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BSBINM201 Process and maintain workplace information

Assessment Tool

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TEIA – Assessment Tools BSBINM201

ContentsBSBINM201 1Process and maintain workplace information 1

Contents 1

Introduction 1

Section 1 - Unit of competency 31.1 Elements of competency and performance criteria 41.2 Assessment requirements 51.3 Dimensions of competency 61.4 Foundation skills 71.5 Skill sets 81.6 Recognition of prior learning (RPL) 81.7 Glossary of terms 9

Section 2 - Assessment tools 102.1 Summative assessment 112.2 Solutions - General guidance 182.3 Solutions – Summative assessment 192.4 Evidence of competency 202.5 Assessment records 21Assessment instructions – BSBINM201 23Pre-assessment checklist – BSBINM201 24Self-assessment record – BSBINM201 25Performance evidence checklist – BSBINM201 26Knowledge evidence checklist – BSBINM201 27Portfolio of evidence checklist – BSBINM201 28Workplace assessment checklist – BSBINM201 29Observation Checklist/Third Party Report 30Record of Assessment 33Request for Qualification Issue 35

Glossary 37


IntroductionThis set of assessment tools is for the unit of competency BSBINM201 Process and maintain workplace information.

The guide is divided into three sections:

Section 1: Unit of competency

Section 2: Training requirements

Section 3: Assessment resources

Glossary (VET sector terminology)

As the trainer/assessor, you are in the best position to judge the full training and assessment requirements of a unit of competency. The judgments that you make in this regard should form part of your broader training and assessment strategy.

Learners may or may not be employed in the workplace. Where a learner is currently employed, you should endeavour to use relevant workplace documents and resources. Where learners are not currently employed, you must provide example documentation and a simulated environment wherever possible. Encourage classroom learners to take every opportunity to observe a real working environment and discuss what they have seen. Note that observation and assessment in the workplace is mandatory for some units of competency. Refer to section 1.2 of this guide, or to the assessment requirements of the relevant unit of competency, for details of assessment conditions.

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Section 1 - Unit of competencyThe Business Training Package was developed by the Innovation & Business Skills Australia (IBSA) in consultation with industry stakeholders including employers, unions, peak bodies, professional associations, regulatory bodies, registered training organisations (RTOs) and other relevant parties. The training package specifies the skills and knowledge required to perform effectively in the business workplace.

Individual units of competency are nationally agreed statements that describe work outcomes and can stand alone when applied in the workplace.

This section outlines the requirements of the unit of competency, BSBINM201 Process and maintain workplace information and other information relevant to it.

It contains the following information:

1.1 Elements of competency and performance criteria

1.2 Assessment requirements

1.3 Dimensions of competency

1.4 Foundation skills

1.5 Skill sets

1.6 Recognition of prior learning (RPL)

1.7 Glossary of terms

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1.1 Elements of competency and performance criteria

The elements of competency define the skills required to perform a work activity. They describe the required outcomes that need to be assessed.

The performance criteria define the level of skill necessary to achieve the requirements of the element.

The following table maps the content in the on-line course BSBINM201 Process and maintain workplace information to the unit of competency.


Where covered in on-line course

Element 1: Collect information

1.1 Collect information in a timely manner and ensure it is relevant to organisational needs

Task 7, Task 8, Task 10

1.2 Use business equipment/technology available in the work area to effectively obtain information


1.3 Apply organisational requirements relating to security and confidentiality in handling information


Element 2: Process workplace information

2.1 Use business equipment/technology to process information in accordance with organisational requirements


2.2 Process information in accordance with defined timeframes, guidelines and procedures


2.3 Update, modify and file information in accordance with organisational requirements

Task 7, Task 8

2.4 Collate and despatch information in accordance with specified timeframes and organisational requirements

Task 7, Task 10

Element 3: Maintain information systems

3.1 Maintain information and filing systems in accordance with organisational requirements

Task 7, Task 10

3.2 Identify, remove and/or relocate inactive or dead files in accordance with organisational requirements

Task 10

3.3 Establish and assemble new files in accordance with organisational requirements

Task 7

3.4 Update reference and index systems in accordance with organisational requirements

Task 7, Task 10

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1.2 Assessment requirements BSBINM201 Process and maintain workplace information covers the outcomes, skills and knowledge required to collect, process and store, and maintain workplace information and systems. It also includes the maintenance of filing and records systems.

It applies to individuals who perform a range of routine tasks in the workplace, using a limited range of practical skills and fundamental knowledge of information and information systems in a defined context, under direct supervision or with limited individual responsibility.

The assessment requirements consist of three criteria:

Performance evidence: details the skills to be demonstrated, the consistency of performance (for example, on how many occasions, in what range of situations, using what range of equipment) and any licensing, regulatory or registration requirements

Knowledge evidence: the scope and depth of knowledge required

Assessment conditions: specify where assessment can take place, what resources are required and what interactions with other people are required

Performance evidenceThe performance evidence for the unit BSBINM201 Process and maintain workplace information consists of at least one event where the candidate:

collect and process workplace information according to organisational policies and procedures and related regulatory requirements

record and document information accurately within expected timeframes

store, classify and maintain documents and records correctly..

Knowledge evidenceThe knowledge evidence within the unit BSBINM201 Process and maintain workplace information consists of:

identify key provisions of relevant legislation, regulations, standards and codes of practice that may affect information management

outline organisational policies and procedures relating to collecting and processing workplace information

identify and describe organisational recordkeeping/filing systems and security procedures

describe a range of filing systems including paper based and software based.

Assessment conditionsSkills must be demonstrated in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work.

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Simulations and scenarios are acceptable. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

The assessment environment must include access to:

office equipment and resources

examples of workplace information systems.

Assessment must ensure use of relevant legislation, policies and procedures and industrial awards.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

1.3 Dimensions of competencyThe dimensions of competency relate to all aspects of work performance. The following table explores the four dimensions of competency in more detail.

Dimensions of competency What it means

Task skills The candidate must perform the individual skills required to complete a work activity to the required standard.

Task management skills The candidate must manage a number of different tasks to complete a whole work activity, such as working to meet deadlines.

Contingency management skills The candidate must use their problem-solving skills to resolve issues that arise when performing a work activity.

Job/role environment skills The candidate must perform effectively in the workplace when undertaking a work activity by working well with all stakeholders and following workplace policies and procedures.

Assessors and/or their training organisations need to ensure that the range of assessment instruments developed for this unit adequately explore the dimensions of competency.

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1.4 Foundation skillsUnderpinning all job roles is a set of skills that are essential if learners are to participate successfully in work and be valuable and productive employees.

The foundation skills embedded in this unit of competency are outlined below:

Skill PerformanceCriteria

Description

Reading 1.1-1.3, 2.1-2.4, 3.1-3.4

Recognises and interprets textual information to complete tasks according to organisational requirements

Writing 1.3, 2.1-2.4, 3.4 Records simple and routine content using an established format to organise information

Oral Communication

1.1, 1.2 Uses listening and questioning skills to clarify and adhere to requirements

Numeracy 2.2, 2.4, 3.4 Comprehends basic mathematical measurements relating to times and number sequences

Navigate the world of work

1.3, 2.1, 2.3, 2.4, 3.1-3.4

Recognises organisational procedures and understands relevance of legislative requirements

Get the work done

1.1-1.3, 2.1, 2.2, 2.4, 3.1-3.3

Follows clearly defined instructions and monitors own progress to achieve timelines

Solves problems directly related to tasks, and makes low-impact decisions

Uses digital technologies following instructions regarding data entry and retrieval

Do not assume that learners already have these skills; for example, even if you believe they have good writing skills, they may never have written a specific type of report before.

Remember that the learner may not necessarily need all of these skills for a specific task, nor be required to develop them to a high level. This will depend on the nature of the task and the context in which they are working.

Your role is to:

when planning your assessment program, identify where foundation skills are embedded in the unit of competency and how learners can demonstrate they have acquired the skills

encourage learners to record in the template that follows the Final Assessment the activities they have performed that demonstrate specific foundation skills; they can do this after completing each chapter in the learner guide.

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1.5 Skill setsSkill sets are single units of competency or combinations of units of competency that link to a licence, regulatory requirement or defined industry need.

Skill sets do not replace qualifications as the foundation for undertaking work in the community sector. Skill sets build on a relevant qualification and enable a qualified worker to move laterally into work areas addressed by the skill set or to broaden their skill base in relation to the services they provide.

1.6 Recognition of prior learning (RPL)Recognition of prior learning (RPL) is an assessment process that assesses an individual’ s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.

To have skills and knowledge formally acknowledged, a learner must supply a range of evidence to verify competency. The trainer then needs to assess this evidence against the criteria for the qualification.

Evidence of competency may include work samples, journals and third-party testimonials. Learners may also need to be observed undertaking set tasks and/or answer set questions.

The full RPL Kit for this qualification is available. The kit consists of four parts:

Assessor’s Guide

Candidate’s Guide

Forms

Workplace Guide

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1.7 Glossary of termsPreviously, units of competency included a ‘Range Statement’ that provided a way of understanding the scope of terms essential to performance criteria. Range Statements are no longer part of the endorsed components of Training Packages, but this section provides some general understanding to many of the concepts used in the Business qualifications.

Where ever possible and appropriate, knowledge should be contextualised to the learner’s workplace. For example, when dealing with organisational policies and procedures, look at the actual policies and procedures of the workplace.

Accountability: The requirement to perform duties, including financial and operational responsibilities, in a manner that complies with legislation, policies, objectives and expected standards of conduct.

Action date: The date when records are scheduled to be removed from a record-keeping system and either destroyed, sent to be archived or reviewed for future action.

Activity: The major tasks performed by an organisation to accomplish each of its business functions. An activity can encompass a wide range of different transactions that take place in relation to or in support of that activity. Depending on the nature of the transactions involved, an activity may be performed in relation to one function, or it may be performed in relation to many functions. Similarly, several activities may be associated with each function.

Administrative records: Records relating to those general tasks or activities performed within an organisation that are common to all businesses or organisations, such as maintenance of resources, care of the physical plant or other routine office matters.

Application: Software that automates and manages a range of tasks supporting a work activity and, therefore, a business function.

Archives: Records, usually but not necessarily non-current records, of enduring value selected for permanent preservation. Archives will normally be preserved in an archival repository outside of the business premises.

Audit: The process of reviewing, verifying, evaluating and reporting on an organisation, system, process, project or product.

Audit trail: In a records and archives environment, a record showing the transactions within an information management system providing evidence of activities, such as who has accessed a computer system and when, what operations he or she has performed during a given time and the resulting changes to records or information.

Authenticity: In an information environment, the quality of being genuine and not corrupted or altered.

Backup: The process of copying a computer file or collection of files to a second medium, usually on a separate hard drive or magnetic tape, so that the data are safe in case the original file is damaged or lost. The resulting copy is also called a backup. Backup copies are usually stored on devices that can be removed from the computer and kept separately from the originals.

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Backward compatible: The ability of a software program or piece of hardware to access, read and use data files created using previous versions of the software or hardware.

Bar code: A type of code used on labels to be read by an electronic scanner. Each bar code is unique and identifies a specific item, file or box.

Budget: In a business or government environment, a statement of an organisation’s financial position over a specified period of time, based on estimates of expenditure and proposals for financing those expenditures.

Business: The core functions of an organisation, intended to contribute to the achievement of the organisation’s mission.

Business process: A task or a set of coordinated tasks and activities that exist to accomplish a specific purpose. For example, the task of recruiting a new staff member to an organisation can be broken down into specific business processes such as advertising the position, inter-viewing candidates, selecting and appointing the successful candidate, adding him / her to the payroll and so on.

Case papers / files: Papers or files relating to a specific action, event, person, place, project or other subject

Classification: In a records and archives environment, the process of identifying and arranging business activities and the resulting records into categories according to logically structured conventions, methods and procedural rules.

Classified records: Records that have been restricted in their circulation and access because they contain information that needs to be protected from unauthorised access. Classified records may bear security markings such as ‘confidential’.

Coding system: In a classification scheme, a representation of information through the use of letters and / or numbers, in accordance with a pre-established set of rules, in order to establish a logical framework for accessing and retrieving information and records.

Competitor: In a business or government environment, anyone outside an organisation, project or business process that competes for the same resources (inputs) or provides the same or similar products or services (outputs).

Content management: The process of establishing policies, systems and procedures in an organisation in order to oversee the systematic creation, organisation, access and use of large quantities of information, especially in different formats and applications.

Continuation file: In a records and archives environment, a new file opened when the old file on the subject has reached its cut-off date within a file cycle.

Control documentation: In a records and archives environment, recorded information that monitors and governs the creation, maintenance, use and disposal of records. These may also be known as control records.

Copyright: A right by law that allows the creator or author of a work of authorship, such as a piece of writing, music, picture or photograph, to determine who may publish, copy and distribute that work. Copyright usually remains with the creator of a work for a legally established time, after which the work moves into the public domain and can be freely used by other people.

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Current records: Records regularly used for the conduct of the current business of an organisation or individual. These may also be known as active records.

Customer: Anyone who needs, uses or benefits from the output of a process. Sometimes they may also be known as a client.

Data set: In a computer environment, a group of related electronic records that are organised and treated as a unit. The term is often used interchangeably with data file.

Database: A structured assembly of logically related data designed to be used in various software applications.

Database record: A complete set of information in a database; records are composed of fields, each of which contains one item of information.

Description: In a records and archives environment, the process of capturing, analysing, organising and recording information that serves to identify, manage, locate and explain records and the contexts and records systems that produced them.

Destruction: The disposal of records through incineration, pulping, shredding, deletion or another method, so that it is impossible to reconstruct the records.

Disposal: In a records and archives environment, the actions taken to fulfil the requirements outlined in appraisal reports and retention and disposal schedules to retain, destroy or transfer records. Note that disposal is not synonymous with destruction, though destruction may be one disposal option.

Disposal date: In a records and archives environment, the date on which actions specified in a retention and disposal schedule should be performed. Actions may include destruction, review, archival retention or transfer to storage.

Document management: The systematic control of documents by predetermined rules, principles and techniques.

Dummy: In a records and archives environment, a card, sheet or other indicator placed on or near the place where a record is normally stored to denote its removal and indicate its present location.

File: In a records and archives environment, an organised physical assembly of documents, usually held within a folder, that have been grouped together for current use or because they relate to the same subject, activity or transaction. A file is usually the basic unit within a record series.

Indexing: In a records and archives environment, the process of establishing terms to describe and provide access to records and archives.

Integrity: The quality of being whole and unaltered through loss, tampering or corruption.

Keyword: A term or combination of terms taken from the title or text of a document or file; the keyword helps to characterise the content or subject of the material and establish an access point for its retrieval.

Mandate: In a business or government environment, the source of authority for an organisation’s activities.

Metadata: Data describing the context, content and structure of records and their management through time. The preservation of the record with its associated metadata is

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necessary to maintain the integrity of the record. Types of metadata include technical / structural, administrative, descriptive, preservation and use.

Non-current records: Records no longer needed for the conduct of current business. These are also known as inactive records.

Policy files: In a records and archives environment, operational files relating specifically to the creation of policies and procedures.

Record: In a records and archives environment, documentary evidence, regardless of form or medium, created, received, maintained and used by an organisation (public or private) or an individual in pursuance of legal obligations or in the transaction of business.

Record keeping: The act of documenting an activity by creating, collecting or receiving records and ensuring that they are available, understandable and usable for as long as they are needed.

Reference number: In a records and archives environment, a number or combination of letters and numbers assigned to an item.

Retention: The function of preserving and maintaining records for continuing use.

Retention and disposal schedule: A document identifying the records of an organisation or administrative unit and specifying which records should be preserved permanently as archives and which can be destroyed after a certain period as obsolete or superseded. The retention and disposal schedule provides ongoing authorisation for the transfer of records from offices to records centres, along with the destruction of obsolete records and the preservation of archival materials.

Retention period: In a records and archives environment, the length of time that records should be retained in an office before they are archived or destroyed as obsolete. The retention periods chosen for different records should be based on legislative or regulatory requirements as well as on administrative and operational requirements.

Tracking: In a records and archives environment, the process of documenting the movements and uses of records so that their whereabouts are known at all time.

Unique identifier: In a records and archives environment, a reference number assigned to a record so that it can be distinguished from all other records.

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Section 2 - Assessment toolsAssessment is all about collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms that the learner can perform to the expected workplace standard, as outlined in the units of competency.

This section contains the summative assessment tools that are to be used in assessing this unit of competency. The assessment tools have also been mapped against the requirements of unit assessment; these may be reviewed in the TEIA document BSB20115 Mapping Guide. Assessors can use this mapping information to complete required assessment records.

It is an important responsibility of assessors to complete the assessment records themselves. This ensures all additional assessment activities deemed appropriate or required by the assessor, in addition to those within this document, are included in these records.

Section Two contains the following information:

2.1 Summative assessment

2.2 Solutions – general guidance

2.3 Solutions – summative assessment

2.4 Evidence of competency

2.5 Assessment records

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2.1 Summative assessmentSeparate each assessment tool as required in the assessment process.

Task OverviewThe assessment for this unit is distributed across several tasks within the virtual scenario.

The assessment tool is a portfolio of collected evidence from the scenario tasks.


Task Seven – Assemble a new fileTask overviewThe learner selects Task Seven from the Your Tasks tab and is presented with an email directing them to the task description and hints from Kim Richards in their Intray. The Task Description directs the learner to complete two urgent tasks for Martin O’Malley and then prepare some documents for a future staff meeting.

The learner will also be directed to the Office Manager's office to collect other documentation required to complete the task.

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

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

Accessing government forms and information

Completing forms

Despatch of information

o Office Policies and Procedures Manual

o Receive and Dispatch Outgoing Mail

Receiving and Distributing Incoming Mail

Document creation

Correspondence and Business Writing Style Guide

Team Trust Activity

Using a word processing package and a letter template

Using Microsoft Word Help

Using templates and styles in word processing

Using a presentation package

Using Microsoft PowerPoint Help

Searching for information

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Search and assess on-line information

Teamwork

Achieving Team Goals

Active Listening

Dealing with Conflict

Giving and Receiving Feedback

Completing a Timesheet

Virtual registered Training Organization

o Word Processing workbook

o Spreadsheet workbook

o PowerPoint workbook

o Internet and Email workbook

o Teams workbook

o Mail workbook

To view the competencies addressed in Task 7, open the Course and click on Your Tasks, then Task 7, then Task Competencies or refer to Appendix 1: Task – Competencies in this guide

Return of work expected from learnersThere are a number of activities that the learner must complete throughout the task. All of these activities require learners to submit their answers to you:

By email attachment:

Location of the missing file

Memo on information security and file movement

Completed Task Planning Sheet

By Australia Post, other postal services or by hand delivery:

The newly assembled customer file

Resources Validity for Task SevenThe following table shows the resources that are available to assist learners to complete this task. At regular intervals some of the content will need to be checked for validity as indicated:

Resource Location Validity Check

Task Description Intray in Main Office Review occasionally

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Internet Main Office computer / Library

Review occasionally

Intranet - Forms Main Office computer / Library

Review occasionally

Templates Main Office computer / Library

N/A

Virtual RTO Taxi vouchers Review occasionally

Audio overview of Preparing and Delivering Documents

Accessed via Kim Richards N/A

Written overview of Preparing and Delivering Documents

Accessed via Kim Richards N/A

Task Planning Sheet Intray in Main Office N/A

Internet Sites Internet Computer in Library Check all sites regularly

Registered Training Organization (virtual)

Workbooks in:

Word Processing workbook

Spreadsheet workbook

PowerPoint workbook

Internet and Email workbook

Teams workbook

Mail workbook

Use Taxi Vouchers on desk in Main Office to access the virtual Registered Training Organization - AIET

Review occasionally

Workbooks: Specific learning materials from the delivering body needs to be inserted here and maintained as required.

Learning Object: Filing and Indexing Activity

Intray N/A

Office Policies and Procedures Manual

Internet Computer in Library N/A

Receive and Dispatch Outgoing Mail


Receiving and Distributing Incoming Mail


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Task Eight: Process incoming mail Task overviewThe learner selects Task Eight from the Your Tasks tab and is presented with an email directing them to a task in their Intray. The learner clicks on the task and receives a short description of the task. The learner is to collect a range of financial data from various parts of the office and then compile a spreadsheet to a set standard.

The learner will be provided with a Task Planning Sheet that lists the activities that should be completed.

Content resources availableTo complete the task the learner will access information regarding:

Business Terminology:

Business Terminology Manual

Document creation:

Correspondence and Business Writing Style Guide

Editing marks

Using a word processing package and a letter template:

Using Microsoft Word Help

Using templates and styles in word processing

Using a spreadsheet package:

Using Microsoft Excel Help

Using formatting and styles in word processing

Completing a Timesheet:

Understanding Task Codes

Virtual registered Training Organization

Word Processing workbook

Spreadsheet workbook

Workplace Communications workbook

To view the competencies addressed in Task 8, open the Course and click on Your Tasks, then Task 8, then Task Competencies or refer to Appendix 1: Task – Competencies in this guide.

Return of work expected from learnersThere are a number of activities some of which require learners to submit their answers to you.

By email attachment:

Copy of Ivan Kruber’s diary showing rescheduled appointments

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Letter to client indicating change of meeting and reason

Copy of email to Ivan Kruber informing him of the changes and reasons

Copy of Henri’s Glietman’s altered diary

Letter to KingZ indicating date and time of equipment service

Copy of email to whole of office informing them of service and consequences

Letter indicating receipt of funds

Comparison table of equipment


Resources Validity for Task EightThe following table shows the resources that are available to assist learners to complete this task. At regular intervals some of the content will need to be checked for validity as indicated.


Task Description Intray in Main Office N/A

Budget Brief Intray in Main Office N/A

Audio Introduction to the matter by Henri Gleitman

Accessed from Henri Gleitman

N/A

Written Introduction to the matter by Henri Gleitman

Accessed from Henri Gleitman

N/A

Audio Introduction to the matter by Maree Taylor

Accessed from Maree Taylor N/A

Written Introduction to the matter by Maree Taylor

Accessed from Maree Taylor N/A

Audio Introduction to the matter by Ivan Kruber

Accessed from Ivan Kruber N/A

Written Introduction to the matter by Ivan Kruber

Accessed from Ivan Kruber N/A

Incoming mail Check occasionally

Memo template Computer in Main Office N/A

Task Planning Sheet Intray N/A

Letters and guidelines for letters in this office

Office Policies and Procedures Manual in the Library

N/A

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Confidentiality and Security Manual

Library Catalogue in the Library

Registered Training Organization (virtual)

Workbooks in:

Word Processing

Spreadsheets

Workplace Communications

Use Taxi Vouchers on desk in Main Office to access the virtual Registered Training Organization - AIET

Review occasionally

Workbooks: Specific learning materials from the delivering body needs to be inserted here and maintained as required.

Internet Sites (as outlined below)

Internet Computer in the Library

Each Internet Site should be checked at regular intervals.

Task Ten – Process inactive filesTask overviewThe learner selects Task Ten from the Your Tasks tab and is presented with an email directing them to the task description and hints from Kim Richards in their Intray. The task description directs the learner to three files containing multiple documents in the filing and photocopying room. The learner is asked to consider the documents in the files particularly with respect to:

which of these files could be considered for destruction?

whether there are any documents or correspondence which should be archived?

if any correspondence should be retained?

A briefing document detailing recommendations is then to be prepared for the office Manager.

A book about office filing practices constitutes the range of content resources available to assist the learner in completing the task.

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

types of files.

content of files.

systems of filing.

creating new files.

managing and updating files.

culling and destroying files.

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Return of work expected from learnersThere are a number of activities that the learner must complete throughout the task. These are to be returned as email attachments or through the learning management system’s collection process:

Briefing document

Crossword Puzzle Test


Resource Validity for Task TenThe following table shows the resources that are available to assist learners to complete this task. At regular intervals some of the content will need to be checked for validity as indicated:


Task Description Intay in Main Office N/A

Confidentiality and Security information.

On the desk in the Main Office

Review occasionally. Update in accordance with changes in industry practices.

Workbooks in:

Word Processing

Workplace Information

Virtual Registered Training Organization – AIET

Specific learning materials from the delivering body needs to be inserted here and maintained as required.

Learning Object: Crossword Puzzle Activity

Intray N/A

Filing Handbook Copier/Filing Room Review occasionally. Update in accordance with changes in technology

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2.2 Solutions - General guidanceAssessors should review the solutions provided and adapt and/or contextualise them (and assessment activities themselves where necessary) to suit the training and assessment context as part of their moderation activities. This will ensure consistency of assessment.The solutions to assessment activities serve as a reliable guide to the type of information that should be included in the assessment candidate’s response. Refer to the assessment activities when assessing learner responses or evaluating assessment evidence. The answers provided by the assessment candidate will vary due to a number of factors, including the:

candidate’ s own experiences

candidate’ s workplace experiences

training situations and strategies presented by the trainer

interpretation of the assessment activity by the assessment candidate/assessor

type of organisation, work practices, processes and systems encountered by the candidate.

The nature and variety of the tasks presented means that in some cases there will be numerous correct responses, and the solutions provided cannot cater for all contexts and eventualities.

In general terms:

For questions with a single answer, this guide provides the correct answer.

For questions that do not have a single answer, it is understood that answers will vary within certain parameters.

For questions where the candidate has to list a certain number of items, Aspire has provided a more comprehensive listing from which candidate responses may be drawn. However, this list may not in all cases be definitive, and assessors should account for other possible correct responses.

For activities that involve responding to a case study, Aspire has provided an example of how the candidate may respond. Depending on the question, the terminology used will indicate either what the candidate should have included in their response, or may have included. However, assessors should take into account different phrasing used by the candidate, or different responses that may be equally correct.

For activities that take place in the workplace or involve workplace documentation, Aspire can only provide an example response. Assessors should consider whether the candidate has achieved the intent of the activity, taking into account the candidate’s workplace context.

For activities that involve writing reports or completing documentation provided, Aspire can only provide an example response. Assessors should again consider whether the candidate’s response is appropriate to the task within the context of the candidate’s training and/or workplace.

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2.3 Solutions – Summative assessment

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

Email File LocationThe student is required to find the missing file and inform Kim Richards. For competency the student must have found the file and informed, via email, the teacher of the file’s location. Example of response is below:

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Memo on Information Security and File MovementAssessor judgement is required. Exemplar response provided below:

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Letter to Marg ScottsenSample letter below. Assessor judgement required; work must be of a similar standard to the sample below:

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File ChecklistAssessor judgement required.

Note: Once students have completed the file checklist they must then send in an electronic copy of the entire file in a Word document. Once the teacher has approved the electronic file the student may then print out the file and mail it to the school. Exemplar provided below:

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Mailed Customer FileAssessor judgment required as the provided file will differ according to learner circumstances. An image below provides a broad understanding of the parameters; the standard required is that expected from a small business office.

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Task EightRescheduled diary – Ivan Kruber

For competency the student must complete the three elements:

• Rearrange the diary and make required adjustments to all affected appointments

• Inform by email Ivan Kruber

• Inform by email Kim Richards

To: Ivan Kruber

From: Student Name

Subject: Furniture Décor store opening cancellation

Date: 10 August 201X

Dear Mr Kruber,

Your appointment with Furniture Décor (see below), has been cancelled as you are required by Kim Richards to attend a Trade Exhibition in Townsville from

August 19 – 20 as a replacement for another manager who has taken ill.

Regards

Student’s Name

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Student Name

Administration Assistant

Temperate Wholesalers.

To: Kim Richards

From: Student Name

Subject: Furniture Décor store opening cancellation

Date:10 August 201X

Dear Kim Richards,

Ivan’s appointment below has been cancelled via a letter sent informing client. Ivan will be in Townsville attending a Trade Exhibition from 19-20 August.

Regards,

Student Name


Temperate Wholesalers

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Henri’s Adjusted Diary

An email of Henri’s diary must be sent to Kim (teacher).

Note: Students must reschedule the appraisal with Mal Cotter as the lunch is in Melbourne

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KingZ Office Equipment LetterFor competency the student must have prepared a letter using the company’s letterhead, addresses business standards and have accurate spelling, grammar and punctuation.

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Mr Angelopolous’ Letter

For competency the student must have prepared a letter using the company’s letterhead, addresses business standards and have accurate spelling, grammar and punctuation.

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Email to Office Staff

Students must send an email to all office staff notifying them of the photocopier maintenance. Assessor judgement is required; exemplar provided below.

To: All Staff

From: Student Name

Subject: Photocopier Service

Date: 22 August 201X

Dear Staff,

The office photocopier will be undergoing servicing on Friday 18th August between 12pm and 3pm. As a result you will not be able to use it during this time. Sorry for the inconvenience.

Student Name


Temperate Wholesalers

Comparison Table on Required Equipment

Prepare a table for Kim on required office equipment: Three facsimile options priced under $1200 or three computer options priced under $3000 or three printer options priced under $10,000.

For competency the student may provide information on any of the forms of equipment provided they comply with: financial constraints; use of a comparative table format; provide relevant information; and, email table to Kim (teacher).

Assessor judgment is required in this element.

Sample table on next page…

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Computer Comparison

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Printer Comparison

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Fax Machine Comparison

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Incoming Mail Activity

For competency students must complete the activity, take a print screen and email it to their teacher.

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Task TenPlease note that suggested action depends on the date of the document. Therefore, the suggested action may change on a yearly basis.

File Briefing Document

File Name: Edwards File

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File Name: Dengate File

File Name: Cavendish

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Crossword

Students must attempt the crossword again and compare their knowledge and understanding from when the attempted the crossword in task 1. Students will then email in a print screen of their completed crossword.

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2.4 Evidence of competencyEvidence is information gathered that provides proof of competency. While evidence must be sufficient, trainers and assessors must focus on the quality of evidence rather than the quantity of evidence.

Rules of evidenceThere are four rules of evidence that guide the collection of evidence. Evidence must be:

valid – it must cover the performance evidence and knowledge evidence

sufficient – it must be enough to satisfy the competency

current – skills and knowledge must be up to date

authentic – it must be the learner’s own work and supporting documents must be genuine.

Principles of assessmentHigh quality assessments must be:

fair – assessments are not discriminatory and do not disadvantage the candidate

flexible – assessments meet the candidate’ s needs and include an appropriate range of assessment methods

valid – assessments assess the unit/s of competency performance evidence and knowledge evidence

reliable – there is a common interpretation of the assessments.

Types of evidenceTypes of evidence that can be collected, sighted or validated include:

work records such as position descriptions, performance reviews, products developed and processes followed and/or implemented

third-party reports from customers, managers and/or supervisors

training records and other recognised qualifications

skills and knowledge assessments

volunteer work.

Gathering evidenceEvidence can be gathered through:

real work/real-time activities through observation and third-party reports

structured activities.

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Evidence can also be gathered through:

formative assessments: where assessment is progressive throughout the learning process and validated along the way by the trainer – also known as assessment for learning

summative assessment: where assessment is an exercise or simulation at the end of the learning process – also known as assessment of learning.

Evaluating evidenceThe following steps may help you evaluate evidence.

Step 1: Evidence is gathered.

Step 2: Rules of evidence are applied – evidence is valid, sufficient, current and authentic.

Step 3: Evidence meets the full requirements of the unit/s of competency.

Step 4: The assessment process is valid, reliable, fair and flexible.

Step 5: The trainer or assessor makes a straightforward and informed judgment about the candidate and completes assessment records.

2.5 Assessment recordsLearners must provide evidence of how they have complied with the performance and knowledge evidence requirements outlined in the unit of competency. These requirements should be assessed in the workplace or in a simulated workplace; assessment conditions are specified in each unit of competency.

You can use the following assessment forms to record the learner’s evidence of competency:

The Assessment Instructions Checklist helps the trainer/assessor provide clear instructions to the candidate as to which assessment activities to complete.

The Pre-Assessment Checklist helps the trainer determine if the learner is ready for assessment.

The Self-Assessment Record allows the learner to assess their own abilities against the requirements of the unit of competency.

The Performance Evidence Checklist facilitates the observation process; it allows trainers to identify skill gaps and provide useful feedback to learners.

The Knowledge Evidence Checklist can be used to record the learner’s understanding of the knowledge evidence; it allows trainers to identify knowledge gaps and to provide useful feedback to learners.

The Portfolio of Evidence Checklist helps the trainer annotate or detail aspects of the learner’s portfolio of evidence.

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The Workplace Assessment Checklist can be used by the learner’s supervisor to show workplace-based evidence of competence.

The Observation Checklist/Third Party Report records the candidate’s performance in the workplace.

The Record of Assessment form is used to summarise the outcomes of the assessment process in this unit.

The Request for Qualification Issue is used by the assessor to inform the RTO authorities that the process for issuing a Statement of Attainment or Qualification may commence.

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Assessment instructions – BSBINM201Candidate’ s name: Unit of competency: BSBINM201 Process and maintain workplace informationTrainer/assessor: Date:

The candidate must complete the following assessment activities, provided by the trainer/assessor:

Y/N Whole activity/ specific questions

Candidate Self-assessment

Final assessment - Task 7



Portfolio

Workplace Assessment

Workplace Assessment (video)

Competency Conversation (using RPL)

Workplace Observation

Third Party Report

Other assessment activities as detailed below:

Candidate signature: Date:

Assessor/trainer signature: Date:

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Pre-assessment checklist – BSBINM201Candidate’ s name: Unit of competency: BSBINM201 Process and maintain workplace informationTrainer/assessor: Date:

Checklist

Talked to the candidate about the purpose of the assessment Yes No

Explained the unit of competency Yes No

Discussed the various methods of assessment Yes No

In consultation with trainer/assessor, the following assessment methods will be used:

Question/answer Observation/Demonstration Log, Journal, Diary

Case study Portfolio, work samples Third Party Reports

Reports

Assessment environment and processWhen will assessment occur?

Where will assessment occur?

Special needs (if any)

How many workplace visits are required (if appropriate)?

What resources are required?

Information has been provided on the following:

Confidentiality procedures Re-assessment policy Appeals process

Regulatory information Authenticity of candidate’ s work

Discussed self-assessment process Yes No

Summarised information and allowed candidate to ask questions Yes No



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Self-assessment record – BSBINM201Candidate’ s name: Part D

Unit of competency: BSBINM201 Process and maintain workplace informationTrainer/assessor: Date:

Tasks

I do the workplace task…

Candidate’s comments…very wellI’m sure I can do the

task

…quite wellI think I can do the task

…no, or not well

I don’t (or can’t) do the

task

I am able to send and receive emails.

I am able to collect workplace information according to organisational policies and procedures and related regulatory requirements

I am able to process workplace information according to organisational policies and procedures and related regulatory requirements

I am able to record and document information accurately within expected timeframes

I store, classify and maintain documents and records correctly, e.g. effectively make use of the workplace’s filing system or document management procedures

I follow the legislative requirements for keeping workplace records

I am able to follow routine organisational policies and procedures relating to collecting and processing workplace information

I am able to use the workplace filing systems including paper based and software based.


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Performance evidence checklist – BSBINM201Candidate’ s name: Unit of competency: BSBINM201 Process and maintain workplace informationTrainer/assessor: Date:

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

Collect and process workplace information according to organisational policies and procedures and related regulatory requirements

Record and document information accurately within expected timeframes

Store, classify and maintain documents and records correctly, e.g. effectively make use of the workplace’s filing system or document management procedures

In the assessment/s of the candidate’s performance evidence, did they demonstrate the four dimensions of competency?

Task skills

Task management skills

Contingency management skills

Job/role environment skills

The candidate’ s performance was: Not satisfactory Satisfactory

Feedback to candidate:



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Knowledge evidence checklist – BSBINM201Candidate’ s name: Unit of competency: BSBINM201 Process and maintain workplace informationTrainer/assessor: Date:

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

Key provisions of relevant legislation, regulations, standards and codes of practice that may affect information management

Organisational policies and procedures relating to collecting and processing workplace information

Organisational recordkeeping/filing systems and security procedures

A range of filing systems including paper based and software based.

In the assessment/s of the candidate’s knowledge evidence, did they demonstrate the four dimensions of competency?

Task skills

Task management skills

Contingency management skills

Job/role environment skills

The candidate’ s performance was: Not satisfactory Satisfactory

Feedback to candidate:



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Portfolio of evidence checklist – BSBINM201Candidate’ s name: Part E

Unit of competency: BSBINM201 Process and maintain workplace informationTrainer/assessor: Date:

Description of evidence to include in portfolio

Assessor’ s comments Tick*

V S C A



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

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Workplace assessment checklist – BSBINM201Candidate’ s name: Part F

Unit of competency: BSBINM201 Process and maintain workplace information

Trainer/assessor: Date:

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

Performance evidence Candidate demonstrates the ability to:

Evidence provided/observation comments

collect and process workplace information according to organisational policies and procedures and related regulatory requirements

record and document information accurately within expected timeframes

store, classify and maintain documents and records correctly, e.g. effectively make use of the workplace’s filing system or document management procedures

Knowledge evidenceCandidate knows and understands:

key provisions of relevant legislation, regulations, standards and codes of practice that may affect information management

organisational policies and procedures relating to collecting and processing workplace information

organisational recordkeeping/filing systems and security procedures

a range of filing systems including paper based and software based.

Workplace supervisor’ s signature:

Date:

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TEIA Ltd

Observation Checklist/Third Party ReportThis is a confidential report. It is for the perusal of the supervisor, the candidate and the assessor. (Part G)

Name of candidate:

Units of competency:


As part of the assessment for the units of competency above we are seeking evidence to support a judgement about the above candidate’s competence. This report may be completed as either an Assessor Observation Checklist or a Third Party Report where the candidate has access to a suitable work environment. Multiple reports may be completed where a single person is unable to verify all elements.

Note that assessors may also use this document to record and confirm competency in routine tasks associated with a learning program over an extended period of time, i.e. accumulated evidence.

This report is being completed as:

Assessor Observation Third Party Report

Name of Supervisor:

Position of Supervisor:

Workplace:

Address:

Telephone:

Email:

Has the purpose of the candidate's assessment been explained to you? Yes No

Are you aware that the candidate will see a copy of this form? Yes No

Are you willing to be contacted should further verification of this statement be required?

Yes No

What is your relationship to the candidate?

How long have you worked with the person being assessed?

How closely do you work with the candidate in the area being assessed?

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What is your experience and/or qualification(s) in the area being assessed? (Include teaching qualifications if relevant.)

Does the candidate consistently perform the following workplace activities? Yes No

Collect and process workplace information according to organisational policies and procedures and related regulatory requirements

Record and document information accurately within expected timeframes

Store, classify and maintain documents and records correctly, e.g. effectively make use of the workplace’s filing system or document management procedures

Apply the key provisions of relevant legislation, regulations, standards and codes of practice that may affect information management in that workplace, e.g. privacy

Follows the organisational policies and procedures relating to collecting and processing workplace information

Follows the organisational recordkeeping/filing systems and security procedures

Makes effective use of the range of filing systems including paper based and software based. Found in this workplace.

Task 1 Through a short video demonstrate how you file several documents in a paper

based system. Through a short video demonstrate how you store digital documents within a

computer system. (It is strongly recommended to use the video glasses for this task.)

Comment (if relevant):

Task 2 Your supervisor will ask you to retrieve several documents from both paper

based systems and digital storage.

Comment (if relevant):

Does the candidate: Yes No

perform job tasks to industry standards?

manage job tasks effectively?

implement safe working practices?

solve problems on-the-job?

work well with others?

adapt to new tasks?

cope with unusual or non-routine situations?

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Overall, do you believe the candidate performs to the standard required by the units of competency on a consistent basis?

Yes No

Identify any further training in this area that the candidate may require:

Comments:

Supervisor’s Signature: Date:

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Record of Assessment BSBINM201 Process and maintain workplace information

Name of candidate

Name of assessor

Use the checklist below as a basis for judging whether the candidate’s document and supporting evidence meets the required competency standard.

Yes No

Collect information

1.1 Collect information in a timely manner and ensure it is relevant to organisational needs

1.2 Use business equipment/technology available in the work area to effectively obtain information

1.3 Apply organisational requirements relating to security and confidentiality in handling information

Process workplace information

2.1 Use business equipment/technology to process information in accordance with organisational requirements

2.2 Process information in accordance with defined timeframes, guidelines and procedures

2.3 Update, modify and file information in accordance with organisational requirements

2.4 Collate and despatch information in accordance with specified timeframes and organisational requirements

Maintain information systems

3.1 Maintain information and filing systems in accordance with organisational requirements

3.2 Identify, remove and/or relocate inactive or dead files in accordance with organisational requirements

3.3 Establish and assemble new files in accordance with organisational requirements

3.4 Update reference and index systems in accordance with organisational requirements

How candidate meets unit of competency requirements as a whole.

Yes No

Critical evidence requirements met

Underpinning knowledge and understanding demonstrated

Key competencies / Employability skills demonstrated at appropriate level

Sufficiency of evidence

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

Candidate is:

Competent Not competent at this time

Withdrawn after participation Withdrawn without participation

Not seeking assessment

Signed by the assessor: Date:

Feedback to candidate

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Request for Qualification IssueAs the assessor this course working with this learner, my records indicate the following Statements of Attainment/Qualification should be issued as detailed below:

Student’s Name:

Organisation:

Qualification/Statements of Attainment Details

Statement/s of Attainment

Units of Competency to be issued

Tick if SOA required

Full Qualification

BSB20115 Certificate II in Business Tick if Qualification

required

BSBWHS201 Contribute to the health and safety of self and others

BSBWHS201 Contribute to the health and safety of self and others

BSBIND201 Work effectively in a business environment

BSBIND201 Work effectively in a business environment



BSBINM202 Handle mail BSBINM202 Handle mail

BSBCMM201 Communicate in the workplace BSBCMM201 Communicate in the workplace

BSBITU201 Produce simple word processed documents

BSBITU201 Produce simple word processed documents

BSBITU202 Create and use spreadsheets BSBITU202 Create and use spreadsheets

BSBITU203 Communicate electronically BSBITU203 Communicate electronically

BSBWOR202 Organise and complete daily work activities

BSBWOR202 Organise and complete daily work activities

BSBWOR203 Work effectively with others BSBWOR203 Work effectively with others

BSBWOR204 Use business technology BSBWOR204 Use business technology

BSBCUS201 Deliver a service to customers BSBCUS201 Deliver a service to customers

BSBFLM303 Contribute to effective work relationships

BSBFLM303 Contribute to effective work relationships

BSBITU303 Design and produce text documents BSBITU303 Design and produce text documents

Qualification requirements: 1 core unit (BSBWHS201) and 11 elective units

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Assessor’s Review

As the assessor I have… Yes No

Checked that all units of competency listed have been judged Competent.

Checked other Training Package requirements have been addressed (e.g. foundation skills, essential elements, etc.)

Confirmed Literacy and Numeracy requirements as per qualification have been achieved.

Comments:

Assessor’s Name:

Assessor’s Email: Assessor’s Telephone:

Authorised by School/Institution

Representative:

Date:

Processed at RTO by:

Date:

Note: The issuing of the qualification incurs a fee. This may change so contact TEIA for the most current arrangement. An invoice will accompany the printed documents and be returned by post to either the candidate or the funding organisation.

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GlossaryThis glossary explains common terminology used in the VET sector and in this trainer’s and assessor’s guide.

Access and equity: Applying access and equity principles to training and assessment means meeting the individual needs of learners without discriminating in terms of age, gender, ethnicity, disability, sexuality, language, literacy and numeracy level, etc.

Assessment: Assessment means collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms the learner can perform to the expected workplace standard, as outlined in the units of competency.

Assessment mapping: Assessment mapping ensures assessments meet the requirements of the unit/s of competency through a process of cross-referencing.

Assessment records: Assessment records are the documentation used to record the learner’s evidence of competency.

Assessment tools: Assessment tools are the instruments and procedures used to gather, interpret and evaluate evidence.

AQTF: The AQTF is the Australian Quality Training Framework. It was superseded by the VET Quality Framework and the Standards for NVR Registered Training Organisations in some jurisdictions in July 2011.

AQTF standards: The AQTF standards are national standards designed to ensure high-quality training and assessment outcomes. They were superseded by the VET Quality Framework and the Standards for NVR Registered Training Organisations in some jurisdictions in July 2011.

ASQA: ASQA is the Australian Skills Quality Authority, the national regulator for Australia’s vocational education and training sector. ASQA regulates courses and training providers to ensure nationally approved quality standards are met.

Authentic/authenticity: Authenticity is one of the rules of evidence. It means the learner’s work and supporting documents must be genuinely their own.

Competency: Competency relates to the learner’s ability to meet the requirements of the unit/s of competency in terms of skills and knowledge.

Current/currency: Currency is one of the rules of evidence. It means ensuring the learner’s skills and knowledge are up to date.

Delivery plans: Delivery plans are lesson plans that guide the process of instruction for trainers.

Dimensions of competency: The dimensions of competency relate to all aspects of work performance. There are four dimensions of competency: task skills, task management skills, contingency management skills and job/role environment skills.

Fair/fairness: Fairness is one of the principles of assessment. It means assessments must not be discriminatory and must not disadvantage the candidate.

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Flexible/flexibility: Flexibility is one of the principles of assessment. It means assessments must meet the candidate’s needs and include an appropriate range of assessment methods.

Knowledge evidence: Knowledge evidence is specified in the unit of competency. It identifies what a person needs to know to perform the work in an informed way.

Performance evidence: Performance evidence is specified in the unit of competency. It describes how the knowledge evidence is applied in the workplace.

Principles of assessment: Principles of assessment ensure quality outcomes. There are four principles of assessment – fair, flexible, valid and reliable.

Recognition: Recognition is an assessment process where learners match their previous training, work or life experience with the performance and knowledge evidence outlined in the units of competency relevant for a qualification.

Reliable/reliability: Reliability is one of the principles of assessment. It means that assessment must have a common interpretation.

Rules of evidence: Rules of evidence guide the collection of evidence. There are four rules of evidence – it must be valid, sufficient, current and authentic.

Skill sets: Skill sets are single units of competency or combinations of units of competency that link to a licence, regulatory requirement or defined industry need. They build on a relevant qualification.

Standards for NVR Registered Training Organisations 2011: The Standards for NVR Registered Training Organisations superseded the AQTF in some jurisdictions in July 2011. They are designed to ensure nationally consistent, high-quality training and assessment services for the clients of Australia’ s vocational education and training (VET) system.

Sufficient/sufficiency: Sufficiency is one of the rules of evidence. Sufficiency of evidence means there is enough to satisfy the unit/s of competency.

Training and assessment strategy: A training and assessment strategy must be developed by training organisations for all their training programs. It is a framework that guides the learning requirements.

Valid: The term valid relates to the rules of evidence and principles of assessment. It means meeting the unit/s of competency’s performance and knowledge evidence requirements.

Validation of assessment: Validation of assessment means a range of assessors must review, compare and evaluate assessments and assessment processes on a regular basis to ensure they meet the unit/s of competency assessed. The evaluation process must be documented and form part of the RTO’s continuous improvement process.

VET Quality Framework: The VET Quality Framework superseded the AQTF in some jurisdictions in July 2011. It is aimed at achieving greater national consistency in the way providers are registered and monitored and in how standards in the VET sector are enforced.

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