Professional Documents
Culture Documents
Satisfactory
Satisfactory
Satisfactory
Date
Date
Not Yet
Not Yet
Reassessed
Assessed
(Evidence must be in
(Evidence must be
students file)
in students file)
Written Assessment
Questions
Summative Written
Assessment Questions
Summative Practical
Demonstration of Skills
Comments:
Student Declaration:
I declare that:
I was made aware of all assessment requirements for this/these unit/s
I have received feedback from my assessor on the results of each individual assessment task and my overall
result for this/these unit/s
I have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yet
satisfactorily completed
All work for assessment tasks submitted for this unit is my own with no part of any assessment being
copied/plagiarised from another person’s work, except where authorized and listed/referenced
Student Signature:
SITXFIN003
Manage finances within a
budget
Learner Workbook
Table of Contents
Table of Contents.............................................................................................................................2
Instructions to Learner.....................................................................................................................4
Assessment instructions................................................................................................................4
Assessment requirements.............................................................................................................6
Observation/Demonstration............................................................................................................7
Third Party Guide.............................................................................................................................8
Third party details (required information from the learner)..........................................................8
Activities...........................................................................................................................................9
Activity 1A......................................................................................................................................9
Activity 1B....................................................................................................................................10
Activity 1C....................................................................................................................................11
Activity 1D....................................................................................................................................12
Activity 1E....................................................................................................................................13
Activity 2A....................................................................................................................................14
Activity 2B....................................................................................................................................15
Activity 2C....................................................................................................................................16
Activity 2D....................................................................................................................................17
Activity 2E....................................................................................................................................18
Activity 3A....................................................................................................................................19
Activity 3B....................................................................................................................................20
Activity 3C....................................................................................................................................21
Activity 3D....................................................................................................................................22
Activity 3E....................................................................................................................................23
Activity 3F....................................................................................................................................24
Activity 4A....................................................................................................................................25
Activity 4B....................................................................................................................................26
Summative Assessments................................................................................................................27
Section A: Skills activity................................................................................................................28
Section B: Knowledge activity (Q & A).........................................................................................32
Section C: Performance activity...................................................................................................34
Workplace Documentation – for learner........................................................................................35
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:
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:
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.
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.
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.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
Observation is on-the-job
Demonstration is off-the-job
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves. Documents relevant to collection of third-party evidence are included in
the Third Party section in the Observations/Demonstrations document.
Telephone number:
Email address:
Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time 15 minutes
Objective To provide you with an opportunity to identify how to allocate funds
according to budget and agreed priorities.
1. What do you need to do before you can allocate funds to budgets?
It is vital to conduct a group conversation with your colleagues, including stakeholders and financial
decision makers, in a formal face-to-face meeting. You will be able to debate and decide on
organisational priorities with stakeholders through dialogue.
It will help determine how much funding will be needed in different areas of the business. Some
examples of priorities in budget are:
Developing a new product
Increasing staff retention
Improving product/service quality
Activity 1B
Estimated Time 45 minutes
Objective To provide you with an opportunity to discuss changes to income and
expenditure priorities with appropriate colleagues prior to implementation.
This activity will need to be observed for assessment.
As a simulated workplace activity as directed by the assessor; you will be given information on
the current income and expenditure for one work area/project (as relevant to your organisation
or area of work). You should read this through, looking for where any changes may be required.
With the person acting as the finance manager, discuss whether this needs to be changed,
identifying at least one change and your reason for this.
Write down the outcome of your meeting in your workbook, and the change(s) you have
recommended with your reason(s) why.
Finally, we should have a formal format for our report after a group discussion. A disorganized and
erroneous report is unacceptable because it will have a significant impact on the firm.
Labor and remuneration, stock sales, overheads, promotion and publicity, preparation, and excess
are all examples of departmental expenses.
Revenue: While controlling spending should be the primary concern, it is also important to track and
preserve income sources. Colleagues would also need to be informed of predicted sales and income
streams over the fiscal cycle in order to work on tracking and targeting these sources.
Scheduled Investment.
Forecasted commission numbers of earning.
Expected numbers of sales.
Make sure your colleagues have a rundown of the projected sales numbers for major
products and services.
Forecasted donations.
Occupancy and taxable profits.
Activity 1C
Estimated Time 15 minutes
Objective To provide you with an opportunity to consult with and inform relevant
personnel about resource decisions.
This activity will need to be observed for assessment.
Following on from Activity 1B; as a simulated workplace activity, consult with the work
area/project manager to discuss your identified change(s) regarding the income and
expenditure they have. You should inform them of the reason for the change(s) that you have
found.
Total earnings are referred to as income; it is a means through which people earn money, and
there are several different types of income to know. Most people may get salaries in the form of a
fixed, additional sum of money levied to them as part of an agreement to offer additional services.
For example, a hairstylist may be paid on a regular basis for hairstyling, but it may also be paid
more for selling salon products to clients, such as shampoos. When people produce and sell goods
or services, the profit they make becomes an income. To calculate the benefit on each transaction,
people should subtract the cost of producing the goods or providing the services from the actual
profit earned. Employee benefits such as insurance, wage taxes, and compensations could be
earned by employees in the service sector.
Activity 1D
Estimated Time 15 minutes
Objective To provide you with an opportunity to identify how to promote awareness of
the importance of budget control.
When promoting awareness of budget control, what points should you make as a priority?
Provide three examples.
you may need to cover any strategies that will maximize income
Expected overheads
Funding allocation
Activity 1E
Estimated Time 20 minutes
Objective To provide you with an opportunity to identify how to maintain detailed
records of resource allocation according to organisational control systems.
1. Give four examples of different records of resource allocation that you use within your
organisation (or business industry). For one of these, explain what information you will
need to fill out and keep for financial recordkeeping.
Interdepartmental transfers
similar to internal requisitions, these documents prove that stock that has been
issued to a certain department has been ‘on–sold’ to another department and must
now be charged against them
Delivery docket/invoice/statement
these documents demonstrate that the goods which were ordered were in fact
received and provide the evidence about how much was spent.
Internal requisitions
these will prove that stock was issued from a central store to a specified department; the
quantity and quality of each item will be listed on the requisition, thereby enabling the
appropriate amounts to be charged against relevant departments
Purchase orders
proof that a valid purchase was authorized and as an initial indication as to which
department and perhaps budget line/code the purchase was intended for
It's also crucial to double-check any money coming into the organisation – including money that
hasn't been paid yet – to ensure that overall revenue is matching budgeted levels. This must be
done to ensure that the organisation receives sufficient funds to fund its planned commercial
activities. Overall sales volumes, earnings, investment levels, gifts, and money owed by debtors are
all important income data.
Activity 2A
Estimated Time 60-90 minutes
Objective To provide you with an opportunity to use financial records to regularly check
actual income and expenditure against budgets.
As a real or simulated work activity as directed by the assessor; you must check three records
relating to income and expenditure for the previous month. These records will be allocated to
you.
Identify the actual income and expenditure that took place and assess these against the
budgets they relate to.
Write up your conclusions as a report, providing clear details about your assessment and
relevant findings. If produced separately, attach this to your workbook. (No word count
specified; this can be as long or short as needed. However, reports must include all the relevant
details.)
Activity 2B
Estimated Time 15 minutes
Objective To provide you with an opportunity to include financial commitments in all
documentation to ensure accurate monitoring.
Explain what a financial commitment is and give three examples of regular financial
commitments that will need to be made at your organisation or in your area of work.
Rental agreements
rental payments for shop or office space may be due at different points in the
year
You may owe commission payments if you use other intellectual property.
Activity 2C
Estimated Time 30 minutes
Objective To provide you with an opportunity to identify and report deviations
according to significance of deviation.
This spoken communication in this activity will need to be observed for assessment.
As a real or simulated work activity as directed by the assessor; you will be given one financial
record with two deviations.
Read this record and identify the two deviations that are present and their level of significance
for reporting.
Report these deviations according to the level of importance; one will be minor and only need
to be reported as an email correspondence, and one is more urgent and must be reported in a
face-to-face meeting with the finance manager (or the person acting as the finance manager).
For the one deviation that is to be reported by email, write an email script in your workbook.
For the deviation that must be reported in a spoken communication, you must carry out this
communication, making sure you report what the deviation is and where it is found.
You must ensure the learner is provided with one record with two deviations (one being minor
and one being major); this may be in collaboration with their organisation or from examples
that have been created for the purpose of this activity. Information should be relevant to the
learner’s role and area of work. The learner must be provided with an appropriate work
environment with equipment and technologies, to access and interpret information. They must
be provided with one person to report the major deviation to. The spoken communication must
be observed to ensure the learner successfully communicates the major deviation, and the email
script read and assessed for the minor deviation.
Two substantial variances are present in the expense report for Bewildered Lodge, one minor and
the other major.
Maintenance has a little variance; the planned budget is $70,000, but the actual spend is $73,350.
As a result, an email will be written in the following format:
Dear XXXXXX,
The actual renovation costs turned out to be greater than anticipated. We had budgeted $70,000,
but owing to an unanticipated equipment problem, our total expenses increased to $75,350.
Due to miscommunication and a lack of effective planning, the renovation took place more than
once. Please contact me so that we may talk about this.
Kind
Regards,
XXXXXXX
Activity 2D
Estimated Time 15 minutes
Objective To provide you with an opportunity to identify how to investigate appropriate
options for more effective management of deviations.
1. From your own thinking, identify three options that you could take to investigate
deviations.
Reducing wastage
Activity 2E
Estimated Time 15 minutes
Objective To provide you with an opportunity to identify how to advise appropriate
colleagues of budget status in relation to targets.
When advising colleagues of the budget status in relation to targets, what should you advise the
following personnel of?
Senior – they need to be updated as much as possible on the budget as they are the
most involved.
Mid-level management – they must know the budget’s status as they are the one in
control over income and expenditure.
they should also be kept up to date with organisational targets even though
they’re involved in creating reports
A budget committee.
responsible for the ongoing monitoring of income and overseeing revenue against projections
Activity 3A
Estimated Time 50-60 minutes
Objective To provide you with an opportunity to assess existing costs and resources and
proactively identify areas for improvement.
As a simulated work activity as directed by the assessor; you will be given information on five
main costs for an example organisation and their associated budgets.
Assess this information and determine where improvements can be made in spending and use
of resources. You should identify two improvements; write down your findings.
Activity 3B
Estimated Time 30-45 minutes
Objective To provide you with an opportunity to discuss desired budget outcomes with
relevant colleagues.
This activity will need to be observed for assessment.
As a simulated work activity as directed by the assessor, and following on from Activity 3A;
discuss your findings regarding the five main costs and the associated budget(s), with the
persons representing the finance manager and organisational management (a total of two to
three persons).
In collaboration, identify the desired budget outcomes and how these can be achieved.
Identify the causes for having a higher expenditure than the typical budget, then discuss it with the
financial manager or management concerned to discover the best or better solution.
Following the meeting, we decided to increase the budget by 7% for the following reasons: Cover
any unexpected expenses. Assist the five departments in responding to any inconvenience. Ensure
that no deviations occur in the future.
The allocated budget will be $975,000, with each department being responsible for limiting waste
and avoiding unnecessary costs.
Activity 3C
Estimated Time 15 minutes
Objective To provide you with an opportunity to identify how to undertake appropriate
research to investigate new approaches to budget management.
Describe two research methods you can use to investigate new approaches to budget
management.
Financial specialists, such as accountants, or employees with more experience handling finances and
budgets, can also be consulted for research. These parties may be able to point out where you're
making mistakes or provide helpful budgeting advice.
Activity 3D
Estimated Time 15 minutes
Objective To provide you with an opportunity to identify how to define and
communicate the benefits and disadvantages of new approaches.
How can you define new approaches for the benefit of your colleagues? What information
should you provide them with?
A lack of financial control could contribute to the failure of new plans and methods
due to a lack of knowledge.
Express why they are better than old approaches
Activity 3E
Estimated Time 15 minutes
Objective To provide you with an opportunity to take account of impacts on customer
service levels and colleagues in developing new approaches.
How can new approaches to managing finances affect the customer experience? Give at least
three examples.
products and services may suffer because of this, which will directly impact the
customer experience
Activity 3F
Estimated Time 30 minutes
Objective To provide you with an opportunity to present clear and logical
recommendations for budget management.
This activity will need to be observed for assessment.
As a simulated work activity as directed by the assessor, and following on from Activity 3B; you
must develop three recommendations to manage the budget more appropriately. In a meeting
with the finance manager and organisation’s manager, present your recommendations in a
spoken communication.
A. Examine and analyze budget allocation: Check the expenditure report for any inconsistencies.
Ensure that each department has an acceptable budget and that deviations are minimized.
B. Increase budget: Expenses must be reported and recorded for future reference to minimize
budget shortages. A contingency budget should be set aside by the finance management in case of
an emergency or if any deviations occur.
C. Set a budget and stick to it: Make sure you're spending money on the proper things. Include in
the budget the most important and necessary equipment or commodities.
Activity 4A
Estimated Time 60 minutes
Objective To provide you with an opportunity to complete financial and statistical
reports within designated timelines.
As a real or simulated workplace activity as directed by the assessor; you must complete
one financial report and one statistical report. You should be provided with the information
that needs to be put into these reports.
When completed, print out these reports and attach these to your workbook.
Report
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Activity 4B
Estimated Time 30 minutes
Objective To provide you with an opportunity to prepare and present clear and concise
information to enable informed decision making.
Following on from Activity 4A; for one of your reports, assess how the information is presented
and make two changes to this to help make the report clearer and easier to read; for example,
you can introduce a graph to illustrate data, or you may want to change the layout in some way.
When completed, re-print your report and attach this to your workbook. Note down in your
workbook the changes that you have made.
Financial ReporT
Rent; 23,000 Insurance Printing
Long Term Loan; and Postage; 5,750
35,000
Printing and
Postage; 3,245
Advertising; 11,675
Depreciation;
19,500 Bad Debts; 1,800
Payables; 13,570
Motor Vehicle
Expenses; 12,000
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.
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
Reading skills
Writing skills
Oral communication
Numeracy skills
Problem-solving skills
Teamwork skills
Technology skills
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Obtain a copy of an expenditure report from a past budget, and thoroughly read this
document to identify and analyse any examples of wastage
Two deviations are present on Conway’s' expenditure report, resulting in waste. The first instance of waste was
discovered in the kitchen, where the budgeted amount was $70,000 but the real cost was $72,000.
The second instance of waste occurred in maintenance, where the budgeted amount was $410 000 but the actual
amount spent was $456 000.
Wastage may have occurred as a result of unplanned expenses, such as the purchase of necessary equipment. In
addition, the cost of equipment increased, necessitating the expenditure of a greater budget. For example, the
electric oven required servicing due to a short circuit.
3. Organise a meeting with any staff who have financial decision-making authority, in order to
discuss the setting of priorities for an upcoming budget. Lead this meeting, using your oral
communication skills to make sure that details of priorities are communicated and understood
by everyone.
i. Before we start a budget, we need to make sure we understand why we're doing it. We should make sure that
all staff are aware of the fiscal priorities. Without these goals and a firm commitment to achieve them, no
budget can last very long. If we have an advertising budget, for example, we should tell all employees of how
much we spend on advertising and how important it is to us. We should continue to reap the rewards of
advertising while also ensuring that we provide exceptional customer service. The main reason we pay for
advertising is to boost corporate revenue. Give them all of the information about the commercials we're
considering and solicit their feedback.
ii. People set unrealistic goals and budgets that they are never able to meet. They save every penny they have in
order to reach for the stars, only to burn out before making any progress. The most important issue on which we
must decide is how much we should spend on the budget. We should be able to predict how much money we
will spend on something. It does not mean that all types of advertisements should be included; rather, the best
one for the company should be chosen. Calculate previous information such as net income, total cost, and so on,
keeping in mind that the proportion should be based on total cost and profit.
4. Use your numeracy skills to estimate expenditure for an upcoming project; this may be done
with the aid of financial/accounting software. Don’t forget to check previous budgets to check
the likely costs involved.
5. Use your problem-solving skills to develop a contingency plan for use in the event of a
significant deviation from the planned budget in question four.
VCID. ACOT Training and Assessment/SITXFIN003/Learner Workbook/V1.3/July 2019
P a g e | 30
6. Organise a meeting with those involved in the creation of the budget from question four and
five. Use teamwork skills to lead discussions and come to decisions on the desired outcomes
of the budget. Make sure everyone knows what part they play in budget control, and how
they can contribute to agreed outcomes.
All project members must embrace teamwork in order for the team decision-making process to flourish and the
project to stay on track and fulfil all of its goals. Excellent teamwork is facilitated by consistent and clear
communication between project team members and throughout the project team hierarchy. All project members
must be aware of the redisplay's goals and desired outcomes from the start. Individuals may rearrange goals,
postpone project stages, overspend on goods and services, need unexpected costs, and deviate from the original
plan if this is not done. The decision-making process should include all of the people who worked on the budget.
to the necessary financial information and any organisational guidelines that will be required
for financial activities. All spoken communications and interactions should be observed for
assessment to ensure the learner conducts work and themselves in an appropriately
professional manner. Documentation produced for this activity must be assessed to ensure the
learner has completed written work correctly.
RESTAURANT RENOVATION/MAINTENANCE
FlooringPaintSinkHandlesDoorsWater ConnectionElectric ConnectionLabor Cost
B U D G E T E D ( $ )A C T U A L ( $ )B U D G E T E D ( $ )A C T U A L ( $ )B U D G E T E D ( $ )A C T U A L ( $ )
J A N - 21J U L - 20J A N - 19
The answers to the following questions will enable you to demonstrate your knowledge of:
Budget terminology
Specific industry sector and organisation:
o use of budgets to control costs and enhance profitability
o importance of budget control
o techniques for maximising budget performance
o financial reporting procedures and cycles
o features and functions of accounting software programs used to manage budgets
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. In your own words, explain what each of the following financial records show:
Invoices- Demonstrates sales and customer money activities, as well as supplier activity. A bill or
commercial document sent by a supplier to a buyer.
Labour/wage reports- Personal income data and employee pay and salaries are utilised for a variety of
objectives, including economic analysis, social research, policy formulation and evaluation, and research
by employer and employee associations.
2. Explain why having dedicated budgets for specific departments and projects can be useful (as
opposed to only relying on a budget for the whole organisation).
Budgets set aside for specific departments and initiatives can be beneficial and crucial. It enables an organisation
to outline the project's core objectives and, from the outset, to limit the amount of possibilities available to a
corporation or its project manager
To put it another way, having a spending plan allows an organisation to know ahead of time if it will have enough
money to do the things it needs or wants to do. Setting the organization's strategic priorities is critical since it will
define how much cash is required in various sectors of the business.
3. Why is it important to consider sales performance when monitoring budgets and preparing
financial reports?
When monitoring budgets and financial reports, it's critical to analyse sales performance in order to identify and
ensure that enough money is coming in to pay planned business activities.
Important income data also include overall sales volumes, revenue, investment levels, gifts, and money owed by
debtors, therefore product and service sales will have a significant impact on these figures in any business. If
revenue drops or grows, the organisation may need to adjust its budget and cut spending during this time.
Budgets- A budget is a financial plan for a set period of time, usually a year. It could also comprise sales
volumes and revenues, resource quantities, costs and expenses, assets, liabilities, and cash flows.
Financial reports-
Financial statements
Shareholders' equity statements. At a given point in time, balance sheets reflect what a corporation
owns and owes. Income statements indicate how much money a business makes and spends over time.
Statistical reports?
In each phase, the statistical report provides basic information about the table that is processed. The
amount of key values utilised to obtain rows in the table is also listed in the statistical report.
Revenue- Fees received from providing services and the quantity of items sold are both considered
revenue.
Financial commitment- A financial commitment is a promise to pay for something at a later date or over a
set period of time
Debt- Debt refers to the amount of money borrowed from one party by another. Many businesses and
individuals utilise debt to finance significant purchases that they would not be able to make under normal
circumstances.
6. Why is it important to promote budget control, and how can this enhance the overall
profitability of your organisation?
Staying within budget while also meeting agreed-upon objectives can be achieved through educating staff and
emphasizing the necessity of budget control. Employees may be more motivated to follow the organization's plan
and make decisions that support any budget in place if they feel involved. The organization's total efficiency
involves greater spending control and maximising all sources of revenue. This requires the participation of all
employees at all levels of the organisation. Just because managers and supervisors make the decisions doesn't
imply they can ensure that job objectives are met on time and within budget.
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:
Manage a budget for a business over a three-month period that meets the specific business’
needs
Undertake at least two of the following to inform management of the above budget:
o discussions with existing suppliers
o evaluation of staffing and rostering requirements
o evaluation of impact of potential roster changes
o review of operating procedures
o sourcing new suppliers
Monitor income and expenditure and evaluate budgetary performance over the above
budgetary life cycle
Complete financial reports related to the above budget within designated timelines and
using correct budget terminology
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Create a budget for an event or project that will last for three months. Throughout this period,
you must show that you can create, monitor, and control the budget by doing the following:
Show that you can work with colleagues to establish requirements and priorities (including
staffing requirements and stock requirements)
Use financial records to monitor expenditure and income on a regular basis
Identify any variances and deviations, and react to them – you may need to adapt the
budget
Complete financial reports to ensure control of finances, and to update others on the
budget’s status; this must be performed at scheduled points (as agreed with management)
and using the appropriate budget terminology.
Expenses for the Head Office division were predicted at $125000, but the actual expense was $132000, resulting in a
$7000 adverse variance. The inquiry can keep it under control. Another negative fluctuation is in building expenses,
where the actual expense is $570360 but the budgeted figures are $421770, resulting in a $148590 difference that can
be addressed by examining before establishing the next period's budget. The cost of administration is also fluctuating
negatively. The negative variance is $1280 since the actual expense is $20590 and the budgeted expense is S21870.
Salary differences exist as well, with a 1350 unfavourable difference. Telephone expenses have a 20 percent negative
variance. Significant budget deviations should be investigated by management. Consider the following options: Changes
in circumstances: For example, a supplier may have boosted pricing, resulting in a rise in the company's costs. The
managerial quality: Taking extra precautions to cut costs can result in favourable differences. On the other side,
carelessness on the part of management can increase adverse variations. Budgeting mistakes: Negative deviations are
likely to result from an unreasonably ambitious budget.
Have originals or digital copies been supplied for the workplace Yes No (Please circle)
documents?
If not originals, have the originals been validated or checked? Yes No (Please circle)
JASKARAN SINGH
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I have read, understood, and am satisfied with the feedback provided by the assessor.
JASKARAN SINGH
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Jaskaran Singh
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Activities List 1A-1E, 2A-2E, 3A – 3F, 4A – 4B S NS
Have the activities been answered and performed fully, as required to assess Yes No
the competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activities? (Please circle)
Comments from trainer/assessor:
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activity? (Please circle)
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Unit Result
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standard? (Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
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prove their competency across the entire unit? (Please circle)
Comments from trainer/assessor:
The learner has been assessed as competent in the elements and performance criteria and the evidence has
been presented as:
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Authentic
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Valid
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Reliable
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Current
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Sufficient
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JASKARAN SINGH
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