BSBADM506 Assessment Booklet V1.0

BSBADM506 Manage business document design and development
Assessment Booklet
BSB50215 – Diploma of Business
Manage risk
BSBRSK501
Student Name :- ……………………………………………………………
Date of Birth :- …………………………………………………………….
Skilled Services Australia Pty Ltd t/a Skills Institute Australia

RTO 32473 CRICOS 03328G ABN 34 150 413 219
E-mail: enrol@skills.qld.edu.au website: www.skills.qld.edu.au
Head Office & Brisbane campus: 1/10 Judds Ct Slacks Creek QLD 4127, Ph. 07 3208 3182
Perth campus: 247 James St, Northbridge, WA 6003, Ph 08 9228 8542
Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................2
Assessment instructions................................................................................................................2
Assessment requirements.............................................................................................................5
Activities: Assessment Task 1 - Questionnaire..................................................................................6
Activity 1A......................................................................................................................................6
Activity 1B......................................................................................................................................7
Activity 1C......................................................................................................................................8
Activity 1D.....................................................................................................................................9
Activity 2A....................................................................................................................................10
Activity 2B....................................................................................................................................11
Activity 2C....................................................................................................................................12
Activity 3A....................................................................................................................................13
Activity 3B....................................................................................................................................14
Activity 4A....................................................................................................................................15
Activity 4B....................................................................................................................................16
Activity 4C....................................................................................................................................17
Activity 5A....................................................................................................................................18
Assessment Task 2 - Summative Assessments................................................................................19
Section A: Skills Activity...............................................................................................................20
Section B: Knowledge Activity (Q & A).........................................................................................21
Section C: Performance Activity...................................................................................................22
Assessment Task 1 – Assessor Checklist..........................................................................................23
Assessment Task 2 – Assessor Checklist..........................................................................................24
Assessment Coversheet..................................................................................................................25
2
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.
3
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
4
Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
5
Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:

 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
6
Activities: Assessment Task 1 - Questionnaire

Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.
Activity 1A
Estimated Time 45 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.
1. Considering your own organisation, outline the requirements for
information entry, storage, output, and quality of document design and
production.
2. Summarise any relevant legislation that should also be taken into

consideration.
1. It is important to account for the laws which relate to businesses in your

market and pertain to the states of Australia. Standards will have to be
maintained when producing these documents are Emails, Memos, Letters,
Reports, Order forms, Invoices, Cash flow statements, Income tax
documents, Meeting agenda and minutes and Company promotions. Our
business employ data entry specialists and use a variety of software for the
organisation of essential information. Ensure that data is accurate, clear,
and presented in appropriate formats. The quality of document design and
production will have a direct impact on perceptions of your business.
Create a comprehensive list of quality metrics which must be met by
different members of your organisation. Consistency will have to be
maintained across all departments. Follow the conventions specific to the
production of different business documents. Focus on the following aspects
are Legibility and readability of text, Use of tables, graphs, and other visual
elements, Use of colour, Inclusion of headings, Distinguishing particular
sections of information, Document formatting and Inclusion of contact
information.
2. The 1998 Australian privacy act includes 13 major principles related to

the handling of personal information. It specifies the need to create and
follow privacy policies and sets clear boundaries with regards to the types
of information that may be collected and recorded. Businesses are
expected to take particular care over the collection and dissemination of
information related to tax and health.
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Activity 1B
Objective To provide you with an opportunity to evaluate 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 is currently used
within your organisation to design and produce business documents.
2. What impact do you think they have on the actual design and production of
your documents?
3. Now consider the future of your organisation and the software used within
it. 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?
1. Different types of software used within our organisation are - desktop

publishing, word processing and professional invoicing.
2.
The availability of technology will have a direct bearing on the following
elements of document design and production:
 Visual presentation
 Textual elements
 Document layout
 Print speed and quality
 Organisation of tasks
 Quality standardisation
 Development of macros and templates
8
3. Business technology is developing at a rapid pace. Employees have

come to expect access to rapid Wi-Fi internet connections and
advanced productivity programmes. It is quite common for modern-day
businesses to hire workers with specialist skills in digital marketing,
search engine optimisation, and document design. However, you are
encouraged to think about the amounts of money that can be
realistically allocated to the technological progression of your business.
You might have the opportunity to draw upon the existing skills of your
workforce or develop appropriate training. It might also be worth
delaying investment until the release of brand new business
programmes and hardware.
Activity 1C
Objective To provide you with an opportunity to identify types of documents used and
required by organisation.
9
Activity 1. Give examples of the different types of documents that are used and
required by your own 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?
1. Some examples may include business plans, business policies, emails,

memos, letters, meeting agendas etc.
2. It should include following types of documentation –
a. Business plans– They should contain your business aims and highlight
your strategic vision. You may include an outline of marketing methods and
information about the expected financial performance of your business.
b. Business policies –Your business is likely to produce a variety of

policies. They may cover everything from workplace health and safety to
data management. The policies may be distributed to employees and
uploaded onto your website for public reassurance.
c. Spreadsheets – You may use spreadsheets to record and present a

range of numerical data about your business. They are typically used as a
means of documenting cash flow and sales attributable to specific products
and services. You can use the data for the creation of graphs and tables.
Activity 1D
Objective To provide you with an opportunity to establish documentation standards and
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design tasks for organisational documents in accordance with information,

budget and technology requirements.
Activity Choose one organisational document and establish the documentation
standards and design tasks for this document. Ensure that you refer to
information, budget and technology requirements.
To ensure that documentation fulfils its purpose it will be necessary to

ascertain the specific client requirements and meet criteria for satisfaction.
Different technologies may be used in the production of appealing and
informative documents. Some design tasks may include professional
writers, graphic designers and printers. There may be strict requirements
regarding the types of information that you include in written
documentation. You should take account of the intended audience and
ensure that their concerns are addressed. It may be necessary to write and
format your documents in accordance with style guides and established
conventions. Templates may assist you in the completion of data entry
tasks. There are a number of financial aspects which should be taken into
consideration when producing business documents. You may have to
decide whether it would be more cost-effective to develop style guides and
train your staff members than to enlist the assistance of external
professionals. You should also consider the potential impact of different
technologies. You might have the option of investing in brand new software
for the production of high-quality documentation. This may result in
improved customer relations and enhanced promotion. Hardware upgrades
may be made for improved efficiency within your organisation.
Activity 2A
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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 different types of business documents and create a template for
them. Ensure that these templates suit the purpose, audience and information
requirements of each document. Attach copies of your templates to your
workbook.
12
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 1. Using the templates that you created in Activity 2A, outline how they can
enhance readability and appearance.
2. How do your two templates meet your organisation’s requirements for style
and layout?
1. The templates in activity 2A are encouraged to break up any textual

blocks and include headings for enhanced understanding. The reader can
easily scan the document and find sections of particular interest. The
sentences and paragraphs reasonably short. Care has been taken over the
choice of font types and sizes. It also maintains the balance of colour, for
optimum readability. An appropriate amount of space was left between
lines, and made good use of white space. The main aim for clarity and
accuracy was shown in the templates.
2. The two templates above have proper alignment of text, page and size,
they have proper use of bullets and text colours. The template also include
layout grid and headings.
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Activity 2C
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 does your organisation use to test templates?
2. What are the key success criteria?
3. Get into groups of three or four. This is your focus group.

Take it in turns to test one of your templates from Activity 1A and gather
feedback from the group members.
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?
1. Our organisation use one on one interviews, focus groups, surveys etc.
to test the templates.
2. The main issues will be the speed and accuracy of completion of

template testing. You may also be interested in finding out what the testers
think about the presentation of your templates. It is quite likely that you will
be overwhelmed by the amount of customer feedback. However, you
should consider the trends and issues that are identified by large numbers
of people. You are advised to implement any reasonable suggestions for
improvement and make it clear that you have taken feedback into account.
3. The feedback I received include increased personalisation, inclusion of

brand names and logos, simplification and explanation of business
language and increased user control over the templates.
4. The amendment I made is inclusion of brand names and logos because

it really enhance the picture of the business. It prints the picture of business
in people’s mind while reading the document.
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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 would be responsible for designing and
producing within your organisation. What technical functions would you be
expected to use when creating that document? Your chosen technical
functions should match the requirements of your chosen document.
2. How do your chosen technical functions work?
Meeting minutes. Technical functions used to create this document are
 Data transfer – There are a number of ways of transferring

documents between computers. You can send files as email
attachments, or upload them onto detachable thumb drives.
Cloud-based storage systems may be used for the transfer of
particularly large files
 Exporting – You can save your documents in numerous formats

including PDF, Word Doc and Doc X. Such files may then be
exported to other computers. This will allow the files to be
viewed by users who are using different versions
 Macros – We can implement macros as shortcuts, instead of

going through a series of manual steps each time we want to
change a document. An example would involve the assignment
of a button for a particular task, such as underlining, or creating a
strikethrough.
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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 document? How
does or doesn’t it?
1.
2.
3. Yes, the macro does meet the requirements of document as it involves

some steps that are necessary in most of our documentation and it saves
time to repeat those steps again.
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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.
Explanatory notes for macros are below:

1. Go to the view tab and select the drop down macros menu
2. Click on the record macro button
3. Click on button and assign the macro to the quick access toolbar
4. Enter an appropriate macro name and assign a symbol if so desired
5. Complete the documentation function while the macro recorder is
switched on
6. Press save and stop recording the macro.
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Activity 4B
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 your own organisation. Which methods of training would 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.
1. Following methods are used to update employees regarding use of

templates and macros:
 Focused group discussions
 E-learning
 Video training
 On-the-job training
2. It will be necessary to highlight the amount of time expected for completion of

the training and level of knowledge required. Break the training up into sections
and highlight the most important points. Use short paragraphs and bullet points.
The content should be highly relevant and concise. The active voice and verbs
may be used to prompt the user. It might be worth including screenshots to clarify
the meaning of any instructions provided. Time should be spent reviewing and
optimising your content for the learner. Identify and discard any sections that
don’t anything to the overall meaning of your text. Make sure that the training
fulfils its purpose, and that technical information is communicated in an easily
understandable manner.
18
Activity 4C
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.
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 your organisation’s requirements in mind.
2. Print off copies of your new master files and attach a copy to the workbook.
Again, keep your organisation’s requirements in mind.
1. Documentation templates made by Harman

Macro for documentation needs made by Harman
2. It is attached
19
Activity 5A
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 has your organisation established for the maintenance of
standard documentation templates and macros?
2. How does your organisation identify the need for documentation changes
and implement improvements?
1. Systems established by our organisation for the maintenance of

standard documentation templates and macro are:
 Speed and accuracy of template completion
 Effectiveness of macro processes
 Amount of time taken to adapt to the introduction of new
templates and macros
 Feedback from employees, customers and other document
users.
2.
 Make amendments and track changes
 Distribute files across your organisation and obtain

feedback
 Collect and identify particularly important documentation

reviews
 Approve the distribution of finalised documents
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Assessment Task 2 - 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 Student Workbook. 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: 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: 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: 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.
21
Section A: Skills Activity

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
 Reading
 Writing
 Oral communication
 Numeracy
 Navigate the world of work
 Interact with others
 Get the work done.
Answer the activity in as much detail as possible, considering your organisational requirements.
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 your organisation’s policies and procedures, budget and technology requirements.
Design the document clearly selecting the text type, subject matter and language to suit a
specific audience and purpose. Then organise the content to support the format and purpose
of the product.
Communicate and present information about the document to people in your organisation.
Produce a training plan to teach them about it and adjust the presentation style to suit the
audience you are communicating with.
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 customers and
users. Use the information gathered to evaluate options and make decisions about any
amendments or improvements that need to be made.
22
Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 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.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. What costs need to be considered when producing standard documents?
2. Briefly describe the document production process.
3. What software applications are relevant to document design and development in your
organisation?
4. What are the key provisions of relevant legislation and regulations, codes and standards
affecting document production in your organisation?
5. What are the organisational policies and procedures related to document production?
6. What sources of expertise are available externally to your organisation or workgroup?
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Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance
elements 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 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, considering your organisational requirements.
1. Using a document of your choice, design and develop a template that could be used across
your organisation. When producing the template, you should take into consideration your
organisation’s needs, requirements and technology capabilities.
Test this template in a suitable way and outline how it ensures efficiency and quality, then
make any amendments if required.
Develop a macro that can be used to automate aspects within your chosen document. Test
this macro and outline how it meets the relevant requirements, making any amendments
where required.
Develop and implement documentation and training to teach people in your organisation how
to use the template and macro. As part of the training, you should do a presentation to the
group and also provide written documentation. Take the time to plan and create your
presentation and prepare explanatory notes for your audience. Your instructor will arrange a
time for you to present it. You should also print copies of your template and macros to submit
with the workbook.
Monitor the implementation of templates and macros, gather feedback from everyone using
them and make any improvements needed in line with organisational requirements.
24
Assessment Task 1 – Assessor Checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner?
Has sufficient evidence and information been provided by the learner for the Yes No
activity?
Comments
Provide your comments here:
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
25
26
Assessment Task 2 – Assessor Checklist
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner?
Has sufficient evidence and information been provided by the learner for the Yes No
activity?
Comments
Provide your comments here:
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
27
Assessment Coversheet
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the learner completed all required assessments to a satisfactory standard? Yes No
Has sufficient evidence and information been provided by the learner to prove Yes No
their competency across the entire unit?
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
Valid Yes No
Reliable Yes No
Current Yes No
Sufficient Yes No
Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature
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BSBADM506 Assessment Booklet V1.0

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BSBADM506 Assessment Booklet V1.0

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BSBADM506 Manage business document design and development

Student Name :- ……………………………………………………………

Date of Birth :- …………………………………………………………….

Skilled Services Australia Pty Ltd t/a Skills Institute Australia

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 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

Assessment appeals process

Recognised prior learning

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Third party evidence.

Third parties can be:

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

Activities: Assessment Task 1 - Questionnaire

2. Summarise any relevant legislation that should also be taken into

1. It is important to account for the laws which relate to businesses in your

2. The 1998 Australian privacy act includes 13 major principles related to

1. Different types of software used within our organisation are - desktop

3. Business technology is developing at a rapid pace. Employees have

1. Some examples may include business plans, business policies, emails,

2. It should include following types of documentation –

b. Business policies –Your business is likely to produce a variety of

c. Spreadsheets – You may use spreadsheets to record and present a

design tasks for organisational documents in accordance with information,

To ensure that documentation fulfils its purpose it will be necessary to

1. The templates in activity 2A are encouraged to break up any textual

2. What are the key success criteria?

3. Get into groups of three or four. This is your focus group.

2. The main issues will be the speed and accuracy of completion of

3. The feedback I received include increased personalisation, inclusion of

4. The amendment I made is inclusion of brand names and logos because

2. How do your chosen technical functions work?

Meeting minutes. Technical functions used to create this document are

 Data transfer – There are a number of ways of transferring

 Exporting – You can save your documents in numerous formats

 Macros – We can implement macros as shortcuts, instead of

3. Yes, the macro does meet the requirements of document as it involves

Explanatory notes for macros are below:

1. Following methods are used to update employees regarding use of

2. It will be necessary to highlight the amount of time expected for completion of

1. Documentation templates made by Harman

1. Systems established by our organisation for the maintenance of

 Distribute files across your organisation and obtain

 Collect and identify particularly important documentation

 Approve the distribution of finalised documents

Assessment Task 2 - Summative Assessments

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: Skills Activity

Section B: Knowledge Activity (Q & A)

Section C: Performance Activity

Section A: Skills Activity

This activity will enable you to demonstrate the following skills:

Section B: Knowledge Activity (Q & A)

 Identify costs involved with the implementation of standard documentation

1. What costs need to be considered when producing standard documents?

2. Briefly describe the document production process.