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Using BSB07 Creatively Responding with the Business Services Training Package

Navigating the BSB07 Business Services Training Package

Shea Business Consulting

With CD-ROM

SHEA 08

© 2009 Shea Business Consulting 3

Copyright

© 2009 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: Technical and Vocational Education and Training (TVET) Australia Ltd Level 21, 390 St Kilda Road Melbourne Victoria 3004 Telephone +61 3 9832 8100 Facsimile +61 3 9832 8199 E-mail: [email protected] First Published: February 2008 Stockcode: SHEA08 ISBN: 978-0-9804780-8-2 Printed by Document Printing Australia Version 1.3, February 2009

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 73.

The CD included with this Guide contains the following files and templates: • Assessment Record Sheet.doc • BSB07 Unit Navigation Database.mdb • Self-Assessment Checklist.doc • Skill Set Template.doc • Training and Assessment Strategy.doc

4 © 2009 Shea Business Consulting

Acronyms

ANZSCO Australian and New Zealand Standard Classification of Occupations AQF Australian Qualifications Framework AQTF Australian Quality Training Framework DEEWR Department of Education, Employment and Workplace Relations IBSA Innovation and Business Skills Australia IT Information Technology NTIS National Training Information Service OHS Occupational Health and Safety PC Performance Criteria RPL Recognition of Prior Learning RTO Registered Training Organisation STA State/Territory Training Authority TVET Technical and Vocational Education and Training VET Vocational Education and Training

Symbols

The following symbols are used throughout this Guide:

Important points

Useful activities

Useful resources

Valuable checklists

CD contents


Contents

Copyright ............................................................................................................................................... 3 Disclaimer .............................................................................................................................................. 3 Acronyms ............................................................................................................................................... 4 Symbols ................................................................................................................................................. 4 Contents ................................................................................................................................................ 5 Additional BSB07 Resources ................................................................................................................. 6 Who is this Guide for? ............................................................................................................................ 6 Acknowledgement .................................................................................................................................. 6

1. THE BIG PICTURE .................................................................................. 7 Purposes of the Training Package ......................................................................................................... 8 History of the Training Package ............................................................................................................. 9 Implementation of the Training Package .............................................................................................. 10 Changes to the Training Package ........................................................................................................ 11 Flexibility of the Training Package ....................................................................................................... 15

2. UNDERSTANDING BUSINESS COMPETENCY .......................................... 17 The Many Uses of Business Competencies ........................................................................................ 18 What is Business Competency? .......................................................................................................... 19 Reading Business Competencies ........................................................................................................ 19

3. UNDERSTANDING BUSINESS QUALIFICATIONS AND SKILL SETS .............. 23 Job-focused Training and Assessment ................................................................................................ 25 Creating Training and Assessment Strategies ..................................................................................... 31 AQTF 2007 – Hints and Tips ............................................................................................................... 35 Nominal Hours ..................................................................................................................................... 36 Identifying Skill Sets ............................................................................................................................. 37 Business Careers and Pathways ......................................................................................................... 39 Employability Skills – Identifying, Teaching and Assessing ................................................................. 43

3. UNDERSTANDING BUSINESS ASSESSMENT ........................................... 55 Up-front Assessment ........................................................................................................................... 56 Self-Assessment .................................................................................................................................. 57 Recording Assessment ........................................................................................................................ 64

4. USEFUL INFORMATION ......................................................................... 67 Glossary ............................................................................................................................................... 68 Websites .............................................................................................................................................. 71 State/Territory Training Authorities ...................................................................................................... 73 Resources ............................................................................................................................................ 73

5. APPENDICES ....................................................................................... 75 Appendix A: Employability Skills Framework for the Business Services Sector .... 76 Appendix B: Employability Skills – Support Activities ............................................. 77 Appendix C: Unit Navigation Tool ........................................................................... 79 Appendix D: Continuous Improvement Form ....................................................... 111


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 Hard Copy with CD-ROM

Using BSB07 Creatively Responding with the Business Services Training Package

BSB20107 Certificate II in Business A Guide to Training and Assessment Activities

BSB30107 Certificate III in Business A Guide to Training and Assessment Activities

BSB30407 Certificate III in Business Administration A Guide to Training and Assessment Activities

If you would like to order a copy of any of the above, contact: TVET Australia Level 21, 390 St Kilda Road, Melbourne Victoria 3004 Telephone +61 3 9832 8100 Facsimile +61 3 9832 8199 E-mail: [email protected]

You are invited to use the Continuous Improvement Form on page 111 to identify changes that you think would improve this Guide.

Who is this Guide for?

1. Teachers and assessors of business skills programs 2. Program managers, heads of departments and people responsible for planning courses and

learning and assessment strategies in the scope of Business Services or who may wish to utilise Business competencies in other industry Training Packages

3. Business development managers and planners seeking to find new business opportunities 4. Any person seeking to gain a better understanding of Australia’s training system.

Acknowledgement

This resource was developed by Lyndon Shea and Sherinda Shea of Shea Business Consulting, with some sections prepared by Andrew Jones and Renika Muthaya of purple infinity.


2. Understanding Business Competency


The Many Uses of Business Competencies

Because competency is a way of analysing and understanding the work we perform in all types of business, it follows that competencies can be used for a range of purposes in the workplace. In this table, the authors expand on the potential range of uses for BSB07. You may find even more… Purpose Description

Job Documentation

Job descriptions, duties, role definitions, lines of responsibility and reporting, key selection criteria, required skills, knowledge and experience – all these ways of analysing work roles contribute to the construction of competency. Job documentation can be substantially enhanced by identifying the particular units of competency required to perform specific work and creating competency profiles for specific jobs.

Recruitment It is relatively rare to find competencies quoted in job advertisements. However, a competency profile for a job is a good way to ensure that advertisements are comprehensively and properly worded. It is always useful to include a competency profile in the documentation provided to potential applicants, and competencies can also play a useful role in selection, because their outcome statements are expressed in ways that can be easily and fairly evaluated.

Work Flow Analysis

This is a way of tracking the chain of value-adding through an organisation. Identifying the competencies required to add value is an integral step in planning where process improvements are needed, how they can be achieved and what actions are required to bring them about.

Workforce Planning

Workforce planning is the organisation of business capability to facilitate future plans relating to improvement, growth, development, diversification and responses to competition and threats. Competencies provide excellent tools to use in analysing the future profile of an organisation to direct its development and recruitment activities.

Performance Appraisal & Improvement

When planning performance appraisal systems, it is worthwhile creating a competency profile for jobs to help in defining the outcomes you want people to achieve. Units of competency contain performance criteria that have been designed to be evaluated and can be used for considering whether an outcome has been achieved. These can also be used to identify strategies that might be negotiated to improve performance.

Training Needs Analysis

Conducting a training needs analysis entails investigating and analysing data and providing advice to an organisation regarding its identified training needs. It is useful and convenient to be able to express these needs in terms of competencies that correspond to the discovered training requirements of the organisation.

Skills Recognition

Providing formal recognition to people who have experience and who have developed skills and capabilities over the years is an excellent way of motivating people and encouraging them to continue on a learning pathway. Business competencies are excellent tools for formal recognition processes.

Creating Training Programs

Clusters of business competencies (or single units) are utilised to form the outcomes of training programs, whether the setting for that learning is in the workplace or a training environment.


3. Understanding Business Qualifications

and Skill Sets


Training and assessment strategies must reflect real job requirements. An easy way to keep abreast of what employers require from their employees is to browse employment websites such as Australian Job Search at www.jobsearch.gov.au. You may wish to think about using position descriptions and job advertisements as the basis for designing your training programs – it will ensure you select units that deliver the outcomes employers are looking for. Let’s consider a few typical job roles that are relevant to the BSB07 Business Services Training Package. Job Role 1: Word Processing Operator A property valuations company is seeking an individual to provide high quality word processing in an efficient, error free and professional manner. You will have fast and accurate typing skills (minimum of 75+ words per minute), strong Microsoft Office skills and a high attention to detail. Taking pride in your work, you will consistently produce impressive documents and presentations. You will also assist with overflow secretarial duties including filing, customer enquiries and database updates. You will be a team player who enjoys being kept busy and can work under pressure. Job Role 2: Call Centre Team Leader A large national company is seeking an outstanding organiser and team leader for its operations call centre. You will be highly motivated and passionate about customer service and you will be an excellent communicator. With an ability to administer payroll, accounting and call centre management systems, your key responsibilities will include: • managing the call centre team; • ensuring the delivery of services meet operational/team key performance indicators (KPIs); • identifying and implementing process improvements; and • designing and delivering policies and procedures. Job Role 3: Project Leader A federal government department is seeking a project manager to coordinate a number of major refurbishment and infrastructure projects. You will be client focussed, have sound reporting skills and a solid understanding of relevant legislation and Commonwealth guidelines. With project management experience in the construction and/or property industries, your key responsibilities will include attending client meetings and managing contractors, finances and risk. Job Role 4: Global Marketing Manager A leading engineering and software solutions organisation is seeking a proactive and high performing global marketing manager to provide sales and marketing collateral to drive customer satisfaction measurement. You will have a strong customer service focus and an ability to manage and prioritise stakeholder expectations. As a key member of the global marketing team, you will be an innovative solutions player with experience in a services marketing environment. Reporting to the Global Director (Support and Education), your key responsibilities will include: • determining and communicating marketing messages and product positioning; • maintaining product launch plans (as they relate to service support and training); • developing, coordinating and evaluating the rollout of marketing campaigns; • managing and analysing customer satisfaction surveys; • gathering, monitoring and analysing industry intelligence; and • developing effective processes to educate and support the sales teams.


Job Role 4: Global Marketing Manager BSB07 Qualification: BSB60507 Advanced Diploma of Marketing The table below aligns the functional areas and critical attributes required by a Global Marketing Manager in a leading engineering and software solutions organisation to relevant elective units and employability skills within the Advanced Diploma of Marketing: Functional Areas Relevant Units of Competency Core Business Requirements

• Determine and communicate marketing messages and product positioning

• Develop, coordinate and evaluate rollout of marketing campaigns

• Maintain product launch plans • Manage and analyse customer

satisfaction surveys

BSBMKG603B Manage the marketing process BSBMKG607B Manage market research BSBMKG608A Develop organisational marketing objectives BSBMKG609A Develop a marketing plan

Management and Marketing

• Develop effective processes to educate and support the sales teams

• Gather, monitor and analyse industry intelligence

BSBMGT608B Manage innovation and continuous improvement BSBMGT615A Contribute to organisation development BSBMKG605B Evaluate international marketing opportunities BSBMKG606B Manage international marketing programs

Critical Attributes Relevant Employability Skills • Can negotiate solutions to new and emerging issues • Has a strong customer service focus

Communication

• Can identify opportunities for improved processes • Can manage and prioritise stakeholder expectations • Can scope international marketing opportunities • Is an innovative solutions player • Is high performing and proactive

Initiative and Enterprise; Planning and Organising

• Can provide learning and development opportunities Learning

• Can compare and evaluate data and reports • Can interpret forecasts when analysing potential

overseas markets • Can match organisational capability with market needs • Can review market performance

Problem Solving

• Is a key member of the global marketing team Teamwork

• Can use online technologies for research and marketing purposes

Technology


Global Marketing Manager – Sample Training and Assessment Strategy RTO YYZ TRAINING Page 1 of 3

Delivery Period 23 weeks (30/06/2008 – 05/12/2008)

Qualification BSB60507 Advanced Diploma of Marketing

Units of Competency

Code Title Core/Elective

BSBMKG603B Manage the marketing process Core

BSBMKG607B Manage market research Core

BSBMKG608A Develop organisational marketing objectives Core

BSBMKG609A Develop a marketing plan Core

BSBMGT608B Manage innovation and continuous improvement Elective

BSBMGT615A Contribute to organisation development Elective

BSBMKG605B Evaluate international marketing opportunities Elective

BSBMKG606B Manage international marketing programs Elective

Key Target Group

The key target group for this qualification are Marketing Managers (ANZSCO 131112) who plan, organise, direct, control and coordinate global marketing activities within an organisation. This target group may include existing employees, job changers and/or recent migrants.

Training and Assessment Arrangements

Duration This training program is delivered over a period of 23 weeks (460 nominal hours)

Organisation The 8 units of competency in this qualification have been organised into a structured training program comprising a core business area and 2 functional areas: • Core Business (Marketing) • International Marketing • Management

Functional Area Units of Competency Hours

Core Business (Marketing)

BSBMKG603B Manage the marketing process 50

BSBMKG607B Manage market research 50

BSBMKG608A Develop organisational marketing objectives 60

BSBMKG609A Develop a marketing plan 60

International Marketing

BSBMKG605B Evaluate international marketing opportunities 60

BSBMKG606B Manage international marketing programs 60

Management BSBMGT608B Manage innovation & continuous improvement 60

BSBMGT615A Contribute to organisation development 60

Delivery Modes Skills and knowledge will be developed through a combination of structured work-based learning, case study/scenario participation and work-based projects linked to an engineering and software solutions organisation and simulated environment. Candidates will be provided with training manuals, assessment materials and reference sources. Employability skills will be covered in a holistic way since they are built into the content of all units. Nominal Hours These have been sourced from relevant STA Implementation Guides as an estimate-only of the structured learning required to cover the educational material associated with the delivery of this program.


BSB07 Business Services Training Package – Sample Job Roles The following job roles (listed by qualification) show the extensive scope of business careers and pathways that are available through the BSB07 Business Services Training Package. Certificate II Administration Assistant Call Centre Agent Clerical Worker Customer Service Representative Data Entry Operator Information Desk Clerk Office Junior Receptionist Telesales Representative Certificate III Accounts Payable Clerk Accounts Receivable Clerk Administration Officer Assistant Records Clerk Assistant Registry Officer Customer Service Advisor Education Program Support Worker Export Clerk Import Clerk Independent Contractor Information Services Officer International Education Agent Junior Personal Assistant Leading Hand Legal Receptionist Medical Receptionist Medical Records Clerk Medical Secretary Micro Business Operator OHS Assistant OHS Representative Payroll Officer School Support Officer Student Services Officer Student Support Assistant Typist Unit Leader Word Processing Operator Certificate IV Account Coordinator Accounts Supervisor Administrator Analyst Art Director Assistant Account Planner Assistant Paralegal Board Member Copywriter Direct Marketing Officer Executive Personal Assistant Export Customer Service Coordinator Exporter Franchisee Human Resources Assistant Human Resources Officer Importer Legal Assistant Legal Secretary Legal Support Officer Market Research Assistant Marketing Coordinator Marketing Officer Media Assistant Media Buyer Media Planner Medical Records Officer

OHS Coordinator OHS Officer Procurement Officer Project Administrator Project Assistant Project Coordinator Project Management Officer Project Officer Public Relations Officer Purchasing Assistant Purchasing Clerk Purchasing Officer Quality Assurance Coordinator Quality Governance Coordinator Records and Information Clerk Records and Information Officer Sales Account Assistant Sales Agent Sales Representative Scheduler Small Business Manager Stock Control Officer Subject Matter Expert Supervisor Team Leader Trade Coordinator Union Organiser Workplace Union Representative Diploma Account Manager Account Planner Administration Manager Advertising Account Manager Advertising Creative Director Advertising Manager Assistant Marketing Coordinator Campaign Manager Change Manager Compliance Officer Contract Manager Enrolment Officer Executive Assistant Executive Officer Export Manager Franchisor Human Resources Advisor Human Resources Consultant Human Resources Manager Import Manager International Liaison Officer Inventory and Purchasing Manager Legal Services Support Officer Manager Marketing Manager OHS Manager OHS Practitioner Paralegal Product Manager Program Consultant Program Coordinator Project Leader Project Management Facilitator Project Manager Public Relations Manager Purchasing Consultant Purchasing Coordinator Purchasing Manager Quality and Improvement Consultant Quality Assurance Manager

Quality Assurance Officer Quality Facilitator Quality System Support Analyst Records and Information Coordinator Records and Information Supervisor Scheduler Senior Human Resources Officer Senior Legal Secretary Site and Purchasing Coordinator Student Union Officer Team Supervisor Trade Manager Union Official Advanced Diploma Account Director Account Planning Manager Area Manager Client Services Director Client Services Executive Contact Centre Manager Customer Service Manager Department Manager Global Human Resources Manager Global Marketing Manager Human Resources Director Human Resources Strategist Marketing Director Marketing Strategist National Human Resources Manager National Marketing Manager OHS Advisor OHS Auditor OHS Risk Officer OHS Specialist Operations Manager Records and Information Consultant Records and Information Manager Regional Human Resources Manager Regional Marketing Manager Section Leader Senior Administrator Senior Consultant Senior Executive Workforce Manager Vocational Graduate Certificate Client Services Manager Deputy Principal Director of Studies Enrolment Coordinator HRD Operational Manager International Education Director International Student Coordinator Learning and Development Consultant Learning and Leadership Manager Training Manager Workforce Development Leader Workforce Planner Vocational Graduate Diploma Human Resources General Manager Learning and Development Manager Planning and Development Director


New Employability Skills Previous Key Competencies Problem Solving • Solving problems

• Using mathematical ideas and techniques

Self-management N/A

Teamwork • Working with others and in teams

Technology • Using technology As the table shows, the introduction of employability skills has generated three new factors: • Initiative and Enterprise (being alert and willing to contribute to improvements); • Learning (participating in continuous learning and development); and • Self-management (being self-motivated and accountable). It is worth remembering that the national training system did not pick up all of the employability skills identified and recommended in the Employability Skills for the Future report, most notably those relating to personal attributes. However, if you want to provide the full employability skills package that employers and employment agencies require across Australia, you can locate the relevant information in units of competency. By working through this section you will discover how this can be achieved with several examples. Different Approaches to Employability Skills in BSB07 1. When you browse the broad and specific competency fields of BSB07 (see page 79) you will

find there are several specific competency fields that contain units of competency devoted to aspects of employability skills, including the following: • Creative Process • Diversity • Information Management • Innovation • Interpersonal Communication

• Learning and Development • Relationship Management • Research • Workplace Effectiveness • Writing

2. As mentioned above, an employability skills summary table is now included in each BSB07

qualification. If you are only delivering a single unit, cluster of units or a skill set, you are still obliged to address the employability skills identified in this summary table, so you will need the qualification packaging rules at hand. From a user’s perspective, this may be viewed as a design flaw.

3. You will actually find employability skills embedded in each unit of competency, particularly

in the performance criteria and Required skills and Required knowledge sections. At times they are explicitly stated, while in other cases they are implicitly implied and a bit harder to find, but they are there all the same.

By working through the following examples (overleaf) you will discover the different ways in which employability skills have been embedded in BSB07 units of competency. Please note that PC has been used as an abbreviation for performance criteria.


EXAMPLE 1: BSBGOV401A Implement Board member responsibilities Employability Skills Examples Embedded in the Unit Communication Attend community meetings, speaking on behalf of the Board as required

and delegated (PC)

Initiative and Enterprise Review policies with respect to changing community needs, and incorporate into operations as required (PC)

Learning Commitment to learning the organisation’s constitution, codes of conduct, functions, policies and procedures (Critical aspects of evidence)

Planning and Organising Deal with feedback in accordance with policies and procedures, and in consultation with management (PC)

Problem Solving Review policies with respect to changing community needs, and incorporate into operations as required (PC)

Self-management Adhere to relevant aspects of Corporations Law (PC) Comply with the terms and conditions of funding agreements (PC)

Teamwork Ensure the Board is informed of identified community and stakeholder needs (PC) Work cooperatively with other Board members, management and staff of the organisation, key stakeholders and members of the community (Required skills)

Other Aspects of Competency

Examples Embedded in the Unit

Attitude Culturally appropriate communication skills to relate to people from diverse backgrounds and to people with diverse abilities (Required skills)

Complexity Explain the relationship between the organisation, stakeholders and other organisations/entities (PC)

Contingency Management Use information provided to review effectiveness and efficiency of operations (PC)

Critical Thinking Contributing to analysis and decision making of issues affecting Board and organisational performance (Critical aspect of evidence)

Ethical Behaviour Adhere to the constitution of the organisation (PC) Considering liabilities of Board members (Critical aspects of evidence)

Evaluation Evaluate feedback (PC)

Innovation Suggest changes to operations if necessary (PC) Knowledge Know the history of the organisation; the core functions of the organisation;

and the outcomes for each operational area (PC) Personal Attributes Contributing to analysis and decision making of issues affecting Board and

organisational performance (Critical aspects of evidence) Reflection Dealing with irregularities and breakdowns in routine (Critical aspect of

evidence) Sustainability Review policies with respect to changing community needs, and incorporate

into operations as required (PC)

Task Management Managing a number of different tasks (Critical aspect of evidence)


Some may argue that “Contributing to analysis and decision making of issues affecting Board and organisational performance” (Critical aspects of evidence) is not a personal attribute. However, in order to contribute constructively and to make decisions about Board issues and organisational performance, a Board member must be: • conscientious enough to read and understand reports (often unclear financial reports); • able to evaluate evidence and make decisions on that basis (to fully understand the context of

information and its implications); • impartial and able to put aside (or at least balance) personal and family interests for the

benefit of the organisation and the members/shareholders/community as a whole; • open, transparent and honest in their dealings in order for Board Members to contribute

effectively to the analysis of issues; • courageous enough when the occasion arises to ask difficult and embarrassing questions,

and to deal appropriately with situations of poor performance that become apparent; and • able to earn trust from their constituency by fairly and adequately representing their issues

and concerns.

Is it stretching the unit to read this much into its implications? Absolutely not! There is a genuine need to improve the integrity and accountability of people undertaking Governance roles, and if these aspects of competency are not addressed, the outcomes of the unit will not be met.

EXAMPLE 2: BSBSMB302A Develop a micro business proposal Employability Skills Examples Embedded in the Unit Communication Effective presentation of business idea and profile (Critical aspects of

evidence) Provide accurate customised information to target audiences (PC) Determine an acceptable method of presentation of information for each stakeholder (PC)

Initiative and Enterprise Entrepreneurship (Range Statement under personal skills/attributes) Providing an accurate and complete outline of the business idea (Critical aspect of evidence)

Learning Research key factors that influence viability of business ideas (PC)

Planning and Organising Develop an accurate summary of the major products and/or services required to suit personal needs and requirements (PC)

Problem Solving Identify and assess business risks according to resources available and personal preferences (PC)

Self-management Analyse business ideas in terms of personal or family needs and commitments (PC)

Teamwork Develop an accurate description of the business idea for key stakeholders (PC)

Technology Evaluate impacts of emerging or changing technology, including e-commerce, on the business (PC)


3. Understanding Business Assessment


A self-assessment cannot provide sufficient evidence to attest to a candidate’s competency in isolation from other evidence.

Self-assessments are a form of evidence and are therefore no different to any other form of assessment. A well-structured self assessment should ask candidates to consider whether they have experience undertaking certain tasks and whether they have undertaken similar tasks in other contexts. It is important to encourage people to be honest. Most people are harder on themselves than on others, and those who are not honest will be quickly found out. Developing Self-Assessment Checklists If asked the right questions in the right context, candidates will identify their current level of competency, so a well-constructed self-assessment checklist must: • identify a candidate’s skills and knowledge (and gaps in their skills and knowledge); • provide guidance to assessors on evidence that needs to be collected; • provide guidance to candidates on evidence that needs to be presented; and • assist candidates to identify whether they need further practice, skills or knowledge. With this in mind, self-assessment checklists must contain questions that relate to each unit’s: • Critical aspects for assessment and evidence; • performance criteria (including all relevant contextual variations within the range statement); • Required skills and Required knowledge; and • employability skills (including those identified in the summary table within the qualification and

those identified in each unit).

Remember that a self-assessment is no less rigorous than any other type of assessment, and must therefore reflect the detail and the whole application of the competency in question.

The following self-assessment checklist has been designed for BSBINM301A Organise workplace information. The questions allow candidates to visualise the kinds of evidence you (as an assessor) will need to collect. A Word version of the checklist has been included with this Guide. Feel free to customise it to support the units you select as part of your training and assessment strategy.


Self Assessment Checklist Responding with the BSB07 Business Services Training Package

BSBINM301A Organise workplace information

Introduction If your normal work tasks involve gathering, organising and using workplace information, you can use this Self-Assessment Checklist as the first step towards gaining recognition of your skills. It’s quick (shouldn’t take more than 30 minutes) and will save you a lot of time in the long run. Instructions Work through the questions by ticking the boxes, tally up your ticks when you have finished and decide whether you’re ready to start gathering evidence (or whether you need further training). The checklist will form part of your evidence portfolio, so make sure you work through it carefully. Evidence Use the column on the right hand side to list the evidence that you can readily access to support your answers (remembering that you will need to provide sufficient evidence that you have the skills you identify, such as work samples, training records, performance appraisals, references or testimonials). If you find there are sections where you don’t tick a single box, these may be the areas where you need further training.


Business Assessment Checklist

It is worth taking time-out to check your understanding of competency assessment in the business environment. 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 qualifications from the BSB07 Business Services Training Package?

Have you incorporated up-front assessment into your training and assessment strategy?

Have you developed self-assessment checklists for your learners?

Have you developed assessment record sheets for each of the units you intend to offer as part of your training program?


4. Useful Information


Glossary

The following definitions have been sourced from the National Training Information Service (NTIS) website and the AQTF 2007 Users' Guide to the Essential Standards for Registration.

Apprenticeship/traineeship – a structured training arrangement for a person employed under an apprenticeship/traineeship training contract (usually involving the person receiving training and being assessed both on and off-the-job). Articulation – the arrangements that facilitate the movement or progression of learners from one qualification to another, or from one education and training sector to another. Assessment – the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard expected in the workplace, as expressed by the relevant endorsed industry/enterprise competency standards of a Training Package. Assessment guidelines – the endorsed component of a Training Package that underpins assessment and sets out the industry’s approach to valid, reliable, flexible and fair assessment. Assessment tools – the instrument/s and procedures used to gather and interpret evidence of competence: a) Instrument – the specific questions or activity used to assess competence by the assessment

method selected. An assessment instrument may be supported by a profile of acceptable performance and the decision-making rules or guidelines to be used by assessors.

b) Procedures – the information or instructions given to the candidate and the assessor about how the assessment is to be conducted and recorded.

Authenticity – one of the rules of evidence. To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work. Competency – the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills and knowledge relevant to effective participation in an industry, industry sector or enterprise. Contextualisation – the addition of industry or enterprise specific information to a unit of competency to improve the standards relevance to industry. Currency – one of the rules of evidence. Currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past. Dimensions of competency – dimensions are part of the broad concept of competency, which includes all aspects of work performance as represented by task skills, task management skills, contingency management skills and job/role environment skills. Fairness – one of the principles of assessment. Fairness requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands and is able to participate in, the assessment process, and agrees that the process is appropriate.


5. Appendices


Appendix A: Employability Skills Framework for the Business Services Sector

Note: the application of the following Employability Skills and their facets must be considered in relation to workplace application – in line with typical job roles and level of responsibilities for the qualification concerned, and reflecting the AQF level of the qualification. Communication Teamwork Problem

Solving Initiative and Enterprise

Planning and Organising

Self management

Learning Technology

Face

ts of

the E

mploy

abilit

y Skil

ls

Listening and understanding

workplace information

Clearly communicating

workplace information to others (verbal

and non-verbal)

Reading and interpreting workplace

related documentation

Writing to audience needs

Interpreting needs of

customers (internal or external)

Establishing and using

appropriate networks

(informal or formal)

Negotiating effectively

Being appropriately

assertive

Working as an individual and a

member of a team

Working with diverse

individuals and groups

Applying knowledge of

own role as part of a team

Applying teamwork skills

to a range of workplace situations

Identifying and utilising the strengths of other team members

Receiving and giving feedback and, where in

job role, providing

coaching and mentoring

Developing practical

responses to workplace

related functions

Solving workplace issues and problems

individually or in teams

Applying a range of

strategies in workplace

problem solving

Taking the workplace

context into account in

problem solving

Taking action to resolve

concerns

Using numeracy skills (e.g. working

within budgets; developing and

managing budgets; taking measurements)

Adapting to new and emerging situations

Being creative or proactive in response to workplace problems,

changes and challenges

Identifying workplace

related opportunities

Generating a range of

options in response to workplace

matters

Translating ideas into

appropriate action

Developing innovative

solutions to workplace challenges

Developing a strategic,

creative, long-term vision

Collecting, analysing and

organising workplace data

Using business systems for

planning and organising

Planning for contingencies

Participating in, or establishing improvement and planning

processes

Working within, or establishing,

clear project goals and outcomes

Utilising or determining

required resources

Allocating resources to

workplace tasks and

requirements

Identifying risk factors and

taking action to minimise risk

Having personal goals

and vision

Applying the formal

workplace vision and mission

Being clear on own role in relation to workplace vision and mission

Monitoring and evaluating own performance

Taking personal responsibility at the appropriate

level

Managing own time and priorities

Following workplace

documentation such as codes of practice or

operating procedures

Being a role model and

leader

Maintaining personal

hygiene (OHS)

Projecting a professional image when representing

the organisation

Participating in ongoing

learning (formal or informal)

Seeking out and learning new ideas, skills and

techniques

Reflecting on own learning

Contributing to the learning of

others

Contributing to or developing learning plans (self or others)

Seeking assistance and expert advice

Maintaining knowledge of products and

services

Improving performance,

product or skills through

experimentation and practice or

rehearsal

Using business related

technology and equipment

Applying business related

technology skills in

organising and using

workplace information

Monitoring technological developments

and responding accordingly

Using business related

technology safely (OHS)

Comparing and recommending or purchasing new business

technology

Choosing, using and

maintaining machinery and

equipment

Adapted from Generic Employability Skills Framework for IBSA’s Industries (IBSA, 2007)


Appendix C: Unit Navigation Tool

This navigation tool has been provided as a quick reference for searching BSB07 units by their AQF level and specific competency field. Competency fields are discussed on page 11. A more detailed summary of BSB07 units (including descriptor) has been provided on page 86. Please note that the BSB07 unit code number indicates the earliest packaging level for the unit within a qualification. The unit itself does not have an AQF level.

This unit navigation tool has been provided electronically as a searchable database (Microsoft Access) and is included with this Guide. You can use the database to search units by code, title or descriptor keyword.

Aboriginal and Torres Strait Islander Governance AQF Level IV BSBATSIC403B Maintain and protect culture BSBATSIC411B Communicate with the community BSBATSIL401B Meet the roles and responsibilities of a Board member (1) BSBATSIL402B Use the constitution BSBATSIL408B Manage a Board meeting BSBATSIL409B Manage time BSBATSIL410B Manage stress BSBATSIM404B Use the business plan BSBATSIM405B Monitor financial management and budgets BSBATSIM406B Manage assets BSBATSIM407B Plan for organisational needs BSBATSIM412B Implement a business-like approach BSBATSIM413A Oversee business planning BSBATSIM414B Oversee the organisation’s annual budget BSBATSIM415B Contribute to a positive and culturally appropriate workplace BSBATSIW416A Obtain and manage consultancy services BSBATSIW417B Select and utilise technology AQF Level V BSBATSIC510B Conduct a community meeting BSBATSIL501B Meet the roles and responsibilities of a Board member (2) BSBATSIL502B Work with the Manager BSBATSIL503B Manage conflict BSBATSIL508B Be a community leader BSBATSIL509B Manage self as a Board member BSBATSIM504B Develop and implement organisational policies BSBATSIM505B Control organisation finances BSBATSIM506B Develop employment policies BSBATSIM507B Establish and maintain a strategic planning cycle BSBATSIM511B Develop enterprise opportunities BSBATSIM512B Manage Board competency requirements BSBATSIM513B Oversee recruitment and induction of staff BSBATSIW514B Represent your organisation BSBATSIW515B Secure funding Advertising AQF Level IV BSBADV402B Conduct pre campaign testing BSBADV403B Monitor advertising production BSBADV404B Schedule advertisements BSBADV405A Perform media calculations BSBADV406A Buy and monitor media BSBADV407A Apply media analysis and processing tools AQF Level V BSBADV503B Coordinate advertising research BSBADV507B Develop a media plan BSBADV509A Create mass print media advertisements

BSBADV510A Create mass electronic media advertisements BSBADV511A Evaluate and recommend advertising media options BSBADV512A Develop an advertising strategy and brief AQF Level VI BSBADV602B Develop an advertising campaign BSBADV603B Manage advertising production BSBADV604B Execute an advertising campaign BSBADV605B Evaluate campaign effectiveness Compliance AQF Level IV BSBCOM401B Organise and monitor the operation of compliance management system BSBCOM402B Implement processes for the management of a breach in compliance requirements BSBCOM403B Provide education and training on compliance requirements and systems BSBCOM404B Promote and liaise on compliance requirements, systems and related issues BSBCOM405A Promote compliance with legislation AQF Level V BSBCOM501B Identify and interpret compliance requirements BSBCOM502B Evaluate and review compliance BSBCOM503B Develop processes for the management of breaches in compliance requirements AQF Level VI BSBCOM601B Research compliance requirements and issues BSBCOM602B Develop and create compliance requirements BSBCOM603B Plan and establish compliance management systems Contact Centre Operations AQF Level II BSBCCO201A Action customer contact BSBCCO202A Conduct data collection AQF Level III BSBCCO301A Use multiple information systems BSBCCO302A Deploy customer service field staff BSBCCO303A Conduct a telemarketing campaign BSBCCO304A Provide sales solutions to customers BSBCCO305A Process credit applications BSBCCO306A Process complex accounts, service severance and defaults AQF Level IV BSBCCO401A Administer customer contact telecommunications technology BSBCCO402A Gather, collate and record information AQF Level V BSBCCO501A Develop business continuity strategies AQF Level VI BSBCCO601A Optimise customer contact operations


Summary of Units (with Descriptor) Please note that the BSB07 unit code number indicates the earliest packaging level for the unit within a qualification. The unit itself does not have an AQF level. Aboriginal and Torres Strait Islander Governance AQF Level IV BSBATSIC403B Maintain and protect culture This unit covers working as a Board member in such a way as to respect, maintain and protect aspects of culture within the Board structure, the organisation and the community. BSBATSIC411B Communicate with the community This unit covers the process by which Board members work in partnership with the community including other organisations in order to meet community needs and involve people. BSBATSIL401B Meet the roles and responsibilities of a Board member (1) This unit covers the diverse roles and responsibilities of being a Board member. This unit, when combined with BSBATSIL501B Meet the roles and responsibilities of a Board member (2) and BSBATSIL502B Work with the manager, is equivalent to SRXGOV001A Participate as a member of an effective Board organisation. BSBATSIL402B Use the constitution This unit covers ensuring that the organisation’s constitution is relevant and legal, that it is understood, and that it meets changing needs. BSBATSIL408B Manage a Board meeting This unit covers the planning and conduct of regular Board meetings and the communication and implementation of outcomes. BSBATSIL409B Manage time This unit covers Board members managing their time by assessing their commitments to the Board and to other matters. BSBATSIL410B Manage stress This unit covers Board members recognising, preventing and managing stress resulting from high workloads, conflict and other sources. BSBATSIM404B Use the business plan This unit covers the use of the business plan to guide the operations of the organisation. BSBATSIM405B Monitor financial management and budgets This unit covers monitoring and acting on financial reports. BSBATSIM406B Manage assets This unit covers the management of and accountability for the organisation’s assets. BSBATSIM407B Plan for organisational needs This unit covers empowering the Board members to plan to meet current and future needs of the organisation. BSBATSIM412B Implement a business-like approach This unit covers adopting a business-like manner in all aspects of operations. BSBATSIM413A Oversee business planning This unit covers the development of the organisation’s 3–5 year plan of operations. BSBATSIM414B Oversee the organisation’s annual budget This unit covers ensuring the development and implementation of the annual budget to enable the Board to control the finances of the organisation.

BSBATSIM415B Contribute to a positive and culturally appropriate workplace This unit covers the role of the Board member in contributing to the development and maintenance of a positive and culturally appropriate workplace. BSBATSIW416A Obtain and manage consultancy services This unit covers the processes involved in the management of consultancy services. BSBATSIW417B Select and utilise technology This unit covers assessing, utilising and evaluating new technologies within the organisation for the benefit of the organisation and the community. AQF Level V BSBATSIC510B Conduct a community meeting This unit covers the planning and conducting of community meetings, including bush meetings, which the Board may initiate or facilitate. BSBATSIL501B Meet the roles and responsibilities of a Board member (2) This unit covers the diverse roles and responsibilities of being a Board member. This unit, when combined with BSBATSIL508B Be a community leader and BSBATSIL502B Work with the manager, is equivalent to SRXGOV001A Participate as a member of an effective Board organisation. BSBATSIL502B Work with the Manager This unit covers appointing the Manager, clarifying respective roles and working together effectively on an on-going basis. This unit, in combination with BSBATSIL508B Be a community leader and BSBATSIL501B Meet the roles and responsibilities of a Board member (2), is equivalent to SRXGOV001A Participate as a member of an effective Board organisation. BSBATSIL503B Manage conflict This unit covers managing conflict within the Board, the organisation and between the organisation and the community and wider community. BSBATSIL508B Be a community leader This unit covers the leadership role by members of the Board. BSBATSIL509B Manage self as a Board member This unit covers presenting as a confident member of the Board, respecting culture, contributing positively, working with others and seeing the big picture. BSBATSIM504B Develop and implement organisational policies This unit covers developing the organisation’s operational policies to serve the organisation and the community effectively. BSBATSIM505B Control organisation finances This unit covers the establishment and maintenance of effective financial management within the organisation to ensure Board control of finances and external accountability to statutory authorities and funding bodies. BSBATSIM506B Develop employment policies This unit covers the development policies for the employment of staff and the commitment to fair and equitable staffing practices within the organisation. BSBATSIM507B Establish and maintain a strategic planning cycle This unit covers the planning process to assist Board members develop and implement a strategic planning cycle.


BSBATSIM511B Develop enterprise opportunities This unit covers the identification, assessment and development of business opportunities in consultation with the community in order to increase self reliance and expand employment. BSBATSIM512B Manage Board competency requirements This unit covers the management of the individual and group competency resources of the Board to ensure it is able to undertake the tasks necessary to operate effectively. BSBATSIM513B Oversee recruitment and induction of staff This unit covers overseeing the recruitment and induction of new staff and the on-going supervision, assessment and support of staff, including voluntary staff. BSBATSIW514B Represent your organisation This unit covers Board members representing their organisation in a range of situations, including the community, government and private sector organisations and through establishing relevant networks. BSBATSIW515B Secure funding This unit covers the process of locating sources of funds, making applications and lobbying to maximise the organisation’s chances of securing funds for its activities. Advertising AQF Level IV BSBADV402B Conduct pre campaign testing This unit describes the performance outcomes, skills and knowledge required to pilot an advertising campaign and to make adjustments that will maximise the effectiveness of the campaign. BSBADV403B Monitor advertising production This unit describes the performance outcomes, skills and knowledge required to monitor and report on pre production, production and post production work for advertisements. BSBADV404B Schedule advertisements This unit describes the performance outcomes, skills and knowledge required to prepare and cost media schedules, to book advertising time/space and to lodge advertisements. BSBADV405A Perform media calculations This unit describes the performance outcomes, skills and knowledge required to calculate media costings, to perform media ratings using mathematical techniques and to present resultant findings. BSBADV406A Buy and monitor media This unit describes the performance outcomes, skills and knowledge required to confirm the requirements specified in a media plan, to conduct negotiations when buying media and to compare actual media performance against media plan objectives. BSBADV407A Apply media analysis and processing tools This unit describes the performance outcomes, skills and knowledge required to compare and contrast the characteristics of media analysis tools to choose the most appropriate software tool to perform media tasks and to evaluate their outcomes. AQF Level V BSBADV503B Coordinate advertising research This unit covers the performance outcomes, skills and knowledge required to conduct primary and secondary advertising research to test advertising themes and ideas. BSBADV507B Develop a media plan This unit describes the performance outcomes, skills and knowledge required to interpret an advertising brief to develop a media plan within a given budget. BSBADV509A Create mass print media advertisements This unit describes the performance outcomes, skills and knowledge required to create mass print media advertisements

that communicate the key features of a product, service or idea to the consumer. BSBADV510A Create mass electronic media advertisements This unit describes the performance outcomes, skills and knowledge required to communicate the key features of a product, service or idea to a consumer using mass electronic media. BSBADV511A Evaluate and recommend advertising media options This unit describes the performance outcomes, skills and knowledge required to identify and evaluate the range of advertising and promotional media to recommend single and multiple media strategies. BSBADV512A Develop an advertising strategy and brief This unit describes the performance outcomes, skills and knowledge required to develop an advertising brief, advertising strategy and creative brief which reflects advertiser needs and preferences. AQF Level VI BSBADV602B Develop an advertising campaign This unit describes the performance outcomes, skills and knowledge required to determine key objectives and to develop an advertising campaign to optimise product or service market performance in response to an advertising brief. BSBADV603B Manage advertising production This unit describes the performance outcomes, skills and knowledge required to plan, direct, monitor and evaluate the production of electronic and print advertising. BSBADV604B Execute an advertising campaign This unit describes the performance outcomes, skills and knowledge required to coordinate and monitor the implementation of an advertising campaign. BSBADV605B Evaluate campaign effectiveness This unit describes the performance outcomes, skills and knowledge required to develop and implement a campaign evaluation strategy to determine whether advertising objectives have been attained. Compliance AQF Level IV BSBCOM401B Organise and monitor the operation of compliance management system This unit describes the performance outcomes, skills and knowledge required to organise and monitor the operation of a compliance program/management system established by an organisation. It has been designed to be consistent with AS 3806:2006 Compliance programs. BSBCOM402B Implement processes for the management of a breach in compliance requirements This unit describes the performance outcomes, skills and knowledge required to identify, classify, investigate, rectify and report breaches in compliance requirements within an organisation. The processes will be as defined within the organisation’s compliance program/management system. The unit has been designed to be consistent with AS 3806: 2006 Compliance programs. BSBCOM403B Provide education and training on compliance requirements and systems This unit describes the performance outcomes, skills and knowledge required to effectively implement and maintain an organisation’s established compliance program/management system. This may include the organisation of the development and provision of appropriate internal and external learning opportunities and resources. This unit has been designed to be consistent with AS 3806: 2006 Compliance programs.


BSBWRK507A Apply strategic unionism This unit describes the performance outcomes, skills and knowledge required to apply strategic union practices; to develop and implement appropriate union strategies that will contribute to growth; and to model unionism through leadership and individual behaviour. BSBWRK508A Manage and oversee bargaining This unit describes the performance outcomes, skills and knowledge required to effectively manage the process of bargaining to ensure collective agreements are implemented that maintain and promote rights and conditions for union members. BSBWRK509A Manage industrial relations This unit describes the performance outcomes, skills and knowledge required to manage industrial relations matters within an organisation, with day-to-day involvement. Writing AQF Level III BSBWRT301A Write simple documents This unit describes the performance outcomes, skills and knowledge required to plan, draft and review a basic document before writing the final version. AQF Level IV BSBWRT401A Write complex documents This unit describes the performance outcomes, skills and knowledge required to plan documents, draft text, prepare final text and produce documents of some complexity. AQF Level V BSBWRT501A Write persuasive copy This unit describes the performance outcomes, skills and knowledge required to interpret a creative brief and evaluate a range of creative options to write persuasive copy.


Appendix D: Continuous Improvement Form

Shea Business Consulting and TVET Australia are 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 to the form below and return to TVET Australia. 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: TVET Australia | Level 21, 390 St Kilda Road, Melbourne Victoria 3004 Telephone +61 3 9832 8100 | Facsimile +61 3 9832 8199 E-mail: [email protected]