view sample - Aspire Learning Resources

Contents
Microsoft Office 2010 version 1
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 10
1.4 Evidence guide 11
1.5 Employability skills 13
1.6 Skill sets 15
1.7 Recognition of prior learning (RPL) 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 32
3.3 Solutions to final assessments 44
3.4 Evidence of competency 54
3.5 Assessment mapping 56
3.6 Assessment records 62
Glossary 72
References 75

About this guide
This guide is for trainers and assessors of unit BSBITU202A Create and use spreadsheets.
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
BSBITU202A Create and use spreadsheets 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.
© Aspire Training & Consulting
1

Section 1:
Unit of competency
The BSB07 Business Services Training Package was developed by the Innovation and
Business Skills Australia Industry Skills Council in consultation with industry
stakeholders including employers, unions, peak bodies, professional associations,
regulatory bodies, registered training organisations (RTOs) and other relevant parties.
The training package specifies the skills and knowledge required to perform effectively in
the workplace.
Individual units of competency are nationally agreed statements that describe work
outcomes and can stand alone when applied in the workplace.
This section outlines the requirements of the unit of competency for BSBITU202A Create
and use spreadsheets.
Section one contains the following information:
1.1 Elements of competency and performance criteria
1.2 Range statement
1.3 Required skills and knowledge
1.4 Evidence guide
1.5 Employability skills
1.6 Skill sets
1.7 Recognition assessment
© Aspire Training & Consulting
3

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 BSBITU202A Create and use spreadsheets learner guide covers all aspects of
the range statement as outlined below.
Ergonomic requirements may include:
avoiding radiation from computer screens
chair height, seat and back adjustment
document holder
footrest
keyboard and mouse position
lighting
noise minimisation
posture
screen position
workstation height and layout.
Work organisation requirements may include:
exercise breaks
mix of repetitive and other activities
rest periods.
Conservation techniques may include:
double-sided paper use
recycling used and shredded paper
re-using paper for rough drafts (observing confidentiality requirements)
utilising power-save options for equipment.
© Aspire Training & Consulting
6

1.3 Required skills and knowledge
BSBITU202A Create and use spreadsheets covers the outcomes, skills and knowledge
required to correctly create and use spreadsheets and charts through the use of
spreadsheet software.
The required skills and knowledge describe the type and quantity of evidence needed for
competency. Competency requires the application of these skills and knowledge in the
workplace.
The required knowledge identifies what a person needs to know to perform the work in
an informed way.
The required skills describe how this knowledge is applied in the workplace.
Skills
The learner should be able to demonstrate:
communication skills to clarify requirements of spreadsheet
editing and proofreading skills to check own work for accuracy
keyboarding skills to enter text and numerical data
literacy skills to read and understand organisation’s procedures, and to use basic
models to produce a range of spreadsheets
numeracy skills to create and use spreadsheet formulas.
Knowledge
The learner should understand:
formatting of workplace documents
organisational requirements for ergonomic standards, work periods and breaks, and
conservation techniques
organisational guidelines on spreadsheet manipulation and processing
purpose and range of use of spreadsheet functions.
© Aspire Training & Consulting
10

1.4 Evidence guide
The evidence guide offers suggestions for assessment and must be read in conjunction
with the performance criteria, required skills and knowledge, the range statement and the
assessment guidelines for the training package.
Critical aspects for assessment
The critical aspects of assessment for this unit are:
Evidence of the following is required:
designing a minimum of two spreadsheets
using cell-based formulas
creating charts using relevant data
knowledge of purpose and range of use of spreadsheet functions.
Access and equity considerations
An individual’s access to the assessment process should not be adversely affected by
restrictions placed on the location or context of assessment beyond the requirements
specified in the Business Services Training Package: training and assessment must be
bias-free.
Training and assessment processes must reflect and cater for the increasing diversity of
Australia’s vocational and educational training clients and Australia’s current and future
workforce.
As a trainer, it is also important to understand the concept of social inclusion. Social
inclusion means ensuring equitable access to services, to connect with others and to
protect an individual’s right to be heard.
Context of and specific resources for assessment
Resources required for assessment include:
access to an actual workplace or simulated environment
access to office equipment and resources
examples of spreadsheets and simple formulas.
© Aspire Training & Consulting
11

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
review of final spreadsheets
analysis of responses to case studies and scenarios
demonstration of techniques
oral or written questioning to assess knowledge of spreadsheet software functions.
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.
Another aspect of the dimensions of competency relates to the transfer of skills and
knowledge to other contexts; however, this is an arbitrary aspect.
Assessments that don’t explore the dimensions of competency are not valid assessments.
© Aspire Training & Consulting
12

1.5 Employability skills
The Employability Skills Framework (2002) developed by the Australian Chamber of
Commerce and Industry and the Business Council of Australia lists the employability
skills. They are:
communication
teamwork
planning and organising
initiative and enterprise
problem-solving
self-management
technology
learning.
Training packages now have employability skills embedded into each unit of competency.
As the trainer, you should understand the range of employability skills and how you can
assist the learner to develop them. Make sure all learners are familiar with employability
skills. It is your job to know where they are embedded.
You should explain the importance of having these skills to the learner and that these
skills will develop as the learner goes about their daily work or when they practise the
tasks in the learner guide. Help the learner to read the employability skills section at the
front of the learner guide.
Identify how the learner can demonstrate they have acquired the skills. Encourage the
learner to think about employability skills each time they complete a chapter in the Aspire
learner guide. Ask them to complete the employability skills table after the final
assessment. Learners should document what they did to develop each employability skill.
They may describe some work or task they completed. For example, they may describe or
demonstrate how they created their work area or tell you how they solved a problem.
Facets of the employability skills
The following facets of the employability skills apply generally to work in the business
industry, with specific customisation required to address work at different levels and
sectors of the industry.
© Aspire Training & Consulting
13

2.2 Delivery plans
The following delivery plans can be used to deliver BSBITU202A Create and use
spreadsheets. 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: Selecting and preparing resources
Suggested time allocation: 3 hours
Slide nos: 2–11
Suggested resources:
Recommended reading
Workstation
Internet
Data projector and screen
Recommended reading
Terminology checklist
Aspire learner guide BSBITU202A Create and use
spreadsheets
Chapter 1: Selecting and preparing resources
Ergonomics
Screen radiation
Occupational health and safety
Suggested training strategies
Chapter 1 encompasses adjusting workspace, furniture and equipment to suit user requirements;
minimising wastage and identifying and clarifying spreadsheet task requirements.
Section 1.1 introduces ergonomics in the workplace. You may wish to demonstrate ergonomic
requirements in an office environment at a workstation. Using Practice task 1, initiate a discussion
about the consequences of poor ergonomic practices.
Describe the importance of monitoring and controlling environmental factors in the workplace. Ask
learners to give examples of where there were poor environmental factors in their workplace.
Initiate discussion of ‘practising conservation techniques’ by asking learners to think of ways of
minimising both paper waste and energy use in the workplace.
Explain the benefits of good work habits including varying activities, taking rest periods and having
exercise breaks. Demonstrate neck/shoulder/wrist, arm/back exercises and encourage learners to
practice these at break times in the classroom.
Section 1.3 addresses identifying and clarifying spreadsheet task requirements.
Explain that organisations use spreadsheets to store, calculate and present numerical data, which can
then be used to produce such things as charts, graphs, statements and reports.
© Aspire Training & Consulting
20

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.
© Aspire Training & Consulting
54

Gathering evidence
Evidence can be gathered through:
real work/real-time activities through observation and third-party reports
structured activities.
Evidence can also be gathered through:
■ formative assessments: where assessment is progressive throughout the learning
process and validated along the way by the trainer – also known as assessment for
learning
■ summative assessment: where assessment is an exercise or simulation at the end of
the learning process – also known as assessment of learning.
Evaluating evidence
The following steps may help you evaluate evidence.
Step 1: Evidence is gathered.
Step 2: Rules of evidence are applied –
evidence is valid, sufficient, current and authentic.
Step 3: Evidence meets the full requirements of the
unit/s of competency.
Step 4: The assessment process is valid, reliable, fair and
flexible.
Step 5: The trainer or assessor makes a straightforward and
informed judgment about the candidate and completes
assessment records.
© Aspire Training & Consulting
55

Required skills checklist
Institution:
Candidate’s name:
Unit of competency: BSBITU202A Create and use spreadsheets
Trainer/assessor:
Date:
Did the candidate show they can: Yes No N/A
use communication skills to clarify requirements of spreadsheet
use editing and proofreading skills to check own work for
accuracy
use keyboarding skills to enter text and numerical data
use literacy skills to read and understand organisation’s
procedures, and to use basic models to produce a range of
spreadsheets
use numeracy skills to create and use spreadsheet formulas.
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:
© Aspire Training & Consulting
68