Independent Schools Victoria Registered Training Organisation BSBWOR202A Organise and Complete Daily Work Activities Unit 1 of 12

BSBWOR202A (V2)

Independent Schools Victoria, 2012

Contents
Teacher or Workplace Mapped Observation Checklist ............................................................... 1 Student Checklist ........................................................................................................................ 2 General Information..................................................................................................................... 3 1. Knowledge .............................................................................................................................. 4 2. Relevant Legislation ............................................................................................................... 5 3. Schedules ............................................................................................................................... 9 4. Feedback and Improvement .................................................................................................. 10 5. Skill Recognition .................................................................................................................... 11 6. Skills ...................................................................................................................................... 12 7. Discussions ........................................................................................................................... 14 8. FAQs ..................................................................................................................................... 15 Submitting Work for this Unit ..................................................................................................... 16

Independent Schools Victoria 2012 This work is copyright. Apart from any use as permitted under the Copyright Act 1968 no part may be reproduced by any process without prior permission from Independent Schools Victoria. Requests and enquiries concerning the reproduction and rights should be addressed by email to: equiries@independentschools.vic.edu.au Every effort has been made to ensure that this publication is free from error and/or omission at the date of printing. The authors, publishers and any person involved in the preparation of this workbook take no responsibility for loss occasioned to any person or organisation acting or refraining from action as a result of information contained in this publication.

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Independent Schools Victoria, 2012

Teacher or Workplace Mapped Observation Checklist

Name of Student: ________________________________________________________

BSBWOR202A Organise and Complete Daily Work Activities Element Question (please tick suitable response) 1.1,1.2, Can the student negotiate goals and plans appropriately within 1.3 allocated timelines, with an understanding of their differences for individuals and organisations? 2.1, 2.3 Is the student able to complete those timelines according to organisational (school or work) requirements, instructions, identifying key influences and taking appropriate actions to deal with situations? 2.2, 2.5 Does the student use effective questioning to gain assistance with difficulties from, and to communicate progress to, peers, colleagues and other stakeholders? 2.4 Does the student use IT effectively and efficiently to complete tasks and communicate? 3.1, 3.2, Can the student seek appropriate feedback, monitor tasks and 3.3 implement feedback and suggested improvements in accordance with organisational (school) guidelines?

Yes

No

As this students teacher and supervisor, I agree that he/she has demonstrated the above skills and knowledge during a work placement or in a simulated workplace. Where a No has been indicated, the student will be given further training to achieve competency. My responses give a true, valid and fair evaluation of the student.

C / NYC

Date:

If additional tasks were completed, please re-assess student.

C / NYC

Date:

Teacher/Supervisor: Name___________ Signature: ____________________

___

________ Date:

___ Contact if required: _______________ __

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Student Checklist
Have you completed the following? Tick the list as you complete each task. Have your teacher sign page one when you have completed the work.

Task 1 Task 2A Task 2B Task 2C Task 2D Task 3 Task 4 Task 5 Task 6 Task 7

Written response Online research and responses View online link, take notes and discuss Find link and write responses Research a definition Complete a personal timetable Scenario to problem-solve Skills table and analysis Create a portfolio of eight samples Scenario A, B and C

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General Information
There are two aspects to every unit you will complete in Vocational Education and Training (VET) courses. These are Knowledge and Skills. Knowledge is comprised of the facts you need to know to complete a task, including the knowledge of where, when and why you need to get assistance. The first section of this booklet gives you some of the knowledge you will need to be able to organise and complete daily activities in a workplace, based on extending your existing knowledge gained as a school student. At school, you get the theoretical knowledge through word-of-mouth by your teacher, by researching in the library or on the internet, reading textbooks and the many various ways we all learn from family members, peers and social contacts. At work, you may use the knowledge gained at school, in higher education and from work mates or mentors.

Skills are what you do need to have in order to achieve your tasks. At school you may need to demonstrate your skills by building computers, developing projects or creating art works and multimedia presentations. At work, you need to demonstrate your skills, by using your underpinning knowledge or increasing it to accomplish tasks. This work book is divided into parts to make you aware of these two aspects of VET in each of your units. The first parts give you information and some tasks to show that you have accessed the required links or reading materials, and achieved sufficient knowledge to understand your tasks. The skill-tasks involve creating a portfolio of evidence to demonstrate your abilities. This portfolio of evidence can be stored in a cardboard folder, a display book of plastic pockets or online in the form of an e-portfolio, depending in the schools requirements. There is also a section which gives you a chance to participate in discussions to improve essential communication skills such as self-expression and active listening while gaining confidence in oral presentations. Think about how the aspects of VET impact on life and what you do both at school and socially.

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1. Knowledge
Case Study
Ayesha studied word processing at school then completed a TAFE diploma before she applied for her job as office administrator creating instructional documents for a large staff. She drew on the knowledge she had gained at school and TAFE, and the skills she had developed preparing tertiary level essays and presentations to assist her in her role. What Ayesha did not realise was that a great number of her skills, such as problem-solving, communicating effectively and acting inclusively, were gained in family and social situations. She had also gained a lot of her knowledge informally through television and conversation. Task 1 If you were employed to do Ayeshas job, think about and name three pieces of knowledge you have gained at school which would assist you. i) _____________________________________________________________________ ii) _____________________________________________________________________ iii) _____________________________________________________________________

What skills do you have to call on in Ayeshas role? i) _____________________________________________________________________ ii) _____________________________________________________________________ iii) _____________________________________________________________________ Did you find it difficult to separate knowledge and skills? Discussion: Join in a class or small group discussion on skills and knowledge. Take your own notes during the discussion. Your teacher will sign both your notes and below to show that you actively participated.

Teacher signature: _____________________________________ Date: __________

In your own life, you need to have certain areas of knowledge to prepare you for the workforce. Some of these are government laws and apply to everyone, regardless of work role as they cover health and safety, privacy and ethics. There are also others which are specific to certain industries such as fishing in certain waters.

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2. Relevant Legislation
When you enter the workforce in any position, there are certain areas of legislation which cover workers. Although this course is for the business industry and concentrates primarily on those pieces of legislation, you may need to have knowledge of the following in all roles.

There are two links to each of the following pieces of information. Both are given in case one is not working, and at the bottom of this exercise there is a box which gives you a list of key words to use for a search in case you are unable to access either site. Task 2A Answer the questions on each site. This legislation may also be in other course units. i) Anti-discrimination www.vcat.vic.gov.au/CA256DBB0022825D/page/Anti Discrimination?OpenDocument &1=40-Anti-Discrimination~&2=~&3=~ http://www.humanrights.gov.au/info_for_employers/law/index.html What year did the Victorian government pass the new Equal Opportunity Act? _____________________________________________________________________ For how many years has Australia been introducing anti-discrimination legislation? _____________________________________________________________________

ii) Ethical principles www.businessdictionary.com/definition/ethical-standards.html www.thefreedictionary.com/ethics What are some of the ethical standards and principles mentioned in these sites? How does a school student demonstrate ethical behaviour? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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iii) Code of Practice www.businessdictionary.com/definition/code-of-practice.html www.accc.gov.au/content/index.phtml/tag/industrycodes/ Check if your school has its own Code of practice on the website. Yes/No How would you define a Code of Practice in your own words? Fill out below. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ iv) Privacy www.privacy.gov.au/individuals www.privacy.gov.au/aboutprivacy/snapshot As an individual, name some of your own privacy rights. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ v) OH&S www.business.gov.au/BusinessTopics/Occupationalhealthandsafety/Pages/default.aspx www.worksafe.vic.gov.au/wps/wcm/connect/wsinternet/WorkSafe Name two OH&S issues which are especially important for an office worker? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Occupational Health and Safety is such an important issue that it is written into every unit in this course. The following PDF document provides all of the major pieces of information you may need on this topic for most courses. It may be provided to you in print form, or it can be accessed on the internet on the following link: www.safeworkaustralia.gov.au/AboutSafeWorkAustralia/WhatWeDo/Publications/Documents/23 0/NationalOHSStrategy_2002-2012.pdf

Task 2B Read the PDF above then watch the following WorkSafe Victoria link. You may have already seen it on the TV. www.youtube.com/user/worksafevictoria If you have trouble using this link, do a search as other WorkSafe links will be available. Discussion: Join in a class or small group discussion on OH&S, as it will also be relevant to other units in this course. Show your teacher your notes and have this box signed off. Your teacher will sign to show that you actively participated.

Teacher signature: _____________________________________ Date: __________

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Task 2C i) Research the Internet using Word Standards Australia to find out about the Australian Government Ombudsman. Write the address of the link below: _____________________________________________________________________ ii) List six of the topics you found on the site. 1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________ 4. __________________________________________________________________ 5. __________________________________________________________________ 6. __________________________________________________________________

iii) What is an ombudsman? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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3. Schedules
Part of being a well-organised student or worker is completing tasks within designated timelines or keeping to a schedule. While many people use diaries, timetables or calendars to help keep their schedules, there are also many electronic software packages for this task. Microsoft Organiser is a popular one. Others to purchase include: personnelmanager, rosterlive and getbookedin. To complete all project management including the timetabling, task management, resourcing and milestones, many business people use MS Project, which may be available through your school. You can also get a free trial on: www.microsoft.com/project/en-us/projectprofessional-2010.aspx (or do a search on free online project management software).

Task 3 Below is a sample table for you to complete to demonstrate how you would go about timetabling your day, or scheduling your tasks. The first few tasks are completed for you. Fill it out for any week day. Date: _________________________________ Time 7.45 AM 8 AM 8.30 AM Task Shower and dress Breakfast Catch bus Reminder Jumper in bag Pack lunch Complete?

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4. Feedback and Improvement

You may not realise it, but schooling is based on a cycle of seeking feedback and implementing suggestions to create a cycle of continuous improvement and learning just as in a business environment. Every time you ask a teacher, other student or supervisor for ideas and suggestions, or submit an essay or project, you are asking for feedback which you them implement in your new draft until you achieve a final, improved copy of your work. If you play sport or take social lessons in an activity, you are constantly being mentored and receiving feedback to improve your performance. Every time you ask someone if they like your clothing, hairstyle or new mobile phone, you are requesting feedback to help you make decisions and plan for the future.

Task 4 Scenario These three friends are finishing year 10 this year and the school they attend has no senior school. There are three schools within a reasonable district for daily travel. Picture yourself having this problem. Work out some strategies to help solve your problem. Suggest where you can get information, some people you can ask and what kind of questions might help you with your decision-making.

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5. Skill Recognition
Many people do not recognise their existing skills and knowledge. In VET studies, one of the most importance ideas is known as Recognition of Prior Learning (which sometimes called by other names such as Appreciation of Prior Leaning and Skills-recognition). The idea behind it is that it does not matter when where or how you acquired those skills and that knowledge as long as you can prove it is at the correct level for the job and tasks, it should be recognised and accredited if the evidence provided is fair and valid. Although this is quite a formal process, RPL is also an excellent way of documenting your own skills and knowledge to create work portfolios, resumes and even job or course applications. It helps you create a study or training plan. In a school, a careers teacher may assist by being your mentor, supervisor or trainer for doing skills assessments.

Task 5 Getting started List your skills List your education List your volunteer/paid work

Looking at your lists, write down some ideas for goals, or training for the future _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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6. Skills
To complete this unit, you will need to create a Portfolio of Work. Part of the skills required for this and other VET units is to demonstrate that you are able to organise work priorities and arrangements, to use effective written and oral communication and to solve problems. Another skill to be demonstrated is the use of IT which you will demonstrate by using a photocopier, computer and printer safely and efficiently.

You should label each pocket of your portfolio with the number of the tasks listed on the following page. This will make it easier for your teacher to check that you have completed each task. You will find that you have already completed some of these tasks as part of your schoolwork. If so, these can be printed and included. Part of studying VET is to gain acknowledgement of work and skills you already possess rather than repeat everything.

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Task 6 Create a Portfolio of Samples Demonstrate your skills by keeping an effective portfolio. Use this list to check your progress by ticking each example you put in your portfolio. Remember to get the Teachers Checklist on page one signed. This can be left in the booklet or copied or detached as your teacher prefers.

Print a copy of your selected course subjects and units for this semester, term or year whichever your school prefers. Or photocopy your list if you have a handout. Photocopy two pages of your school diary or a homework diary showing timetabled tasks. This is to demonstrate your organisational and scheduling skills. Check your schools website for its Code of Conduct. Print it and place it in your portfolio. Or you can photocopy sheets if your teacher has a hard copy. Print an essay or project you have word processed and include it in your portfolio to demonstrate IT skills Photocopy of a draft piece of work which has been corrected, then attach it to your final copy to demonstrate that you understand re-drafting and including feedback. There should be two pieces of work which may be from any course or the previous years work Print one or two pages from researching the Internet on the following subjects

anti-discrimination anti-bullying cyber-bullying a policy outline for any organization

Create a simple resume for yourself using the following headings: Name, address, contacts, education, work experience, interests and referees. Show that you can word process accurately then print the draft for your portfolio.

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7. Discussions
Part of effective communication in any workplace is to actively participate in team meetings and group projects. The following three topics are to be used for discussions in the classroom. Your teacher will decide the most suitable means of completing these tasks as they may involve a whole classroom of students or smaller groups. You will need to take notes during each discussion and actively participate. Your teacher will sign an observation checkbox when each topic is completed.

Task 7 Topic A You and your friends are in senior years at secondary school and you need to do some serious planning if you are going to be able to juggle a heavy study-load as well as participating in sporting and social events, functions with families and friends as well as a casual job which will give you excellent work prospects. Discuss ideas for planning, scheduling and organising your time. This student has participated in this topic. ______________________________ signed Topic B What are the most effective and efficient ways of keeping diaries, journals, timetables and schedules? Cover a range of print-based and electronic media. This student has participated in this topic. ______________________________ signed Topic C You will find that all of the units in this course include knowledge of things like OH&S, legislation, codes of practice, ethics and other standards. Why? This student has participated in this topic. ______________________________ signed Your teacher may also provide you with additional reading materials, case studies and assessment tasks to complete the unit.

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8. FAQs
Why do portfolios? Some workplaces like to see an applicant come to an interview with a well-organised portfolio ready to show evidence of employability such as references, awards, examples of web-sites developed etc. Some courses such as Design or Art ask you to complete a portfolio of examples of your work to show that you have a talent or experience. Heres one example but there are many on the web. http://media.monster.com/cms/auen/seeker/pdf/Wise_Recruitment_Resume_Template.pdf Whats an e-portfolio and where do I find a template? An e-portfolio is one which is like a website everything is kept in electronic form and may be uploaded on to the internet, or stored and sent as a CD/DVD. Here is a short page of instructions. http://electronicportfolios.com/ALI/2word.pdf Whats the difference between a Resume and Curriculum Vitae (CV)? There is no longer a difference and an employer may use either term but want the same. The difference used to be in the length with the resume shorter. How do I start a resume (or CV) if I dont have one? There are six templates on the CareerOne site which give a range of options. Keep it simple and clear. http://career-advice.careerone.com.au/resume-cover-letter/sampleresume/jobs.aspx? 247SEO=N&WT.srch=1&referrer=geditorial&type=B This unit is about being organised in a workplace. How is that different to school? Its not! If you can organise your school-life successfully, the skills you can transfer into the workplace. Its all about communication, learning skills and knowledge. School students often have quite complex lives, juggling study, recreation, interests, social and family lives, just the same as paid workers. Ways to be organised include:

Keep a diary Organise a school/work/social timetable Enter reminders on your mobile Have a group on Twitter/Facebook or a similar medium and remind friends Get a wall-chart and make lists.

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Submitting Work for this Unit

Some work is to be filled out in the booklet. Your teacher may ask you to send some electronically. Ask for an email address to send it to. If you have group work, you may choose to submit it using a USB stick, or burn onto a CD.

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