BSBADM504 Plan and implement administrative systems

SOLUTION AT Australian Expert Writers

LEARNER WORKBOOK | VERSION 1.1 AUGUST 2018
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Name of Student:
Due Date:
Name of Assessment:
BSBADM504 Plan and implement administrative systems
LEARNER WORKBOOK
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Table of Contents
Instructions to Learner…………………………………………………………………………………………….. 4
Assessment instructions ……………………………………………………………………………………………….. 4
Assessment requirements …………………………………………………………………………………………….. 7
Reasonable Adjustment …………………………………………………………………………………………… 8
Assessment Task Coversheet…………………………………………………………………………………… 9
Observation/Demonstration……………………………………………………………………………………10
Third Party Guide ……………………………………………………………………………………………………..11
Activities checklist – for assessor………………………………………………………………………………… 12
Activities……………………………………………………………………………………………………………………13
Activity 1A…………………………………………………………………………………………………………………… 13
Activity 1B…………………………………………………………………………………………………………………… 14
Activity 1C…………………………………………………………………………………………………………………… 15
Activity 2A…………………………………………………………………………………………………………………… 16
Activity 2B…………………………………………………………………………………………………………………… 17
Activity 2C…………………………………………………………………………………………………………………… 18
Activity 2D…………………………………………………………………………………………………………………… 19
Activity 2E …………………………………………………………………………………………………………………… 20
Activity 2F …………………………………………………………………………………………………………………… 21
Activity 3A…………………………………………………………………………………………………………………… 22
Activity 3B…………………………………………………………………………………………………………………… 23
Activity 3C…………………………………………………………………………………………………………………… 24
Summative Assessments………………………………………………………………………………………….25
Section A: Skills Activity………………………………………………………………………………………………. 26
Summative Assessments: Section A checklist……………………………………………………………… 29
Section B: Knowledge Activity (Q & A)………………………………………………………………………… 30
Summative Assessments: Section B checklist……………………………………………………………… 32
Workplace Documentation – for learner…………………………………………………………………33
Workplace documents checklist…………………………………………………………………………………… 33
Case Study A – Initial Consultation……………………………………………………………………………… 34
Case Study B – Quotations for Requirements or Modifications…………………………………….35
Case Study C – Developing Strategies ………………………………………………………………………… 36
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Case Study D – Participating in the Implementation Process……………………………………….36
Case Study E – System Procedures …………………………………………………………………………….. 36
Case Study F – Training and Support………………………………………………………………………….. 37
Case Study G – Maintaining Training Needs ……………………………………………………………….. 38
Case Study H – Training in Administrative Systems…………………………………………………….. 38
Case Study I – Administration Improvements …………………………………………………………….. 38
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Instructions to Learner
Assessment instructions
Overview
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
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every 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.
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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 not be accepted (unless, prior written confirmation is 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.
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.
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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.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on
request.
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.
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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.
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.
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Reasonable Adjustment
As a learner, I have been advised of my rights and responsibilities regarding Reasonable
Adjustment. I understand how it relates to measures or actions that can be taken by an
education provider, to assist me to succeed in my training program where I have identified
myself as having a disability or impairment that could prevent me from fulfilling the
requirements of my chosen program.
I have indicated where necessary, on my enrolment form, those disabilities that may
require a reasonable adjustment to my training schedule and I have ensured that my
trainer is aware of any additional recognised issues that will require changes to the
standard delivery of this program of study. Should any of these circumstances change
during my study I will notify my trainer as soon as possible and my trainer will list these
changes here with my signature.
I certify I have read and accept the above information as part of my responsibilities during
my program of study.
Name:
Date:
Change in circumstance
Date
Trainer signature
Student signature
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Assessment Task Coversheet
Students must clearly and accurately complete an Assessment Task Coversheet for all assessment
tasks and other types of evidence to be submitted for a unit(s) of competency. Original work will not
be returned to students as ASMI is required to hold assessments for six months after completion for
audit purposes. Students should retain a copy for their records, ASMI does not accept responsibility
for work that goes missing in postage between the student and the organisation. Any students
wishing to have their original work back after the six-month period should contact the administration
office by email admin@asmitraining.edu.au.
Assessment Task Details:
Assessment Task Name:
Unit Name:
Student Name:
Start Date:
Is this a resubmission?
No
Yes
Student Declaration:
I declare that the above-named Assessment Task is my own work. None of this work has
been completed by any other person and I have not cheated, plagiarised or colluded with any
other students. I have correctly referenced all resources and reference texts through the
Assessment Task. I have read and understood ASMI’s Student Code of Conduct and
understand that if I am found to be in breach of this code, disciplinary action may be taken
against me/us by ASMI.
Name:
Signature:
Date:
Assessor Feedback:
Please complete this form and return a copy to the student and forward the original to the
administration office along with the Assessment Task.
The assessment task has been determined as:
Competent
Not Competent
Feedback for the student:
Name:
Signature:
Date:
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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements
through observations or demonstrations. Your trainer/assessor will have a list of
demonstrations you must complete or tasks to be observed. The observations and
demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work-based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do.
The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training
environment, depending on the task to be undertaken and whether it is an observation or
demonstration. 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 the skills, knowledge and performance criteria required
for competency in this unit, as seen in the Learner Guide.
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Third Party Guide
You should supply details of the third party to the assessor before you commence the
activities (see below), unless the assessor has already selected a third party themselves.
The assessor can then contact the third party in instances where they require more evidence
to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will
need to inform the assessor. They will be able to provide you with a simulated environment
in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not
possible, you and your third party should simulate the activity tasks and demonstrations that
you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in
your work role that relate to the unit of competency but are not a part of the formal
assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final
decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third-Party
section in the Observations/Demonstrations document.
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Activities checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is
required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activities been answered and performed fully, as required to
assess the competency of the learner?
Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner
for the activity?
Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s
performance
was:
Not yet satisfactory
Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s
signature
Assessor’s
signature
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Activities
Complete the following activities individually (as applicable to the specific
activity and the assessment environment).
Activity 1A
Objective
To provide you with an opportunity to identify requirements of, or
modifications to, the administrative system through consultation
with system users and other stakeholders in accordance with
organisational and budgetary requirements.
Refer to Case Study A – Initial Consultation
1. What other administrative systems may the workflow system
affect?
(Provide two).
2. Provide two suggestions as to how the workflow system could
be improved.
3. From your own thinking, how would you consult with the other
stakeholders to determine the need for improvements?
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Activity 1B
Objective
To provide you with an opportunity to know how to obtain
quotations from suppliers/developers for the identified
requirements or modifications to be made to the system in
accordance with organisational policy and procedures.
Refer to Case Study B – Quotations for Requirements or
Modifications
1. What must Bella do to obtain a quotation from the IT
specialist?
2. How must Bella communicate with the IT specialist?
3. With regards to legislation, what must Bella make sure of?
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Activity 1C
Objective
To provide you with an opportunity to understand how to select a
supplier or developer in accordance with organisational policy and
procedures.
Develop a list of criteria that you could use for short-listing
suppliers and/or developers. (This should contain at least five
points).
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Activity 2A
Objective
To provide you with an opportunity to identify and develop
implementation strategies in consultation with staff.
Refer to Case Study C – Developing Strategies
1. Suggest three implementation strategies that could be used
for developing the system and say why you are suggesting
these.
2. From your own thinking, how can you ensure information is
presented in a style and manner that is suitable for the
audience?
3. What can you do to communicate successfully in consultations
with staff? (Provide five points).
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Activity 2B
Objective
To provide you with an opportunity to encourage staff to
participate in all stages of the implementation process.
Refer to Case Study D – Participating in the Implementation
Process
1. How can Gwen encourage staff to get involved in the
implementation process? (Provide two suggestions).
2. From your own thinking, explain how Gwen could collaborate
with others to implement changes.
3. What suggestions could Gwen make for data storage? (Provide
three suggestions).
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Activity 2C
Objective
To provide you with an opportunity to know how to implement
system in accordance with organisational and legislative
requirements.
1. Provide three organisational requirements that may need to be
followed when implementing system changes or modifications.
2. For your business industry, provide two legislative
requirements that you will need to consider.
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Activity 2D
Objective
To provide you with an opportunity to define and communicate
procedures for using the system to staff.
Refer to Case Study E – System Procedures
1. Looking at the procedures in the case study, write a brief script
that you can use to communicate these changes to customer
service staff.
2. How would you communicate these to staff and why?
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Activity 2E
Objective
To provide you with an opportunity to provide training and
support for staff on the use of the new or modified system.
Refer to Case Study F – Training and Support
With reference to the case study, outline a training program that
you could use for the two different groups of staff; you should
include the types of training materials for delivery of training and
how support can be given to staff to use the system.
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Activity 2F
Objective
To provide you with an opportunity to understand about
contingencies to ensure minimal impact on users.
1. Why should you make contingency plans when changing or
modifying systems?
2. What three things do contingency plans address?
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Activity 3A
Objective
To provide you with an opportunity to know how to monitor the
system for usage, security and output in accordance with
organisational requirements.
1. How can you monitor the system? (Provide at least four
points.)
2. Name an issue you may experience with each of the following:
 Usage
 Security
 Output.
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Activity 3B
Objective
To provide you with an opportunity to understand about
modifying the system to meet changing needs in accordance with
organisational requirements; and identifying further modifications
and notifying users.
1. Provide three reasons why you may need to modify or change
a system.
2. How can you notify users of any modifications or changes?
(Provide at least three ways).
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Activity 3C
Objective
To provide you with an opportunity to monitor staff training needs
and train new staff on administrative system.
Refer to Case Study G – Maintaining Training Needs
1. Where can the training records for Judy and Lisa be located?
2. What information do these contain for each person?
3. From your own thinking, in conversations with both persons,
how can you determine their skill gaps and needs?
4. What training would you suggest for both Judy and Lisa?
(Provide two suggestions for each person).
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Summative Assessments
The summative assessments are the major activities designed to assess the learner’s skills,
knowledge and performance, as required to show competency in this unit. These activities
should be completed after finishing the Learner Guide. These should be completed as stated
under the trainer/assessor instructions.
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
Section A: Skills Activity
The Skills Activity is designed is designed to address the foundation skills of the unit through
a case study, with a series of applicable questions to address the skills criteria.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a questionnaire where the assessor asks the
learner a series of questions to confirm their competency for all of the required knowledge
in the unit of competency.
If necessary for the activities, you should attach completed written answers, portfolios or
any evidence of competency to this workbook.
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Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required
skills for this unit.
This activity will enable you to demonstrate your knowledge of the following foundation
skills:
 Learning
 Reading
 Writing
 Oral communication
 Numeracy
 Navigate the world of work
 Interact with others
 Get the work done.
Answer the activity in as much detail as possible, considering your organisational
requirements.
All activity answers will vary depending on the learner and the organisation they work for,
but the learner should be able to demonstrate their competency in the unit requirements.
Refer to Case Study H – Training in Administrative Systems
1. For one of the administrative systems, develop a training program and write
this down. You should conduct research to base your training on a real
situation or example. If you do not have access to a workplace to assess an
administrative system, you can research online or base your training on a
system of your own thinking (note: incident/accident reporting can be
researched through work health and safety guidance).
Any research that you obtain should be submitted with your workbook, along
with any training materials that you produce (such as a PowerPoint
presentation or information sheet(s)).
You should:
 Identify a suitable length of time for the training
 Plan how each aspect would be covered and ordered in training
 Plan and write out the training you would deliver; this may include a
session schedule to show activities, a PowerPoint presentation and a userguide
 Identify the format of the training; for example, it may be a
demonstration, interactive or classroom format
 Determine where costs will originate from with regards to training.
2. As part of your training preparations, provide details on how you would
deliver this.
You should:
 Explain any use of technologies
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 Detail the training materials you would use; for example, procedural lists,
legal guidance or any interactive elements (e.g., tests or activities)
 Outline what you would communicate to staff in training and how you
would interact with them.
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Summative Assessments: Section A checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the
learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment
is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner?
Yes No
(Please tic box)
Has sufficient evidence and information been provided by the
learner for the activity?
Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s
performance
was:
Not yet satisfactory
Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s
signature
Assessor’s
signature
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Section B: Knowledge Activity (Q & A)
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:
 Relevant legislative and organisational policies and procedures for reviewing
administrative systems.
Answer each question in as much detail as possible, considering your
organisational requirements for each one.
All answers will vary depending on the learner and the organisation they work for, but the
learner should be able to answer each question competently.
1. When reviewing administrative systems in your organisation or business
industry, which legislative and organisational policies do you need to follow?
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Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the
learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment
is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner?
Yes No
(Please tic box)
Has sufficient evidence and information been provided by the
learner for the activity?
Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s
performance
was:
Not yet satisfactory
Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s
signature
Assessor’s
signature
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Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted
to the assessor or third party. Indicate in the table below the documents that have been
provided. Please refer to your trainer/assessor if clarification is required or if you have any
further questions on what you are able to provide or use.
Document name/description
Document
attached
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
For RTO use only
Have originals or digital copies been supplied for the workplace
documents?
Yes No
If not originals, have the originals been validated or checked?
Yes No
Learner’s
signature
Assessor’s
signature
LEARNER WORKBOOK | VERSION 1.1 AUGUST 2018
RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 34 of 39
Case Study A – Initial Consultation
Billy is participating in a consultation to discuss making improvements to the workflow
system between the sales and accounts departments.
The consultation is made up of four stakeholders:
 Billy (senior administrator)
 Sales manager
 Accounts manager
 Company owner.
Currently, when a sale is made, it takes one day for accounts to receive the paperwork, and
a further one to two days to process paperwork. An invoice can take up to four working
days to be sent out to customers.
Both the sales and accounts managers acknowledge that the system is slow and can cause
delays in finalising sales. The company owner wants to speed up the process to exchange
work between the departments as delays in business transactions are taking place.
Sometimes, invoices need to be sent out the same day (or the day after), and on many
occasions, this has not occurred.
The workflow system
Sales paperwork is collected from an internal post tray by an administration assistant once a
day in the morning; this is delivered to the accounts department in-tray for further sorting.
Depending on other work that is being done, the accounts tray may not be sorted until the
afternoon.
During the day, further sales paperwork is placed in the tray ready for the next day; this
means that any urgent orders are often delayed unless the salesperson takes this personally
to the accounts department to request immediate processing. This is not an effective use of
the sales team’s time as they often need to pick up telephone calls or send email
communications in response to requests.
LEARNER WORKBOOK | VERSION 1.1 AUGUST 2018
RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 35 of 39
Case Study B – Quotations for Requirements or Modifications
Bella works for a courier company. She must obtain a quotation from an IT specialist to
upgrade the organisation’s work booking system. The current system needs to be
streamlined to make this more customer-friendly.
The procedures for submitting a quotation are:
 Gain the relevant information to write the details for the quote request:
o the goods or services required
o duration/quantity of goods or services
o timeframe or period for providing goods or services
 Follow the correct format/style for writing quotation requests:
o writing the date
o providing the details
o requesting a date for receipt of quotation
o including timeframes for the supply of goods or services (as applicable)
 Send the quotation request to the IT specialist by email
o copying in the company owner on the email to the IT specialist
 Follow up on the quote request by telephone, to confirm receipt and
understanding of the details
 Agree a date for receiving the quotation by.
Bella must also enquire with the IT specialist on customer’s data privacy to make sure that
any changes to the system will not compromise data security. She must also ensure that
streamlining the system will not conflict with Australian consumer law by the omission of
information or customer booking procedures.
LEARNER WORKBOOK | VERSION 1.1 AUGUST 2018
RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 36 of 39
Case Study C – Developing Strategies
A workgroup responsible for the development of an administrative system must decide on
implementation strategies. These will need to be discussed and mutually agreed on in a
consultation.
These will need to take into consideration the following factors:
 Workers will not be able to access the system during development work
 The upgrades will need to be tested
 Functionality will be different for workers after the upgrades.
Case Study D – Participating in the Implementation Process
Gwen needs to encourage her work team to participate in the implementation of a new
administrative system. Although some of the team are interested, the majority are not that
inclined to become involved in the implementation process.
The system change requires:
 New forms and templates
 New data storage
 Updated team administration procedures
 Change in work role responsibilities.
She needs to find ways to involve and engage staff in the process.
Case Study E – System Procedures
Customer record procedures
Procedures for updating customer records have recently been amended; the
following changes have been made:
 Customer information must be captured in the customer database system;
they can no longer be left on shared drives or in email folders
 Information provided by customers must be recorded to the customer’s
record; this is regardless of how minor the communication may appear to be
– customer record updates must always be dated
 Email correspondence from customers must be acknowledged to inform
them of record updates.
LEARNER WORKBOOK | VERSION 1.1 AUGUST 2018
RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 37 of 39
Case Study F – Training and Support
Your company has just bought a new state-of-the-art telephone communication system.
This is scheduled to be in use in three weeks’ time, and you have been asked to organise a
training program for staff.
Staff includes:
 Reception staff
 Office staff
 Production/floor staff.
This training program must be suitable for staff in all work areas, as this will be accessible to
staff throughout the premises.
However, the following training requirements have been noted:
 Reception and office staff will need to be trained on all functionalities; this
includes:
o taking calls and putting calls through to other personnel
o forwarding calls to staff voicemail
o monitoring call logging (i.e., volume of calls, length of calls and call
times)
o setting up answering services (outside of office hours)
o setting up and managing a digital phone directory
o setting up voicemail boxes
o call forwarding
o call barring
o setting up and facilitating conference and video calls
 Production/floor staff:
o taking and forwarding calls to other staff
o forwarding calls to staff voicemail
o setting up and accessing personal voicemail boxes
o call forwarding.
The system does come with a user manual, and an IT specialist from the
telecommunications company is able to visit to help in the delivery of training.
LEARNER WORKBOOK | VERSION 1.1 AUGUST 2018
RTO NO: 32217 | CRICOS PROVIDER NO: 03442E Page 38 of 39
Case Study G – Maintaining Training Needs
You are required to assess the training needs of two members of staff. Their training
records can be found in human resources (HR); these are kept as part of HR’s staff records
with the employee relations representative.
Judy
Judy has just been promoted to a supervisory role in her work team. Instead of providing
customer services, she is now required to oversee the work team and to help manage
difficulties. She must also roster work tasks with the team and provide administrative
support to maintain staff work records. Judy has excellent customer service experience and
product knowledge, but she has never supervised a team or completed administrative
records.
Judy’s training records identify comprehensive customer services training with some
additional communications training.
Lisa
Lisa has just joined the company and is working in reception. She has had two previous
reception jobs in the past two years since leaving school. Lisa can use technology systems
but is unfamiliar with the system in place at the company. She is also unfamiliar with the
company’s products and administrative systems; Lisa is a new joiner who has yet to receive
any kind of training.
Lisa’s training records identify senior secondary qualifications in English, mathematics,
science, social sciences and technology.
Case Study H – Training in Administrative Systems
You work for an organisation that has just reviewed its employee training records. It has
been found that training is well overdue in some of its administrative systems.
Some staff have missed out on workplace training in the following systems:
 Booking work orders
 Using the telephone system
 Incident/accident reporting
 Ordering resources and supplies.
The above systems can be trained with minimal resource requirements. No budget is
required for training as this can be done by the organisation, but some training resources
will be needed; this includes procedure lists, PowerPoint presentations and information
sheets.
Case Study I – Administration Improvements
Company A has expanded its operations; it has recently taken on five new members of staff
and is now finding that three of its current administrative systems are no longer efficient.
LEARNER WORKBOOK | VERSION 1.1 AUGUST 2018
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Records and filing
A new records and filing system needs to be established as current methods are not fast or
robust enough to deal with the increase in work. Previously records were put together ad
hoc, but now a logical and more ordered system needs to be put in place.
Needs include:
 Data management and security
 Information and data processing
 Creating records
 Storing records.
Internal communications
Current workplace communications no longer meet the company’s expanding needs; a new
communications system needs to be developed to ensure that information is circulated
internally with efficiency and in a timely manner.
Whereby previous communications were just by word-of-mouth, a more definitive and
planned system needs to be put in place to ensure no one misses out on receiving
communications.
Needs include:
 Determining efficient methods for conducting communications
 Using appropriate communication equipment and tools
 Providing training on communication processes.
Finances and accounting
Due to an increase in business, systems for generating invoices and for processing
payments, needs to be improved.
This includes how long it takes for information to be passed on to accounts, and how quickly
accounts are able to produce documentation and paperwork for passing on or sending out
to customers.
Needs include:
 Better workflow processes from departments to accounts
 Clear guidance on accounting processes and timeframes
 Improved access to accounts for work departments.

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