BSBADM506LearnerWorkbookV1.1final File

BSBADM506
Manage business document

design and development
Learner Workbook
Page |1
Student Name:
Student ID:
Clinton Institute – BSBADM506 Learner workbook V1.1 (Jan18)

Page |2
Table of Contents
ASSESSMENT RECORD TOOL ......................................................................................................... 3

Instructions to Learner ................................................................................................................. 7
Assessment instructions ................................................................................................................. 7
Assessment criteria .................................................................................................................... 11
Workbook activity tasks 1A – 5A ................................................................................................ 15
Activity 1A ..................................................................................................................................... 15
Activity 1B ..................................................................................................................................... 17
Activity 1C ..................................................................................................................................... 18
Activity 1D ..................................................................................................................................... 20
Activity 2B ..................................................................................................................................... 26
Activity 2C ..................................................................................................................................... 26
Activity 3A ..................................................................................................................................... 30
Activity 3B ..................................................................................................................................... 31
Activity 4A ..................................................................................................................................... 37
Activity 4B ..................................................................................................................................... 38
Activity 4C ..................................................................................................................................... 40
Activity 5A ..................................................................................................................................... 41
Section A: Skills Activity – Task 2 .................................................................................................. 46
Section B: Knowledge Activity (Q & A) – Task 3 ............................................................................ 55
Section C: Performance Activity – Task 4...................................................................................... 59
Supplementary Oral Questions (optional) – for assessor ............................................................. 66

Page |3
ASSESSMENT RECORD TOOL
Task Outcome
Satisfactory (S) Assessor

Assessment Tasks Not satisfactory (NS) Date initials
Assessment Task 1: Work book tasks 1A – 5A Attempt 1.
Attempt 2.
Attempt 3.
Assessment Task 2: Skills activity tasks Attempt 1.

(Section A)
Attempt 2.
Attempt 3.
Assessment Task 3: Knowledge activity tasks Attempt 1.

(Section B)
Attempt 2.
Attempt 3.
Assessment Task 4: Performance activity task Attempt 1.

(Section C)
Attempt 2.
Attempt 3.
The learner has been assessed in the elements and performance criteria and the evidence has been presented as:
Authentic Valid Reliable Current Sufficient
√ or × √ or × √ or × √ or × √ or ×
Final Assessment Results Result (C/NYC) Date
BSBADM506: Manage business document design
and development
Student name:
Assessor name:
Assessor signature: Date:

Page |4
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
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

Page |5
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

Page |6
This page is left blank intentionally

Page |7
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
 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.

Page |8
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.

Page |9
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.

P a g e | 10
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

P a g e | 11
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: ____________________________________________________________

P a g e | 12
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.

P a g e | 13
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: 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: ______________________

P a g e | 14
Assessor’s Signature: _______________________________________ Date:

______________________

P a g e | 15
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.

P a g e | 16
Activity 1A
1. Research an organization, and then outline the requirements they would need for
information entry, storage, output, and quality of document design and production.
 Prior to the research that our team carried out on an organization QBurst the
organization lacked several resources that were required in that particular
organization. Those including a proper reliable software to replace the manual
load of data entry, and a good data storage architecture to store those data and
retrieve efficiently whenever required. Also, many units inside the organization
especially the units that were responsible for cumulating valuable information
related to the organization were lacking the effectiveness, mainly due to their
impractical and cluttered document standards, delaying in the overall production
of the unit.
2. Summarize any relevant legislation that should also be taken into consideration.
 After analyzing several departments each one functioned with their own sets of
legislation formulated by the unit heads and other few supervisors. Most of the
legislation for the department was planned well and were implemented as
desired. Our concern, particularly regarding units responsible for data
information handling, was legit because of the poor and improper legislation for
the unit. Several practical changes were to be introduced also its legislation
requires reevaluation of its policies to corporate new practices and improve the
existing ones.

P a g e | 17
Activity 1B
Estimated 20 Minutes
Time
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 1B
Answer:-
1 Give examples of the different types of software that can currently be used within an
organisation to design and produce business documents.
To design and produce business documents we use a different type of software they are
Microsoft Publisher, Microsoft word or word pad, MySQL, Xero or Net suite etc.
2 What impact do you think they have on the actual design and production of the
documents?
We can determine different types of documents used and required by their organization and
we can design properly as the client or project manager needed. By using various software
we can determine the different types of documents to suit various tasks in the business.
There was no extra hard work needed during work with some software, and time will be
saved by using proper software.
3. Now consider the future of an organisation and the software used within it.

P a g e | 18
(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?IT
Capability alludes to an association's capacity to recognize IT addressing business needs, to
convey IT to improve the business process in a savvy way, and to give long haul upkeep and
backing for IT-based frameworks. It is the capacities to use diverse IT asset for impalpable
advantages. IT Capability is an association's capacity, by temperance of its IT resources and
ability, to make business esteem. IT ability can be, and is ordinarily, credited to the IT work
inside an association. All the more suitably it ought to be ascribed to the association in
general in light of the fact that no capacity inside an association is an island. Every increase
from the other and thus improves them. At the point when the association plays as a group,
for example, the capacities team up, positive esteem goes between capacities. For this
situation, the association's capacity is more noteworthy than the total of its parts. The
capacities are in an ideal situation together. Then again, when the association does not play
as a group, for example, is useless, at that point the esteem drain is negative. For this
situation, the association's capacity is not exactly the entirety of its parts. It pursues then that
the capacities are in an ideal situation not being with one another! The net of this wonder is
that no capacity inside an association would make a similar incentive inside another
association. For instance, if an IT association is moved to start with one organization then
onto the next, it will convey pretty much however never a similar incentive as it was making
in the first organization. This is valid for any group. You may have seen that a player is fruitful
or progressively effective on one group versus the other.
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?

P a g e | 19
1 Give five (5) examples of some of the different types of documents that are used and
required by an organisation.
There are several type of document used in an organization, they are Business plan,
Emails, memo, PowerPoint presentation, invoice, spread sheet, templates etc.
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?
For highlighting the benefits of a brand new business process organization should apply
templet documentation. It will be suitable for the promotion of a new business.

P a g e | 20
Activity 1D
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

P a g e | 21
ANSWER:--
Emails and Memorandums: Co-worker regularly uses email to pass on data to one another. Before email
wound up pervasive, reminders were utilized for official messages. Notices are as yet utilized in
circumstances where a message is intended to go with a particular document and in cases that require
more protection than an email. Both an update and an email recognize the sender and beneficiary and
contain a headline. The content is designed in at least one sections.
Business Reports for Conveying Information: Business reports pass on data in an organization that is
more formal and typically longer than a letter. Reports spread an assortment of points, for example,
wellbeing consistence, deals figures, monetary information, achievability studies, and advertising plans.
They may incorporate insights, outlines, charts, pictures, contextual investigations and overview results.
A few reports are distributed to assist financial specialists. In the event that a report is intermittent, for
example, a month to month deals report, a layout is utilized for comfort and to empower correlation
with past reports.
Financial Documents to Manage the Business: A business utilizes money related archives to remain
inside its financial plan, get ready spending recommendations and record expense forms. These archives
incorporate receipt records, finance reports, paid bills, bank proclamations, salary explanations,
monetary records and expense announcing shapes. These records might be set up by the organization's
bookkeeper. An entrepreneur utilizes these records to decide the monetary achievement of the
organization and to distinguish regions that are ineffective. A division head may utilize money related
archives to set up a spending proposition.
Technologies Information Budget
.NET At the point when Orient 2,00,000

Software was first established,
the organization concentrated
solely on the .NET stage.
Java Java offers predominant 75,000

dependability and cross-stage
usefulness, making it the
perfect innovation for re-
appropriating project.
PHP Orient Software's PHP web 50,000

improvement administrations
are the ideal method to strike a
harmony between minimal

P a g e | 22
effort and elite web

applications and sites
Total budget: 3,25,000

P a g e | 23
Activity 2A

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.

P a g e | 24
Activity 2A
CLIENT INVOICE

P a g e | 25
BUISNESS LETTER

P a g e | 26
Activity 2B
Objective To provide you with an opportunity to ensure document templates enhance
readability and appearance, and meet organisational requirements for style and
layout.
Activity 2B
1. Using the templates that you created in Activity 2A, outline how these documents can enhance
readability and appearance for the intended audience.
 From the template the customer gets attracted towards the company and their services.
The pattern of the template shows the clarity of the budget and the amounts of the
services they provide. The percentage of tax and the discounts are also shown in the
invoice.
In the second template the thanks giving letter works as a oiling process to the customer.
This shows that the company really cares for their customer and dedicated to give good
service to them.
2. How do your two templates meet the style guides requirements for style and layout?
 The both of the templates are designed in the same pattern and format so that the
customer does not get puzzled. The color is matched is a very formal way. As the logo of
QBurst uses the red and black color, the two templates also have the touch of that.
Activity 2C

P a g e | 27
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).
Activity 2C
1. What methods could an organization use to test templates?
 There are various ways to test the templates. By focusing on the group of people the
templates can be tested. The customers and the employees can give the feedback to the
company so that they can test that template. The program of survey can be conducted to
test the templates.
2. Explain what would be the key success criteria for these templates?
 The personalization can be done to improve the templates. The software or the services
provided by QBurst can be more specific. They use of more logos can be the key for the
success of the 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.
 Feedback about the Invoice template:

P a g e | 28
Andre Peterson: The template is really attractive. The theme color black and red is used
in full template which makes the invoice more beautiful. There are no fields which need
to be reconstructed.
John Lee: The template looks fine and clear but there should be a different chart for the
rate of the products. This will give the customer more information about the services of
QBurst.
Andy Cook: The effort is good but this can be more constructive. How the discount is
calculated that is not mentioned there. The number of columns is less. That can make
problems for the company.
William Stark: Invoice is very simple but informative. That is the plus point of this
template. Some part can be changed like the calculation of VAT, information about the
service of QBurst, Credit note, etc.
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?
 Some amendments should be made for the betterment of the QBurst. Those are
mentioned below.
1. Process of the calculation of the discount.
2. Increase of number of columns.
These two amendments are very basic and essential thing. The calculation of the
discount make the company trust worthy for the customer. The number of columns
should be increased as this is really important. They can face problems if a customer
orders product more than the space allotted in the Invoice.
1.

P a g e | 29
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?

P a g e | 30
Activity 3A
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.
Emails and Memorandums: Co-worker regularly uses email to pass on data to one another.
Before email wound up pervasive, reminders were utilized for official messages. Notices are as yet
utilized in circumstances where a message is intended to go with a particular document and in cases
that require more protection than an email. Both an update and an email recognize the sender and
beneficiary and contain a headline. The content is designed in at least one sections.

P a g e | 31
2. How do your chosen technical functions work?
By email, a co-worker can communicate with each other and they get their task by
email and return the result by email. Email offer reminders, official notice, rules,
holidays etc.
Activity 3B
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?

P a g e | 32
4. 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.
Step 1: First go to VIEW option.
Step 2: Then go to Macros option and then select Record Macro option.

P a g e | 33
Step 3: Write a name in the box and click on Button option and press ok. For using this macro in
any documents be sure save the documents in Normal.dotm form.
Step 4: Click on the new macro and after that click on Add>> button. Then click on Modify button
and select a pointer and press ok.

P a g e | 34
A new macro is created.
5. Now test your macro and provide a step-by-step (with screenshots) account of the process.
Step 1: To stop the process click on Macros in VIEW tab and then select Stop Recording.
Step 2: In Quick Access Toolbar a button is added by clicking it we can start the macro process.

P a g e | 35
Step 3: To run a macro go to Macros option under VIEW tab and then select View Macros.
Step 4: Under macro list select a Macro name and Click on Run button.

P a g e | 36
3. Does your macro meet the requirements of your particular business document? How
does or doesn’t it?
Macro is needed for determine the purpose and scope of the business project, examine
the current system and design any requirements. Yes, macro meet the requirements of the
particular business document.

P a g e | 37
Activity 4A
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.
1. 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.
 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.

P a g e | 38
Activity 4B
Time
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.
Activity 4B
1. Think about an organization. Which methods of training could be used to update employees
on the use of templates and macros?
1. The methods of the training that could develop employee’s skill better:
a. Focused group discussion
b. Audio and video round training
c. Mentoring different kind of situation
d. On-the-job training
e. Development of training manual and courses
f. Sessions led by external professors
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.

P a g e | 39
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 Key Activities Implementation Methods to

measure
(What needs to (list specific tasks for methods
be achieved) training progress
ensuring accurate use (How, when, where
( How can you
of templates) training occurs and
measure the use
what staff are of
involved) templates and
compliance with
template usage)
Assessment a. To know Place: In company The entire

training organization’s logical training is
Duration: Nov- monitored by
strategies
Dec,2018 supervisor.
b. How to collect
human Resources 5 Supervisors At the end
taking feedback
c. Individual
from employees.
establishment plan
Taking different
kind of test.
Organization and a. To know Place: In company The entire

cultural training organization’s logical training is
0bjectives strategies Duration: Nov- monitored by
Dec,2018
Training supervisor.
b. This training will
help employees to 5 Supervisors At the end taking
understand the gap feedback from
between the training employees.
and employee skill set.

P a g e | 40
Taking different
kind of test.
Developing a. This will help Place: In company The entire

training initiatives employees to training is
Duration: Nov-
overcome different monitored by
kind of situation. Dec,2018 supervisor.
5 Supervisors At the end taking
feedback from
employees.
Taking different
kind of test.
Analyzing and a. Check the Place: In company The entire

Revision of the effectiveness of training is
entire training individual Duration: Nov- monitored by
Dec,2018 supervisor.
5 Supervisors At the end taking
feedback from
employees.
Taking different
kind of test.
Activity 4C
Time
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.

P a g e | 41
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.
 Template #1: Client Invoice – This invoice will handle all the budget and pricing
the company will submit to the client and client in-tern will pay the bill for
product utilized accordingly. This particular template will be generated by the
sales executive manager and he/she will be responsible for keeping the data and
template safe so none can gain access for data violation.
Template #2: Official Letter – Letter will provide a way for communicating with
external interfaces in an official way.
Activity 5A
Time

P a g e | 42
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?
Activity 5A
1. What systems could an organization establish for the review/updating of standard
documentation templates and macros?
 By regularly at least once after every month organization heads can gather around
and discuss the way they can improve the template to function more effectively.
Improvement suggestions can be collected from sources that deal with the
template frequently. For example the Client Invoice template, when produced to
a client out of majority few will have enquiries about the information displayed on
invoice, this can be due to readability and not highlighting the important aspects
of the invoice like the product description and pricing etc.
2. How could an organization identify the need for documentation changes and implement
improvements?
 If templates fails to deliver the results that they are suppose to, then the template
may need a revision and improvement.

P a g e | 43

P a g e | 44

Student Name:
Student ID:
Assessment Task: 2 Task 2 – Skills Activity
Reassessment

work.

ASSESSOR FEEDBACK
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
Student signature: __________________________________________ Date: ____________________
Assessor’s Signature: ______________________________________ Date: ____________________

P a g e | 45

P a g e | 46
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

P a g e | 47
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.
Answer:
 The project requirements:
Technology: .NET
Information: At the point when Orient Software was first established, the organization
concentrated solely on the .NET stage.
Budget: 2, 00,000
Technology: Java
Information: Java offers predominant dependability and cross-stage usefulness, making

it the perfect innovation for re-appropriating project
Budget: 75,000
Technology: PHP
Information: Orient Software's PHP web improvement administrations are the ideal
method to strike a harmony between minimal effort and elite web applications and
sites.

P a g e | 48
Budget: 50,000
The project plannings are:
1) Assess Training Needs: The initial phase in building up a preparation program is to

distinguish and survey needs. Worker preparing necessities may as of now be built up
in the association's key, HR or individual advancement plans. In case you're
constructing the preparation program starting with no outside help (without
foreordained goals) you'll have to lead preparing needs appraisals.
2) Set Organizational Training Objectives: The preparation needs evaluations

(authoritative, task and individual) will recognize any holes in your present preparing
activities and worker ranges of abilities. These holes ought to be broke down and
organized and transformed into the association's preparation goals. A definitive
objective is to conquer any hindrance among present and wanted execution through
the improvement of a preparation program. At the representative dimension, the
preparation should coordinate the territories of progress found through 360 degree
assessments.
3) Implement Training Initiatives: The usage stage is the place the preparation program
springs up. Associations need to choose whether preparing will be conveyed in-house
or remotely organized. Program execution incorporates the booking of preparing
exercises and association of any related assets (offices, gear, and so on.). The
preparation program is then authoritatively propelled, advanced and led. Amid
preparing, member advancement ought to be observed to guarantee that the program
is compelling.
4) Evaluate and Revise Training: As referenced in the last fragment, the preparation
program ought to be consistently checked. Toward the end, the whole program ought
to be assessed to decide whether it was fruitful and met preparing goals. Criticism
ought to be acquired from all partners to decide program and teacher adequacy and
furthermore information or expertise obtaining. Investigating this criticism will enable
the association to recognize any shortcomings in the program. Now, the preparation
program or activity plan can be modified if destinations or desires are not being met.

P a g e | 49

P a g e | 50
Feedback template
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?

P a g e | 51

P a g e | 52

Student Name:
Student ID:
Assessment Task: 3 Task 3 - Knowledge Activity
Reassessment

work.

ASSESSOR FEEDBACK
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
………………

P a g e | 53
Assessor’s Signature: ______________________________________ Date: ______________________

P a g e | 54

P a g e | 55
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?
 In case the organization feels the need of external force to standardize documents
for the company, preferably they can hire level of experts accordingly to their
profession pay scale.
2. Briefly describe the document production process.
 The way toward delivering documents is an iterative procedure including drafting,
checking, and modifying the archive. It should proceed until an archive of worthy
quality is created. The satisfactory quality dimension relies upon the record type and
the potential readers of the document.
3. What software applications are relevant to use in document design and development?
 Verities of software including the document processing software like Microsoft’s
Office and LibreOffice can be utilized along with some document formatting
software’s like the TxtStudio. For document template designing Adobes InDesign will
work best.

P a g e | 56
4. Research the key provisions of relevant legislation and regulations, codes and standards
affecting document production in an organization?
 The production department and R&D departments each had their own head but this
two units were sharing less of the information and were least connected with the
organizations head mainly because of each department communicated and
interacted less with their.
5. Research and explain what organizational policies and procedures could be related to
document production?
 Depending on organizational policies each organization will output documentation
on certain work differently. If a company is creating a business proposal document,
and sharing their certain service is against the company’s policy guideline, they
better will not include that service in the business proposal documentation.
6. Which sources of expertise are available externally to an organization or workgroup?
 Every organization interdepends to each other, for an instance an marketing
company will require a IT experts to deploy the marketing software tools into the
organization, while the IT company will need marketing team to conduct and
promote their business.

P a g e | 57

Student Name:
Student ID:
Assessment Task: 4 Task 4 - Performance Activity
Reassessment

work.

ASSESSOR FEEDBACK

P a g e | 58
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
………………
Assessor’s Signature: ______________________________________ Date: ______________________
This page left intentionally blank

P a g e | 59
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)

P a g e | 60
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.

P a g e | 61

P a g e | 62
Feedback
Student Name:

P a g e | 63

P a g e | 64
Feedback (N○2)
Student Name:

P a g e | 65

P a g e | 66
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:

P a g e | 67
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:

BSBADM506LearnerWorkbookV1.1final File

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

BSBADM506LearnerWorkbookV1.1final File

Încărcat de

Drepturi de autor:

Formate disponibile

BSBADM506

Manage business document

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

ASSESSMENT RECORD TOOL ......................................................................................................... 3

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

ASSESSMENT RECORD TOOL

Satisfactory (S) Assessor

Assessment Task 2: Skills activity tasks Attempt 1.

Assessment Task 3: Knowledge activity tasks Attempt 1.

Assessment Task 4: Performance activity task Attempt 1.

Assessor signature: Date:

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

Research in general, documentation standards and design tasks for organisational

Describe the document production processes

Did the student: Yes No

Identify costs involved with the implementation of standard documentation

Describe document production processes

List sources of expertise available externally to the organisation or workgroup

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

Did the student: Yes No

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

This page is left blank intentionally

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

 Address each question including any sub-points

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

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

Assessment appeals process

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

Task 1 - Learner Workbook activities.

Skills, knowledge and performance may be termed as:

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

 Knowledge – knowledge requirements, required knowledge, essential knowledge,

 Performance – evidence requirements, critical aspects of assessment, performance

Section A: Task 2 - Skills Activity

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

Section C: Task 4 - Performance Activity

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

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

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

 Performing a work based skill or task

You should be able to demonstrate you can:

 Compare a business with competitor businesses

You should also demonstrate the following skills:

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

 Appropriate documentation and resources normally used in the workplace

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

Recognition of prior learning

RPL Assessment requirements

Third parties can be:

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

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

ASSESSMENT COVER SHEET

Unit Code: BSBADM506

Unit Name: Manage business document design and development

Assessment Task: 1 Tasks 1A – 5A – Learners Workbook

Result:  Satisfactory  Not satisfactory

I ____________________________________________________ declare that these tasks are my own

 None of this work has been completed by any other person.

Date of submission: _________________

Student signature: _________________________________________ Date: ______________________

Student signature: ___________________ Date: