BSB20107 Certificate II in Business

BSB20107

Certificate II in Business

A Guide to Training and Assessment Activities

Supporting the BSB07 Business Services Training Package

Version 5.0

The CD included with this Guide contains the following files and templates:

• Administration Support Tasks Diary.doc

• Assessment Matrix.doc

• Checklist of Hazards in the Office Environment.doc

• Customer Contact Evaluation Form.doc

• Electronic Communication – Self-Assessment Checklist.doc

• Promotional Brochure.doc (PDF version also included)

• Sample Electronic Communication Policies.doc (reproduced with the permission of Our Community)

• Sample Grievances and Dispute Policy.doc

(reproduced with the permission of Our Community)

• Sample Job Description.doc

(reproduced with the permission of Our Community)

• Training and Assessment Strategy.doc

• Verbal Communication Skills Diary.doc

• Work Placement – Third Party Checklist.doc

• Workplace Hazards in Office Environments.doc

(reproduced with the permission of the Victorian Department of Education

Copyright

© 2011 Shea Business Consulting

This work is copyright. Apart from any use as permitted under the Copyright Act 1968 (the Act), no part may be reproduced by any process without prior written permission from Shea Business Consulting. Requests and enquiries concerning reproduction and rights should be addressed to Shea Business Consulting, 193 Oak Street, Parkville, Victoria 3052. The Act allows a maximum of 10% of this work to be reproduced and/or communicated by any educational institution for its educational purposes provided that that educational institution (or the body that administers it) has given remuneration notices to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact Copyright Agency Limited, Level 19, 157 Liverpool Street, Sydney, NSW 2000.

Published by:

Shea Business Consulting 193 Oak Street

Parkville Victoria 3052 Telephone: +61 3 9387 5320

Web:

First Published: February 2008 Stockcode: SHEA91

ISBN: 978-1-921810-30-5 Version 1.4, November 2011

This guide has been updated to reflect changes in version 5.0 of the BSB07 Business Services Training Package (released February 2011), as well as other changes that have occurred within the vocational education and training (VET) sector over the past three years.

This guide was originally quality assured and noted by the National Quality Council (NQC), and it therefore displays the official noted tick logo. The changes made to this version (1.4) are minor in nature and reflect our commitment to continuous improvement processes.

Disclaimer

No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this work, the publisher and the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of the information contained herein. This work has been prepared for use as part of a structured vocational education and training course and should only be used within that context. The information contained herein was correct at the time of preparation. Documents sourced during the development of this Guide are listed on page 71.

Acronyms

ANZSCO Australian and New Zealand Standard Classification of Occupations AQF Australian Qualifications Framework

ASQA Australian Skills Quality Authority

EAP Employee Assistance Program

ES Employability Skills

IBSA Innovation and Business Skills Australia

IT Information Technology

NVR National VET Regulator

OHS Occupational Health and Safety RTO Registered Training Organisation

SNR Standards for NVR Registered Training Organisations STA State/Territory Training Authority

VEA Virtual Enterprise Australia VET Vocational Education and Training

Symbols

The following symbols are used throughout this Guide: Important points

Useful activities

Useful resources

Valuable checklists

Contents

Copyright ... 3  Disclaimer ... 3  Acronyms ... 4  Symbols ... 4  Contents ... 5  Additional BSB07 Resources ... 6  Acknowledgement ... 6 

1.

T

HE

B

IG

P

ICTURE

... 7

 

Introduction ... 8

 

Outcomes from a Certificate II in Business ... 8 

VET in Schools and the Certificate II in Business ... 9 

Employability Skills and the Certificate II in Business ... 10 

Job-Focussed Learning and Assessment ... 12 

Sample Training and Assessment Strategy ... 15 

2.

L

EARNING AND

A

SSESSMENT

A

CTIVITIES

... 21

 

Sample Learning and Assessment Activities ... 22 

Units of Competency ... 23 

Learning Activities ... 23 

Apprenticeship Delivery and Assessment ... 45 

3.

A

SSESSMENT

T

OOLS

... 49

 

Sample Assessment Tools ... 50 

Assessment Matrix ... 60 

4.

U

SEFUL

I

NFORMATION

... 65

 

Glossary ... 66 

Websites ... 69 

State/Territory Training Authorities ... 70 

Resources ... 71 

5.

A

PPENDICES

... 73

 

Appendix A: Employability Skills Framework for the Business Services Sector .... 74

 

Appendix B: Employability Skills – Support Activities ... 75

 

Appendix C: Workplace Hazards in Office Environments ... 77

 

Appendix D: Checklist of Hazards in the Office Environment ... 79

 

Appendix E: Sample Electronic Communication Policies ... 84

 

Appendix F: Sample Job Description ... 89

 

Appendix G: Sample Grievances and Dispute Policy ... 91

 

Appendix H: Promotional Brochure ... 94

 

Additional BSB07 Resources

The Guide is part of a suite of resources developed by Shea Business Consulting to support the BSB07 Business Services Training Package. Other resources in this series include the following:

Resource Title Hard Copy _{with CD-ROM} Hard Copy

Using BSB07 Creatively

Responding with the Business Services Training Package

9

BSB20107 Certificate II in Business

A Guide to Training and Assessment Activities

9

9

BSB30110 Certificate III in Business

A Guide to Training and Assessment Activities

9

9

BSB30407 Certificate III in Business Administration

A Guide to Training and Assessment Activities

9

9

If you would like to order a copy of any of the above, contact: Shea Business Consulting

193 Oak Street Parkville Victoria 3052 Telephone: +61 3 9387 5320

You are invited to use the Continuous Improvement Form on page 97 to identify changes that you think would improve this Guide.

Acknowledgement

This resource was developed for Shea Business Consulting by Linda Marson of C&L Communications Consultants Pty Ltd.

Introduction

This Guide is designed for:

• teachers and assessors in a Registered Training Organisation (RTO) offering the BSB20107 Certificate II in Business

• teachers in secondary schools offering BSB20107 as a VET in Schools program

• workplace trainers/assessors who are working in partnership with an RTO to deliver on-the-job training for apprentices enrolled in BSB20107

• individuals who are responsible for designing learning resources for self-directed, distance or flexible-delivery learning and assessment strategies.

The Guide takes you through the process of designing training and assessment activities for clusters of units relevant to the job of office junior. They are examples only, and intended to show how units can be combined to deliver job-relevant training in the following functional areas:

• reception and customer enquiries – meeting and greeting customers/clients, answering the telephone and responding to routine email enquiries

• work practice – occupational health and safety (OHS), self- and time-management skills, developing an understanding of the relevant industry

• word processing and data entry

• administration support.

Outcomes from a Certificate II in Business

Qualifications at this level reflect the role of individuals who perform a range of mainly routine tasks using limited practical skills and fundamental operational knowledge in a defined context, working under direct supervision. On some occasions, they can be expected to undertake non-routine activities involving individual responsibility or autonomy and collaboration with others as part of a group or team. They can be expected to take limited responsibility for their own outputs in work and learning.

Any qualification can be seen as representing a whole job role and individual units, or clusters of units, as functions within that job role. Depending on the combination of units, job titles relevant to BSB20107 include:

• Administration Assistant

• Clerical Worker

• Data entry Operator

• Information Desk Clerk

• Office Junior

VET in Schools and the Certificate II in Business

1

It is essential that all vocational education and training (VET) qualifications gained through a VET in Schools program are consistent with the outcomes detailed in the Training Package.

The Standards for NVR Registered Training Organisations (SNR) set out minimum competency standards for staff responsible for the delivery of training and the conducting of assessments; and they ensure that VET specialists have skills and competencies consistent with Training Package requirements. All schools using their own teachers for VET delivery must also be aware of the SNR requirement (4.4 or 15.4) for assessors to hold relevant vocational competencies, at least equal to that being delivered and assessed, in addition to teaching and assessment competence.

Schools are encouraged to establish partnerships with industry and effective work placement arrangements to maximise the quality of outcomes for students and industry alike. Recognition of competence gained through voluntary, part-time or vacation work not directly related to the industry focus of the qualification should also be considered.

Work Placement

Work placement usually involves students spending an extended period of time in a workplace gaining experience and skills, and undergoing an assessment process related to the attainment of a qualification in a specific occupational field.

An essential feature of school-industry programs is that they involve students spending some time learning in a workplace. In recent years an increasing number of effective structured

workplace learning programs have made significant progress towards greater workplace integrity for those industry training programs that are delivered predominantly off-the-job. The

implementation of Training Packages means that structured workplace learning must be a consideration for all RTOs, not only schools, in the delivery of training programs.

Effective work placement is characterised by:

• activities that complement off-the-job learning programs

• clearly articulated and documented purpose

• development of appropriate attitudes towards work

• development of competence in designated industry skills and Employability Skills

• facility for on-the-job practice of skills acquired in a classroom

• flexibility

• learning in a range of behaviours appropriate to the relevant industry

• opportunities for work-based assessment

• regular and frequent use of current technology and equipment

• relevance to the VET qualification being undertaken

• recognition of student readiness

• support of industry partners.

Office Junior – Sample Training and Assessment Strategy

RTO YYZ TRAINING Page 1 of 4

Delivery Period 20 weeks (09/07/2012 – 23/11/2012) Qualification BSB20107 Certificate II in Business Units of

Competency

Code Title Core/Elective

BSBOHS201A Participate in OHS processes Core

BSBCCO201A Action customer contact Elective

BSBCMM201A Communicate in the workplace Elective BSBCRT101A Apply critical thinking techniques Elective BSBIND201A Work effectively in a business environment Elective BSBINM201A Process and maintain workplace information Elective

BSBINM202A Handle mail Elective

BSBITU201A Produce simple word processed documents Elective

BSBITU202A Create and use spreadsheets Elective

BSBITU203A Communicate electronically Elective

BSBWOR201A Manage personal stress in the workplace Elective BSBWOR203A Work effectively with others Elective Clients The key target groups for this qualification include General Clerical Workers (ANZSCO

Classification 53) and Inquiry Clerks and Receptionists (ANZSCO Classification 54). Typical duties include operating computers to enter data and type a variety of documents and reports, answering customer inquiries for information, recording information about inquiries and complaints, meeting and greeting clients, answering telephones. This target group may include:

• Australian Apprentices • Existing employees • Job changers • Recent migrants • School leavers • Unemployed workers Delivery Setting Intensive package suitable for institution based delivery

Training and Assessment Arrangements

Duration

This training program is delivered over a period of 20 weeks (340 nominal hours) Organisation

The 12 units of competency in this qualification have been organised into a structured training program comprising four functional areas:

• Reception and Customer Enquiries (meeting and greeting customers/clients, answering the telephone and responding to routine email enquiries)

• Work Practice (occupational health and safety, self- and time-management skills, developing an understanding of the relevant industry)

• Word Processing and Data Entry

• Administration Support.

Functional Area Units of Competency Hours*

Work Practice **BSBOHS201A Participate in OHS processes 5 BSBWOR201A Manage personal stress in the workplace 25 BSBWOR203A Work effectively with others 15 BSBCMM201A Communicate in the workplace 40

RTO YYZ TRAINING Page 2 of 4 Training and

Assessment Arrangements (continued)

Functional Area Units of Competency Hours*

Reception BSBCCO201A Action customer contact 40

**BSBIND201A Work effectively in a business environment 10 **BSBITU203A Communicate electronically 15 **BSBCRT101A Apply critical thinking techniques 15 BSBOHS201A Participate in OHS processes 5 Word Processing

and Data Entry BSBITU201A Produce simple word processed documents 60 BSBITU202A Create and use spreadsheets 20 BSBCRT101A Apply critical thinking techniques 15 BSBOHS201A Participate in OHS processes 5 Administration

Support BSBIND201A Work effectively in a business environment 10 BSBINM201A Process and maintain workplace information 30

BSBINM202A Handle mail 15

BSBOHS201A Participate in OHS processes 5 BSBITU203A Communicate electronically 10 Delivery Modes

Skills and knowledge will be developed through a combination of structured work-based learning, role plays, assignments and projects that are linked to a simulated business environment – a practice firm called EnviroSense Australia. In addition, practical work placements on two occasions during the learning program will ensure that students are able to apply skills and knowledge in a real work environment. Detailed procedures and resources will be created to support the EnviroSense practice firm. The RTO facilitator, students and their families and networks should collaborate in organising suitable work placements.

Candidates will be provided with training manuals (which include all materials used in the training sessions), assessment materials and reference materials. Work practice units underpin effective performance in the other three functional areas and aspects of those units will be built into all learning activities. Employability skills will be covered in a holistic way since they are built into the content of all units.

* Sourced from relevant State/Territory Training Authority (STA) Implementation Guides as an estimate-only of the structured learning required to cover the educational material associated with the delivery of this program.

** These units are repeated in different functional areas and nominal hours have been split accordingly.

Evidence-Gathering Techniques

The evidence gathering process will reflect specific requirements for units within BSB07, as well as the need to provide evidence of Employability Skills which are integrated into all units. This process will reflect integration and be consistent with the Standards for NVR Registered Training Organisations. The following chart identifies the evidence gathering techniques used for each functional area.

Functional Area A B C D E F G H

Reception 9 9 9 9 9 9 9

Word Processing/Data Entry 9 9 9 9 9

Administration Support 9 9 9 9 9 9 9 Work Practice 9 9 9 9 9 9 9 Key A. Demonstration B. Questioning C. Portfolios D. Scenarios E. Role plays F. Case studies

G. Third party reports H. On-the-job performance

Big Picture Checklist

It is worth taking time-out to check your understanding of the big picture. Before moving to the next section, you should be able to tick all of the following:

€

Have you sourced position descriptions and job advertisements when designing your training programs?

€

Have you analysed the position descriptions and job advertisements from a training perspective and mapped elective units and employability skills to your client’s needs?

€

Have you developed a training and assessment strategy for your delivery of the Certificate II in Business?

€

Have you downloaded resources to support the training and assessment of employability skills that relate to the Certificate II in Business?

2. Learning and

ACTIVITY 1 BRAINSTORMING SESSION

Units Addressed Aspects of the following units are covered in this Learning Activity:

• BSBCRT101A Apply critical thinking techniques

• BSBCCO201A Action customer contact

See the Activity / Competency Map below for more detail. Aim To clarify customer contact procedures

Overview By the end of this and follow-up activities, students will have policies and procedures for dealing with enquiries about services and products offered by EnviroSense Australia. These will be used in other Learning Activities and for assessment purposes.

1. In preparation for this Activity, contact a company in your area and obtain copies of their policies and procedures (see Introduction).

2. Use the brainstorming session to canvass opinions on how information, policies and procedures obtained from the real company could be adapted to suit EnviroSense Australia.

3. Divide the class into groups of four to ensure that all students have a chance to express their views. Get each group to nominate a spokesperson who reports on the outcome of their group’s discussion to the whole group. Ensure that students understand that all opinions are valid and will be noted, even if they are contradictory.

4. On butcher’s paper or whiteboard, make a comprehensive list of all opinions and questions that arise in discussion.

Follow-up Activities 1. Homework: assign students sections of the EnviroSense Australia policies and procedures to type up as drafts for circulation and discussion in follow-up Activity 2. To do this, they need copies of the real company procedures that have been discussed, notes made during the brainstorming session and guidance on which notes are relevant to the policies or procedures assigned to them.

2. Class discussion: discuss draft EnviroSense Australia policies and procedures as prepared by students. The emphasis in this session is on decision-making and coming up with the best answers to questions raised in the first brainstorming session. Notes from this session on refinements and revisions to draft policies will be fed into Learning Activity 2, which addresses

BSBITU201A Produce simple word processed documents.

Activity / Competency Map

For detailed mapping, see the Assessment

Matrix on page 60

BSBCRT101A Apply critical thinking techniques

The Activity can be constructed to cover almost all elements and performance criteria in this unit. The range statement is the main point of reference for ideas on how to structure the discussion. For example, to address the first element ‘Examine the value of curiosity and questioning’, encourage students to identify and challenge assumptions in the company material as they develop ideas on how EnviroSense Australia might adapt these. In a brainstorming session, this is likely to lead to fresh ideas on what their practice firm could do – it might even lead to ideas on how the real company’s material could be improved!

ACTIVITY 1 BRAINSTORMING SESSION

Since the end product from this session is the drafting of policies and procedures for dealing with enquiries about services and products offered by EnviroSense Australia, get students to brainstorm the types of questions people might ask when they call or come in. This provides you with the opportunity to explore different types of questions as listed in the unit’s range statement and the sort of reaction they might elicit in the person whose role it is to answer the questions. To address the second element ‘Develop the habit of asking questions and wondering why’, ask students to spend a few minutes noting down their own attitudes to environmental issues and how they’ve come by those attitudes. For example, do their attitudes stem from the media, from friends or from family? This allows you to address items in the range statement for ‘questions of self’’. Then ask students to write down a few questions they would like to ask an ‘expert’ to broaden their own knowledge and understanding. Ask them to think of a few questions that really wouldn’t lead anywhere or would be pointless to ask. By this time, you’ve covered off the remainder of element 2. Make sure that you always use the range statement as a prompt for the way to structure the discussion.

Follow-up Activity 2 (where the draft policies and procedures are being discussed and refined) addresses the requirements of Element 3 Contribute to answers as well as questions.

BSBCCO201A Action customer contact

Performance criteria 1.1-1.4 of the first element ‘Prepare for customer contact’ are addressed. Again, use the range statement as a checklist of what students should be analysing in the company material.

Employability Skills The following ES are specifically addressed in this Activity:

Communication – expressing ideas and opinions, listening and understanding Teamwork – discussing issues in small groups and being prepared to accept the views of others

Initiative and enterprise – identifying opportunities, generating a range of options

Planning and organising – analysing information with a view to adapting it for another purpose

Learning – being open to new ideas, acknowledging the need to learn in order to accommodate change

Related Assessment

Activities 1. Teacher maintains a verbal communications skills diary for each student in which notes are made about students’ ability to question information, contribute ideas and interact with others. A template for the diary can be found in the section, Sample Assessment Tools.

2. Oral or written questioning to assess knowledge of typical blockers to the critical thinking process.

3. Assessing the thoroughness with which students prepare for customer contact.

Notes

... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...

Sample Assessment Tools

This section contains a sample of assessment tools referred to in learning activities. They are examples only and can be modified to suit the combination of units in your learning program. For example, the verbal communication skills diary was designed as the primary assessment tool for the unit BSBCRT101A Apply critical thinking techniques. If this unit is not in your learning program, you would modify the skill checklist to be more generic.

Teachers may feel that keeping a diary for each student is not practical in the context of large classes. However, communication skills are important from an employment perspective, so every effort should be made to monitor students’ progress in this area. To lighten their work load, teachers can, of course, ask others to make entries in the diary, for example, people responsible for supervising students during work placements.

The following assessment tools are provided in this section: 1. Verbal Communication Skills Diary

2. Customer Contact Evaluation Form

3. Electronic Communication – Self-Assessment Checklist 4. Administration Support Tasks Diary

5. Work Placement – Third Party Checklist 6. Assessment Matrix.

A Word version of the verbal communications skills diary has been included on the CD that accompanies this Guide. Feel free to customise it to reflect verbal communication skill requirements of units in your training program. You could also broaden the scope of the diary to include written

communication skills.

Verbal Communication Skills Diary

BSB20107 Certificate II in Business Student’s

name Class Teacher

Skill Learning activity

and date

Demonstrated competence

Comments Aspect of unit(s) addressed (note relevant unit code and element number) Yes No

Active listening, e.g. demonstrating an

understanding of questions asked or information given and following through with further questions to clarify issues

Speaking clearly

Ability to formulate a range of questions on a given topic or issue

Ability to question his/her own attitudes, beliefs etc Appreciation of situations where questioning may be inappropriate or ineffective Talking to people with respect and courtesy Following agreed procedures when responding to customer enquiries

Showing respect when talking to people from diverse backgrounds and with diverse abilities

Notes

... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...

Title Standards for Continuing Registration (SNR) Comparison Table Standards for Initial Registration (SNR) Comparison Table

Accessed at

Copyright Australian Skills Quality Authority

Title Standards for NVR Registered Training Organisations 2011

Accessed at

Copyright Department of Education, Employment and Workplace Relations

Title Templates for Organisational Policies and Procedures

Accessed at

Copyright Our Community Pty Ltd

Title Victorian Purchasing Guides:

BSB07 Business Services Training Package (Version 4 – May 2011)

Accessed at

Appendix H: Promotional Brochure

The three-panel promotional brochure (overleaf) has been included for use by RTOs to attract potential candidates and employers to their training programs.

A Word and PDF version of the Promotional Brochure (in colour) has been included with this Guide. Feel free to customise it by adding your RTO’s contact details.

Appendix I: Continuous Improvement Form

Shea Business Consulting is committed to providing quality resources to support the national vocational education and training sector. If there is any way we can improve this Guide to meet your specific needs and requirements, please complete the form below and return it to us.

Organisation: Name: Address: Phone: Email: Are there any changes

that you think could improve this Guide?

Are there any other units that could be supported by the checklists, strategies and activities included in this Guide?

Unit Code Unit Title

Please send this form to: Shea Business Consulting

193 Oak Street, Parkville Victoria 3052