Prior to commencing the assessments, your Trainer/Assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your Trainer/Assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your Trainer/Assessor will remain available to support you throughout the assessment process.

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

· Address each question including any sub-points

· Demonstrate that you have researched the topic thoroughly

· Cover the topic in a logical, structured manner

· Assessment tasks are well presented, well referenced and word processed

· Your assessment tasks include your full legal name on each cover page.

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

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

· Presenting any work by another individual as one's own unintentionally

· Handing in assessments markedly similar to or copied from another learner

· Presenting the work of another individual or group as their own work

· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

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

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will only be accepted (with, prior written confirmation provided by the Trainer/Assessor to confirm).

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Additional evidence could be third party reports.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Special needs

Candidates with special needs should notify their Trainer/Assessor to request any required adjustments as soon as possible. This will enable the Trainer/Assessor to address the identified needs immediately.

Formative Assessments

Task 1 - Learner Workbook activities.

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

· Skills – skill requirements, required skills, essential skills, foundation skills

· Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence

· Performance – evidence requirements, critical aspects of assessment, performance evidence.

Section A: Task 2 - Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

Section B: Task 3 - Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Task 4 - Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.

An explanation of demonstrations and observations:

Demonstration is off-the-job (classroom based tasks)

A demonstration will require:

Performing a skill or task that is asked of you

Undertaking a simulation exercise

Observation is on-the-job (work based tasks)

The observation will usually require:

Performing a work based skill or task

Interaction with colleagues and/or customers

Your Trainer/Assessor will inform you of the task they would like you to complete. The task will cover one of the unit’s elements.

The task will take place in the training environment, depending on the task to be undertaken. Your Trainer/Assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate you can:

Compare a business with competitor businesses

Identify business opportunities for innovation and reform

Describe how you could implement innovation

You should also demonstrate the following skills:

Reading

Writing

Numeracy

Get the work done

Assessment criteria

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

NOTE – Re-assessment:

Students will have a maximum of three (3) reassessment attempts if competency is not achieved in the first instance.

The final grade of ‘C’ for Competent or ‘NC’ for Not Competent is only given at the completion of the unit of competency when all components or parts of the assessment are graded as ‘S’ for Satisfactory. Unsatisfactory results are marked as NS.

Assessment Conditions:

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

· Appropriate documentation and resources normally used in the workplace

· Strategic, business and operational plans

· Business information and data

· Case studies and, where possible, real situations

· Interaction with others.

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This Task workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Learner 2: ____________________________________________________________

Signed: ____________________________________________________________

Learner 3: ____________________________________________________________

Signed: ____________________________________________________________

Recognition of prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

RPL Assessment requirements

Assessment can either be:

· Direct observation

· Product-based methods e.g. reports, role plays, work samples

· Portfolios – annotated and validated

· Questioning

· Third party evidence.

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

Third parties can be:

· Supervisors

· Trainers

· Team members

· Clients

· Consumers/customers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your Trainer/Assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Throughout this unit, you will be expected to show your competency of the elements through tasks. Your Trainer/Assessor will have a list of tasks found in this workbook that you must complete.

ASSESSMENT COVER SHEET $C:\Users\Medion\Desktop\desk\Clinton\Logo\logoC.png$

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

Student Name:
Student ID:
Unit Code:	BSBADM506
Unit Name:	Manage business document design and development
Assessment Task: 1	Tasks 1A – 5A – Learners Workbook
Result:	Satisfactory Not satisfactory
Reassessment needed:	Yes No
Student Declaration : I declare that these tasks are my own work. · None of this work has been completed by any other person. · I have not cheated or plagiarised the work or colluded with any other student/s. · I have correctly referenced all resources and reference texts throughout these assessment tasks. · I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Date of submission: _________________ ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Feedback to student: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Student signature: _________________________________________ Date: ______________________ Assessor’s Signature: _______________________________________ Date: ______________________

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Workbook activity tasks 1A – 5A

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Activity 1A

Estimated Time

Minutes

Objective

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

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

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

Activity 1B

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to evaluate an organisation's present and future information technology capability in terms of its impact on document design and production.
Activity 1. Give examples of the different types of software that can currently be used within an organisation to design and produce business documents. 2. What impact do you think they have on the actual design and production of the documents? 3. Now consider the future of an organisation and the software used within it. (A): What do you think will happen in terms of information technology capability and what impact do you think this will have on the design and production of business documents?

Activity 1C

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify types of documents used and required by organisation.
Activity 1. Give five (5) examples of some of the different types of documents that are used and required by an organisation. 2. Imagine that you have been given responsibility for highlighting the benefits of a brand new business process. Which forms of documentation would be suitable for this purpose?

Activity 1D

Estimated Time	25 Minutes
Objective	To provide you with an opportunity to establish documentation standards and design tasks for organisational documents in accordance with information, budget and technology requirements.
Activity Choose one (1) organisational document and establish the documentation standards and design tasks for this document. Ensure your answer refers to information, budget and technology requirements. Examples of documents could include: Internal documents: / Job descriptions / policies/ Procedures / Manuals / Agendas / Minutes etc External documents: Business letters / Menus / Leaflets / Invoices / Purchase Orders/ Account statements / Surveys etc

Activity 2A

Estimated Time

30 Minutes

Objective

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

Activity

Choose two (2) different types of business documents and create a template for them using for example, MS Word, MS Excel, Adobe PageMaker, MS PowerPoint, MS Office Templates, or similar applications.

Ensure that these templates suit the purpose, audience and information requirements of each document. Attach copies of your templates to this workbook.

Activity 2B

Estimated Time	25 Minutes
Objective	To provide you with an opportunity to ensure document templates enhance readability and appearance, and meet organisational requirements for style and layout.
Activity 1. Using the templates that you created in Activity 2A, outline how these documents can enhance readability and appearance for the intended audience. 2. How do your two templates meet the style guides requirements for style and layout? (The Style Guide is attached at the end of this workbook)

Activity 2C

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to test templates, obtain organisational and user feedback, and make amendments as necessary to ensure maximum efficiency and quality of presentation.
Activity 1. What methods could an organisation use to test templates? 2. Explain what would be the key success criteria for these templates? 3. In groups of three or four. This is your focus group. Take it in turns to test one of your templates from Activity 2A and gather feedback from the group members about this. 4. Using the feedback given by the group members, outline any amendments that you feel should be made. Why do you think these amendments should be made? (For each of your templates, enter data and information to check that your templates work effectively. When entering data you will probably discover that some changes are needed to your layout or design, but do not make changes to your first draft master documents at this stage, as you need to show evidence of that you have tested them and improved them).

Attachment - Activity 2C – Feedback form

Student Name:
1.	What was the overall feedback about the template/s?
2.	What suggestions for improvement were made about the template/s?
3.	Based on the feedback what changes would you make about the template/s?

Activity 3A

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to evaluate complex technical functions of software for their usefulness in automating aspects of standard document production, and match requirements of each document with software functions to allow efficient production of documents.
Activity 1. Choose a type of document that you could be responsible for designing and producing within an organisation. What technical functions could you be expected to use when creating that document? Your chosen technical functions should match the requirements of your chosen document. 2. How do your chosen technical functions work?

Activity 3B

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to test macros to ensure they meet the requirements of each document in accordance with documentation standards.
Activity 1. Create a macro that can be used for a business document in Microsoft Word. Provide a step-by-step (with screenshots) account of your methods. 2. Now test your macro and provide a step-by-step (with screenshots) account of the process. 3. Does your macro meet the requirements of your particular business document? How does or doesn’t it?

Activity 4A

Estimated Time	25 Minutes
Objective	To provide you with an opportunity to prepare explanatory notes for the use of standard templates and macros using content, format and language style to suit existing and future users.
Activity Think about the templates and macro that you have developed in previous activities. Choose one and develop explanatory notes for the use of it. Ensure that you use content, format and language style to suit existing and future users.

Activity 4B

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to develop and implement training on the use of standard templates and macros and adjust the content and level of detail to suit user needs.
Activity 1. Think about an organisation. Which methods of training could be used to update employees on the use of templates and macros? 2. You are responsible for developing and implement this training. How would you approach this? Create a plan for how you would develop and implement the necessary training.

Training Plan Template (Activity 4B)

1 Use this template to develop training initiative

2 Refer to the goals required in activity 1

3 List key goals and activities for training

4 List implementation and measuring methods for training

Training Goals (What needs to be achieved)	Key Activities (list specific tasks for ensuring accurate use of templates)	Implementation methods (How, when, where training occurs and what staff are involved)	Methods to measure training progress ( How can you measure the use of templates and compliance with template usage)

Activity 4C

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to produce, circulate, name and store master files and print copies of templates and macros in accordance with organisational requirements.
Activity 1. Refer to your templates created in Activity 2A and your macro created in Activity 3B. If these were to be your master files, what would you name them and how would you store them? Keep an organisation’s policies and procedure requirements of document storage in mind. Print off copies of your new master files and attach a copy to this workbook. Again, Keep an organisation’s policies and procedure requirements in mind.

Activity 5A

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to monitor use of standard documentation templates and macros, and evaluate the quality of documents produced against documentation standards, and review documentation standards against the changing needs of the organisation, and plan and implement improvements in accordance with organisational procedures.
Activity 1. What systems could an organisation establish for the review/updating of standard documentation templates and macros? 2. How could an organisation identify the need for documentation changes and implement improvements?

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$C:\Users\Medion\Desktop\desk\Clinton\Logo\logoC.png$

ASSESSMENT COVER SHEET

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

Student Name:
Student ID:
Unit Code:	BSBADM506
Unit Name:	Manage business document design and development
Assessment Task: 2	Task 2 – Skills Activity
Result:	Satisfactory Not satisfactory
Reassessment needed:	Yes No
Student Declaration : I declare that these tasks are my own work. · None of this work has been completed by any other person. · I have not cheated or plagiarised the work or colluded with any other student/s. · I have correctly referenced all resources and reference texts throughout these assessment tasks. · I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Date of submission: _________________ ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Feedback to student: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Student signature: __________________________________________ Date: ____________________ Assessor’s Signature: ______________________________________ Date: ____________________

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Section A: Skills Activity – Task 2

Objective: To provide you with an opportunity to show you have the required skills for this unit.

A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.

This activity will enable you to demonstrate the following skills:

Learning:

· Actively reinforces own knowledge and skills by training others

Reading:

· Evaluates information from complex texts, including organisational policies and procedures

· Extracts and evaluates information from a range of support sources to extend understanding

Writing:

· Selects text type, subject matter and language to suit a specific audience and purpose

· Organises content to support the purposes and format of the product

Oral communication:

· Participates in verbal exchanges to gain information

· Uses listening and questioning techniques to clarify and confirm understanding

· Presents complex technical information adjusting presentation style and vocabulary to suit audience

Numeracy:

· Recognises and interprets numerical information related to budgets

Navigate the world of work:

· Recognises and adheres to organisational and legislative requirements

Interact with others:

· Actively identifies requirements of important communication exchanges, selecting appropriate channels, format, tone and content to suit purpose and audience

Get the work done:

· Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints

· Systematically gathers and analyses all relevant information and evaluates options to make informed decisions

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

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Create a brief design of a document of your choice. Produce a plan first with sequenced steps and consider time and money constraints. Your document should be produced in accordance with policies and procedures, budget and technology requirements.(refer to Activity 1D)

Design the document clearly selecting the text type, subject matter and language to suit a specific audience and purpose, Think of your “trainees” from Activity 4B. Then organise the content to support the format and purpose of the document.

Communicate and present information about the document to your fellow students in your class. Produce a training plan to teach them about it and adjust the presentation style to suit the audience you are communicating with. (Use activity 4b Training plan template)

Utilise a range of technology equipment and software features available within digital applications to improve and optimise the document.

Monitor progress of the document, gathering and analysing feedback from fellow students (Feedback template attached).

Use the information gathered to evaluate options and make decisions about any amendments or improvements that need to be made.

Student Name:
1	What was the overall feedback about the template/s?
2	What suggestions for improvement were made about the template/s?
3	Based on the feedback what changes would you make about the template/s?

Feedback template

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ASSESSMENT COVER SHEET $C:\Users\Medion\Desktop\desk\Clinton\Logo\logoC.png$

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

Student Name:
Student ID:
Unit Code:	BSBADM506
Unit Name:	Manage business document design and development
Assessment Task: 3	Task 3 - Knowledge Activity
Result:	Satisfactory Not satisfactory
Reassessment needed:	Yes No
Student Declaration : I declare that these tasks are my own work. · None of this work has been completed by any other person. · I have not cheated or plagiarised the work or colluded with any other student/s. · I have correctly referenced all resources and reference texts throughout these assessment tasks. · I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Date of submission: _________________ ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Feedback to student: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Student signature: _________________________________________ Date: ______________________ Assessor’s Signature: ______________________________________ Date: ______________________

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Section B: Knowledge Activity (Q & A) – Task 3

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

· Identify costs involved with the implementation of standard documentation

· Describe document production processes

· Explain the software applications relevant to document design and development in the organisation

· Identify key provisions of relevant legislation and regulations, codes and standards affecting document production

· Outline organisational policies and procedures relating to document production

· List sources of expertise available externally to the organisation or workgroup

Research and answer each question in as much detail as possible, considering the stated requirements of each question.

1. What costs need to be considered when producing standard documents?

2. Briefly describe the document production process.

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

4. Research the key provisions of relevant legislation and regulations, codes and standards affecting document production in an organisation?

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

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

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ASSESSMENT COVER SHEET $C:\Users\Medion\Desktop\desk\Clinton\Logo\logoC.png$

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

Student Name:
Student ID:
Unit Code:	BSBADM506
Unit Name:	Manage business document design and development
Assessment Task: 4	Task 4 - Performance Activity
Result:	Satisfactory Not satisfactory
Reassessment needed:	Yes No
Student Declaration : I declare that these tasks are my own work. · None of this work has been completed by any other person. · I have not cheated or plagiarised the work or colluded with any other student/s. · I have correctly referenced all resources and reference texts throughout these assessment tasks. · I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Date of submission: _________________ ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Feedback to student: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Student signature: _________________________________________ Date: ______________________ Assessor’s Signature: ______________________________________ Date: ______________________

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Section C: Performance Activity – Task 4

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

· Identify the organisational needs, requirements and information technology capabilities relevant to the design and production of documents

· Establish documentation standards to meet organisational requirements

· Design, test and amend document templates

· Develop and implement documentation and training to support use of standard templates and macros

· Monitor the implementation of standard documentation templates and macros and make improvements in line with organisational requirements

Answer the activity in as much detail as possible.

1. Using a document of your choice, design and develop a template that could be used across an organisation. When producing the template, you should take into consideration an organisation’s needs, requirements and technology capabilities.

Test this template within the class environment with feedback from class members and outline how it ensures efficiency and quality, then make any amendments if required.

Present to the class a macro that can be used to automate aspects within your chosen document. Test this macro using class members and outline how it meets the relevant requirements, making any amendments where required. (Attach your presentation slides)

Develop and implement a training plan to teach people in an organisation how to use the template and macro. (Training plan attached) You should make a presentation to the class and provide written documentation. Take the time to plan and create your presentation and prepare explanatory notes for your audience. (Attach a copy of your presentation and notes)

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

· an introduction and an explanation of what it is

· a description of the purpose of each document

· detailed instructions for how to complete each document

· a process for staff to give feedback or seek further clarification

· processes for monitoring the implementation of the document templates, periodically reviewing and modifying them.

Arrange a time to present it, also print copies of your template and macros for submission.

Monitor the implementation of templates and macros from your training, gather feedback using the attached Feedback template (N○2) from students in your training who are using the templates and make any improvements needed in line with your training documentation requirements.

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Student Name:

1

What was the overall feedback about the template/s?

2

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

3

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

Feedback

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Feedback (N○2)

Student Name:

1

What was the overall feedback about the template/s?

2

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

3

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

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Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement:	Satisfactory □	Not Satisfactory □
Question:
Learner answer:
Assessor judgement:	Satisfactory □	Not Satisfactory □
Question:
Learner answer:
Assessor judgement:	Satisfactory □	Not Satisfactory □
Question:
Learner answer:
Assessor judgement:	Satisfactory □	Not Satisfactory □
Question:
Learner answer:
Assessor judgement:	Satisfactory □	Not Satisfactory □

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

Assessment Tasks	Task Outcome
	Satisfactory (S) Not satisfactory (NS)	Date	Assessor initials
Assessment Task 1: Work book tasks 1A – 5A	Attempt 1.
	Attempt 2.
	Attempt 3.
Assessment Task 2: Skills activity tasks (Section A)	Attempt 1.
	Attempt 2.
	Attempt 3.
Assessment Task 3: Knowledge activity tasks (Section B)	Attempt 1.
	Attempt 2.
	Attempt 3.
Assessment Task 4: Performance activity task (Section C)	Attempt 1.
	Attempt 2.
	Attempt 3.
The learner has been assessed in the elements and performance criteria and the evidence has been presented as:
Authentic √ or ×		Valid √ or ×		Reliable √ or ×	Current √ or ×	Sufficient √ or ×
Final Assessment Results	Result (C/NYC)	Date
BSBADM506: Manage business document design and development
Student name:
Assessor name:
Assessor signature:		Date:

Tasks:
Did the Student:	Yes	No
1. Investigate and Identify in general, legislative requirements for information entry, storage, output, and quality of document design and production
Research and evaluate present and possible future information technology capability in terms of its impact on document design and production
Investigate and identify in general 5 types of documents used and required by organisations
Research in general, documentation standards and design tasks for organisational documents in accordance with information, budget and technology requirements
Research information to ensure standard formats and templates fit the purpose, audience and information requirements of documents in general
Investigate template design and development to ensure document templates enhance readability and appearance requirements for style and layout
Design, test and amend document templates
Develop and implement a training plan to support the use of standard templates and macros
Describe the document production processes
Identify costs involved with the implementation of standard documentation
Explain the software applications relevant to document design and development
Identify key provisions of relevant legislation and regulations, codes and standards affecting document production
Outline procedures relating to document implementation
List sources of expertise available externally to aid document design and development

Foundation Skills
Did the student:	Yes	No
Through reading: · Evaluate information from complex texts, including organisational policies and procedures
· Extract and evaluate information from a range of sources to extend understanding
Through writing: · Select text type, subject matter and language to suit specified audience and purpose
· organise content to support the purposes and format of the product
Through numeracy: · Recognised and interpreted numerical information related to budgets
Get the work done through: · Applying formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints
· Systematically gathering and analysing all relevant information and evaluating options to make informed decisions
· Utilising a broad range of complex features within digital applications to improve productivity, optimising software functions for specific purposes
Through the learning processes · actively reinforces own knowledge and skills by training others
Through oral communication · participates in verbal exchanges to gain information
· uses listening and questioning techniques to clarify and confirm understanding
· presents complex technical information adjusting presentation style and vocabulary to suit audience
Through navigating the world of work · recognises and adheres to organisational and legislative requirements
Through interacting with others · actively identifies requirements of important communication exchanges, selecting appropriate channels, format, tone and content to suit purpose and audience

Knowledge Evidence
Did the student:	Yes	No
Identify costs involved with the implementation of standard documentation
Describe document production processes
Explain the software applications relevant to document design and development in the organisation
Identify key provisions of relevant legislation and regulations, codes and standards affecting document production
Outline organisational policies and procedures relating to document production
List sources of expertise available externally to the organisation or workgroup