Bsbadm506learnerworkbookv1.1final File.docx

BSBADM506 Manage business document design and development Learner Workbook

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Student Name: Student ID:

Clinton Institute – BSBADM506 Learner workbook V1.1 (Jan18)

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ASSESSMENT RECORD TOOL ......................................................................................................... 3 Instructions to Learner ................................................................................................................. 7 Assessment instructions ................................................................................................................. 7 Assessment criteria .................................................................................................................... 11 Workbook activity tasks 1A – 5A ................................................................................................ 15 Activity 1A ..................................................................................................................................... 15 Activity 1B ..................................................................................................................................... 17 Activity 1C ..................................................................................................................................... 18 Activity 1D ..................................................................................................................................... 20 Activity 2B ..................................................................................................................................... 26 Activity 2C ..................................................................................................................................... 26 Activity 3A ..................................................................................................................................... 30 Activity 3B ..................................................................................................................................... 31 Activity 4A ..................................................................................................................................... 37 Activity 4B ..................................................................................................................................... 38 Activity 4C ..................................................................................................................................... 40 Activity 5A ..................................................................................................................................... 41 Section A: Skills Activity – Task 2 .................................................................................................. 46 Section B: Knowledge Activity (Q & A) – Task 3 ............................................................................ 55 Section C: Performance Activity – Task 4...................................................................................... 59 Supplementary Oral Questions (optional) – for assessor ............................................................. 66

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ASSESSMENT RECORD TOOL Task Outcome

Assessment Tasks Assessment Task 1: Work book tasks 1A – 5A

Satisfactory (S) Not satisfactory (NS)

Date

Assessor initials

Attempt 1. Attempt 2. Attempt 3.

Assessment Task 2: Skills activity tasks

Attempt 1.

(Section A)

Attempt 2. Attempt 3. Assessment Task 3: Knowledge activity tasks

Attempt 1.

(Section B)

Attempt 2. Attempt 3. Assessment Task 4: Performance activity task

Attempt 1.

(Section C)

Attempt 2. Attempt 3. The learner has been assessed in the elements and performance criteria and the evidence has been presented as:

Authentic Valid √ or × √ or × Final Assessment Results

Reliable √ or ×

Current √ or × Result (C/NYC)

Sufficient √ or × Date

BSBADM506: Manage business document design and development Student name: Assessor name: Assessor signature:

Clinton Institute – BSBADM506 Learner workbook V1.1 (Jan18)

Date:

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Tasks: 1.

Did the Student: Investigate and Identify in general, legislative requirements for information entry, storage, output, and quality of document design and production Research and evaluate present and possible future information technology capability in terms of its impact on document design and production Investigate and identify in general 5 types of documents used and required by organisations

Yes

No

Yes

No

Research in general, documentation standards and design tasks for organisational documents in accordance with information, budget and technology requirements Research information to ensure standard formats and templates fit the purpose, audience and information requirements of documents in general Investigate template design and development to ensure document templates enhance readability and appearance requirements for style and layout Design, test and amend document templates Develop and implement a training plan to support the use of standard templates and macros Describe the document production processes Identify costs involved with the implementation of standard documentation Explain the software applications relevant to document design and development Identify key provisions of relevant legislation and regulations, codes and standards affecting document production Outline procedures relating to document implementation List sources of expertise available externally to aid document design and development

Knowledge Evidence Did the student: Identify costs involved with the implementation of standard documentation Describe document production processes Explain the software applications relevant to document design and development in the organisation Identify key provisions of relevant legislation and regulations, codes and standards affecting document production Outline organisational policies and procedures relating to document production List sources of expertise available externally to the organisation or workgroup

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Foundation Skills Did the student: Through reading:  Evaluate information from complex texts, including organisational policies and procedures 

Extract and evaluate information from a range of sources to extend understanding

Through writing:  Select text type, subject matter and language to suit specified audience and purpose  organise content to support the purposes and format of the product Through numeracy:  Recognised and interpreted numerical information related to budgets Get the work done through:  Applying formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints 

Systematically gathering and analysing all relevant information and evaluating options to make informed decisions



Utilising a broad range of complex features within digital applications to improve productivity, optimising software functions for specific purposes

Through the learning processes  actively reinforces own knowledge and skills by training others Through oral communication  participates in verbal exchanges to gain information 

uses listening and questioning techniques to clarify and confirm understanding



presents complex technical information adjusting presentation style and vocabulary to suit audience Through navigating the world of work  recognises and adheres to organisational and legislative requirements Through interacting with others  actively identifies requirements of important communication exchanges, selecting appropriate channels, format, tone and content to suit purpose and audience

Clinton Institute – BSBADM506 Learner workbook V1.1 (Jan18)

Yes

No

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Instructions to Learner Assessment instructions Overview Prior to commencing the assessments, your Trainer/Assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your Trainer/Assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your Trainer/Assessor will remain available to support you throughout the assessment process. Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:     

Address each question including any sub-points Demonstrate that you have researched the topic thoroughly Cover the topic in a logical, structured manner Assessment tasks are well presented, well referenced and word processed Your assessment tasks include your full legal name on each cover page.

Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:    

Presenting any work by another individual as one's own unintentionally Handing in assessments markedly similar to or copied from another learner Presenting the work of another individual or group as their own work Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Clinton Institute – BSBADM506 Learner workbook V1.1 (Jan18)

Page |8 Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC. Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will only be accepted (with, prior written confirmation provided by the Trainer/Assessor to confirm). Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency. Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Additional evidence could be third party reports. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Clinton Institute – BSBADM506 Learner workbook V1.1 (Jan18)

Page |9 Special needs Candidates with special needs should notify their Trainer/Assessor to request any required adjustments as soon as possible. This will enable the Trainer/Assessor to address the identified needs immediately. Formative Assessments Task 1 - Learner Workbook activities. Summative Assessments The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor. Skills, knowledge and performance may be termed as:  Skills – skill requirements, required skills, essential skills, foundation skills  Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence  Performance – evidence requirements, critical aspects of assessment, performance evidence. Section A: Task 2 - Skills Activity The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary. Section B: Task 3 - Knowledge Activity (Q & A) The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency. Section C: Task 4 - Performance Activity The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them. If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.

Clinton Institute – BSBADM506 Learner workbook V1.1 (Jan18)

P a g e | 10 An explanation of demonstrations and observations: Demonstration is off-the-job (classroom based tasks) A demonstration will require:  Performing a skill or task that is asked of you  Undertaking a simulation exercise Observation is on-the-job (work based tasks) The observation will usually require:  

Performing a work based skill or task Interaction with colleagues and/or customers

Your Trainer/Assessor will inform you of the task they would like you to complete. The task will cover one of the unit’s elements. The task will take place in the training environment, depending on the task to be undertaken. Your Trainer/Assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task. You should be able to demonstrate you can:  Compare a business with competitor businesses  Identify business opportunities for innovation and reform  Describe how you could implement innovation You should also demonstrate the following skills:  Reading  Writing  Numeracy  Get the work done

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Assessment criteria In this workbook, you will find the foundation of what is required to become competent in this unit. Included in this document are the elements for the unit, foundation skills, assessment requirements as well as an record assessment tool. As well as all of the areas covered here, each student must also complete all workbook tasks, skills and knowledge tasks, and major activities, and case studies where stated, to become competent within this unit.

NOTE – Re-assessment: Students will have a maximum of three (3) reassessment attempts if competency is not achieved in the first instance. The final grade of ‘C’ for Competent or ‘NC’ for Not Competent is only given at the completion of the unit of competency when all components or parts of the assessment are graded as ‘S’ for Satisfactory. Unsatisfactory results are marked as NS. Assessment Conditions: Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:     

Appropriate documentation and resources normally used in the workplace Strategic, business and operational plans Business information and data Case studies and, where possible, real situations Interaction with others.

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This Task workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1:

____________________________________________________________

Signed:

____________________________________________________________

Learner 2:

____________________________________________________________

Signed:

____________________________________________________________

Learner 3:

____________________________________________________________

Signed:

____________________________________________________________

Clinton Institute – BSBADM506 Learner workbook V1.1 (Jan18)

P a g e | 12 Recognition of prior learning Candidates will be able to have their previous experience or expertise recognised on request. RPL Assessment requirements Assessment can either be:     

Direct observation Product-based methods e.g. reports, role plays, work samples Portfolios – annotated and validated Questioning Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party. Third parties can be:     

Supervisors Trainers Team members Clients Consumers/customers.

The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your Trainer/Assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor. Throughout this unit, you will be expected to show your competency of the elements through tasks. Your Trainer/Assessor will have a list of tasks found in this workbook that you must complete.

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ASSESSMENT COVER SHEET Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Student Name: Student ID: Unit Code:

BSBADM506

Unit Name:

Manage business document design and development

Assessment Task: 1

Tasks 1A – 5A – Learners Workbook

Result:

 Satisfactory

 Not satisfactory

Reassessment needed:

 Yes

 No

Student Declaration : I ____________________________________________________ declare that these tasks are my own work. 

None of this work has been completed by any other person.



I have not cheated or plagiarised the work or colluded with any other student/s.



I have correctly referenced all resources and reference texts throughout these assessment tasks.



I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Date of submission: _________________

ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Feedback to student: ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……… Student signature: _________________________________________

Clinton Institute – BSBADM506 Learner workbook V1.1 (Jan18)

Date: ______________________

P a g e | 14 Assessor’s Signature: _______________________________________ ______________________

Date:

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Workbook activity tasks 1A – 5A Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Activity 1A Estimated Time Objective

Minutes To provide you with an opportunity to identify organisational and legislative requirements for information entry, storage, output, and quality of document design and production.

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Activity 1A 1. Research an organization, and then outline the requirements they would need for information entry, storage, output, and quality of document design and production. 

Prior to the research that our team carried out on an organization QBurst the organization lacked several resources that were required in that particular organization. Those including a proper reliable software to replace the manual load of data entry, and a good data storage architecture to store those data and retrieve efficiently whenever required. Also, many units inside the organization especially the units that were responsible for cumulating valuable information related to the organization were lacking the effectiveness, mainly due to their impractical and cluttered document standards, delaying in the overall production of the unit.

2. Summarize any relevant legislation that should also be taken into consideration. 

After analyzing several departments each one functioned with their own sets of legislation formulated by the unit heads and other few supervisors. Most of the legislation for the department was planned well and were implemented as desired. Our concern, particularly regarding units responsible for data information handling, was legit because of the poor and improper legislation for the unit. Several practical changes were to be introduced also its legislation requires reevaluation of its policies to corporate new practices and improve the existing ones.

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Activity 1B Estimated Time Objective

20 Minutes To provide you with an opportunity to evaluate an organisation's present and future information technology capability in terms of its impact on document design and production.

Activity 1. Give examples of the different types of software that can currently be used within an organisation to design and produce business documents. 2. What impact do you think they have on the actual design and production of the documents? 3. Now consider the future of an organisation and the software used within it. (A): What do you think will happen in terms of information technology capability and what impact do you think this will have on the design and production of business documents?

Activity 1B Answer:1

Give examples of the different types of software that can currently be used within an organisation to design and produce business documents.

To design and produce business documents we use a different type of software they are Microsoft Publisher, Microsoft word or word pad, MySQL, Xero or Net suite etc.

2

What impact do you think they have on the actual design and production of the documents?

We can determine different types of documents used and required by their organization and we can design properly as the client or project manager needed. By using various software we can determine the different types of documents to suit various tasks in the business. There was no extra hard work needed during work with some software, and time will be saved by using proper software. 3. Now consider the future of an organisation and the software used within it.

Clinton Institute – BSBADM506 Learner workbook V1.1 (Jan18)

P a g e | 18 (A): What do you think will happen in terms of information technology capability and what impact do you think this will have on the design and production of business documents?IT Capability alludes to an association's capacity to recognize IT addressing business needs, to convey IT to improve the business process in a savvy way, and to give long haul upkeep and backing for IT-based frameworks. It is the capacities to use diverse IT asset for impalpable advantages. IT Capability is an association's capacity, by temperance of its IT resources and ability, to make business esteem. IT ability can be, and is ordinarily, credited to the IT work inside an association. All the more suitably it ought to be ascribed to the association in general in light of the fact that no capacity inside an association is an island. Every increase from the other and thus improves them. At the point when the association plays as a group, for example, the capacities team up, positive esteem goes between capacities. For this situation, the association's capacity is more noteworthy than the total of its parts. The capacities are in an ideal situation together. Then again, when the association does not play as a group, for example, is useless, at that point the esteem drain is negative. For this situation, the association's capacity is not exactly the entirety of its parts. It pursues then that the capacities are in an ideal situation not being with one another! The net of this wonder is that no capacity inside an association would make a similar incentive inside another association. For instance, if an IT association is moved to start with one organization then onto the next, it will convey pretty much however never a similar incentive as it was making in the first organization. This is valid for any group. You may have seen that a player is fruitful or progressively effective on one group versus the other.

Activity 1C Estimated Time Objective

20 Minutes To provide you with an opportunity to identify types of documents used and required by organisation.

Activity 1. Give five (5) examples of some of the different types of documents that are used and required by an organisation. 2. Imagine that you have been given responsibility for highlighting the benefits of a brand new business process. Which forms of documentation would be suitable for this purpose?

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Give five (5) examples of some of the different types of documents that are used and required by an organisation.

There are several type of document used in an organization, they are Business plan, Emails, memo, PowerPoint presentation, invoice, spread sheet, templates etc.

2

Imagine that you have been given responsibility for highlighting the benefits of a brand new business process. Which forms of documentation would be suitable for this purpose?

For highlighting the benefits of a brand new business process organization should apply templet documentation. It will be suitable for the promotion of a new business.

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Activity 1D Estimated Time

25 Minutes

Objective

To provide you with an opportunity to establish documentation standards and design tasks for organisational documents in accordance with information, budget and technology requirements.

Activity Choose one (1) organisational document and establish the documentation standards and design tasks for this document. Ensure your answer refers to information, budget and technology requirements. Examples of documents could include: Internal documents: / Job descriptions / policies/ Procedures / Manuals / Agendas / Minutes etc External documents: Business letters / Menus / Leaflets / Invoices / Purchase Orders/ Account statements / Surveys etc

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ANSWER:-Emails and Memorandums: Co-worker regularly uses email to pass on data to one another. Before email wound up pervasive, reminders were utilized for official messages. Notices are as yet utilized in circumstances where a message is intended to go with a particular document and in cases that require more protection than an email. Both an update and an email recognize the sender and beneficiary and contain a headline. The content is designed in at least one sections. Business Reports for Conveying Information: Business reports pass on data in an organization that is more formal and typically longer than a letter. Reports spread an assortment of points, for example, wellbeing consistence, deals figures, monetary information, achievability studies, and advertising plans. They may incorporate insights, outlines, charts, pictures, contextual investigations and overview results. A few reports are distributed to assist financial specialists. In the event that a report is intermittent, for example, a month to month deals report, a layout is utilized for comfort and to empower correlation with past reports. Financial Documents to Manage the Business: A business utilizes money related archives to remain inside its financial plan, get ready spending recommendations and record expense forms. These archives incorporate receipt records, finance reports, paid bills, bank proclamations, salary explanations, monetary records and expense announcing shapes. These records might be set up by the organization's bookkeeper. An entrepreneur utilizes these records to decide the monetary achievement of the organization and to distinguish regions that are ineffective. A division head may utilize money related archives to set up a spending proposition.

Technologies .NET

Java

PHP

Information

Budget

At the point when Orient Software was first established, the organization concentrated solely on the .NET stage.

2,00,000

Java offers predominant dependability and cross-stage usefulness, making it the perfect innovation for reappropriating project.

75,000

Orient Software's PHP web improvement administrations are the ideal method to strike a harmony between minimal

50,000

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Total budget:

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3,25,000

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Activity 2A Estimated Time Objective

30 Minutes To provide you with an opportunity to ensure standard formats and templates suit the purpose, audience and information requirements of each document.

Activity Choose two (2) different types of business documents and create a template for them using for example, MS Word, MS Excel, Adobe PageMaker, MS PowerPoint, MS Office Templates, or similar applications. Ensure that these templates suit the purpose, audience and information requirements of each document. Attach copies of your templates to this workbook.

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Activity 2A

CLIENT INVOICE

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BUISNESS LETTER

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Activity 2B Estimated Time Objective

25 Minutes To provide you with an opportunity to ensure document templates enhance readability and appearance, and meet organisational requirements for style and layout.

Activity 2B 1. Using the templates that you created in Activity 2A, outline how these documents can enhance readability and appearance for the intended audience. 

From the template the customer gets attracted towards the company and their services. The pattern of the template shows the clarity of the budget and the amounts of the services they provide. The percentage of tax and the discounts are also shown in the invoice. In the second template the thanks giving letter works as a oiling process to the customer. This shows that the company really cares for their customer and dedicated to give good service to them.

2. How do your two templates meet the style guides requirements for style and layout? 

The both of the templates are designed in the same pattern and format so that the customer does not get puzzled. The color is matched is a very formal way. As the logo of QBurst uses the red and black color, the two templates also have the touch of that.

Activity 2C Estimated Time

30 Minutes

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To provide you with an opportunity to test templates, obtain organisational and user feedback, and make amendments as necessary to ensure maximum efficiency and quality of presentation.

Activity 1. What methods could an organisation use to test templates? 2. Explain what would be the key success criteria for these templates? 3. In groups of three or four. This is your focus group. Take it in turns to test one of your templates from Activity 2A and gather feedback from the group members about this. 4. Using the feedback given by the group members, outline any amendments that you feel should be made. Why do you think these amendments should be made? (For each of your templates, enter data and information to check that your templates work effectively. When entering data you will probably discover that some changes are needed to your layout or design, but do not make changes to your first draft master documents at this stage, as you need to show evidence of that you have tested them and improved them).

Activity 2C

1. What methods could an organization use to test templates? 

There are various ways to test the templates. By focusing on the group of people the templates can be tested. The customers and the employees can give the feedback to the company so that they can test that template. The program of survey can be conducted to test the templates.

2. Explain what would be the key success criteria for these templates? 

The personalization can be done to improve the templates. The software or the services provided by QBurst can be more specific. They use of more logos can be the key for the success of the templates.

3) In groups of three or four. This is your focus group. Take it in turns to test one of your templates from Activity 2A and gather feedback from the group members about this. 

Feedback about the Invoice template:

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P a g e | 28 Andre Peterson: The template is really attractive. The theme color black and red is used in full template which makes the invoice more beautiful. There are no fields which need to be reconstructed. John Lee: The template looks fine and clear but there should be a different chart for the rate of the products. This will give the customer more information about the services of QBurst. Andy Cook: The effort is good but this can be more constructive. How the discount is calculated that is not mentioned there. The number of columns is less. That can make problems for the company. William Stark: Invoice is very simple but informative. That is the plus point of this template. Some part can be changed like the calculation of VAT, information about the service of QBurst, Credit note, etc. 4) Using the feedback given by the group members, outline any amendments that you feel should be made. Why do you think these amendments should be made? 

Some amendments should be made for the betterment of the QBurst. Those are mentioned below.

1. Process of the calculation of the discount. 2. Increase of number of columns. These two amendments are very basic and essential thing. The calculation of the discount make the company trust worthy for the customer. The number of columns should be increased as this is really important. They can face problems if a customer orders product more than the space allotted in the Invoice. 1.

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Attachment - Activity 2C – Feedback form Student Name: 1.

What was the overall feedback about the template/s?

2.

What suggestions for improvement were made about the template/s?

3.

Based on the feedback what changes would you make about the template/s?

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Activity 3A Estimated Time Objective

30 Minutes To provide you with an opportunity to evaluate complex technical functions of software for their usefulness in automating aspects of standard document production, and match requirements of each document with software functions to allow efficient production of documents.

Activity 1. Choose a type of document that you could be responsible for designing and producing within an organisation. What technical functions could you be expected to use when creating that document? Your chosen technical functions should match the requirements of your chosen document. Emails and Memorandums: Co-worker regularly uses email to pass on data to one another. Before email wound up pervasive, reminders were utilized for official messages. Notices are as yet utilized in circumstances where a message is intended to go with a particular document and in cases that require more protection than an email. Both an update and an email recognize the sender and beneficiary and contain a headline. The content is designed in at least one sections.

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2. How do your chosen technical functions work?

By email, a co-worker can communicate with each other and they get their task by email and return the result by email. Email offer reminders, official notice, rules, holidays etc.

Activity 3B Estimated Time Objective

30 Minutes To provide you with an opportunity to test macros to ensure they meet the requirements of each document in accordance with documentation standards.

Activity 1. Create a macro that can be used for a business document in Microsoft Word. Provide a stepby-step (with screenshots) account of your methods. 2. Now test your macro and provide a step-by-step (with screenshots) account of the process. 3. Does your macro meet the requirements of your particular business document? How does or doesn’t it?

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P a g e | 32 4. Create a macro that can be used for a business document in Microsoft Word. Provide a stepby-step (with screenshots) account of your methods.

Step 1: First go to VIEW option.

Step 2: Then go to Macros option and then select Record Macro option.

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Step 3: Write a name in the box and click on Button option and press ok. For using this macro in any documents be sure save the documents in Normal.dotm form.

Step 4: Click on the new macro and after that click on Add>> button. Then click on Modify button and select a pointer and press ok.

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P a g e | 34 A new macro is created.

5. Now test your macro and provide a step-by-step (with screenshots) account of the process.

Step 1: To stop the process click on Macros in VIEW tab and then select Stop Recording.

Step 2: In Quick Access Toolbar a button is added by clicking it we can start the macro process.

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Step 3: To run a macro go to Macros option under VIEW tab and then select View Macros.

Step 4: Under macro list select a Macro name and Click on Run button.

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3. Does your macro meet the requirements of your particular business document? How does or doesn’t it?

Macro is needed for determine the purpose and scope of the business project, examine the current system and design any requirements. Yes, macro meet the requirements of the particular business document.



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Activity 4A Estimated Time Objective

25 Minutes To provide you with an opportunity to prepare explanatory notes for the use of standard templates and macros using content, format and language style to suit existing and future users.

Activity Think about the templates and macro that you have developed in previous activities. Choose one and develop explanatory notes for the use of it. Ensure that you use content, format and language style to suit existing and future users.

1. Think about the templates and macro that you have developed in previous activities. Choose one and develop explanatory notes for the use of it. Ensure that you use content, format and language style to suit existing and future users. 

Think about the templates and macro that you have developed in previous activities. Choose one and develop explanatory notes for the use of it. Ensure that you use content, format and language style to suit existing and future users.

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Activity 4B Estimated Time Objective

30 Minutes To provide you with an opportunity to develop and implement training on the use of standard templates and macros and adjust the content and level of detail to suit user needs.

Activity 1. Think about an organisation. Which methods of training could be used to update employees on the use of templates and macros? 2. You are responsible for developing and implement this training. How would you approach this? Create a plan for how you would develop and implement the necessary training. Activity 4B 1. Think about an organization. Which methods of training could be used to update employees on the use of templates and macros? 1. The methods of the training that could develop employee’s skill better: a. Focused group discussion b. Audio and video round training c. Mentoring different kind of situation d. On-the-job training e. Development of training manual and courses f. Sessions led by external professors 2. You are responsible for developing and implement this training. How would you approach this? Create a plan for how you would develop and implement the necessary training.

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Training Plan Template (Activity 4B) 1 2 3 4

Use this template to develop training initiative Refer to the goals required in activity 1 List key goals and activities for training List implementation and measuring methods for training

Training Goals

Key Activities

Implementation

(What needs to be achieved)

(list specific tasks for

methods

ensuring accurate use

(How, when, where

of templates)

training occurs and

Methods to measure training progress ( How can you

what staff are

measure the use of

involved)

templates and compliance with template usage)

Assessment training

a. To know organization’s logical strategies b. How to collect human Resources

Place: In company Duration: NovDec,2018 5 Supervisors

c. Individual establishment plan

The entire training is monitored by supervisor. At the end taking feedback from employees. Taking different kind of test.

Organization and cultural training 0bjectives Training

a. To know organization’s logical strategies b. This training will help employees to understand the gap between the training and employee skill set.

Place: In company Duration: NovDec,2018 5 Supervisors

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The entire training is monitored by supervisor. At the end taking feedback from employees.

P a g e | 40 Taking different kind of test. Developing training initiatives

a. This will help employees to overcome different kind of situation.

Place: In company Duration: NovDec,2018 5 Supervisors

The entire training is monitored by supervisor. At the end taking feedback from employees. Taking different kind of test.

Analyzing and Revision of the entire training

a. Check the effectiveness of individual

Place: In company Duration: NovDec,2018 5 Supervisors

The entire training is monitored by supervisor. At the end taking feedback from employees. Taking different kind of test.

Activity 4C Estimated Time Objective

20 Minutes To provide you with an opportunity to produce, circulate, name and store master files and print copies of templates and macros in accordance with organisational requirements.

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P a g e | 41 Activity 1. Refer to your templates created in Activity 2A and your macro created in Activity 3B. If these were to be your master files, what would you name them and how would you store them? Keep an organisation’s policies and procedure requirements of document storage in mind. Print off copies of your new master files and attach a copy to this workbook. Again, Keep an organisation’s policies and procedure requirements in mind.



Template #1: Client Invoice – This invoice will handle all the budget and pricing the company will submit to the client and client in-tern will pay the bill for product utilized accordingly. This particular template will be generated by the sales executive manager and he/she will be responsible for keeping the data and template safe so none can gain access for data violation. Template #2: Official Letter – Letter will provide a way for communicating with external interfaces in an official way.

Activity 5A Estimated Time

30 Minutes

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P a g e | 42 Objective

To provide you with an opportunity to monitor use of standard documentation templates and macros, and evaluate the quality of documents produced against documentation standards, and review documentation standards against the changing needs of the organisation, and plan and implement improvements in accordance with organisational procedures.

Activity 1. What systems could an organisation establish for the review/updating of standard documentation templates and macros? 2. How could an organisation identify the need for documentation changes and implement improvements? Activity 5A 1. What systems could an organization establish for the review/updating of standard documentation templates and macros? 

By regularly at least once after every month organization heads can gather around and discuss the way they can improve the template to function more effectively. Improvement suggestions can be collected from sources that deal with the template frequently. For example the Client Invoice template, when produced to a client out of majority few will have enquiries about the information displayed on invoice, this can be due to readability and not highlighting the important aspects of the invoice like the product description and pricing etc.

2. How could an organization identify the need for documentation changes and implement improvements? 

If templates fails to deliver the results that they are suppose to, then the template may need a revision and improvement.

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ASSESSMENT COVER SHEET Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Student Name: Student ID: Unit Code:

BSBADM506

Unit Name:

Manage business document design and development

Assessment Task: 2

Task 2 – Skills Activity

Result:

 Satisfactory

 Not satisfactory

Reassessment needed:

 Yes

 No

Student Declaration : I ____________________________________________________ declare that these tasks are my own work. 

None of this work has been completed by any other person.



I have not cheated or plagiarised the work or colluded with any other student/s.



I have correctly referenced all resources and reference texts throughout these assessment tasks.



I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Date of submission: _________________

ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Feedback to student: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… Student signature: __________________________________________ Assessor’s Signature: ______________________________________

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Date: ____________________ Date: ____________________

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Section A: Skills Activity – Task 2 Objective: To provide you with an opportunity to show you have the required skills for this unit. A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. This activity will enable you to demonstrate the following skills: Learning:  Actively reinforces own knowledge and skills by training others Reading:  Evaluates information from complex texts, including organisational policies and procedures  Extracts and evaluates information from a range of support sources to extend understanding Writing:  Selects text type, subject matter and language to suit a specific audience and purpose  Organises content to support the purposes and format of the product Oral communication:  Participates in verbal exchanges to gain information  Uses listening and questioning techniques to clarify and confirm understanding  Presents complex technical information adjusting presentation style and vocabulary to suit audience Numeracy:  Recognises and interprets numerical information related to budgets Navigate the world of work:  Recognises and adheres to organisational and legislative requirements Interact with others:  Actively identifies requirements of important communication exchanges, selecting appropriate channels, format, tone and content to suit purpose and audience Get the work done:  Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints  Systematically gathers and analyses all relevant information and evaluates options to make informed decisions  Utilises a broad range of complex features within digital applications to improve productivity, optimising software functions for specific purposes

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Answer the activity in as much detail as possible, considering your organisational requirements. 1. Create a brief design of a document of your choice. Produce a plan first with sequenced steps and consider time and money constraints. Your document should be produced in accordance with policies and procedures, budget and technology requirements.(refer to Activity 1D) Design the document clearly selecting the text type, subject matter and language to suit a specific audience and purpose, Think of your “trainees” from Activity 4B. Then organise the content to support the format and purpose of the document. Communicate and present information about the document to your fellow students in your class. Produce a training plan to teach them about it and adjust the presentation style to suit the audience you are communicating with. (Use activity 4b Training plan template) Utilise a range of technology equipment and software features available within digital applications to improve and optimise the document. Monitor progress of the document, gathering and analysing feedback from fellow students (Feedback template attached). Use the information gathered to evaluate options and make decisions about any amendments or improvements that need to be made. Answer: 

The project requirements: Technology: .NET Information: At the point when Orient Software was first established, the organization concentrated solely on the .NET stage. Budget: 2, 00,000 Technology: Java Information: Java offers predominant dependability and cross-stage usefulness, making it the perfect innovation for re-appropriating project Budget: 75,000 Technology: PHP Information: Orient Software's PHP web improvement administrations are the ideal method to strike a harmony between minimal effort and elite web applications and sites.

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P a g e | 48 Budget: 50,000

The project plannings are: 1) Assess Training Needs: The initial phase in building up a preparation program is to distinguish and survey needs. Worker preparing necessities may as of now be built up in the association's key, HR or individual advancement plans. In case you're constructing the preparation program starting with no outside help (without foreordained goals) you'll have to lead preparing needs appraisals. 2) Set Organizational Training Objectives: The preparation needs evaluations (authoritative, task and individual) will recognize any holes in your present preparing activities and worker ranges of abilities. These holes ought to be broke down and organized and transformed into the association's preparation goals. A definitive objective is to conquer any hindrance among present and wanted execution through the improvement of a preparation program. At the representative dimension, the preparation should coordinate the territories of progress found through 360 degree assessments. 3) Implement Training Initiatives: The usage stage is the place the preparation program springs up. Associations need to choose whether preparing will be conveyed in-house or remotely organized. Program execution incorporates the booking of preparing exercises and association of any related assets (offices, gear, and so on.). The preparation program is then authoritatively propelled, advanced and led. Amid preparing, member advancement ought to be observed to guarantee that the program is compelling. 4) Evaluate and Revise Training: As referenced in the last fragment, the preparation program ought to be consistently checked. Toward the end, the whole program ought to be assessed to decide whether it was fruitful and met preparing goals. Criticism ought to be acquired from all partners to decide program and teacher adequacy and furthermore information or expertise obtaining. Investigating this criticism will enable the association to recognize any shortcomings in the program. Now, the preparation program or activity plan can be modified if destinations or desires are not being met.

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P a g e | 50 Feedback template Student Name:

1

What was the overall feedback about the template/s?

2

What suggestions for improvement were made about the template/s?

3

Based on the feedback what changes would you make about the template/s?

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ASSESSMENT COVER SHEET Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Student Name: Student ID: Unit Code:

BSBADM506

Unit Name:

Manage business document design and development

Assessment Task: 3

Task 3 - Knowledge Activity

Result:

 Satisfactory

 Not satisfactory

Reassessment needed:

 Yes

 No

Student Declaration : I ____________________________________________________ declare that these tasks are my own work. 

None of this work has been completed by any other person.



I have not cheated or plagiarised the work or colluded with any other student/s.



I have correctly referenced all resources and reference texts throughout these assessment tasks.



I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Date of submission: _________________

ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Feedback to student: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………… Student signature: _________________________________________

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Date: ______________________

P a g e | 53 Assessor’s Signature: ______________________________________

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Date: ______________________

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Section B: Knowledge Activity (Q & A) – Task 3 Objective: To provide you with an opportunity to show you have the required knowledge for this unit. The answers to the following questions will enable you to demonstrate your knowledge of:  Identify costs involved with the implementation of standard documentation  Describe document production processes  Explain the software applications relevant to document design and development in the organisation  Identify key provisions of relevant legislation and regulations, codes and standards affecting document production  Outline organisational policies and procedures relating to document production  List sources of expertise available externally to the organisation or workgroup Research and answer each question in as much detail as possible, considering the stated requirements of each question. 1. What costs need to be considered when producing standard documents? 

In case the organization feels the need of external force to standardize documents for the company, preferably they can hire level of experts accordingly to their profession pay scale.

2. Briefly describe the document production process. 

The way toward delivering documents is an iterative procedure including drafting, checking, and modifying the archive. It should proceed until an archive of worthy quality is created. The satisfactory quality dimension relies upon the record type and the potential readers of the document.

3. What software applications are relevant to use in document design and development? 

Verities of software including the document processing software like Microsoft’s Office and LibreOffice can be utilized along with some document formatting software’s like the TxtStudio. For document template designing Adobes InDesign will work best.

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P a g e | 56 4. Research the key provisions of relevant legislation and regulations, codes and standards affecting document production in an organization? 

The production department and R&D departments each had their own head but this two units were sharing less of the information and were least connected with the organizations head mainly because of each department communicated and interacted less with their.

5. Research and explain what organizational policies and procedures could be related to document production? 

Depending on organizational policies each organization will output documentation on certain work differently. If a company is creating a business proposal document, and sharing their certain service is against the company’s policy guideline, they better will not include that service in the business proposal documentation.

6. Which sources of expertise are available externally to an organization or workgroup? 

Every organization interdepends to each other, for an instance an marketing company will require a IT experts to deploy the marketing software tools into the organization, while the IT company will need marketing team to conduct and promote their business.

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ASSESSMENT COVER SHEET Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Student Name: Student ID: Unit Code:

BSBADM506

Unit Name:

Manage business document design and development

Assessment Task: 4

Task 4 - Performance Activity

Result:

 Satisfactory

 Not satisfactory

Reassessment needed:

 Yes

 No

Student Declaration : I ____________________________________________________ declare that these tasks are my own work. 

None of this work has been completed by any other person.



I have not cheated or plagiarised the work or colluded with any other student/s.



I have correctly referenced all resources and reference texts throughout these assessment tasks.



I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Date of submission: _________________

ASSESSOR FEEDBACK

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P a g e | 58 Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Feedback to student: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………… Student signature: _________________________________________

Date: ______________________

Assessor’s Signature: ______________________________________

Date: ______________________

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Section C: Performance Activity – Task 4 Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit. This activity will enable you to demonstrate the following performance evidence:     

Identify the organisational needs, requirements and information technology capabilities relevant to the design and production of documents Establish documentation standards to meet organisational requirements Design, test and amend document templates Develop and implement documentation and training to support use of standard templates and macros Monitor the implementation of standard documentation templates and macros and make improvements in line with organisational requirements

Answer the activity in as much detail as possible. 1. Using a document of your choice, design and develop a template that could be used across an organisation. When producing the template, you should take into consideration an organisation’s needs, requirements and technology capabilities. Test this template within the class environment with feedback from class members and outline how it ensures efficiency and quality, then make any amendments if required. Present to the class a macro that can be used to automate aspects within your chosen document. Test this macro using class members and outline how it meets the relevant requirements, making any amendments where required. (Attach your presentation slides) Develop and implement a training plan to teach people in an organisation how to use the template and macro. (Training plan attached) You should make a presentation to the class and provide written documentation. Take the time to plan and create your presentation and prepare explanatory notes for your audience. (Attach a copy of your presentation and notes)

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Your presentation can be in any appropriate format, e.g. as a training manual, as procedures, work flow chart, report etc , but must be suitable to the audience and should contain:     

an introduction and an explanation of what it is a description of the purpose of each document detailed instructions for how to complete each document a process for staff to give feedback or seek further clarification processes for monitoring the implementation of the document templates, periodically reviewing and modifying them.

Arrange a time to present it, also print copies of your template and macros for submission. Monitor the implementation of templates and macros from your training, gather feedback using the attached Feedback template (N○2) from students in your training who are using the templates and make any improvements needed in line with your training documentation requirements.

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Feedback

Student Name:

1

What was the overall feedback about the template/s?

2

What suggestions for improvement were made about the template/s?

3

Based on the feedback what changes would you make about the template/s?

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Feedback (N○2)

Student Name:

1

What was the overall feedback about the template/s?

2

What suggestions for improvement were made about the template/s?

3

Based on the feedback what changes would you make about the template/s?

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Supplementary Oral Questions (optional) – for assessor The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date of assessment Question:

Learner answer:

Assessor judgement:

Satisfactory □

Not Satisfactory □

Satisfactory □

Not Satisfactory □

Question:

Learner answer:

Assessor judgement:

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Question:

Learner answer:

Assessor judgement:

Satisfactory □

Not Satisfactory □

Satisfactory □

Not Satisfactory □

Satisfactory □

Not Satisfactory □

Question:

Learner answer:

Assessor judgement: Question:

Learner answer:

Assessor judgement:

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