BSBADM506 Manage Business Document Design And Development-Australian Vocational Training Institute Assignment

Assessment Type	This is a summative assessment, which requires each student to have adequate practice prior to undertaking this assessment
Assessment Methods	Projects	Assessment 1 – Part A (Develop style guide and 6 templates)
	Observations	Assessment 1 – Part B (1 training observation )
	Written Assessment or Project	Assessment 2 (Written Assessment  /  Project)

Task : BSBADM506 Manage Business Document Design And Development Assignment

Unit Summary

This unit describes the performance outcomes, skills and knowledge required to establish standards for the design and production of organisational documents and to manage document design and production processes to ensure agreed standards are met. This unit applies to individuals employed in a range of work environments who require well developed skills in the use of a range of software packages. They use these skills to establish, document and implement consistent standards of document design with an organisation.

How to Conduct these Assessments

It is important that prior to conducting this assessment, the assessor undertakes the following:

Prior to conducting the assessment

• Read the assessment task as detailed throughout this document
• Contextualise the task (and checklist) to ensure it reflects the students working environment.  (Be sure to check with the mapping document to ensure any contextualisation still covers the unit requirements)
• Read the assessor instructions and checklist prior to commencing the assessment
• Ensure the workplace (or simulated environment) is suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills
• Make suitable modifications to the workplace if required to allow all tasks to be observed
• If undertaken on the job – discuss the assessment with the workplace supervisor, to so they are aware of what will happen throughout the process
• Ensure the student is allocated the appropriate time and resources for the task
• If undertaken on the job – Determine and agree with the supervisor an acceptable time frame for each assessment.
• Advise the student prior to conducting the assessment of:
  • what will occur throughout the assessment process
  • when the assessment will occur
  • the level of competency expected
  • NB: You should not tell the student how to undertake the task, as it would lead the student and render the assessment process invalid.  The student should have been taught “How” to perform each task during the training stage, and is expected to know this prior to commencing the assessment
  • DO NOT give the student a copy of the checklist prior to the assessment

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Conducting the assessment

• Establish and oversee the evidence gathering process to ensure remains valid, reliable, fair and flexible
• Advise the student when to commence the assessment
• Observe the student undertake the tasks as outlined
• Record your observations in the assessor checklist
• Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the students control, modify the scenario to allow the student an opportunity to perform the associated task
• Where a checklist point is not appropriate, write “N/A” in the space provided
• Gather supporting documentation where available and appropriate (as evidence)
• Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the assessment
• Do not interfere with the assessment unless the students actions impose a risk to themselves or anyone else
• If a student performs an action incorrectly, mark it as such.  Record what you see, not what you want to see.
• Once the assessment is complete, advise the student that the assessment has ceased, and record your comments in the sections provided

Making the decision

• The student needs to be deemed satisfactory in the full unit to gain competency.
• If you are in doubt, gather further evidence to help guide your decision.
• Assess the students on what you see during the assessment period, not on actions before or after the assessment.
• Use both the checklist and your professional competency to determine the final outcome for the student.

If you are marking the student NYC, ensure you outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment

ASSESSMENT SUMMARY / COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency. All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.

Unit Code:	BSBADM506
Unit Title:	Manage business document design and development

Please attach the following documentation to this form		Result S = Satisfactory NS = Not Satisfactory NA = Not Assessed
Assessment 1	Style guide attached Copies of 6 templates and standard text attached Training session outline Maintenance and continuous improvement policy Checklist attached	S  |  NS  |  NA
Assessment 2	Written assessment  / Project attached	S  |  NS  |  NA

ASSESSMENT 1 – STUDENT INFORMATION

This information is to be handed to each student to outline the assessment requirements.

PART A

For this assessment you are to assume you are opening a new business.  As part of your business development, you are to manage the document design and development to ensure a consistently professional image to your organisation.

Your first step is to establish your documentation standards taking into consideration:

• What types of documents you will require for your business (at least 6 different documents required)
• The styles and types of documents you will be using
• Available technology for producing these documents
• How the documents will be utilised, outputted and stored
• Develop an organisational style guide that outlines your documentation standards

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Next, you are to develop your template design and development for each document, ensuring that:

• The templates and formats suit the purpose of each document
• The document templates enhance readability for appearance, style and layout
• They are tested and updated to ensure quality of presentation

Once you have developed your templates, you are to develop a standard for text input.  This will require you to:

• Evaluate the complex technical functions of your software for usefulness in automating standard document productions
• Match each document to relevant software production
• Test the macros to ensure they meet the requirements of each document

Now that you have your templates and standard text, you are to:

• Prepare explanatory notes for the use of your templates and macros for your users (Style Guide)
• Develop a short training session on the use of your templates and macro’s
• Develop master files, and include hard copies of your templates and macro’s
• Develop a strategy to monitor the use of your documents, and evaluate the documents against their needs, including continuous improvement

Submission

In submitting this project, you are to include

• A completed style guide covering at least 6 different types of business document
• Copies of all templates and standard text
• A copy of your maintenance and continuous improvement standard
• A document summarising how you undertook this task, step by step, including your rationale behind your outcomes

PART B

You will be observed conducting a short training session on a colleague (or on your assessor) on how to use your templates and standards.  This is requires you to determine how you will implement your style guide into your organisation, and how you will monitor their use.  In your training session, your student is to use at least two of your templates and write documents on behalf of your company.  Don’t forget to use this as an opportunity to improve your style guide / templates for future use!

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Submission

In submitting this project, you are to include a copy of your explanatory notes, training session details, and completed learner documents.

ASSESSMENT 1 – ASSESSOR CHECKLIST

ASSESSOR INSTRUCTIONS

 PART A

Each student is to:

• Design and develop a style guide for a new business of their choice (that includes at least 6 different types of documents),
• Prepare explanatory notes for the use of your templates and macros for your users
• Develop a short training session on the use of your templates and macro’s
• Develop master files, and include hard copies of your templates and macro’s
• Develop a strategy to monitor the use of your documents, and evaluate the documents against their needs, including continuous improvement

Assessor Notes

Students may consider the following types of documents to be included within their style guide:  Business letters; Emails; Instructions and procedures; Manuals; Publications; Leaflets; Brochures; Reports; Speeches and presentations; Submissions tender documentation and public notices, etc.

Two sample style guides have been supplied as a reference / benchmark for these assessments.  Please refer to the checklist for the expectations required for each template provided by the student.

PART B

Each student is to be observed conducting a short training session on a colleague (or on the assessor) on how to use their templates and style guide.  This is requires the student to determine how they will implement your style guide into their organisation, and how they will monitor their use.  Whilst conducting the training session, the students’ learner is to use at least two of your templates and write documents on behalf of the proposed company.  Don’t forget to use this as an opportunity to improve your style guide / templates for future use!

Submission

In submitting this project, students are to include a copy of their explanatory notes, training session details, and completed learner documents.

In setting up this assessment, please:

1. Set a date for this assessment and advise students of the topic.
2. Hand out the Student Information Form
3. Assess the candidates’ submissions / observations using the following checklist.

This assessment may be undertaken in the following formats:

• On the job. These assessments must:
  • using a registered and operating workplace
  • ensure access to customers relevant to the work role and unit requirements
  • ensure access to staff members / colleagues
  • ensure candidate is working in a suitable role to the unit (i.e. – candidates undertaking units requiring staff supervision must have staff to supervise, and authority to do so)
  • ensure access to relevant, working and current tools and equipment as appropriate to the unit requirement
  • relating their project to their current or preferred vocational direction

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ASSESSMENT 2 – ASSESSOR INSTRUCTIONS

WRITTEN ASSESSMENT  /  PROJECT

This assessment may be undertaken in one of the following formats  Written assessment 1.     Set a date for this written assessment. 2.     Advise students of the topic and how the assessment will be conducted / marked 3.     Set up room with a gap between each student (staggered formation recommended) 4.     Set ground rules including no phones, talking, books, etc. 5.     Pass a copy of the assessment to each student (Ensure the answers have been deleted from the students copy) 6.     Allow time for reading and questions before commencing assessment. 7.     Once assessment has commenced, no communication between students is allowed. 8.     If students repeatedly talk, or are caught cheating, they are to be removed from the classroom, and reported to student administration.  Mark the assessment tasks as “incomplete” 9.     Remember – assessments are a participatory process, so you can help re-word questions, but be careful NOT TO LEAD.  We are assessing the students, not you! 10.  Once completed, mark the assessment accordingly.  Refer to the sample answers as direction on expected student responses 11.  In the event that a question is not answered correctly, discuss the response with the candidate to determine if the student did not know the answer, or did not understand the question. 12.  In order to achieve competency, all questions that are mapped in the associated mapping document MUST be answered correctly.   Project Set a date for this written assessment. Advise students of the topic and how the assessment will be conducted / marked Provide the blank project to the student Provide student the opportunity to ask questions prior to starting the assessment. In the event that a question is not answered correctly, discuss the response with the candidate to determine if the student did not know the answer, or did not understand the question. Remember – assessments are a participatory process, so you can help re-word questions, but be careful NOT TO LEAD.  We are assessing the students, not you! Once completed, mark the assessment accordingly.  Refer to the sample answers as direction on expected student responses In order to achieve competency, all questions that are mapped in the associated mapping document MUST be answered correctly.

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