveries arrange and record details of appointments maintain the reception area answer enquiries and provide information on the goods, services and advise on and arrange reservations and accommodation activities of the organisation perform other clerical tasks such as word processing, data entry, filing, answer, connect and transfer telephone calls mail despatch and photocopying 2016 Shea Business Consulting 75

18 Activity Overview BSBADM307 Organise schedules HOLISTIC ASSESSMENT ACTIVITY 3: ORGANISING AND MONITORING WORK PERFORMANCE BSBCUS301 Deliver and monitor a service to customers Combining four related units of competency, this activity can be used by RTOs to assess the management of work performance by receptionists and other office administrators. The practical skills and knowledge required to undertake work-based task of this nature include: Managing work schedules (establishing and completing work schedules) Monitoring work performance (monitoring and adjusting personal work performance) Identifying learning needs (identifying learning needs and skill gaps) Hints and Tips The primary assessment method for this activity involves the review of work schedules, work performance, learning needs and self-assessment documentation. To address all four units of competency, you may consider asking your learners to: Develop and maintain work schedules and plans (using staff planning tools) Complete self-assessment checklists for units BSBCUS301 Deliver and monitor a service to customers and BSBINM202 Handle mail* Assessment Resources The following resources must be available to candidates undertaking this activity: Relevant workplace documentation (including organisational policies and procedures for customer service, work schedules and performance improvement plans) Diaries, planners and calendars to record and schedule appointments Office equipment, technology and resources Examples of customer complaints and feedback Self-assessment checklists for BSBCUS301 Deliver and monitor a service to customers and BSBINM202 Handle mail* *Self-assessments against BSBCUS301 and BSBINM202 have been included here because customer service and mail handling are key duties of receptionists/administrators. You are free to select other units for the self-assessment component of this activity (providing they meet the packaging rules of the Certificate III in Business). BSBINM202 Handle mail Evidence Overview BSBWOR301 Organise personal work priorities and development To manage work schedules, a candidate must be able to: Manage the schedules of various individuals through a process of careful planning and negotiation To monitor work performance, a candidate must be able to: Prepare a work plan according to organisational requirements and work objectives Use business technology to schedule, prioritise and monitor the completion of tasks in the work plan Assess and prioritise their own work load (and deal with contingencies that arise) Seek feedback from colleagues and clients to monitor and assess their personal performance against job role requirements To identify learning needs, a candidate must be able to: Identify their personal development needs Access, complete and record their skill development and learning activities Shea Business Consulting

19 Recording Assessment To comply with clause 2.6 of the AQTF Essential Conditions and Standards for Registration and clause 3.4 of the Standards for Registered Training Organisations (2015), RTOs need to ensure that learner records are maintained and accessible. The best way to achieve this is to ensure: a) All administration staff understand (and effectively carry out) their record collection, recording and storage responsibilities b) All trainers and assessors keep accurate and current records of assessment results. Records of assessments lead to judgements about competence, so it is very important to provide comprehensive assessment instruments to your assessors. You also need to provide assessors with clear information about the conditions under which assessment is conducted and recorded. Qualification Job Role To help with your recording requirements, assessment record forms for each unit identified in the job role of the receptionist/administrator (listed on page 21 and summarised below) has been provided overleaf. BSB30115 Certificate III in Business Receptionist / Administrator Core Unit BSBWHS302 Apply knowledge of WHS legislation in the workplace Elective Units BSBINM301 Organise workplace information BSBITU303 Design and produce text documents BSBWRT301 Write simple documents BSBITU302 Create electronic presentations BSBITU306 Design and produce business documents BSBITU307 Develop keyboarding speed and accuracy BSBITU309 Produce desktop published documents BSBADM307 Organise schedules BSBCUS301 Deliver and monitor a service to customers BSBINM202 Handle mail BSBWOR301 Organise personal work priorities and development 2016 Shea Business Consulting 93

20 Assessment Record Form BSBWHS302 Apply knowledge of WHS legislation in the workplace Candidate Assessor Assessment Date Elements Performance Criteria Evidence Gathering Methods 1. Determine the legal framework for WHS in the workplace 2. Contribute to activity that reflects WHS legislative requirements 3. Keep up-to-date with legislation and relevant publications 1.1 Identify and access current WHS legislation and related documentation relevant to the workplace, occupation and industry 1.2 Apply knowledge of the relationship between WHS Acts, regulations and codes of practice to assist in identifying WHS legislative requirements in the workplace 1.3 Identify duty holders 1.4 Identify legal obligations and duties for who to consult with regarding training of workers and health and safety representatives 1.5 Identify consequences of non-compliance with WHS Acts, regulations, codes of practice, standards and organisational WHS policies, procedures, processes and systems 2.1 Contribute to monitoring compliance with legislation 2.2 Contribute to ensuring that workplace complies with legislation 2.3 Identify and take appropriate action on non-compliance with legislation 2.4 Recognise limits of own expertise and legal duties, and access help and advice when required 3.1 Use relevant sources to keep up-to-date with legislation and relevant publications 3.2 Communicate information on relevant legislative changes and relevant publications to others Case study/scenario Demonstration Direct questioning Knowledge test Learner/peer feedback Recognition portfolio RPL Self-assessment Third party report Video observation Workplace performance Other (please list): Shea Business Consulting

21 Assessment Record Form BSBWHS302 Apply knowledge of WHS legislation in the workplace Performance Evidence Knowledge Evidence The individual must provide evidence of their ability to: identify and apply work health and safety (WHS) legislative requirements applicable to the workplace, occupation and industry, including keeping up to date with legislation and relevant publications identify and act on non-compliances with WHS legislation identify duty holders communicate WHS information to others refer issues of non-compliance to responsible persons or authorities and seek advice from appropriate sources Assessor Comments, Feedback and Follow-Up Action Plan (if required) Assessment Decision Competent Not Yet Competent Assessor Signature To complete the unit requirements safely and effectively, the individual must: explain the WHS legislative duties of self and others including limits on own expertise outline the key organisational WHS policies, procedures, processes and systems outline the key requirements in relevant commonwealth and state or territory WHS Acts, regulations, codes of practice, standards and guidance material, and other relevant publications identify obligations and duties for consultation and who must be consulted identify people who could be accessed for help identify the consequences of non-compliance explain ways to get information about compliance with legislation Name:... Signature:... Date: Shea Business Consulting 95

22 Assessment Approaches Checklist It is worth taking time-out to check how your assessment approaches have turned out. Before moving to the next section, you should be able to tick all of the following: Have you developed appropriate assessment approaches to support your delivery of the Certificate III in Business? Have you incorporated up-front assessment into your assessment approach? Have you developed self-assessment checklists for your learners? Have you identified holistic assessment options for the Certificate III in Business by grouping related units of competency? Have you developed assessment record forms for each of the units you intend to offer as part of your training program? Shea Business Consulting

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

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