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Contents
About this guide 1
Section 1: Unit of competency 3
1.1 Elements of competency and performance criteria 4
1.2 Range statement 6
1.3 Required skills and knowledge 9
1.4 Evidence guide 10
1.5 Employability skills 13
1.6 Skill sets 15
1.7 Recognition process 16
Section 2: Training requirements 17
2.1 Training and assessment strategy 18
2.2 Delivery plans 20
Section 3: Assessment resources 27
3.1 Alternative final assessment 28
3.2 Solutions to assessment activities 31
3.3 Solutions to final assessments 40
3.4 Evidence of competency 48
3.5 Assessment mapping 50
3.6 Assessment records 56
Glossary 66
References
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About this guide
This guide is for trainers and assessors of unit BSBITU203A Communicate electronically.
It complements the corresponding Aspire learner guide.
As a trainer, you must develop and use training and assessment strategies that embrace
the learner’s needs, educational background, preferred learning style and meet the
requirements of the training package.
This guide provides ideas on how you can encourage and support learners through the
training and assessment process. It is designed to optimise the learner’s experience of
BSBITU203A Communicate electronically and record details of their competency.
The guide is divided into five sections:
Section 1:
Section 2:
Section 3:
Unit of competency
Training requirements
Assessment resources
Glossary (VET sector terminology)
References
How to use Aspire’s learner guides
Aspire’s learner guides are structured to meet the requirements of the unit of
competency. The learner guide’s preliminary pages include:
information on the unit of competency
learning outcomes required for Certificate II learners
assessment information
employability skills information
additional learning resources.
Each chapter matches an element in the unit of competency. Chapters are in plain English
so they are easy for the learner to understand. The section headings within each chapter
match the performance criteria.
The learner guide content describes procedures and current industry practice and
includes examples, checklists, documents, images and real-life case studies. There are also
illustrations or diagrams to add interest and aid learning.
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1.2 Range statement
This unit of competency may be relevant to a wide range of workplace contexts. The
range statement relates to the whole unit of competency. It allows for different work
environments and situations that affect performance. Trainers should include other
operating contexts, where appropriate.
The Aspire BSBITU203A Communicate electronically learner guide covers all aspects of
the range statement as outlined below.
Software may include:
mobile or wireless software applications:
personal digital assistants (PDA)
mobile phones
text messaging (SMS/TXT)
multimedia messaging (MMS)
internet relay chat (IRC)
personal computer-based software applications:
email applications
web-based email services
chat applications
internet discussion groups/boards/chat rooms
intranet discussion groups/boards/chat rooms.
Organisational requirements may include:
carbon copies or blind carbon copies
concise, relevant subject line
electronic signature
form of address
formality/informality of language, tone and structure
including original message in the reply
length of emails (i.e. short and to the point)
net ethics
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Resources required for assessment include access to:
Access to an actual workplace or simulated environment
Access to office equipment and resources
Access to software applications likely to be used in the workplace.
Methods of assessment
Methods of assessment for this unit of competency may include:
direct questioning combined with review of portfolios of evidence and third party
workplace reports of on-the-job performance by the candidate
analysis of responses to case studies and scenarios
demonstration of techniques
oral or written questioning to assess knowledge of electronic communication methods
and tools
review of attachments prepared for email
review of electronic mailing lists
evaluation of postings and responses to online discussions.
Dimensions of competency
The dimensions of competency relate to all aspects of work performance. The following
table explores the four dimensions of competency in more detail.
Dimensions of competency
What it means
1. Task skills The candidate must perform the individual skills required to
complete a work activity to the required standard.
2. Task management skills The candidate must manage a number of different tasks to
complete a whole work activity such as working to meet
deadlines.
3. Contingency management skills The candidate must use their problem-solving skills to resolve
issues that arise when performing a work activity.
4. Job/role environment skills The candidate must perform effectively in the workplace
when undertaking a work activity by working well with all
stakeholders and following workplace policies and
procedures.
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1.7 Recognition of prior learning (RPL)
Recognition of prior learning (RPL) is an assessment process that assesses an individual’s
non-formal and informal learning to determine the extent to which that individual has
achieved the required learning outcomes, competency outcomes, or standards for entry
to, and/or partial or total completion of, a qualification.
To have skills and knowledge formally acknowledged, a learner must supply a range of
evidence to verify competency. The trainer then needs to assess this evidence against the
criteria for the qualification.
Evidence of competency may include work samples, journals and third-party
testimonials. Learners may also need to be observed undertaking set tasks and/or answer
set questions.
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2.2 Delivery plans
The following delivery plans can be used to deliver BSBITU203A Communicate
electronically. These plans, including the time allocations, are suggestions only. You may
need to add to them, change them or substitute your own activities according to the
interest level, experience of the learners and the specific situation. Remember; it is your
responsibility as the trainer to use the most appropriate strategies for your learners.
Topic: Sending and receiving emails
Suggested time allocation: 3 hours
Slide nos: 2–16
Suggested resources:
Recommended reading
Slide presentation software
Email software
Classroom computers
Recommended reading
Aspire learner guide BSBITU203A Communicate
electronically
Terminology checklist
Internet Service Provider (ISP)
Chapter 1: Sending and receiving emails
Suggested training strategies
Chapter 1 addresses logging into email software, checking outgoing emails, identifying email
characteristics and dealing with returned emails.
Use the introduction to Chapter 1 as a general introduction to this unit.
Section 1.1 addresses logging into email software. The first paragraph explains what equipment is
needed and how this has changed.
Describe OHS best practice when working on a computer.
Guide learners through the learner guide content demonstrating, where relevant, the information
contained. Encourage a class discussion by asking students to describe the methods they use for
sending and receiving emails.
Practice task 2 could be undertaken as a classroom activity with learners working in pairs or small
groups.
Section 1.2 addresses checking outgoing emails. Explain the necessity to take care when drafting and
sending an email, as with any other written correspondence.
Guide learners through the information contained in this chapter, which should include:
- the contents of an email
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Section 3:
Assessment resources
Assessment is all about collecting evidence and making decisions as to whether or not a
learner has achieved competency. Assessment confirms the learner can perform to the
expected workplace standard, as outlined in the units of competency.
This section contains an alternative final assessment and model answers to the assessment
activities in the corresponding Aspire learner guide. The Aspire assessment activities have
also been mapped. Trainers and assessors can use this mapping information to complete
the assessment records in section 3.6.
It is an important responsibility of trainers and assessors to complete the assessment
records themselves. This ensures all additional assessment activities deemed appropriate,
outside those in the Aspire learner guide, are included in these records; for example,
recording observation assessments.
Section three contains the following information:
3.1 Alternative final assessment
3.2 Solutions to assessment activities
3.3 Solutions to final assessments
3.4 Evidence of competency
3.5 Assessment mapping
3.6 Assessment records
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3.3 Solutions to final assessments
Final assessment
Part A
Trainers should observe learners demonstrating the required skills and record their
observations in the assessment record provided in section 3.6.
Part B
1. Composing an email.
a) Check that the learner has:
■ used appropriate text in the subject line, such as Workplace health and safety
meeting
■ marked the email as urgent, and possibly included a Read Receipt
■ used clear language
■ included an electronic signature and close
■ ensured they have followed privacy, anti-discrimination and OHS procedures.
The text should be similar to:
Good morning
Next month’s Workplace health and safety meeting will be held in the boardroom
at 2:00 pm on 15 th (insert name of month). All supervisors are required to attend.
Please advise as a matter of urgency whether you will be available to attend.
Regards
(learner’s name – included as an electronic signature. The learner’s position title may be
included in the signature).
The learner may also suggest that if the supervisor is unable to attend as they are
travelling interstate, they may be able to join the meeting using online meeting
software.
b) The learner should include a brief explanation of the action they would take if the
message was returned as undeliverable. This action would be to check the
supervisor’s email address.
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3.4 Evidence of competency
Evidence is information gathered that provides proof of competency. While evidence
must be sufficient, trainers and assessors must focus on quality evidence rather than the
quantity of evidence.
Rules of evidence
There are four rules of evidence that guide the collection of evidence. Evidence must be:
valid – it must cover the required skills and knowledge
sufficient – it must be enough to satisfy the competency
current – skills and knowledge must be up to date
authentic – it must be the learner’s own work and supporting documents must be
genuine.
Principles of assessment
High quality assessments must be:
■ fair – assessments are not discriminatory or disadvantage the candidate
■ flexible – assessments meet the candidate’s needs and include an appropriate range of
assessment methods
■ valid – assessments assess the unit/s of competency required skills and knowledge
■ reliable – there is a common interpretation of the assessments.
Types of evidence
Types of evidence that can be collected, sighted or validated include:
work records such as position descriptions, performance reviews, products developed,
processes followed and/or implemented
third-party reports from customers, managers and/or supervisors
training records and other recognised qualifications
skills and knowledge assessments
volunteer work.
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Required skills mapped to the learner guide
The following table maps the required skills to the practice tasks and assessment activities
contained in the Aspire learner guide.
Required skills
Required skills Practice task Assessment
activity
Final
assessment
Alternative
final
assessment
Communication skills to
request advice, to receive
feedback and to work
with a team
4, 19, 20, 22,
23
Activity 1
Activity 3
Part A
̌
Literacy skills to identify
work requirements; to
understand and process
basic, relevant workplace
information; and to draft
simple correspondence
1, 2, 4, 5, 6, 7,
8, 9, 12, 13,
17, 18, 19, 20,
23
Activity 1
Activity 2
Activity 3
Part A
̌
Problem-solving skills to
solve routine technology
problems
3, 10, 11 Activity 2
Activity 3
Part A
̌
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3.6 Assessment records
To comply with the critical aspects of assessment and evidence outlined in the unit of
competency, learners must provide evidence of the specified required skills and
knowledge. These should be assessed in the workplace or in a simulated workplace.
Trainers can use the following assessment forms to record the learner’s evidence of
competency.
The pre-assessment checklist helps the trainer determine if the learner is ready for
assessment.
The self-assessment record allows the learner to assess their own abilities against the
requirements of the unit of competency.
The recognition of prior learning interview questions help the trainer match the
learner’s previous training, work or life experience to the requirements of the unit/s of
competency.
The required skills checklist facilitates the observation process; allows trainers to
identify skill gaps and provide useful feedback to learners.
The required knowledge checklist can be used to record the learner’s understanding
of the required knowledge; to identify knowledge gaps and to provide useful feedback
to learners.
The portfolio of evidence checklist helps the trainer annotate or detail aspects of the
learner’s portfolio of evidence.
The workplace assessment checklist can be used by the learner’s supervisor to show
workplace-based evidence of competence.
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Required skills checklist
Institution:
Candidate’s name:
Unit of competency: BSBITU203A Communicate electronically
Trainer/assessor:
Date:
Did the candidate show they can: Yes No N/A
use communication skills to request advice, to receive feedback
and to work with a team.
use literacy skills to identify work requirements; to understand
and process basic, relevant workplace information; and to
draft simple correspondence.
use problem-solving skills to solve routine technology problems.
In the assessment/s of the candidate’s required skills, did they demonstrate the four dimensions
of competency
Task skills
Task management skills
Contingency management skills
Job/role environment skills
The candidate’s performance was:
Not satisfactory Satisfactory
Feedback to candidate:
Candidate signature:
Assessor signature:
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