OZ Assignment help: BSB07 Business Services Training

This Teacher Guide will assist teachers and trainers wishing to use the Toolbox either in its complete form, or as a source of learning components in the development of their teaching programs.

The Teacher Guide’s purpose is to show how the Toolbox resources can be effectively used to assist in the delivery of a coherent program. It is written in a non-prescriptive way, assuming that the trainers will want to select aspects of the Toolbox, substitute others and customise for their own audience including learners with language, literacy and numeracy needs.

Toolbox3 maintenance update

This Toolbox underwent a maintenance update in 2009 and has been rebranded Admin Toolbox3 (formerly Admin Toolbox2).

It should be used as a support resource alongside official training package materials. It is the responsibility of those delivering to ensure that all information is correct at the time of delivery.

The Toolbox has been updated to meet Series 12 technical specifications. Content changes have been made so that the Toolbox can be used to support delivery of the BSB07 Business Service Training Package. Following is a summary of content changes:

· BSBITB501A Establish and maintain a workgroup computer network
This unit replaces BSBADM501A Manage the establishment and maintenance of a workgroup network. Updated unit code, unit name and unit specific information.

· BSBADM502B Manage meetings
Updated the unit code.

· BSBADM503B Plan and manage conferences
Updated the unit code.

· BSBADM504B Plan or review administrative systems
Updated the unit code.

· BSBFIM502A Manage payroll
Updated the unit code and unit specific information.

· BSBADM506B Manage business document design and development
Updated the unit code.

· BSBRKG502B Manage and monitor business or records systems
Updated the unit code and unit specific information to reflect additional key criteria.

· BSBHRM506A Manage recruitment selection and induction processes
Updated the unit code.

· BSBRES401A Analyse and present research information
Updated unit code and unit specific information to reflect additional key criteria.

· BSBINN502A Build and sustain an innovative work environment
This unit replaces BSBCMN412A Promote innovation and change. Updated unit code, unit name and unit specific information to reflect new elements and key criteria.

· BSBLED401A Develop teams and individuals
Updated unit code.

Section 1: Overview of the Admin Toolbox3

1.1 Introduction

The Admin Toolbox3 provides a valuable source of training material for the delivery of eleven units in BSB50407 Diploma of Business Administration from the Business Services Training Package (BSB07).

This Teacher Guide has been developed to support you in using the Toolbox as a resource in the delivery of your teaching program. It explains all the activities the Toolbox contains and how activities relate to particular units of competency. It also offers suggested customisation and delivery strategies to maximise the learning experience for your learners. It highlights the positive benefits that can be achieved by encouraging a collaborative learning environment for online learners.

1.2 About the Teacher Guide

This Teacher Guide is divided into six sections:

· Section 1: Overview of the Admin Toolbox3

· Section 2: Organising structure, context and key features

· Section 3: Getting started

· Section 4: Tasks and activities

· Section 5: Online teaching strategies

· Section 6: Access and equity.

1.3 Qualification supported

The Admin Toolbox3 supports the BSB50407 Diploma of Business Administration from the Business Services Training Package (BSB07).

1.4 Learners

1.4.1 The target audience

The Toolbox is designed to be used for training in business administration around Australia. Recognising that there will be differences in terminology, legislation, etc across different states and territories, the Toolbox tries to take a generic approach. It is hoped that trainers will use discussions (face-to-face or online) to give learners an understanding of local requirements where appropriate.

1.4.2 Learner characteristics

Learners accessing the Admin Toolbox3 may come from a wide range of backgrounds with various experiences and needs. Some will have prior employment experience in business administration, perhaps even at management level.

The majority of learners currently studying business administration tend to undertake those competencies specifically relating to their immediate needs.

The design of this Toolbox caters for both learner groups. Learners can work through an entire unit of competency, or explore specific topics or activities of personal interest.

1.5 Prior knowledge

Learners may have limited experience with online learning and they may require varying levels of support from the trainer. It is important, however, to remember that while the learners may have limited online learning experience, they are likely to be experienced users of computers in the workplace.

It is desirable that learners have:

· adequate literacy and numeracy levels

· basic computer skills

· some experience using online communication tools such as email, discussion forums and chat rooms.

Research suggests that learners in the target audience generally:

· are workplace-based

· have previously studied to at least Certificate IV level (equivalent to first year university level)

· are in the 30–45 age group

· are predominantly female

· have significant work experience

· are motivated to acquire a formal qualification

· have highly developed computer and communication skills

· are adaptable to the online environment

· are self-directed learners who will work to their own study plans.

1.6 Toolbox Implementation Guide

A copy of the Toolbox Implementation Guide can be found at http://toolboxes.flexiblelearning.net.au/documents/index.htm

The Toolbox Implementation Guide has been designed to help you get started with using the Toolbox and is based on the experiences of training providers nationally who have been working with Toolbox products over the last few years. The guide focuses mainly on supporting teachers and trainers involved in Toolbox product implementation, but will also be a useful reference for technical, support and other staff.

It contains four main sections:

· Finding your way around Toolbox products – things you should know.

· Different ways you can use your Toolbox product for training delivery and support.

· Planning for the implementation of your Toolbox product.

· Further reading and helpful websites.

Section 2 – Organising structure, context and key features

2.1 Units of competency

The resources in the Toolbox support delivery of BSB50407 Diploma of Business Administration from the BSB07 Business Services Training Package.

The Toolbox may be also being useful to support delivery of BSB50207 Diploma of Business from the BSB07 Business Services Training Package.

The units of competency covered are summarised below.

National code	Units name	Nominal hours
BSBITB501A	Establishment and maintain a workgroup computer network	30
BSBADM502B	Manage meetings	30
BSBADM503B	Plan and manage conferences	30
BSBADM504B	Plan or review administration systems	50
BSBFIM502A	Manage payroll	30
BSBADM506B	Manage business document design and development	60
BSBRKG502B	Manage and monitor business or records systems	40
BSBHRM506A	Manage recruitment selection and induction processes	60
BSBRES401A	Analyse and present research information	40
BSBINN502A	Build and sustain an innovative work environment	50
BSBLED401A	Develop teams and individuals	30

Note: The qualification packaging rules allow a variety of elective choices for BSB50407 Diploma of Business Administration. See Volume 1 of the BSB07 Business Services Training Package for details.

2.2 Context

The Admin Toolbox3 structure allows learners to take an active and constructive role in their own learning by placing the learner in the role of a staff member at the fictional company, ValleyView Publishing. An overarching project, complete with project brief from the General Manager of the company, asks the learner to engage in all the learning materials to achieve specific objectives. A set of tasks and sub-tasks leads the learner on their journey through a combination of self-directed, collaborative, reflective and synthesising project activities.

The situation-based instructional design strategy of this Toolbox can be explained with an example. The Toolbox contains a capstone strategic goal designed to integrate all the units of competency. This goal is broadly stated to be setting up a new multimedia branch office of ValleyView Publishing. Five main strategic objectives (called tasks) stem from this broad goal. The tasks are broken into sub-tasks, which are the action points for learning in the Admin Toolbox3.

The approach for the task ‘Determine suitable location for new office’ is summarised in the following table.

Task & situation	Matched units
Determine suitable location for new office This task leads to four situations: · Organise meeting to discuss company needs · Develop location brief · Research possible locations · Present findings and make recommendation.	BSBADM502B Manage meetings BSBRES401A Analyse and present research information

Section 4 of this Guide examines these features in more detail and suggests some tips for using each in a learning strategy.

2.3 Key features

Competency selection tool

A competency selection tool showing the way situations link with elements of competency for the units is available for teachers and learners. It is built into the Toolbox and is summarised at the end of this Teacher Guide. As the learner selects and enters into a task, a learning sequence unfolds according to the following structure.

· Sub-tasks for the workplace or ValleyView
The selected tasks are explained in more detail here. Key information is provided to help with role-play and to guide reflection in a workplace context.

· Key points
The key points are summarised according to competency requirements.

· More info
This section is made up of topics and includes notes, activities and other learning materials that address the competencies covered by the tasks. The learning materials are arranged in file structures that enable teachers to select and present resources in any arrangement, allowing teachers and learners to jump in and out of sequences to suit their needs. It means teachers can choose to use the product as a complete package or tailor it with minimal disruption.

Navigation

The Toolbox has been designed to ensure that navigation is as simple as possible. The following features have been included to assist movement around and between the resources.

Accessing the Toolbox

Access to the Toolbox is via the entry page.

The entry page also includes links to important information about technical requirements, the general disclaimer, credits, Teacher Guide and Technical Guide.
After entering the Admin Toolbox3, the home page is displayed. This page provides access to the Introduction, Project brief, Your project, ValleyView, Communication and Unit list.

The General Manager of ValleyView Publishing, Angus Smissen, introduces the major project and discusses the role of the learner.

Global navigation

Once learners leave the home page, various areas (Home page, ValleyView, Your project and the Meeting room) are accessible via the top navigation bar.

The links at the top of the navigation bar give access to:

· home page

· ValleyView page (to access resources through the Intranet and Website).

· your project page

· A link to the meeting room for discussions.

Note: You will need to arrange for the meeting room to be set up for your learners if you wish to use it.

Selecting a unit of competency

From the Home page, learners select Units to open the Index of units.

Index of units

The learner selects a link to begin a unit.

Once a learner selects a unit, the unit page is displayed. The learner selects a link to begin a topic. (The learner can also return to the Index of units page).

If a learner chooses a topic, the next page provides links to unit sub-tasks and projects. The learner selects the project brief for Your workplace or ValleyView, and a sub-task topic to work through. Each topic provides a list of Key points that cover the sub-task activities and More info provides a series of activities with a self test checklist at the end.

Projects

User selects either Your workplace or ValleyView.

More info

User selects a topic to begin sub-tasks.

Key points

Key information covering each topic.

If a learner chooses a more info link, sub-task pages are displayed. Pages can be viewed using the side menu. This feature has been added as part of the 2009 update. The side menu is immediately below the navigation bar on each activity screen.

In the example below, the topic Conduct ongoing review and assessment for new and existing operational procedures has several sub-tasks. The grey box at the top of the side index returns learners to the topic selection page. The blue boxes link to each sub-task page. These pages include information, activities and self-assessments.

2.4 Site map of the learning environment

2.5 How do I put together a learning program?

Your role as teacher is the key to providing adequate learning support. The learning activities together with this Guide will give you ideas about how to encourage and support learners during the learning process.

Teaching strategies should be selected to reflect the varying learning needs, educational backgrounds and preferred learning styles of the individual learner and the specific requirements of each element of the units of competency being studied.

It is expected that teachers will want to select the learning objects most relevant to their learners’ needs and their own teaching styles. Teachers may wish to:

· determine the order of presentation

· substitute or add their own materials

· provide additional case studies and/or example business scenarios.

The Toolbox materials are not intended to:

· restrict training providers to using the materials in their entirety

· replace the role of the teacher in the learning process

· stipulate assessment approaches.

2.6 Using the Toolbox components

This section describes the main components and highlights some potential teaching strategies that you may like to adopt.

2.6.1 Project brief

The Project brief is a background document giving the users extra details about the tasks and sub-tasks within the Toolbox. The brief is a scene-setting tool important for contextualising the situation-based approach. It is accessed from the Home page.

2.6.2 Introduction

The introduction is a simple tour of the main Toolbox features. It is a useful way for learners and teachers to remind themselves of the capabilities of the resources. It is accessed from the Home page

2.6.3 ValleyView

ValleyView Publishing is the fictional company used as a case study to encourage role-play and reflection as the learner transits through the tasks. Access to ValleyView is available at all key levels in the Toolbox: on the homepage and in the units, tasks, sub-tasks and topic pages.

The ValleyView area has been redesigned as part of the 2009 update. The main entry page for ValleyView resources is shown below.

From this page learners can use either the Intranet or Website links to research information and complete many of the Toolbox tasks and activities.

Here is the front page of the ValleyView Intranet.

Here is the front page of the ValleyView Website.

2.6.4 Your project

Learners can work through the Toolbox on a unit or project level. The Your project page is accessed from the homepage or top navigation bar. This page includes links to:

· a competency map showing how project tasks and sub-tasks relate to units of competency.

· project tasks.

2.6.5 Units

If a learner chooses Units from the homepage, the Index of units page displays. This page provides links to the tasks and topics on a unit basis.

The content of each unit of competency is provided within several topics, which address a particular aspect of the work involved. Topics are supported by resources available in the ValleyView intranet and website.

Learners may ask whether they should start learning through the units or through the project (Your project). For teachers, it is a matter of preference. Either pathway covers the competency requirements. The competency selection tool can help match gaps in learner knowledge, and this may determine the best learning path to take. In general, working through the project is recommended to fulfill problem-based learning objectives.

2.6.6 Activities and self-assessment checklists

A range of learning activities is included in each topic. These range from collaborative activities to quizzes that provide immediate feedback.

Each topic includes a self-assessment checklist that addresses the content covered. Self tests provide learners with an opportunity to test and identify specific gaps in their knowledge.

A self-assessment checklist is not a comprehensive examination of a learner's knowledge of a topic. Rather, it is there to highlight gaps in their knowledge so that learners can focus their learning on these areas.

Section 3: Getting started

3.1 The teaching perspective

· Become familiar with the project brief, paying special attention to the map of competencies related to tasks and sub-tasks.

· Review project tasks for ValleyView and the workplace within the sub-task Develop a brief and decide which will serve the student best.

· Identify activities within each of the More info sections that students could submit for competency assessment.

· Identify activities within each More info section for which students need to use the collaborative learning tools, such as the bulletin board (ValleyView Meeting room) or email, or a social learning tool of your choice.

3.2 Preparing learners to use the Admin Toolbox3

It is important to prepare learners to use the Toolbox. The following tips for teachers and trainers highlight important information you should consider when introducing Toolboxes into your courses.

· Set aside adequate time to familiarise yourself with the Toolbox so you can properly support your learners.

· Internet sites change over time so make sure you check for broken links prior to using the Toolbox.

· Plan ahead and set realistic time frames for implementation.

· Integrate the Toolbox into your teaching delivery, just as you would any new teaching resource.

· Using a Toolbox is not about leaving learners alone to learn for themselves, but about using a new medium as a part of an overall teaching delivery strategy.

· Where possible, provide an orientation to the Toolbox in a practical, face-to-face session where learners actually use the Toolbox. In this session, include clear directions on how you want the learners to work through the Toolbox and define the methods of communication that will be used throughout the course (if applicable).

· If you choose to conduct group activities via discussion forums or wikis, you will need to set up discussion threads/wiki headings prior to commencing the activity.

· You may need to provide instructions to the learners on how to use communication tools such as email, forum, wiki, virtual conferencing or chat.

3.3 Assessment strategies

Assessment of a unit of competency requires the learner to gather sufficient evidence to demonstrate competency for all the required skills and knowledge.

Within each competency, a selection of activities could form part of the assessment requirements. As a teacher, you may choose to adapt, supplement or modify these tasks and activities to fit your overall approach.

3.4 Suggested teaching strategy

A situation-based approach might follow these general steps.

Orientation

Meeting to discuss learner needs, competency mapping for identifying task/s best suited for learning and general Toolbox and online learning familiarisation.

Getting started

Teacher familiarises learner with the selected sub-tasks and determines
whether any modification is needed for Toolbox activities.

Communication policies are established and agreed upon
(that is, preferred modes of teacher–student and student–student interaction).

Assessment policies and processes are established and agreed upon.

Competencies and required evidence are discussed.

Evidence gathering opportunities, responsibilities and procedures are discussed; for example, learners may save files to an assessment folder for collation into a portfolio.

Student makes a start on selected parts of the project.

Progression

Learner reads the project brief, becomes familiar with project tasks and sub-tasks, studies the key points and self-assessment and works through topics to fill knowledge gaps.

Topic activities encourage student collaboration.

Self-assessment checklists enable tracking of progress.

Learner collects ongoing evidence of competency.

Learner provides feedback to teacher as requested.

Teacher facilitates and coaches learner through learning sequences as required.

Conclusion

Learner organises and presents portfolio of evidence for assessment.

Teacher finalises competency assessment according to the feedback and other interactions during the Toolbox learning experience.

3.5 Hardware and software requirements

Following are some general hardware and software requirements. Please refer to the Technical Guide for detailed information.

3.4.1 Hardware

To use the learning material in this Toolbox, learners will need a computer with the following features:

· IBM® compatible with a 1000 MHz processor running Windows 2000, XP, Vista, or

· Apple Macintosh® with a 500 MHz processor running OSX v10.3.0 with:

o 256 Mb of RAM

o 1024 x 768 pixel display

o CD-ROM drive

o internet access

o sound card.

3.4.2 Software

Learners will also need the following software/plug-ins installed on their computer:

· Internet Explorer 6.0 or above (http://www.microsoft.com/ )

· Firefox 2.0 or above (http://www.mozilla.com/ )

· Safari 1.3 or above (http://www.apple.com/ )

· Microsoft® Word 97 or a similar word processing program to open and use downloadable forms, checklists and worksheets.

· Adobe® Flash Player 9. If you haven’t got this plug-in, you can download and install the latest free version from: www.adobe.com

· Adobe® PDF Reader 6.0 or above. If you haven’t got this plug-in, you can download and install the latest free version from: www.adobe.com

Incorrect versions of these applications could result in information being shown in an unreadable form or not shown at all.

3.5 Customisation

To customise resources in this Toolbox you will need:

· an HTML text editor to edit web pages

· a word processor to edit documents.

If customisation of multimedia interactions is required, other software may be necessary.

Please refer to the Technical Guide for further information.

3.6 Customising a Toolbox for single unit delivery

You may only want to offer one or two units from the Toolbox, or limit access to certain units and/or streams or even individual pages from time to time.

To disable access to areas of the Toolbox, open the page that contains the links, and edit the link target for the unit, topic or page you wish to disable to point to shared/disabled.htm. Now when users click these buttons they will receive a message saying that this content is not available at this time. You can modify this message by changing disabled.htm.

If you want to distribute a smaller version by pruning the unnecessary content, you will need to follow the above process, and in addition delete the appropriate folders in the content directory.

For delivery of one entire unit you will need to make sure that you include all of that unit’s information, including tasks, topics and information in the ValleyView area.

You should refer to the \toolbox1213\tasks\matrix_units.htm page. This page contains the unit name and lists all tasks that make up the content of the unit. Clicking on a task will take you to that task’s index page. Here you will find navigation (More info links) to individual topics contained within that task. Navigate to all tasks and topics and write down the topic numbers so you know which ones you need to keep to make up an entire unit.

Please refer to the Technical Guide for further information.

Section 4: Tasks and activities

Eleven units of competency are covered in the Toolbox. Learners are able to access the unit list through the menu on the home page.

The following section provides details for each unit of competency, the purpose of activities, supporting files and relationship to other units of competency.

4.1 BSBLED401AA Develop teams and individuals

This unit is incorporated into one major task with two related sub-tasks. The overarching project goal at ValleyView Publishing is to set up a new branch office. The task of developing and conducting staff training and professional development is critical.

Learners work through the competency BSBLED401A Develop teams and individuals to develop an ongoing training program for new and existing staff and develop a plan for improved work performances, either in ValleyView or a real workplace. Teachers may assess competency according to feedback provided during the project.

Task	Sub-task	* Related competencies
Develop and conduct staff training and professional development	Develop ongoing training program for new and existing staff	BSBLED401A/01 BSBLED401A/02 BSBLED401A/03
	Develop plan for improved work performances	BSBLED401A/01 BSBLED401A/02 BSBLED401A/03

*Integrated sub-tasks may cross over some competencies.

4.1.2 Sub-tasks

Activities for sub-tasks are located in more info areas.

The teacher will need to reach agreement with learners about how the teams might be formed and reports presented and submitted for each of the tasks.

Develop ongoing training program for new and existing staff

Learners collaboratively conduct an audit of learning and development needs in ValleyView or another workplace, and develop a learning program.

Identify the development needs of staff	What is learning and development? Current trends in organisations Organisational requirements drive staff development What are organisational requirements? Identifying the organisation’s goals Impact on staff learning and development Who is responsible for staff development? Determining development needs of staff Self-assessment checklist
Teams and individuals	Teams and groups Types of work teams Characteristics of an effective team Phases of team development Pros and cons of teams Workplace culture Norms and values Self-assessment checklist
Develop a learning plan	What is a learning plan? Staff collaboration Learning opportunities Content and format of a learning plan Team learning plan Individual learning plan Identifying learning outcomes Recording competency outcomes Monitor and modify learning plans Self-evaluate performance and areas for improvement Self-assessment checklist
Implement programs and opportunities for development	What is a program of learning opportunities? Developing and implementing learning programs Develop clear program goals and objectives Learning styles Activities and support materials Timelines and resources Coaching and mentoring Self-assessment checklist

Develop plan for improved work performances

Learners assume the role of team manager at ValleyView or another organisation and submit a report about the task of effective management and managing for improved team performance.

Setting team and individual goals	Team goals and individual goals Planning and allocating work Negotiating and allocating individual tasks When things go wrong Self-assessment checklist
Monitoring team performance	Checking the progress of the team Checking the progress of individuals Identify, discussing and resolving team members’ difficulties Dealing with conflict: respecting diversity and difference Providing constructive and appropriate feedback Ensure training needs are met Self-assessment checklist
Evaluating achievement	Assessing the team’s achievements Presenting an evaluation Encouraging team members to self-assess Encouraging team members to recognise and develop their skills Encouraging ideas about developing alternative workplace practices A formal evaluation process Rewarding achievements Self-assessment checklist

4.1.3 Special features

As well as a number of discussion topics, research and practical activities, the following interactive activities are included in this competency.

· Quizzes

· Self-assessment checklist

· Animations

4.1.4 Alternative approaches

The Australian workplace presents many opportunities for analysing and implementing training and work improvement plans. Learners can describe and analyse examples from their own experience, or the teacher may offer case studies from real organisations.

A project may involve a research report into the training needs of a particular organisation, including those arising from performance feedback and skills audits.

4.2 BSBRES401A Analyse and present research information

This unit is incorporated into one major task with three related sub-tasks. The overarching project goal at ValleyView Publishing is to set up a new multimedia branch office. The task of determining a suitable location for the new office is critical.

Learners work through the competency BSBCMN405A Analyse and present research information to develop a business brief, conduct business research and present research findings professionally. Teachers may assess competency according to feedback provided during the project.

Task	Sub-task	* Related competencies
Determine suitable location for new office	Develop a business brief	BSBRES401A/01 BSBRES401A/03
	Business research	BSBRES401A/01 BSBRES401A/02
	Present research findings professionally	BSBRES401A/03

*Integrated sub-tasks may cross over some competencies.

4.2.1 Sub-tasks

Activities for sub-tasks are located in more info areas.

The teacher will need to reach agreement with learners about how the teams might be formed and reports presented and submitted for each of the tasks.

Develop a business brief

Learners collaboratively conduct an audit of learning and development needs in ValleyView or another workplace, and develop a learning program.

The importance of planning	Clarifying the brief Including organisational requirements Style and format of the report The reader(s) Your role Self-assessment checklist
Structuring	Structuring your approach Developing an action plan Timelines Self-assessment checklist

Conduct business research

Learners collaboratively conduct an audit of learning and development needs in ValleyView or another workplace, and develop a learning program.

Research needs	What is research? Research objectives Workplace requirements Legislation Self-assessment checklist
Define the research	Develop or clarify the brief Determine the methodology Develop an action plan Self-assessment checklist
Conducting research	Research tools Gathering information Legal issues Relevant information/data Citing other sources Analysing information Developing conclusions Developing recommendations Self-assessment checklist

Present research findings professionally

Learners collaboratively conduct an audit of learning and development needs in ValleyView or another workplace, and develop a learning program.

Plan the report	Style and format Structure Parts of a report Using technology Self-assessment checklist
Write the report	Principles of good writing Make your writing clear and readable Spelling and punctuation Self-assessment checklist
Present the report.	Edit and revise Distributing your report Seeking feedback Self-assessment checklist

4.2.2 Special features

As well as a number of discussion topics, research and practical activities, the following interactive activities are included in this competency.

· Listen to audio scripts

· Quizzes

· Self-assessment checklist

4.2.3 Downloads

The following downloads are available in this competency.

· Brief: In-house versus freelance editors

· Report type, style and format table

· Coordination of ValleyView Annual Report

· ValleyView Action plan

· Publishing proposal

4.2.4 Alternative approaches

The Australian workplace presents many opportunities presenting research findings. Learners could use research skills to complete requirements for other units. For example, produce a research report into the training needs of a particular organisation, including those arising from performance feedback and skills audits to satisfy some of the requirements for BSBLED401A Develop teams and individuals

4.3 BSBINN502A Build and sustain an innovative work environment

This unit is incorporated into one major task with one related sub-task. The overall project goal at ValleyView Publishing is to set up a new branch office.

Learners work through the competency BSBINN502A Build and sustain an innovative work environment to review existing procedures and adapt to new operations, in ValleyView or a real workplace. Teachers may assess competency according to feedback provided during the project.

Task	Sub-task	* Related competencies
Build and sustain an innovative work environment	Develop and present a plan for supporting innovation and change at your workplace	BSBINN502A/01 BSBINN502A/02 BSBINN502A/03 BSBINN502A/04 BSBINN502A/05

*Integrated sub-tasks may cross over some competencies.

4.3.1 Sub-tasks

Activities for sub-tasks are located in more info areas.

The teacher will need to reach agreement with learners about how the teams might be formed and reports presented and submitted for each of the tasks.

Develop and present a plan supporting innovation and change at your workplace Learners are asked to identify innovative change, establish innovative workplace practice and develop new ways promote innovative practices in ValleyView or another business.

It is also essential to provide learning opportunities for staff in line with organisational procedures and requirements to support innovative change in the workplace.

Lead innovation by example

What is innovation?

Provide models of innovative practice

What is workplace change?

Options for change

What is management innovation?

Leadership, Culture and Management

Management styles and the culture of innovation

Consultation in the workplace

Mutual respect and trust in the workplace

Change, survival and assessing the risk

Understanding the focus of administration

Analysing your situation

Self-assessment checklist

Establish innovative work practices	Supporting innovation Emerging innovative practices Characteristics that support innovation More about workplace change Planned versus reactive change People and change Use technology to facilitate innovative ideas and change Supporting and involving staff through innovative change Collaborating in the workplace Social support in the workplace Effective team leadership Negotiate ways to maximise opportunities for innovation Seeking feedback from others Self-assessment checklist
Promote innovation in the workplace	Suggestions for improvement Internal drivers of change External drivers of change Respond positively to suggestions from the team How to celebrate innovation and team success Communicate goals and objectives of innovative change Identifying effective ideas Evaluating ideas Monitoring and evaluation Monitoring techniques Recording and reporting evaluations Review and monitor effectiveness Self-assessment checklist
Create a workplace environment that supports innovation	Evaluating the physical workplace environment What is Lean? Collaboration to enhance the workplace Occupational health and safety in your office How do 5 Whys help the office environment? Allocation of resources to achieve innovative change Being realistic about change implementation Planning Office Layout Designing an office workplace Organising work to facilitate innovative work skills Self-assessment checklist

Provide learning opportunities

Provide mentoring and coaching to support change

Provide guidance and coaching to team

Training options for the workplace

Providing feedback to team members

Team reflection and discussion

Assess impact of innovative change

Negotiate improved methods to manage innovative change

Self-assessment checklist

4.3.2 Assessment suggestion

Learners are asked to develop and present a plan to build and sustain innovative change at ValleyView or in their own workplace.

While some ideas are suggested for the change topic, learners may prefer to develop their own plans. Whatever the topic chosen, it should be submitted to the teacher for approval.

The learner is required to submit a portfolio that includes:

· a written report and other resources used for the presentation

· any documents relating to the analysis of the resources used

· a description of any activities or exercises to be conducted with the team.

The teacher will need to specify how the portfolio should be presented and submitted.

4.3.3 Special features

As well as a number of discussion topics, research and practical activities, the following interactive activities are included in this competency.

· Listen to audio scripts

· Quizzes

· Self-assessment checklist

4.3.4 Downloads

· Memo: Administrative staff strategic focus

· ValleyView objectives

· Senior Managers meeting minutes

· Memo: Restructure

· OHS Safety report

· 5 Whys worksheet

· Feedback: Staff room burn accident

· Staff list

· Memo: Work space innovation

· Providing good quality feedback (A good practice guide)

· Mentoring young people (A guide to effective practice for mentoring young people)

· Good practice workforce strategies case study guide

4.3.5 Websites

· 20 of the most important inventions of the next ten years http://images.businessweek.com

· Chally Group www.chally.com.au

· Business Council of Australia www.bca.com.au

· GKG Global innovators award www.gjkfacilitiesservices.com.au/main/home.htm

· GKG Global innovators award www.gjkfacilityservices.com.au

· WorkSafe Victoria www.workcover.vic.gov.au

· Toyota Production System http://en.wikipedia.org/wiki/Toyota_Production_System

· Victorian Government Public Records Office www.prov.vic.au

4.3.6 Alternative approaches

Lead innovation by example

Significant learning can occur from listening to guest speakers, doing research, examining case studies and drawing conclusions.

· Learners can be encouraged to research case studies to bring to the group for discussion and ‘lessons learned’ activities derived from the case studies.

· The sub-task activities provide opportunities for the teacher to introduce a range of guest speakers or case studies of innovative organisational leaders.

· Learners can be encouraged to research innovative leaders and the results of their innovative leadership and present their research to the class. It would be useful for the teacher to identity the motivations and characteristics of innovative leaders.

Establish innovative work practices

This topic is highly suited to workplace application and provides perfect opportunities for workplace-based assignments.

· An assignment can involve a student case studying their own workplace by identifying innovative change or a change that was introduced in their workplace. This change may have been planned in response to a changing environment or an increase in productivity or to meet future challenges.

· Learners can conduct an in-depth case study for presentation to other learners.

· Learners can identify strategies for a more successful commitment to change in their workplace at the time.

Promote innovation in the workplace

This sub-task has application across broad areas of the workplace.

· Learners can be asked to identify any changes in procedures or practices at their workplace. Learners can consult other staff, evaluate innovative ideas and promote innovation in the workplace. Learners can report on methods used for collecting information, evaluation tools and strategies to assess their own change processes.

It will be important for the teacher to ensure that learners negotiate this change process with their workplace supervisor. The teacher may also need to approve the activity before the student approaches their workplace supervisor.

Create a physical environment that supports innovation

This sub-task has application across broad areas of the workplace.

· Learners can evaluate and report on the physical environment of another business, then compare with their own workplace or ValleyView.

· Learners may provide a physical model of a physical environment to encourage collaboration with other staff and develop a positive work space.

Provide learning opportunities

This sub-task is effective in all areas of business providing professional development for staff in all departments.

· Learners can work in small teams to share knowledge for a particular task carried out regularly, reporting back on lessons learnt from the experience.

· Learners can investigate areas of professional development required in their workplace. Recommending the best type of training available, benefits, cost, restrictions if any and location.

4.4 BSBITB501A Establish and maintain a workgroup network

By determining equipment and network requirements, either in ValleyView or a real workplace, learners will confront the competencies for the unit BSBITB501A Establish and maintain a workgroup network. Teachers may assess competency according to feedback provided during the project.

Task	Sub-task	* Related competencies
Establish and maintain systems	Determine equipment and network requirements	BSBITB501A/01 BSBITB501A/02 BSBITB501A/03

*Integrated sub-tasks may cross over some competencies.

4.4.1 Sub-tasks

Activities for sub-tasks are located in more info areas.

The teacher will need to reach agreement with learners about how the teams might be formed and reports presented and submitted for each of the tasks.

Determine equipment network requirements

Learners are asked to manage the establishment and maintenance of a workgroup network at ValleyView or in their own workplace.

Manage the establishment of a workgroup network	What is a workgroup network Organisational policy budget Scalability and the future Shared resources Types of access Selecting system and application software Coordinate the installation of software Tracking software licences Storing physical media Self-assessment checklist
Manage the maintenance of a workgroup	Security and access Responding to problems Fixing the minor problems Fixing major problems Planned maintenance Self-assessment checklist
Assist and train network users	Making the most of your network Provide training to new and existing users Self-assessment checklist

Note: The learner is required to submit a report outlining the needs of a workgroup network, including size, number of access points, scalability, types of access required, types of software required and support and training needs.

If the learner has selected the ValleyView option, the teacher will need to ensure that the learner has negotiated an agreed plan of approach with the teacher. This will include nominating the type and size of the work group.

If the learner selects the workplace option, the teacher should clarify with them the nature and size of the workgroup with which they will be working.

4.4.2 Special features

As well as a number of discussion topics, research and practical activities, the following interactive activities are included in this competency.

· Quizzes

· Self-assessment checklist

· Animations

4.4.3 Alternative approaches

Manage the establishment of a workgroup network

It is possible that some students will not be required to establish a workgroup network in their workplaces, so the teacher may need to guide the learners through the more info activities.

· It would be helpful for learners if the teacher facilitated class presentations and guest speakers using computer consultants to discuss determining the need for and establishment of a workgroup network. This highlights the fact that it is not necessary to have IT expertise, but it is necessary to know where to access relevant information and be able to negotiate with contractors and consultants.

· Provide learners with a scenario that requires them to work collaboratively with other learners to develop a brief for a network consultant.

· If learners work in a situation where there is no workgroup network, they can prepare a feasibility study into the establishment of a workgroup network for their workplace. Learners can present their research and recommendations to the learner group for discussion.

Manage the maintenance of a workgroup network

This topic is suitable for workplace application. It will be meaningful if the teacher asks the learner to assess:

· security and access issues for their own workplace network

· procedures in their own workplace for responding to network problems

· procedures for fixing minor problems in their workplace

· procedures for fixing major problems in their workplace

· the network maintenance schedule at their workplace.

· The learner can develop new procedures and a maintenance schedule for their workplace. If there is a nominated person already working in this role, the teacher should ensure that learners negotiate these activities with that person.

Assist and train the network users

This topic is suitable for workplace application. It provides learners with the opportunity to reflect upon their own workplaces and how a workgroup network can increase productivity and efficiency. Learners should negotiate any workplace-based activities with the workplace supervisor and other appropriate staff.

· If the learner is working in an environment where there is an existing workgroup network, they can examine positive and negative aspects of the network and look at how the network might be improved.

· The learner can assess whether their network is being used to its full capacity and whether staff are able to make use of the network efficiently.

· The learner can prepare a workplace evaluation and develop a plan for ensuring efficient use of the network.

· If the learner is working in an environment where there is not an existing network, they can select an assignment that looks at how a workgroup network might help to increase productivity and efficiency. The assignment should also include a development plan for ensuring appropriate staff usage.

4.5 BSBADM502B Manage meetings

This unit is incorporated into one major task with one related sub-task. Since the overarching project goal at ValleyView Publishing is to set up a new branch office, the task of determining a suitable location for the new office is critical.

By organising a meeting, either in ValleyView or a real workplace, learners will confront the competencies for the unit BSBADM502B Manage meetings. Teachers may assess competency according to feedback provided during the project.

Task	Sub-task	* Related competencies
Determine suitable location for new office	Organise a meeting	BSBADM502B/01 BSBADM502B/02 BSBADM502B/03

*Integrated sub-tasks may cross over some competencies.

4.5.1 Sub-tasks

Activities for sub-tasks are located in more info areas.

The teacher will need to reach agreement with learners about how the teams might be formed and reports presented and submitted for each of the tasks.

Organise a meeting

The learner must organise and chair a number of meetings at ValleyView or in their own workplace. The following lists sub-tasks and activities.

About meetings	Reasons for meetings Is a meeting the only option? When not to have a meeting Types of meetings Legal requirements of meetings Australian meeting laws Corporations law Invalid meetings Self-assessment checklist
Developing an agenda	Why an agenda is important Planning the agenda Sequencing the agenda Content of the agenda Formatting the agenda Altering the agenda Self-assessment checklist
Meeting style and structure	Managing effective meetings An effective Chair Meeting options Synchronous communication: same time – same location Synchronous communication: same time – different location Asynchronous communication: different time – same location or different time – different location Self-assessment checklist
Setting up a meeting	How many participants? Arranging a date and time Venue Room set-up Identifying participants Catering for meetings Notifying participants Preparing participants Preparing and sending out papers Dispatch of papers Self-assessment checklist
Meetings in progress	The role of the Chair Specific powers of the chair A typical meeting Substantive and procedural motions Point of order Amendments Voting Do the techniques of chairing a meeting change with the medium? People are complex Dealing with conflict Conflict resolution Managing difficult situations Hidden agendas Functions of the minutes Consistency and variation Other recording issues Circulating the minutes Self-assessment checklist

4.5.2 Special features

As well as a number of discussion starters, research and practical activities, the following interactive activities are included in this competency.

· Quizzes

· Animations

· Listen to audio

· Watch video

· Interactive media

· Self-assessment checklist

4.5.3 Websites

The following websites are useful for this competency.

· Corporations Act 2001 Section 140 www.austlii.edu.au

4.5.4 Alternative approaches

About meetings

In this topic, learners conduct independent research for reporting back to the learner group.

· Learners can work collaboratively on their research topics and then present findings to the group.

· If the learner is involved in an organisation (either working or as a volunteer), they can undertake a research assignment to find out about the sorts of meetings held in the organisation, the effects of legislation and other information relevant to the meetings held in the organisation.

Developing an agenda

Throughout this topic the learner is required to prepare a number of documents. It would be advantageous if the documents were related to a real workplace.

· If the learner is not engaged in a workplace, the teacher can create opportunities for those learners to have some real-life opportunities.

· The teacher can introduce guest speakers to demonstrate suitable agenda preparation.

Meeting style and structure

· The teacher can provide video demonstrations of effective and ineffective meetings.

· The teacher can employ various ‘meeting types’ and communication methods to deliver some class-based activities as a practical demonstration of meetings and communication options.

Setting up a meeting

This topic is suitable for workplace application.

· Learners can investigate arranging meetings for groups with impairments or disabilities, focusing on special needs, for example, wheel chair users or members of the deaf community. Learner can produce on report, including venues with appropriate facilities, locating interpreters and other appropriate requirements for the chosen meeting group.

Meetings in progress

This topic is highly practical in nature with a focus on doing rather than listening or reading.

· The teacher can set up role-plays and scenarios. In a classroom the teacher can set up mock meetings where students practise their meeting participation skills and play different roles.

4.6 BSBADM503B Plan and manage conferences

This unit is incorporated into one major task with one related sub-task. The overarching project goal at ValleyView Publishing is to set up a new branch office, the task of managing the office for a start-up period is critical.

By planning future directions, either in ValleyView or a real workplace, learners can complete the competencies for unit BSBADM503B Plan and manage conferences. Teachers may assess competency according to feedback provided during the project.

Task	Sub-task	* Related competencies
Manage office for start-up period	Plan future directions	BSBADM503B/01 BSBADM503B/02 BSBADM503B/03 BSBADM503AB04 BSBADM503B/05

*Integrated sub-tasks may cross over some competencies.

4.6.1 Sub-tasks

Activities for sub-tasks are located in more info areas.

The teacher will need to reach agreement with learners about how the teams might be formed and reports presented and submitted for each of the tasks.

Plan future directions

Learners plan and manage a conference for their workplace. Clearly this would require significant workplace involvement and not every learner will be in a position to undertake these activities at work. The teacher can work with learners who are undertaking the project at work to ensure that a record is kept of their completion of the tasks and competencies required for this section. The teacher will need to arrange for a workplace supervisor to provide third-party evidence of work completed.

Plan a conference

What is a conference?

What types of conferences are there?

Planning

Conference documentation

More planning

Plan with a purpose

Organise documents

Beginning to plan

Self-assessment checklist

Organise a conference	Clarify requirements Locate a venue Electronic resources Budget Develop a registration form and procedures Prepare a program Selecting a speaker Self-assessment checklist
Promote a conference	Preliminary tasks Identify the target audience Establish a promotional strategy Reaching your audience Preparing your message Developing the promotional timeline Arranging sponsorship Setting the promotional budget Self-assessment checklist
Coordinate conference proceedings	Receive registrations and payments Transport materials and equipment to the venue One or two days before the conference On the day of the conference Personal presentation for registration desk staff Welcome delegates and speakers Brief staff Contingency plans Self-assessment checklist
Evaluate conference proceedings	Conference evaluation Participant evaluation form Self-assessment checklist

4.6.2 Special features

As well as a number of discussion starters, research and practical activities, the following interactive activities are included in this competency.

· Quizzes

· Self-assessment

4.6.3 Downloads

The following downloads are available in this competency.

· Memo: Australian tourism conference

· Steps to planning a conference

· Conference quote sheet

· Agenda

· Memo: Conference planning, arranging the first committee meeting

· Memo: Annual tourism conference

· Choosing media checklist

· Memo: Welcoming delegates

· Memo: Follow-up with conference delegates

4.6.4 Websites

The following websites may be useful:

· National privacy principles www.privacy.gov.au/materials/types/guidelines

Also search for accommodation with conferencing facilities in your state or territory.

4.6.5 Alternative approaches

Plan a conference

While learners have been presented with a comprehensive case study within ValleyView Publishing, they may also choose to take advantage of a situation within their workplace. In this case the teacher will need to negotiate through the list of tasks and activities to ensure that the learner covers the elements of competency and the assessment criteria. Alternatively, the teacher may negotiate with the learner to complete some of the ValleyView tasks while using the workplace situation for other tasks.

Organise a conference

If learners complete the more info activities they may need to use their imagination when filling in some of the details for activities in this topic. It is useful for learners to access some of the websites provided for information about current conferences and conventions.

Promote a conference

This topic can challenge learners. They may not be confident about developing promotional materials.

· The teacher can introduce activities requiring collaboration between learners.

· The teacher can introduce workshop-type sessions using guest presenters.

· The teacher can encourage learners to investigate using consultants for corporate writing and preparation of promotional materials. As it is important for learners to build skills in seeking information and appropriate expertise.

· Learners use the Internet to find examples of promotional materials for conferences and use as discussion topics with other learners.

Coordinate conference proceedings

· The teacher can introduce contingency planning, helping learners to plan for those unknown things that are bound to happen as the date of the conference draws closer.

· If there are learners completing the conference preparations in their workplace, the teacher can use those learners for presentations of ‘lessons learned’. There is also an opportunity for learners who are not currently engaged in workplace preparations to assist those workplace-based learners.

Evaluate conference proceedings

· Learners may need further assistance in developing an evaluation strategy that is tied to the aims of the conference.

4.7 BSBADM504B Plan or review administration systems

This unit is incorporated into one major task with one related sub-task. Since the overarching project goal at ValleyView Publishing is to set up a new branch office, the task of managing the office for a start-up period is critical.

By conducting ongoing review and assessment for new and existing operational procedures, either in ValleyView or a real workplace, learners will confront the competencies for the unit BSBADM504B Plan or review administration systems. Teachers may assess competency according to feedback provided during the project.

Task	Sub-task	* Related competencies
Manage office for start-up period	Conduct ongoing review and assessment for new and existing operational procedures.	BSBADM504B/01 BSBADM504B/02 BSBADM504B/03

*Integrated sub-tasks may cross over some competencies.

4.7.1 Tasks

Activities for sub-tasks are located in more info areas.

The teacher will need to reach agreement with learners about how the teams might be formed and reports presented and submitted for each of the tasks.

Conduct ongoing review and assessment for new and existing operational procedures

Learners complete the tasks for this unit in a functioning workplace. If learners are not currently working, the teacher will need to assist them in finding a workplace where they will be allowed to undertake the work required to complete the unit.

It is important to ensure that the workplace management is aware of the learning requirements for this unit and agrees to allow the learner to implement an administrative system in their workplace.

Define an effective administrative system	Types of systems Recognising aspects of an administrative system Elements of a system Self-assessment checklist
Identify current system operations	Establish enterprise objectives for selected system Consult with personnel affected by system operations Consult on quality Observe, research and record data about current system operations Clarify the problem – diagrammatically Clarify the problem – example Clarify the problem – demonstrated Self-assessment checklist
Plan an effective system	Propose a variety of solutions Select the most effective solution Costs and benefits Plan an effective system Design an effective system Identify possible sources of supply and obtain quotes Call for tenders Self-assessment checklist
Implement the system	Prepare an implementation plan and present it for approval Methods of implementation Select a time for implementation Develop procedures and circulate to staff Writing procedures Determine training requirements Skills gaps Self-assessment checklist
Monitor and review system	Establish process for monitoring correct use of system and set a review date Monitor usage to ensure that required outcomes are met Deal with contingencies, make modifications (if required) and notify users Review the system and report the outcomes Self-assessment checklist

4.7.2 Special features

As well as a number of discussion starters, research and practical activities, the following interactive activities are included in this competency.

· Quizzes

· Animations

· Listen to audio

· Self-assessment checklist

4.7.3 Downloads

The following downloads are available in this competency.

· Daily analysis chart

· Company car usage system

· Fishbone diagram

· Calls for tenders

· Gantt chart

4.7.4 Alternative approaches

Define an effective administration system

· The teacher can enhance this topic by providing other examples of systems, particularly electronic ones, so the learner can identify elements and components in other contexts.

· The teacher can ask learners to research best-practice examples of effective administrative systems that they could then present as a case study to the class.

Identify current system operations

· The teacher can take the activities in this section further and have learners identify problem areas. Groups of learners can be facilitated to conduct an analysis of the problem areas they have identified.

· Much of the focus in this section is on obtaining the correct information from a number of sources. The teacher can have learners submit their plans for obtaining information for checking before they proceed.

· Learners practise a number of methods for obtaining information including:

o Conducting a focus group

o Developing a questionnaire

o Calling for submissions

o Setting up a quality circle.

Plan an effective system

· The activities related to this topic provide scope for the teacher to introduce a range of scenarios for learners to practise:

o brainstorming

o group decision-making (Quality Circles)

o analytical skills.

· Learners can be work collaboratively in completing some of the activities in this topic. Groups of learners can critique each other’s system designs and provide feedback to each other.

· The teacher can illustrate issues related to the costs and benefits of holding face-to-face meetings. Face-to-face meetings can be expensive in terms of time, money and resources, but can have many benefits; for example, participants are able to see gestures and body language and so can get the ‘whole story’ in discussions. Meetings can also motivate and strengthen teams. Looking at factors such as these can encourage learners to think ‘beyond the square’ in terms of costs.

Implement the system

· Learners present their implementation plans to the teacher or to other learners for feedback prior to presentation to their workplace supervisor. This leaves room for learners to receive feedback and improve on their plans.

Monitor and review the system

· This topic would be well served by the introduction of a number of management tools as examples for reviewing and monitoring activities and systems. The teacher can ask learners to use some of those models to chart or review their own progress or achievement. For example, learners could prepare a Gantt chart for something of particular personal relevance such as study plans and achievements or home renovations.

4.8 BSBFIM502A Manage payroll

This unit is incorporated into one major task with one related sub-task. Since the overarching project goal at ValleyView Publishing is to set up a new branch office, the task of establishing a staff base is critical. By managing payroll services either in ValleyView or a real workplace learners will confront the competencies for the unit BSBFIM502A Manage payroll. Teachers may assess competency according to feedback provided during the project.

Task	Sub-task	* Related competencies
Establish staff base	Manage payroll services	BSBFIM502A/01 BSBFIM502A/02 BSBFIM502A/03 BSBFIM502A/04

*Integrated sub-tasks may cross over some competencies.

4.8.1 Tasks

4.5.1 Sub-tasks

Activities for sub-tasks are located in more info areas.

The teacher will need to reach agreement with learners about how the teams might be formed and reports presented and submitted for each of the tasks.

Manage payroll services

The learner develops a payroll services orientation and procedures manual for their own workplace or for ValleyView and to submit a copy of their manual.

Establish procedures for managing payroll services	Payroll management systems Establish procedures Security of payroll information Control measures Establish systems Self-assessment checklist
Prepare payroll data for forwarding to head office	Calculate salary Deductions Meet timelines Self-assessment checklist
Authorise payment of salaries	Check payroll Reconciliation Authorise payroll Respond to enquiries Self-assessment checklist
Administer salary records	Designing an induction program Coordinating the induction process Rating induction programs Training the induction coordinator Induction feedback Managing the probation period Confirmation of permanent employment Induction and performance Self-assessment checklist

Note: If the learner is developing a workplace based manual, they must ensure that:

· management is aware of the proposed activities and has agreed to allow the development of a payroll services procedures and orientation manual

· they comply with all privacy, confidentiality and commercial in-confidence requirements

· they consult with the teacher regarding their approach to this task.

If the learner is developing a ValleyView manual, they must keep a record of the resources they consulted in developing the manual.

4.8.3 Websites

The following websites may be useful for this competency.

· Australian Taxation Office (ATO) www.ato.gov.au

· Higher Education Loan Program (HECS-HELP) http://www.ato.gov.au/

4.8.4 Alternative approaches

Establish procedures for managing payroll services

· It is important that learners are aware of the complex legislation that governs the employment and remuneration of employees. Learners can investigate legislation that may apply to their workplace, along with relevant awards and certified agreements that may also be relevant. These investigations can be conducted individually or collaboratively.

· Learners can conduct risk management exercises where the teacher poses a number of scenarios and learners identify possible financial implications and develop appropriate procedures for minimising risks. Scenarios could include:

o employee termination dates not being recorded for the previous six months

o time sheets for gardening staff not been checked and authorised prior to payment

o WorkCover premiums not being paid to appropriate authorities.

· This topic provides many opportunities for development of scenarios and hypothetical challenges relevant to the security and confidentially of payroll.

Prepare payroll data for forwarding to head office

· This topic can provide scope for learners to share their experiences in managing the preparation of payroll data. The teacher will need to bear in mind that some of the information will be subject to privacy and confidentiality laws.

· Learners can conduct research into relevant legislation, awards and certified agreements for payment of staff, payroll deductions and so on.

Authorise payment of salaries

· Learners can further explore risk management and internal control issues for the management of payroll services. As with the topic Establish procedures for managing payroll services, the teacher can create a number of case studies and scenarios for learners to solve or prevent from happening, such as the following:

o one of the administrative staff has reduced her time fraction from full-time to 0.6, however, this change has not been entered on the payroll system and she has been overpaid

o the person who usually authorises the payroll is away and there is no one else who can authorise the payroll.

Administer salary records

· Learners can conduct research into relevant legislation and taxation requirements for administering salary records.

· the teacher can pose a number of problems for learners to solve. These problems could be related to:

o tax free thresholds

o employees not providing tax file numbers

o HECS deductions

o salary packaging

o Fringe Benefits Tax

o superannuation payments.

4.9 BSBADM506B Manage business document design and development

This unit is incorporated into one major task with two related sub-tasks. Since the overarching project goal at ValleyView Publishing is to set up a new branch office, the task of establishing and maintaining systems is critical. By determining document needs, and designing and developing documents, either in ValleyView or a real workplace, learners will confront the competencies for the unit BSBADM506B Manage business document design and development. Teachers may assess competency according to feedback provided during the project.

Task	Sub-task	* Related competencies
Establish and maintain systems	Determine document needs	BSBADM506B/01
Establish and maintain systems	Design and develop documents	BSBADM506B/02 BSBADM506B/03 BSBADM506B/04 BSBADM506B/05

*Integrated sub-tasks may cross over some competencies.

4.9.1 Sub-tasks

Activities for sub-tasks are located in more info areas.

The teacher will need to reach agreement with learners about how the teams might be formed and reports presented and submitted for each of the tasks.

Determine document standards

Learners determine documents standards at ValleyView or in their own workplace.

Identify requirements for document design and production

Types of documents

Document standards and templates

Organisation requirements

Costs

Appropriate technology now and in the future

Self-assessment checklist

Design and develop documents

Learners design and develop a procedures manual for managing website standards for ValleyView or their own workplace.

Design documents	Managing document design Readability Meeting the organisation’s requirements User testing Self-assessment checklist
Work with templates	Developing standard text Testing automated functions Helping others to use templates effectively User guides The master file Naming and storing master files Disseminating information about new templates and macros Training staff Self-assessment checklist
Monitor, evaluate and adjust documents	Continuous improvement Develop improvement strategies Implement improvement strategies Monitor and review Documentation standards and the organisation Self-assessment checklist

4.9.2 Special features

As well as a number of discussion starters, research and practical activities, the following interactive activities are included in this competency.

· Quizzes

· Self-assessment checklist

4.9.3 Downloads

The following downloads are available in this competency.

· Client profile template

· Computer function table

4.9.4 Websites

The following websites may be useful for this competency.

· User testing techniques – site reviews www.pantos.org.atw.35283.htm

· User testing – How to find out what users want www.ahref.com/guides/design/199806/0615jef.htm

4.9.5 Alternative approaches

Identify requirements for document design and production

· Learners can research and collect a range of document designs for different business purposes. As a group learners can compare the variations of documents.

Design documents

· Learners can audit their own workplace for documentation requirements and collect a range of document styles they think are good and poor examples of document design.

· The activities and tasks in these topics can be integrated with other units in this Toolbox. For example, learners can:

o design a conference program and layout of promotional materials

o develop a job description, advertisement and interview process for an appropriate position

o review and redevelop existing or exemplar records to meet emerging organisational needs.

Work with templates

· This topic provides opportunities for the teacher to introduce some IT challenges by having someone with appropriate IT skills conduct face-to-face classes in template development, automated functions, developing user guides, file naming and so on.

Monitor, evaluate and adjust documents

· Learners can use the results of an existing document requirements audit conducted in their workplace and assess the monitoring and evaluation processes.

· Learners can research best practice examples of monitoring, evaluating and adjusting documents for presentation to the class.

· Learners can prepare a guide or procedures manual for monitoring, evaluating and adjusting documents as required by their workplace.

4.10 BSBRKG502B Manage and monitor business or records systems

By developing operating procedures and record systems, either in ValleyView or a real workplace, learners will confront the competencies for the unit BSBRKG502B Manage and monitor business or records systems. Teachers may assess competency according to feedback provided during the project.

Task	Sub-task	* Related competencies
Establish and maintain systems	Develop operating procedures and record systems	BSBRKG502B/01 BSBRKG502B/02 BSBRKG502B/03 BSBRKG502B/04 BSBRKG502B/05 BSBRKG502B/06

*Integrated sub-tasks may cross over some competencies.

4.10.1 Sub-tasks

Activities for sub-tasks are located in more info areas.

The teacher will need to reach agreement with learners about how the teams might be formed and reports presented and submitted for each of the tasks.

Develop operating procedures and record systems

Identify appropriate needs, systems and responsibilities	Needs and responsibilities What constitutes a record and what format can it be found in? Why do we keep records? What is a record system? What is records management? Records retention and disposal Conducting a records management needs analysis Commerce records management needs analysis Collect information Analyse information Report information Variances and planning for improvements Identify a task Document activity and respond Self-assessment checklist
Develop a plan to monitor business/records systems	Plan to monitor business/records systems Monitoring methods Self-assessment checklist
Monitor the business records system	Monitoring a business/records system Testing the system Variation Reporting Self-assessment checklist
Implement a new improved system	Identify a system Follow the improvement process Implement improvement Systematic response to changes Develop a system change plan Evaluate the change and follow up Self-assessment checklist
Manage the creation and capture of records	Creation and capture of records Roles Records and organisational planning Resources Self-assessment checklist

4.10.2 Special features

As well as a number of discussion topics, research and practical activities, the following interactive activities are included in this competency.

· Quizzes

· Interactive media

· Self-assessment checklist

4.10.3 Downloads

The following downloads are available in this competency.

· ValleyView records system table

4.10.4 Websites

The following websites may be useful.

· Victorian Government www.prov.vic.gov.au

4.10.5 Alternative approaches

Identify appropriate needs, systems and responsibilities

· While the aim of establishing a record system may remain constant, the design, implementation and maintenance of a system will determine its ongoing format. The learning materials in this topic have been kept generic in an effort to cover both paper-based and electronic record control systems. The teacher should emphasise the range of options available and the factors that influence the choice of system for a workplace.

· This topic may challenge the learner to plan for the future of the organisation and might incorporate considerable research of sample workplaces. The teacher can invite guests to participate in online discussions or classroom presentations.

Develop a plan to monitor business/records systems

· While the aim of establishing a record system may remain constant, the design, implementation and maintenance of a system will determine its ongoing format. The learning materials in this topic have been kept generic in an effort to cover both paper-based and electronic record control systems. Learners can investigate a range of options available and the factors that will influence the choice of system for a workplace.

· Encourage the learner to apply the general principles to specific situations. If the learner is not in the paid workforce, they should be encouraged to contact a local organisation as a sample workplace to contextualise their study.

Monitor the business/records system

· While the aim of establishing a record system may remain constant, the design, implementation and maintenance of a system will determine its ongoing format. The teacher can emphasise the range of options available and the factors that influence the choice of system for a workplace.

Implement a new, improved system

· The teacher should emphasise the range of options available and the factors that influence the choice of system for a workplace.

· The activities in this section refer to a paper-based system. The teacher can vary the activities by including reference to an electronic system. The learning points are the same, although learners using an electronic system will need to include reference to the technology infrastructure of the workplace and the rollout of the system if appropriate.

· Learners who have chosen to work through the implementation of an electronic record system will include training that refers to the chosen system, including the use of a software package.

Manage the creation and capture of records

The teacher should emphasise the range of options available and the factors that influence the choice of system for a workplace.

4.11 BSBHRM506A Manage recruitment selection and induction processes

By determining staffing needs, recruiting and selecting staff, and inducting staff, either in ValleyView or a real workplace, learners will confront the competencies for the unit BSBHRM506A Manage recruitment selection and induction processes. Teachers may assess competency according to feedback provided during the project.

Task	Sub-task	* Related competencies
Establish staff base	Determine staffing needs	BSBHRM506A/01
	Recruit and select staff	BSBHRM506A/01 BSBHRM506A/02
	Induct staff	BSBHRM506A/01 BSBHRM506A/03

*Integrated sub-tasks may cross over some competencies.

4.11.1 Sub-tasks

Activities for sub-tasks are located in more info areas.

The teacher will need to reach agreement with learners about how the teams might be formed and reports presented and submitted for each of the tasks.

Determine staffing needs

The ValleyView option for Determine staffing needs requires the learners to consider the role of the Project Manager at ValleyView, analyse the need for the position, prepare an appropriate position description and make recommendations about other staffing needs for the new multimedia operations of ValleyView.

The workplace option for Determine staffing needs requires the learner to analyse their current or recent position description and identify staffing gaps within their workplace. They are then required to make recommendations for filling those staffing gaps.

Recruitment planning

Process overview

Strategic backdrop

The goal of HR planning

Evaluating the need for the position

Recruitment

Adhering to legal requirements

Guidelines and policies

Requirements of the organisation

Conducting a job analysis

Using technology

Guidelines to relevant legislation

Recruitment channels and use of specialists

Induction planning

Performance gaps

Self-assessment checklist

Recruit and select staff

The ValleyView option for Conduct recruitment and selection requires the learner to develop interview questions for a position at ValleyView and then manage a mock selection process.

The workplace option for Conduct recruitment and selection requires the learner to develop interview questions for a position at their own workplace and then manage a mock recruitment process. It is important that the learner consult with their workplace supervisor or human resources manager regarding this activity.

Selecting people

Position specification and selection criteria

Why is training important?

Staff involved in recruitment and selection processes

Advertising the position

Job application form

Ranking and short listing people

The interview

Interview preparation

Conducting the interview

Types of interview

Points to remember when interviewing

Interview questions

Selection testing

Selecting the successful applicant

Notifying applicants

Employment documentation

Self-assessment checklist

Induct staff

The ValleyView option for Plan and conduct induction requires the learner to develop an orientation and induction kit for ValleyView.

The workplace option for Plan and conduct induction requires the learner to assess and prepare a report on the induction process at their workplace.

Inducting staff

Designing an induction program

Coordinating the induction process

Rating induction programs

Training the induction coordinator

Induction feedback

Managing the probation period

Confirmation of permanent employment

Induction and performance

Self-assessment checklist

4.11.2 Special features

As well as a number of discussion topics, research and practical activities, the following interactive activities are included in this competency.

· Quizzes

· Listen to audio

· Interactive media

· Self-assessment checklist

4.11.3 Downloads

The following downloads are available in this competency.

· Letter of rejection for job application

· Applicant rating sheet

4.11.5 Alternative approaches

Determine staffing needs

· This topic provides opportunities for the teacher to introduce guest speakers to discuss issues such as:

o workforce planning

o succession planning

o strategic planning

o human resources management systems

o skills analysis

o job design

o performance gap analysis.

· It will be valuable for learners to work collaboratively, to undertake projects that may come out of the presentations listed above.

Select people

· The teacher may wish to encourage learners to seek real interview situations in their workplace or a community situation. They can then describe, review and reflect on the interviews that they observe.

· Role-play provides excellent learning opportunities for participants and observers. The teacher could conduct mock interviews and selection processes in a classroom setting.

Inducting people

· The teacher should ensure that learners using a workplace example can demonstrate that their induction checklist meets the requirements of their workplace.

· This topic is also well suited for presentations from guest speakers working in human resources management.

Section 5: Online teaching strategies

5.1 Hints for online activities

· If you are delivering the program online, email may be the primary method of communication with your learners, so ensure that you have a clear system of email folders for managing the traffic.

· If you are not meeting learners face-to-face on a regular basis, keep in contact using your agreed communication method.

· Be clear about timeframes by setting targets for learning. These can help you with your online lesson planning. You will need to set frameworks so your learners know what to do and when to do it.

5.2 Collaboration and interaction using Toolboxes

Teaching in an online environment focuses on facilitating and guiding the learner’s progress. Learners have significant learning resources available to them in the Toolboxes, in the workplace and on the World Wide Web. Helping your learners to navigate this information and pinpoint the relevant materials to meet performance criteria is your central role. It requires a clear statement of learning objectives and regular feedback from you on learner progress. Email, discussion boards and chat can be powerful communication tools when applied in this context.

Toolboxes are designed to encourage learner collaboration through communication tools and you should decide how to set up this collaboration. The activities are customisable depending on requirements. For example, you might set up a discussion board topic that includes a start and finish date and a proportion of final assessment weighted to participation. You might notify your learners of these requirements by email, as well as through an initial posting on the discussion board. The discussion board (along with other tools) is a useful record of learner contributions for assessment purposes.

5.3 Working as a group

Online discussions will only work if there is a sense of team collaboration and it is important that you consider how to develop this team environment.

If you intend your learners to collaborate online (using email, a learning management system or a web discussion board), it is important to give them a chance to become familiar with each other by using the medium before they get down to the serious part. Go to http://www.thiagi.com for some ideas. Follow the link from Free Resources to the Freebies page, then choose Training games.

Set group projects based on the discussion starters, research activities or practical activities (found in the Activities section for each unit). A small group could work together to identify common small business issues, and then work on it as a team

Some advantages of this approach are that it can:

· facilitate social learning, especially useful if learners are geographically dispersed or isolated

· allow learners to use online communication tools in a practical, task-focused way

· allow learners to practise planning, collaboration, consultation and networking skills

· be integrated with assessment of underpinning skills and employability skills.

Here are some practical suggestions for implementing group projects.

· Limit teams to no more than three or four learners.

· Set a date for completion of the group project.

· Consider asking learners to write a self-assessment of their contribution to the group process. This will encourage learners to reflect on their collaborative skills and provide you with more information if you are considering using the group work as an assessment item.

· Provide guidelines on how you expect your learners to collaborate, for example entirely online, or through a mix of face-to-face meetings and online communication.

· Keep track of learners who are not contributing in group or online activities, they may still be absorbing the information that other learners offer into these conversations and need further encouragement to get involved.

5.4 Tips for implementation

Here are some other types of group activities that you may like to adapt. They are in a (very) rough order from easiest to hardest for learners to do online.

· Debate – turn the discussion topic into a debate. Assign teams to the ‘yes’ and ‘no’ cases, choose an adjudicator, and hold the debate on your discussion board or chat system. An example could be ‘There’s no such thing as innovation’. (Relevant to BSBINN502A Build and sustain an innovative work environment)

· At the coalface – focusing on a particular topic, learners tell each other about their own past experiences. It is usually easy for most people to talk about their own experiences. The questions you set for the group should also encourage some critical reflection, for example ‘How can a position description help to recruit the right person for the right job?’ (Relevant to BSBHRM506A Manage recruitment selection and induction processes)

· WebQuest – learners find good websites on a particular topic. The chief idea of a web quest is to search for answers to a problem or a ‘quest’ on the net and then feed the information back to the group either informally or in a report. This could be done through discussion, contributions to a wiki, or emailing contributions in a text document. The trainer can set different groups to research different aspects of a problem or workplace practice. This is a good way to develop web research skills and collaboration skills at the same time. This would be particularly useful in the tasks relating to legislation and policy.

· Peer review – learners team up with a study buddy and give structured feedback on each other’s work on a given task. This is useful for encouraging group collaboration and support, and to practise the important skill of giving and receiving feedback. Use the process of Praise – Improvement – Praise to facilitate this.

· Role play – use this where practising an interpersonal skill is relevant, such as dealing with a bank manager or other professional service provider. Use role plays carefully; they require some skill on the part of the trainer. Ensure that debriefing occurs to deal with any issues that come up as the group reflects on and evaluates the interactions. The actual learning comes from this after the role play session.

5.5 Social networking for collaboration and interaction

Every day, your learners communicate with each other in new and different ways. Email, mobile phones, text messaging and podcasts are common forms of communication that are used. They are powerful tools and it stands to reason that if they can be used in everyday communication, they may be useful in education too.

Social networking tools allow you to assist learners to network with other learners as they complete Toolbox activities.

For example, you can ask learners to create networks by:

· sharing their work in weblogs, for example writing in their own blog or sharing mobile phone photos in moblogs (mobile weblogs)

· collaborating with others to develop documents, for example using wikis to put together a response to a problem

· creating and sharing photos of their work using photo sharing software

· creating and sharing bookmarks of sites they have found useful in research

· creating and sharing media files of their work, for example, MP3s or video files

· sharing their evidence for assessment in social networking spaces on the internet

· share ideas and information via a virtual conference.

5.6 Communication activities

In each unit there are discussion topics, see Discussion starter under Activities.

You could set up a Business Administration Wiki for the group to use to record their group's ideas in relation to the discussion and research topics. To do this you need to set up the wiki structure so that contributions can be organised appropriately. Once the wiki is created, here are some topic headings you could consider.

· Record keeping systems

· Recruiting staff

· Staff training

· Working in teams

· Employment conditions

· Organisation requirements for documents

You will also need to set up some guidelines about how the group will use the Wiki, such as:

· help the group decide upon a start date and end date for contributions

· help the group decide on the headings they will use to organize their Wiki

· make sure everyone in the group knows that they should contribute as many ideas as they can under each of the headings

· make sure everyone contributing sets an alert so that they get an email telling them someone has made a contribution.

Section 6: Access and equity issues

The Admin Toolbox3 has been designed to comply with accessibility standards, thus allowing learners with physical or learning disabilities or special literacy needs to use the online resources. For example:

· literacy needs for second language learners or those with low literacy levels have been catered for by using Plain English guidelines

· layout and fonts have taken into account the needs of screen-readers for the blind and visually impaired

· visual images including Flash devices used for presentation of text, quizzes and interactive activities have alternative text provided describing and/or reproducing what they include.

Note: The Toolbox has been designed for learners studying competencies at Diploma level. These competencies require a certain level of language and numeracy literacy.