EOS Basic Clerical Works Level I

Federal Democratic Republic of Ethiopia
,
OCCUPATIONAL STANDARD
BASIC CLERICAL WORKS

NTQF Level I
Ministry of Education
August 2012
Introduction
Ethiopia has embarked on a process of reforming its TVET-System. Within the

policies and strategies of the Ethiopian Government, technology transformation – by
using international standards and international best practices as the basis, and,
adopting, adapting and verifying them in the Ethiopian context – is a pivotal element.
TVET is given an important role with regard to technology transfer. The new
paradigm in the outcome-based TVET system is the orientation at the current and
anticipated future demand of the economy and the labor market.
The Ethiopian Occupational Standards (EOS) are - a core element of the Ethiopian
National TVET-Strategy and an important factor within the context of the National
TVET-Qualification Framework (NTQF).They are national Ethiopian standards, which
define the occupational requirements and expected outcome related to a specific
occupation without taking TVET delivery into account.
This document details the mandatory format, sequencing, wording and layout for the
Ethiopian Occupational Standard comprised of Units of Competence.
A Unit of Competence describes a distinct work activity. It is documented in a

standard format that comprises:
 Occupational title, NTQF level
 Unit code
 Unit title
 Unit descriptor
 Elements and Performance criteria
 Variables and Range statement
 Evidence guide
Together all the parts of a Unit of Competence guide the assessor in determining
whether the candidate is competent.
The ensuing sections of this EOS document comprise a description of the respective
occupation with all the key components of a Unit of Competence:
 the chart with an overview of all Units of Competence for the respective
occupation (Unit of Competence Chart) including the Unit Codes and the Unit
of Competence titles
 the contents of each Unit of Competence – this includes further directions on
the contents and format of the unit of competence
 occupational map providing the technical and vocational education and
training (TVET) providers with information and important requirements to
consider when designing training programs for this standards, and for the
individual, a career path
Ministry of Education Basic Clerical Works Version 1

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Copyright Ethiopian Occupational Standard August 2012
UNIT OF COMPETENCE STANDARD CHART
Occupational Standard: Basic Clerical Works
Occupational Code: BUF BCW
NTQF Level I
EIS BCW1 01 0812 EIS BCW1 02 0812 EIS BCW1 03 0812

Participate in OHS Use Business Work Effectively in a
Processes Equipment and Business Environment
Resources
EIS BCW104 0812 EIS BCW1 05 0812 EIS BCW1 06 0812

Operate a Personal Develop Keyboard Create and Use
Computer Skills Spreadsheets

Plan Skills Organize and
Participate in
Development Complete Daily Work
Environmentally
Activities
Sustainable Work
Practices
Receive and Respond Work with Others Demonstrate Work
to Workplace Values
Communication

Apply Quality Develop Apply 5S Procedures
Standards Understanding of
Entrepreneurship

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Occupational Standard: Basic Clerical Works Level I
Unit Title Participate in OHS Processes

Unit Code EIS BCW1 01 0812
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to participate in workplace occupational
health and safety (OHS) processes to protect workers own health
and safety, and that of others.
Elements Performance Criteria
1. Work safely 1.1 Follow established safety procedures when conducting work
1.2 Carry out pre-start systems and equipment checks in
accordance with workplace procedures
2. Implement 2.1 Identify designated persons for reporting queries and
workplace concerns about safety in the workplace
safety
2.2 Identify existing and potential hazards in the workplace,
requirements report them to designated persons and record them in
accordance with workplace procedures
2.3 Identify and implement workplace procedures and work
instructions for controlling risks
2.4 Report emergency incidents and injuries to designated
persons
3. Participate in 3.1 Contribute to workplace meetings, inspections or other
OHS consultative activities
consultative 3.2 Raise OHS issues with designated persons in accordance
processes with organizational procedures
3.3 Take actions to eliminate workplace hazards or to reduce
risks
4. Follow safety 4.1 Identify and report emergency incidents
procedures 4.2 Follow organizational procedures for responding to
emergency incidents
Variable Range
Safety procedures  completing required documentation
may include but not  local, state and federal legislation
limited to::  Materials Safety Data Sheets (MSDSs)
 National Health and Medical Research Council guidelines
 following OHS guidelines relevant to workplace
 maintenance and use of cleaning apparatus in a work
environment, such as;
 disposing of spilled substances, dangerous products,
'sharps' and waste correctly
 maintaining stocks of cleaning equipment (eg. disposable
gloves, liquid repellent aprons, disinfectant)

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 sterilizing and/or disposing of cleaning equipment
 using appropriate cleaning equipment to clean spillages
and breakages
 wearing protective clothing, protective eye wear when in
contact with body fluids or chemicals that may splash
 using and storing toxic and hazardous materials correctly
 keeping workplace clean and tidy
 office practice manual
 displaying health and safety brochures, magazines and other
material
 undergoing operator training when using new equipment or
processes
 special guidelines in a medical setting
Designated  designated health and safety officers
persons may  health and safety representatives
include but not  supervisors
limited to:  managers
 team leaders
 other persons authorised or nominated by the enterprise or
industry
Hazards may May include but not limited to:
include anything  potential harm in terms of human injury or ill health
which is a source  damage to property
of:  damage to the environment
 potential harm in terms of human injury or ill health including:
 toxic or hazardous materials
 hazardous work processes
 unsafe work practices
 hazardous equipment
 unstable personnel
 potential harm in a medical setting:
 blood
 breakage / spillage
 drug hold-ups
 needle sticks
 medical emergencies (e.g. Falls, bleeding, seizures,
fainting, collapses, panic attack, psychosis)
 spread of infection
 potential sources of infection:
 breakages
 contaminated waste
 patients with colds, flu and other infectious diseases
 sharps (e.g. needles, scalpel blades)
 spillage
 used dressings, bandages and equipment
 unsterilized/poorly sterilized equipment and work surfaces
 unwashed hands

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Risk is:  the chance of something occurring that will result in injury or
damage
Emergency  accidents
incidents nay  emergency situations
include but not  fire
limited to:  flood
 sudden illness
 incidents
 external threats
Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence  accurately following all relevant safety procedures
 identifying and reporting hazards to designated personnel
 knowledge of relevant health and safety legislation
 knowledge of relevant materials, equipment and work
processes
Underpinning Demonstrates knowledge of:
Knowledge and  responsibilities of employers and employees under relevant
Attitudes health and safety legislation
 emergency procedures including procedures for fires and
accidents
 commonly used hazard signs and safety symbols
Underpinning Skills Demonstrates skills to:
 literacy skills to interpret safety signs, symbols and notices
 problem-solving skills to analyse options in an emergency
situation
Resources  safety processes, hazards and risk are relevant to the area of
Implication work
Assessment Competency may be assessed through:
Methods  analysis of responses to case studies and scenarios
 demonstration of techniques
 direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job
performance by the candidate
 review of documentation identifying and reporting emergency
incidents
Context of Competency may be assessed in the work place or in a
Assessment simulated work place setting.

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Unit Title Use Business Equipment and Resources

Unit Descriptor This unit describes the performance outcomes, skills and knowledge
required to choose equipment and resources to complete a variety of
tasks under direct supervision and includes operating equipment,
undertaking routine maintenance and reporting faults to the appropriate
person.

1. Select 1.1 Identify and access business equipment or resources
equipment or required to complete task under direct instructions
resources
1.2 Estimate quantities and resources correctly to complete the
task
1.3 Check equipment for serviceability in accordance with
equipment instructions
2. Operate 2.1 Operate equipment in accordance with manufacturer's
equipment specifications and under direct instructions
2.2 Identify equipment faults accurately and take action to
ensure equipment is repaired in accordance with
manufacturer's specifications
2.3 Report repairs outside area of own responsibility to
appropriate persons
3. Maintain 3.1 Maintain equipment or resources to support completion of
equipment or tasks under direct instructions
resources
3.2 Undertake maintenance to ensure equipment meets
manufacturer's specifications
3.3 Maintain records concerning equipment or resources under
direct instructions
3.4 Store equipment and resources under direct instructions
Variable Range

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Business  answering machine
equipment may  binder
include but not  fax machine
limited to:  photocopier
 printer
 telephone
Resources may  equipment
include but not  facilities
limited to:  human resources
 OHS resources
 stock and supplies
Equipment  manufacturers guidelines
instructions may  OHS guidelines and procedures
include but not  procedures manual
limited to:  training notes
Appropriate  colleagues
persons may  external organizations
include but not  line management
limited to:  supervisor
Maintenance may  adding toner

include but not  cleaning equipment regularly
limited to:  clearing paper jams
 organising service calls
 replacing paper
Records may  equipment service call forms
include but not  purchase orders
limited to:  service repair forms
 warranties
Evidence Guide
Competence  demonstrated application of appropriate maintenance
procedures
 knowledge of the functions of a range of business equipment
 operation of a range of business equipment
Knowledge and  key provisions of relevant legislation from all levels of
Attitudes government that may affect aspects of business operations,
such as:
 occupational health and safety (OHS)
 functions of a range of business equipment
 correct shut-down procedures for a range of business
equipment

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 common equipment faults
 routine maintenance procedures
Underpinning Skills Demonstrates:
 literacy skills to identify work requirements and to process
basic, relevant workplace documentation
 communication skills to identify lines of communication, to
request advice, to effectively question, to follow instructions,
to receive feedback and to report equipment faults
 problem-solving skills to solve routine problems related to
business equipment and to determine appropriate fault repair
actions while under direct supervision
 technology skills to use business equipment under direct
supervision
Resources Assessment must ensure:
Implication  access to an actual workplace or simulated environment
 access to office equipment and resources
 examples of operational and maintenance manual and
records
Methods  direct questioning combined with review of portfolios of
 analysis of responses to case studies and scenarios
 observation of demonstrated techniques in operating and
maintaining business equipment
 oral or written questioning to asses knowledge of the
operation and maintenance of business equipment
 review of records concerning equipment or resources

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Unit Title Work Effectively in a Business Environment
knowledge required to work effectively within a commercial or
business environment. It includes identifying the rights and
responsibilities of employees and employers and conducting
business in accordance with the organizational goals, values and
standards.

1. Work within 1.1 Identify and read organization's requirements and
organizational responsibilities and seek advice from appropriate persons,
requirements where necessary
1.2 Develop and utilise a current working knowledge and
understanding of employee and employer rights and
responsibilities
1.3 Comply with relevant duty of care, legal responsibilities and
organizational goals and objectives
1.4 Identify roles and responsibilities of colleagues and
immediate supervisors
1.5 Identify standards and values considered to be detrimental
to the organization and communicate this through
appropriate channels
1.6 Identify, recognise and follow behaviour that contributes
to a safe work environment
2. Work in a team 2.1 Display courteous and helpful manners at all times
2.2 Complete allocated tasks as required
2.3 Seek assistance when difficulties arise
2.4 Use questioning techniques to clarify instructions or
responsibilities
2.5 Identify and display a non-discriminatory attitude in all
contacts with staff, management or clients
3. Develop 3.1 Identify work and personal priorities and achieve a
effective work balance between competing priorities
habits
3.2 Apply time management strategies to work duties
3.3 Observe appropriate dress and behaviour as required by
the workplace, job role or customer contact

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Variable Range

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Organization's  access and equity principles and practice
requirements may  anti-discrimination and related policy
include but not  business and performance plans
limited to:  ethical standards
 goals, objectives, plans, systems and processes
 legal and organization policies, guidelines and requirements
 OHS policies, procedures and programs
 quality and continuous improvement processes and
standards
persons may  external organizations
include but not  line management
limited to:  supervisor
 those who have the authority to adjust plans
Employee rights  attendance
and responsibilities  confidentiality and privacy of enterprise, client and colleague
may include but not information
limited to:  knowing the terms and conditions of own employment
 obeying lawful orders
 protection from discrimination and sexual harassment
 punctuality
 right to union representation
 safety and care with respect to OHS
Employer rights  responsibility of providing a safe environment free from
and responsibilities discrimination and sexual harassment (refer to relevant
may include but not state/territory and commonwealth anti-discrimination
limited to: legislation)
 right to dismiss employees if employees
 are negligent, careless or cause an accident
 commit a criminal offence
 commit acts of disloyalty such as revealing confidential
information
Organizational  organizational values and behaviours
goals and  work procedures and quality assurance manuals
objectives may  and may be stated or implied by the way the organization
include but not conducts its business including:
limited to:  business planning
 financial performance
 flexibility, responsiveness
 interpersonal communication
 marketing and customer service
 organizational values and behaviors
 people management
 work procedures and/or procedures manuals
Behaviour that  discussing and negotiating problems and tasks with other
contributes to a team members
safe work  identifying and reporting any risks or hazards
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environment may  listening to the ideas and opinions of others in the team
include but not  sharing knowledge and skills
limited to:  solving problems as a team
 using business equipment according to guidelines
Work and personal  work/life balance and other commitments, including:
priorities may  school/homework
include but not  home/family/parties/friends
limited to:  other jobs
 culture
 disability
Evidence Guide
Competence  identifying, locating and articulating the organization's
requirements including goals and values
 work that reflects the relationship between own role and
organizational requirements
 knowledge of workplace procedures for upholding employee
and employer rights and responsibilities
such as:
 anti-discrimination legislation
 ethical principles
 codes of practice
 privacy laws
 organizational policies, plans and procedures and how to
access them
 terms and conditions of employment
 literacy skills to identify work requirements and to process
relevant workplace documentation
 communication skills to request advice, to receive feedback
and to work with a team
 problem-solving skills to solve routine problems
 technology skills to select and use technology appropriate for
a task
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 observation of demonstrated techniques
 evaluation of time management strategies applied to work
duties

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Unit Title Operate a Personal Computer
knowledge required to start up a personal computer or business
computer terminal; to correctly navigate the desktop environment;
and to use a range of basic functions.

1. Start computer, 1.1 Adjust workspace, furniture and equipment to suit user
system ergonomic requirements
information and
features 1.2 Ensure work organization meets organizational and
occupational health and safety (OHS) requirements for
computer operation
1.3 Start computer or log on according to user procedures
1.4 Identify basic functions and features using system
information
1.5 Customise desktop configuration, if necessary, with
assistance from appropriate persons
1.6 Use help functions as required
2. Navigate and 2.1 Open, close and access features by selecting correct
manipulate desktop icons
desktop
environment 2.2 Open, resize and close desktop windows by using correct
window functions and roles
2.3 Create shortcuts from the desktop, if necessary, with
assistance from appropriate persons
3. Organize files 3.1 Create folders/subfolders with suitable names
using basic
directory and 3.2 Save files with suitable names in appropriate folders
folder structures 3.3 Rename and move folders/subfolders and files as required
3.4 Identify folder/subfolder and file attributes
3.5 Move folders/subfolders and files using cut and paste, and
drag and drop techniques
3.6 Save folders/subfolders and files to appropriate media
where necessary
3.7 Search for folders/subfolders and files using appropriate
software tools
3.8 Restore deleted folder/subfolders and files as necessary
4. Print information 4.1 Print information from installed printer
4.2 View progress of print jobs and delete as required

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4.3 Change default printer if installed and required
5. Shut down 5.1 Close all open applications
computer
5.2 Shut-down computer according to user procedures
Variable Range
Ergonomic  avoiding radiation from computer screens
requirements may  chair height, seat and back adjustment
include but not  document holder
limited to:  footrest
 keyboard and mouse position
 lighting
 noise minimisation
 posture
 screen position
 workstation height and layout
Work organization  exercise breaks
may include but not  mix of repetitive and other activities
limited to:  rest periods
 visual display unit (VDU) eye testing
Occupational health  OHS guidelines related to the use of the screen equipment,
and safety computing equipment and peripherals, ergonomic work
requirements may stations, security procedures, customisation requirements
include but not  statutory requirements
limited to:
Desktop icons may  directories/folders
include but not  files
limited to:  network devices
 recycle bin and waste basket
File attributes may  dates
include but not  size
limited to:
Appropriate media  CDs

may include but not  diskettes
limited to:  local hard drive
 other locations on a network
 USB/ Flash/Thumb drives
 zip disks
Evidence Guide
Competence  navigation and manipulation of the desktop environment
within the range of assigned workplace tasks
 knowledge of organizational requirements for simple
documents and filing conventions
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 application of simple keyboard functions to produce
documents with a degree of speed and accuracy relevant to
the level of responsibility required
such as:
 OHS
 basic ergonomics of computer use
 main types and parts of computers, and basic features of
different operating systems
 suitable file naming conventions
 literacy skills to identify work requirements, to comprehend
basic workplace documents, to interpret basic user manuals
and to proofread simple documents
request advice, to effectively question, to follow instructions
and to receive feedback
 problem-solving skills to solve routine problems in the
workplace, while under direct supervision
 technology skills to use equipment safely while under
direction, basic keyboard and mouse skills and procedures
relating to logging on and accessing a computer
 basic typing techniques and strategies
 examples of workplace documentation
 oral or written questioning to assess knowledge of computer
operations and functions
 review of shortcuts created
 review of folders/subfolders created

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Unit Title Develop Keyboard Skills
knowledge required to develop basic keyboard skills using touch
typing techniques.

1. Use safe work 1.1 Adjust workspace, furniture and equipment to suit user
practices ergonomic requirements
1.2 Ensure work organization meets organizational and
occupational health and safety (OHS) requirements for
computer operation
2. Identify and
2.1 Identify and apply keyboard functions for both alpha and
develop numeric keyboard functions
keyboard skills
2.2 Apply touch typing technique to complete a task
2.3 Develop speed and accuracy in accordance with workplace
requirements for level of responsibility
3. Check accuracy 3.1 Proofread document carefully to identify errors
3.2 Amend document, correct errors and complete a final
accuracy check
Variable Range
Ergonomic  avoiding radiation from computer screens
requirements may  chair height, seat and back adjustment
include but not  document holder
limited to:  footrest
 lighting
 posture
 screen position
may include but not  mix of repetitive and other activities
limited to:  rest periods
 visual display unit (VDU) eye testing
Touch typing  level of competency of operator
technique may vary  workplace requirements
according to:

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Speed and  consistent with degree of experience of operator
accuracy must be:  relevant to level of responsibility
Evidence Guide
Competence  applying touch typing technique to enter alphanumeric
characters
 safely using keyboard
Knowledge and  key provisions of relevant legislation from all forms of
such as OHS
 Organizational benchmarks for keyboarding.
request advice, to effectively question, to follow instructions
and to receive feedback
 literacy skills to identify work requirements, to comprehend
basic workplace documents, and to produce and proofread
simple documents
 problem-solving skills to solve routine problems in the
workplace, while under direct supervision
 technology skills to use equipment safely while under
direction, and to use basic keyboard, touch typing and mouse
skills to produce simple documents
 access to examples of workplace documentation
 oral or written questioning to assess knowledge of keyboard
operations and functions
 review of completed documents

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Unit Title Create and Use Spreadsheets
knowledge required to correctly create and use spreadsheets and
charts through the use of spreadsheet software.

1. Select and 1.1 Adjust workspace, furniture and equipment to suit user
prepare ergonomic, work organization and occupational health and
resources safety (OHS) requirements
1.2 Use energy and resource conservation techniques to
minimise wastage in accordance with organizational and
statutory requirements
1.3 Identify spreadsheet task requirements and clarify with
relevant personnel as required
2. Create simple 2.1 Ensure data is entered, checked and amended in
spreadsheets accordance with organizational and task requirements, to
maintain consistency of design and layout
2.2 Format spreadsheet using software functions, to adjust
page and cell layout to meet information requirements, in
accordance with organizational style and presentation
requirements
2.3 Ensure formulae are used and tested to confirm output
meets task requirements, in consultation with appropriate
personnel as required
2.4 Use manuals, user documentation and online help to
overcome problems with spreadsheet design and production
3. Produce simple 3.1 Select chart type and design that enables valid
charts representation of numerical data and meets organizational
and task requirements
3.2 Create chart using appropriate data range in the spreadsheet
3.3 Modify chart type and layout using formatting features
4. Finalise 4.1 Ensure spreadsheet and any accompanying charts are
spreadsheets previewed, adjusted and printed in accordance with
organizational and task requirements
4.2 Ensure data input meets designated time lines and
organizational requirements for speed and accuracy
4.3 Name and store spreadsheet in accordance with
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organizational requirements and exit the application without
data loss/damage
Variable Range

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Ergonomic May include but not limited to:
requirements may  avoiding radiation from computer screens
include but not  chair height, seat and back adjustment
limited to:  document holder
 footrest
 lighting
 posture
 screen position
requirements may  mix of repetitive and other activities
include but not  rest periods
limited to:
Conservation  double-sided paper use
techniques may  recycling used and shredded paper
include but not  re-using paper for rough drafts (observing confidentiality
limited to: requirements)
 utilising power-save options for equipment
Spreadsheet task  data entry
requirements may  output
include but not  presentation
limited to:  storage
Data may include  numbers
but not limited to:  text
Checking may  accuracy of data
include but not  accuracy of formulae with calculator
limited to:  ensuring instructions with regard to content and format have
been followed
 proofreading
 spelling, electronically and manually
Formatting may  alignment on page
include but not  efficiency of formulae
limited to:  enhancements to format - borders, patterns and colours
 enhancements to text
 headers/footers
 use of absolute and relative cell addresses
 use of cell addresses in formulae
Software  adding/deleting columns/rows
functions may  formatting cells
include but not  formatting text
limited to:  headers/footers
 sizing columns/rows
Formulae may  absolute cell referencing and/or mixed references
include but not  average
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limited to:  division
 maximum
 minimum
 multiplication
 subtraction
 sum
 combinations of above
Chart types may  area
include but not  bar
limited to:  column
 exploded pie
 line
 pie and 3-D pie
 scatter/bubble
 stacked/multiple bar
 stacked, 3-D column
Features may  axes
include but not  axis title
limited to:  borders
 chart title
 colours
 data labels
 data tables
 fills
 gridlines
 legend
 lines
 patterns
Printing may  fit on one page
include but not  fit specific number of pages
limited to:  with formulae
 with values
Designated time  organizational time line e.g. financial requirements
lines may include  time line agreed with internal/external client
but not limited to:  time line agreed with supervisor/person requiring
spreadsheet
Storing data may  authorised access
include but not  filing locations
limited to:  organizational policy for backing up files
 organizational policy for filing hard copies of spreadsheets
 security
 storage in electronic folders/sub-folders
 storage on CD-ROM, zip drives, USB memory

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Evidence Guide
Competence  designing a minimum of two spreadsheets
 using cell-based formulae
 creating charts using relevant data
 knowledge of purpose and range of use of spreadsheet
functions
Knowledge and  formatting of workplace documents
Attitudes  organizational requirements for ergonomic standards, work
periods and breaks, and conservation techniques
 organizational guidelines on spreadsheet manipulation and
processing
 purpose and range of use of spreadsheet functions
 communication skills to clarify requirements of spreadsheet
 editing and proofreading skills to check own work for accuracy
 keyboarding skills to enter text and numerical data
 literacy skills to read and understand organization's
procedures, and to use basic models to produce a range of
spreadsheets
 numeracy skills to create and use spreadsheet formulae
 access to examples of spreadsheets and simple formulae
 review of final spreadsheets
 oral or written questioning to assess knowledge of
spreadsheet software functions

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Unit Title Plan Skills Development
knowledge required to identify and document current skills and to
plan future skills development under the guidance of an
appropriate adviser.

1. Seek advice on 1.1 Identify possible career directions in industry or organization
future career
directions 1.2 Identify and prioritize personal work goals
1.3 Discuss future work/career directions with appropriate
people and identify additional skills requirements
1.4 Take into account personal values and attitudes regarding
work and business, in planning future work/career directions
1.5 Identify additional skills required and determine appropriate
method/s to acquire these skills
2. Conduct self 2.1 Identify work, life and study experiences relating to
assessment of business
skills
2.2 Assess current skills, knowledge and attitudes against a
checklist of relevant competencies
2.3 Discuss results of self-assessment with trainer or assessor
2.4 Identify further skills development needs
3. Prepare 3.1 Identify and discuss types of evidence required
portfolio of
evidence 3.2 Develop a clear understanding of the purpose of evidence
3.3 Collect examples of evidence for portfolio
3.4 Complete application for recognition of current competency
and/or personal resume with assistance from assessor
Variable Range

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Appropriate people  assessors
may include but not  colleagues
limited to:  mentors
 supervisors
 trainers
Methods to acquire  attendance at workshop or demonstration
additional skills  formal course participation
may include but not  on-the-job coaching or mentoring
limited to:  work experience
Experiences  family responsibilities
relating to business  study including formal or informal learning
may include but not  volunteer or recreational experience
limited to:  work experience
Checklist may  personal skills and attributes

include but not  practical skills
limited to:  strengths and weaknesses
Relevant  academic results
competencies may  interpersonal skills
include but not  organization skills
limited to:  personal attributes
 personal skills e.g. demonstrated leadership, team work
 practical skills directly related to a workplace
Types of evidence  academic results including informal studies
may include but not  personal interests and experiences
limited to:  previous employment
 recreational experiences
 volunteer work
 work experience
Purpose of  assessment of current competencies
evidence may  building a picture of personal attributes
include but not  documentation of competencies relevant to the workplace
limited to:  identification of areas for further skill development
 identification of strengths and weaknesses
Personal resume  contact details
may include but not  education and extra-curricular activities
limited to:  past employment and/or volunteer work
 personal attributes, skills, strengths
 professional development i.e. formal or informal courses
undertaken
 work experience
 work related or personal references
Evidence Guide
Critical aspects of Assessment requires evidence that the candidate:
Competence
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 documentation of personal strengths and areas for future skill
development
 documentation of proposed career plan
 evidence of current competencies
 knowledge of the importance of skills development in career
planning terms
Knowledge and  importance of skills development in career planning terms
Attitudes  sources of advice on career planning and skill development
 types of evidence and ways of creating portfolios of evidence
 literacy and communication skills to access information to
identify career options and personal work goals, and to draft a
portfolio of evidence
 problem-solving skills to solve routine problems related to the
workplace, under direct supervision
 technology skills to use business equipment, under direction
 examples of resumes and career planning resources
 review of prioritisation of personal work goals
 observation of presentations
 oral or written questioning to assess knowledge of types of
evidence and ways of creating portfolios of evidence
 review of documentation identifying further skills development
needs
 analysis of portfolio

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Unit Title Participate in Environmentally Sustainable Work Practices
knowledge required to effectively measure current resource use
and to carry out improvements including reducing the negative
environmental impact of work practices.

1. Identify current 1.1 Identify workplace environmental and resource efficiency
resource use issues
1.2 Identify resources used in own work role
1.3 Document and measure current usage of resources using
appropriate techniques
1.4 Record and file documentation measuring current usage,
using technology (such as software systems) where
applicable
1.5 Identify and report workplace environmental hazards to
appropriate personnel
2. Comply with 2.1 Follow workplace procedures to ensure compliance
environmental
regulations 2.2 Report breaches or potential breaches to appropriate
personnel
3. Seek 3.1 Follow organizational plans to improve environmental
opportunities to practices and resource efficiency
improve
resource 3.2 Work as part of a team, where relevant, to identify possible
efficiency areas for improvements to work practices in own work area
3.3 Make suggestions for improvements to workplace
practices in own work area
Variable Range

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Environmental and  maximising opportunities to improve business environmental
resource efficiency performance
issues may include  minimising environmental risks
but not limited to:  promoting more efficient production and consumption of
natural resources, for example minimising waste by
participating in or using a waste management system
 using resources efficiently such as material usage, energy
usage (seeking alternative sources of energy or energy
conservation) or efficient water usage
Appropriate  examining and documenting resources in work area
techniques may  examining invoices from suppliers
include but not  examining relevant information and data
limited to:  measuring resource usage under different conditions
 reports from other parties involved in the process of
identifying and implementing improvements
Compliance may  meeting relevant laws, by-laws and regulations or best
include but not practice to support compliance in environmental performance
limited to: and sustainability at each level as required (such as
Environmental Protection or Biodiversity Conservation Act):
 international
 commonwealth
 state/territory
 local government
 industry
 organization
Organizational  documented policies and procedures
plans may include  work plans to minimise waste or to increase efficiency of
but not limited to: resources such as a green office program, supply chain
program for purchasing sustainable products or an
environmental management framework
Suggestions may  improve energy efficiency
include but not  increase use of renewable, recyclable, reusable and
limited to ideas that recoverable resources
help to:  maximise opportunities such as use of solar power or other
alternative forms of energy, where appropriate
 prevent and minimise risks
 reduce emissions of greenhouse gases
 reduce use of non-renewable resources
Evidence Guide
Competence  accessing, interpreting and complying with a range of
environment/sustainability legislation and procedural
requirements relevant to daily responsibilities
 accurately following organizational information to participate in
and support an improved resource efficiency process and
reporting as required

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 developing and/or using tools such as inspection checklists, to
collect and measure relevant information on organization
resource consumption, within work role
 identifying organizational improvements by applying efficient
resource use to daily activities
 knowledge of environmental and resource hazards/risks
Knowledge and  environmental and resource hazards/risks
Attitudes  environmental or sustainability legislation, regulations and
codes of practice applicable to own work role
 OHS issues and requirements
 organizational structure, and reporting channels and
procedures
 relevant environmental and resource efficiency systems and
procedures
 sustainability in the workplace
 terms and conditions of employment including policies and
procedures, such as daily tasks, employee and employer
rights, equal opportunity
 analytical skills to comply with all relevant legislation
associated with job specifications and procedures
 communication and problem-solving skills to question, seek
clarification and make suggestions relating to work
requirements and efficiency
 communication and teamwork skills to recognise procedures;
to follow instructions; to respond to change, such as current
workplace environmental/sustainability frameworks; and to
support team work and participation in a sustainable
organization
 literacy, numeracy and technology skills to interpret workplace
information in relation to work role, and to document and
measure resource use
a task
 evidence is relevant to the particular workplace role, including
work area, equipment, systems, and documentation
 review of current work area directly relating to own work, to
assess measurement of resources used, hazards and
compliance
 individual or team discussion about potential for increased
resource efficiency within current work area
 access to workplace documents, information and resources
(such as compliance obligations, enterprise plans, work
responsibilities)
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 observation of demonstrated techniques over time and in a
range of situations
 review of documentation measuring current resource usage
 evaluation of techniques used to document and measure
current usage of resources
 review of identified and reported workplace environmental
hazards
 evidence of active participation in organizational plans to
improve environmental practices and resource efficiency

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Unit Title Organize and Complete Daily Work Activities
knowledge required to organise and complete work activities, and
to obtain feedback on work performance.

1. Organize work 1.1. Negotiate and agree upon work goals and plans with
schedule assistance from appropriate persons
1.2. Develop an understanding of the relationship between
individual work goals and plans, and organizational goals
and plans
1.3. Plan and prioritize workload within allocated timeframes
2. Complete work 2.1. Complete tasks within designated time lines and in
tasks accordance with organizational requirements and
instructions
2.2. Use effective questioning to seek assistance from
colleagues when difficulties arise in achieving allocated
tasks
2.3. Identify factors affecting work requirements and take
appropriate action
2.4. Use business technology efficiently and effectively to
complete work tasks
2.5. Communicate progress of task to supervisor or colleagues
as required
3. Review work 3.1. Seek feedback on work performance from supervisors or
performance colleagues
3.2. Monitor and adjust work according to feedback obtained
through supervision and comparison with established team
and organizational standards
3.3. Identify and plan opportunities for improvement in liaison
with colleagues
Variable Range

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persons may  other staff members
include but not  supervisors, mentors or trainers
limited to:
Organizational  access and equity principles and practice
requirements may  anti-discrimination and related policy
include but not  business and performance plans
limited to:  ethical standards
 goals, objectives, plans, systems and processes
 legal and organization policies, guidelines and requirements
 quality and continuous improvement processes and standards
Colleagues may  coach/mentor
include but not  other members of the organization
limited to:  peers/work colleagues/team
 supervisor or manager
Factors affecting  changes to procedures or new procedures
work requirements  competing work demands
may include but not  environmental factors such as time, weather
limited to:  other work demands
 resource issues
 technology/equipment breakdowns
Business  computer applications
technology may  computers
include but not  electronic diaries
limited to:  facsimile machines
 photocopiers
 printers
 scanners
Feedback on  formal/informal performance appraisals
performance may  obtaining feedback from clients
include but not  obtaining feedback from supervisors and colleagues
limited to:  personal, reflective behaviour strategies
 routine organizational methods for monitoring service delivery
Standards may  Ethiopian Standards
include but not  legal and organization policies, guidelines and requirements
limited to:  legislation
 organizational policies and procedures
 specified work standards
 standards set by work group
Opportunities for  coaching, mentoring and/or supervision
improvement may  internal/external training provision
include but not  personal study
limited to:  recognition of current competence (RCC)/skills
recognition/initial assessment
 workplace skills assessment

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Evidence Guide
Competence  organising and completing own work activities
 seeking and acting on feedback from clients, colleagues and
supervisors
 using available business technology appropriate to the task,
under direct instruction
such as:
 anti-discrimination legislation
 ethical principles
 codes of practice
 privacy laws
 organizational policies, plans and procedures
 literacy skills to use written and oral information about
workplace requirements
 organising skills to arrange work priorities and arrangements
 problem-solving skills to solve routine problems
a task
 examples of work plans, policies and procedures
 review of documentation planning and prioritising workload
 evaluation of time line required to complete tasks
 review of documentation planning opportunities for
improvement

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Unit Title Receive and Respond to Workplace Communication
Unit Descriptor This unit covers the knowledge, skills and attitudes required
to receive, respond and act on verbal and written
communication.
Element Performance Criteria

1. Follow routine 1.1. Required information is gathered by listening attentively
spoken messages and correctly interpreting or understanding
information/instructions
1.2. Instructions/information are properly recorded
1.3. Instructions are acted upon immediately in accordance
with information received
1.4. Clarification is sought from workplace supervisor on all
occasions when any instruction/information is not clear
2. Perform workplace 2.1 Written notices and instructions are read and
duties following interpreted correctly in accordance with organizational
written notices guidelines
2.2 Routine written instruction are followed in sequence
2.3 Feedback is given to workplace supervisor based on the
instructions/information received
Variable Range
Written notices and  Handwritten and printed material
instructions refers to :  Internal memos
 External communications
 Electronic mail
 Briefing notes
 General correspondence
 Marketing materials
 Journal articles
Organizational  Information documentation procedures
Guidelines may include  Company policies and procedures
but not limited to:  Organization manuals
 Service manual
Evidence Guide
Competency  Demonstrated knowledge of organizational procedures
for handling verbal and written communications

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
Received and acted on verbal messages and instructions

Demonstrated competency in recording
instructions/information
Knowledge and  Knowledge of organizational policies/guidelines in regard
Attitudes to processing internal/external information
 Ethical work practices in handling communications
 Communication process
 Conciseness in receiving and clarifying
messages/information/communication
 Accuracy in recording messages/information
Resource Implications The following resources must be provided:
 Pens
 Note pads
Methods of Competency may be assessed through:
Assessment  Direct Observation
 Oral interview
 Written Evaluation
 Third Party Report
Context of Assessment Competency may be assessed individually in the actual
workplace or simulation environment in TESDA accredited
institutions.

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Unit Title Work with Others
Unit Descriptor This unit covers the skills, knowledge and attitudes required to
develop workplace relationship and contribute in workplace
activities.
Element Performance Criteria

1. Develop 1.1 Duties and responsibilities are done in a positive manner
effective to promote cooperation and good relationship
workplace
relationship 1.2 Assistance is sought from workgroup when difficulties arise
and addressed through discussions
1.3 Feedback provided by others in the team is encouraged,
acknowledged and acted upon
1.4 Differences in personal values and beliefs are respected and
acknowledged in the development
2. Contribute to 2.1 Support is provided to team members to ensure
work group workgroup goals are met
activities
2.2 Constructive contributions to workgroup goals and tasks are
made according to organizational requirements
2.3 Information relevant to work is shared with team members to
ensure designated goals are met
Variable Range
Duties and May include but not limited to:
responsibilities  Job description and employment arrangements
 Organization’s policy relevant to work role
 Organizational structures
 Supervision and accountability requirements including OHS
 Code of conduct
Work group May include but not limited to:
 Supervisor or manager
 Peers/work colleagues
 Other members of the organization
Feedback on May include but not limited to:
performance  Formal/Informal performance appraisal
 Obtaining feedback from supervisors and colleagues and
clients
 Personal, reflective behavior strategies
 Routine organizational methods for monitoring service
delivery
Providing support May include but not limited to:
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to team members  Explaining/clarifying
 Helping colleagues
 Providing encouragement
 Providing feedback to another team member
 Undertaking extra tasks if necessary
Organizational May include but not limited to:
requirements  Goals, objectives, plans, system and processes
 Legal and organization policy/guidelines
 Ethical standards
 Defined resources parameters
 Quality and continuous improvement processes and
standards
Evidence Guide
competency  Provided support to team members to ensure goals are met
 Acted on feedback from clients and colleagues
 Accessed learning opportunities to extend own personal
work competencies to enhance team goals and outcomes
Knowledge  The relevant legislation that affects operations, especially
with regards to safety
 Reasons why cooperation and good relationships are
important
 Knowledge of the organization’s policies, plans and
procedures
 Understanding how to elicit and interpret feedback
 Knowledge of workgroup member’s responsibilities and
duties
 Importance of demonstrating respect and empathy in
dealings with colleagues
 Understanding of how to identify and prioritize personal
development opportunities and options
 Ability to read and understand the organization’s policies
and work procedures
 Write simple instructions for particular routine tasks
 Interpret information gained from correspondence
 Communication skills to request advice, receive feedback
and work with a team
 Planning skills to organized work priorities and arrangement
 Technology skills including the ability to select and use
technology appropriate to a task
 Ability to relate to people from a range of social, cultural and
ethnic backgrounds.
Resource The following resources must be provided:
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Implications  Access to relevant workplace or appropriately simulated
environment where assessment can take place
 Materials relevant to the proposed activity or task
Assessment  Direct observations of work activities of the individual
member in relation to the work activities of the group
 Observation of simulation and/or role play involving the
participation of individual member to the attainment of
organizational goal
 Case studies and scenarios as a basis for discussion of
issues and strategies
Context for  Competency assessment may occur in workplace or any
Assessment appropriately simulated environment.
 Assessment shall be observed while task are being
undertaken whether individually or in group.

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Unit Title Demonstrate Work Values
Unit Code EIS BCW112 0812
Unit Descriptor This unit covers the knowledge, skills, and attitude in
demonstrating proper work values.

1. Define the 1.1 One’s unique sense of purpose for working and the ‘whys’
purpose of of work are identified, reflected on and clearly defined for
work one’s development as a person and as a member of
society.
1.2 Personal mission is in harmony with company’s values
2. Apply work 2.1 Work values/ethics/concepts are classified and
values/ethics reaffirmed in accordance with the transparent company
ethical standards, policies and guidelines.
2.2 Work practices are undertaken in compliance with
industry work ethical standards, organizational policy and
guidelines
2.3 Personal behavior and relationships with co-workers
and/or clients are conducted in accordance with ethical
standards, policy and guidelines.
2.4 Company resources are used in accordance with
transparent company ethical standard, policies and
guidelines.
3. Deal with 3.1 Company ethical standards, organizational policy and
ethical guidelines on the prevention and reporting of unethical
problems conduct are accessed and applied in accordance with
transparent company ethical standard, policies and
guidelines.
3.2 Work incidents/situations are reported and/or resolved in
accordance with company protocol/guidelines.
3.3 Resolution and/or referral of ethical problems identified are
used as learning opportunities.
4. Maintain 4.1 Personal work practices and values are demonstrated
integrity of consistently with acceptable ethical conduct and
conduct in the company’s core values.
workplace
4.2 Instructions to co-workers are provided based on ethical,
lawful and reasonable directives.
4.3 Company values/practices are shared with co-workers
using appropriate behavior and language.

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Variable Range
Work values/ethics/ May include but are not limited to:
concepts  Commitment/ Dedication
 Sense of urgency
 Sense of purpose
 Love for work
 High motivation
 Orderliness
 Reliability and Dependability
 Competence
 Goal-oriented
 Sense of responsibility
 Being knowledgeable
 Loyalty to work/company
 Sensitivity to others
 Compassion/Caring attitude
 Balancing between family and work
 Sense of nationalism
Work practices May include but not limited to:
 Quality of work
 Punctuality
 Efficiency
 Effectiveness
 Productivity
 Resourcefulness
 Innovativeness/Creativity
 Cost consciousness
 5S
 Attention to details
Incidents/situations May include but not limited to:
 Violent/intense dispute or argument
 Gambling
 Use of prohibited substances
 Pilferages
 Damage to person or property
 Vandalism
 Falsification
 Bribery
 Sexual Harassment
 Blackmail
Company May include but not limited to:
resources  Consumable materials
 Equipment/Machineries
 Human
 Time
 Financial resources
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Instructions May include but not limited to:
 Verbal
 Written
Evidence Guide
Critical Aspects of Assessment requires evidence that the candidate:
Competence  Defined one’s unique sense of purpose for working
 Clarified and affirmed work values/ethics/concepts
consistently in the workplace
 Demonstrated work practices satisfactorily and consistently in
compliance with industry work ethical standards,
organizational policy and guidelines
 Demonstrated personal behavior and relationships with co-
workers and/or clients consistent with ethical standards,
policy and guidelines
 Used company resources in accordance with company
ethical standard, policies and guidelines.
 Followed company ethical standards, organizational policy
and guidelines on the prevention and reporting of unethical
conduct/behavior
Knowledge  Occupational health and safety
 Work values and ethics
 Company performance and ethical standards
 Company policies and guidelines
 Fundamental rights at work including gender sensitivity
 Work responsibilities/job functions
 Corporate social responsibilities
 Company code of conduct/values
 Balancing work and family responsibilities
 Interpersonal skills
 Communication skills
 Self awareness, understanding and acceptance
 Application of good manners and right conduct
Implications  Workplace or assessment location
 Case studies/Scenarios
Assessment  Portfolio Assessment
 Interview
 Third Party Reports

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Unit Title Apply Quality Standards
Unit Descriptor This unit covers the skills and knowledge required in applying
quality standards in cement production operations.

1. Assess own 1.1 Completed work is checked against workplace standards
work relevant to the operations being undertaken
1.2 An understanding is demonstrated on how the work activities
and completed work relate to the next operation process and
to the final appearance of the product
1.3 Faulty pieces or final products are identified and isolated in
accordance with company policies and procedures
1.4 Faults and any identified causes are recorded and reported
in accordance with workplace procedures
2. Assess quality 2.1 Received materials or final product are checked against
of received workplace standards and specifications
articles
2.2 Materials or products are measured using the appropriate
measuring instruments in accordance with workplace
procedures
2.3 Causes of any identified faults are identified and corrective
actions are taken in accordance with workplace procedures
3. Record 3.1 Basic information on the quality performance is recorded in
information accordance with workplace procedures
3.2 Records of work quality are maintained according to the
requirements of the company
4. Study causes 4.1 Causes of deviations from final products are investigated
of quality and reported in accordance with workplace procedures
deviations
4.2 Suitable preventive action is recommended based on
workplace quality standards and identified causes of
deviation from specified quality standards of materials or
final product
5. Complete 5.1 Information on quality and other indicators of production
documentation performance is recorded.
5.2 All production processes and outcomes are recorded.
Variable Range
Quality check May include but not limited to:

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 Visual inspection
 Physical measurements
 Check against design/specifications
Quality standards May include but not limited to:
 Materials
 Intermediate product
 Final product
 Production/servicing processes
Quality parameters May include but not limited to:
 Chemical composition
 strength
 setting time
 Product variation
 Materials
 Damage and imperfections
 Moisture content
Evidence Guide
Competence  Checked completed work continuously against workplace
standard
 Identified and isolated faulty pieces or final product
 Checked received materials, component parts or final product
against workplace standards
 Identified and applied corrective actions on the causes of
identified faults
 Measured materials, component parts or products
 Recorded basic information regarding quality performance
 Investigated causes of deviations of materials against standard
 Recommended suitable preventive actions
Knowledge and  Relevant quality standards, policies and procedures
Attitudes  Characteristics of materials used
 Safety environment aspects of operation processes
 Relevant measurement techniques and quality checking
procedures
 Workplace procedures
 Reporting procedures
 Interpret work instructions, specifications, standards and
patterns appropriate to the required work
 Carry out relevant visual inspections of materials, component
parts and final products
 Carry out relevant physical measurements
 Maintain accurate work records in accordance with procedures
 Meet work specifications

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 Communicate effectively within defined workplace procedures
Resource The following resources should be provided:
Implications  Access to relevant workplace or appropriately simulated
environment where assessment can take place
 Materials relevant to the proposed activity or task
Methods of Competence may be assessed through:
Assessment  Interview
 Observation/Demonstration
 Written test
Context for Competence may be assessed in the work place or in a

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Unit Title Develop Understanding of Entrepreneurship
Unit Code BUF BCW1 14 0812
Unit Descriptor This unit covers skills, knowledge and attitude required to
understand the principles, functions, strategies and methods of
entrepreneurship. It also covers identifying and developing the
major entrepreneurial competences.

1. Describe and 1.1 The principles, concept and terminology of
explain the entrepreneurship are analyzed and discussed
principles, concept
and scope of 1.2 The different / various forms of enterprises in the
entrepreneurship community are identified and their roles understood
1.3 The identified enterprises are categorized and classified
1.4 The terms and elements involved in the concept of
enterprising, both on a personal level and in the context
of being enterprising in business are identified and
interpreted
1.5 Functions of entrepreneurship in business and how the
entrepreneurs improved business and economic
environment are explained
2. Discuss how to 2.1 Self-employment as an alternative option for an individual
become economic independence and personal growth is
entrepreneur discussed and analyzed
2.2 Advantages and disadvantages of self-employment are
discussed and explained
2.3 Entrepreneurial characteristics and traits are identified
and discussed
2.4 Self-potential is assessed to determine if qualified to
become future entrepreneur
2.5 Major competences of successful entrepreneurship are
identified and explained
3. Discuss how to 3.1 The importance and role of business entrepreneurship in
organize an the society are discussed and correlated to the
enterprise operations of the economy
3.2 Facts about small and medium enterprises are
discussed, clarified and understood
3.3 Key success factor in setting up small and medium
business are identified and explained
3.4 Business opportunities are identified and assessed
3.5 Business ideas are generated using appropriate tools,
techniques and steps
3.6 Procedures for identifying suitable market for business

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are discussed and understood
3.7 Major factors to consider in selecting a location for a
business are identified and discussed
3.8 Basic types of business ownership are identified and
explained
3.9 Amount of money needed to start an enterprise estimated
and distinction between pre operations and initial
operation payments clarified
3.10Advantages and disadvantages of using various sources
of capital to start an enterprise are identified
4. Discuss how to 4.1 Disadvantages and advantages of three alternative
operate an means of becoming an entrepreneur are identified and
enterprise understood
4.2 Process of hiring and managing people is discussed and
explained
4.3 The importance and techniques of managing time are
discussed and understood
4.4 The techniques and procedures of managing sales are
discussed and explained
4.5 Factors to consider in selecting suppliers and the steps to
follow when doing business with them are identified and
discussed
4.6 Awareness of how new technologies can affect small and
medium business are developed
4.7 Characteristics of appropriate technology for use in small
and medium business are identified and explained
4.8 Different types of cost that occur in a business and how
to manage them are discussed and understood
4.9 Factors and procedures in knowing the cost of the
enterprise are discussed and understood
4.10Importance of financial record keeping and preparing
simple financial statement are explained and understood
4.11The application of self-management skills and
negotiation skills are discussed in operating a business
4.12Risk assessment and management of business
enterprise are performed
5. Develop one’s own 5.1 Process of preparing/ writing a business plan is
business plan discussed and applied
5.2 Standard structure and format are applied in preparing
business plan
5.3 Findings of the business plan are interpreted, assessed
and analyzed
5.4 Feasibility of the business idea is made clear and
understandable
5.5 Problems that may arise or encounter when starting a
business are identified and understand

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5.6 Techniques and procedures in obtaining and sourcing
information are discussed and understood
Variables Range
Classification May include but not limited to:
 Private vs. public
 Profit vs. non-profit
 Formal vs. Non-formal
 Individual vs. Community
 Local vs. Foreign
 Business vs. Social
 Small vs. Large
 Manufacturing vs. Service
 Consumer vs. Industrial
Major factors May include but not limited to:
 Economics (local economy)
 Population
 competition
Three alternatives May include but not limited to:
 Buying an existing business
 Starting a new business
 Operating a franchising business
Evidence Guide
Competence  explained principles and concept of entrepreneurship
 discussed how to become entrepreneur
 discussed how to organize an enterprise
 discussed how to operate an enterprise
 develop business plan
Underpinning Demonstrate knowledge of:
Knowledge and  Entrepreneurship principles, concepts and terminologies
Attitudes  Entrepreneurial competence
 Entrepreneurial motivation
 Risk assessment and evaluation
 Principles and process of negotiations
 Self-management and self-employment
 Managing sales, people and time
 Factors in setting up small and medium business
 Small and Medium Enterprise
 Business plan development
 Discussion techniques and procedures

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Underpinning Skills Demonstrate skills in:
 Planning and Leading
 Presentation skills
 Using technology
 Managing money
 Preparing simple financial statement
 Selecting suppliers
Implications  Tools, equipment and facilities appropriate to the proposed
activities
 Materials relevant to the proposed activities
Methods of Competence may be assessed through:
Assessment  Interview/Written Test
 Demonstration/ Direct Observation with Oral Questioning

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Unit Title Apply 5S Procedures
Unit Descriptor This unit of competence covers the skills, attitudes and
knowledge required by an employee or worker to apply 5S
procedures (structured approach to housekeeping) to their own
job and work area and maintains the housekeeping and other
standards set by 5S. The unit assumes the employee or
worker has a particular job and an allocated work area and that
processes in the work area are known by the individual.

1. Develop 1.1 Discuss quality assurance procedures of the enterprise or
understanding organization
of quality
system 1.2 Understand the relationship of quality system and
continuous improvement in the workplace
1.3 Identify and relate to workplace requirements the purpose
and elements of quality assurance (QA) system
1.4 Explain the 5S system as part of the quality assurance of
the work organization
2. Sort needed 2.1 Identify all items in the work area
items from
unneeded 2.2 Distinguish between essential and non-essential items
2.3 Sort items to achieve deliverables and value expected by
downstream and final customers
2.4 Sort items required for regulatory or other required
purposes
2.5 Place any non-essential item in a appropriate place other
than the workplace
2.6 Regularly check that only essential items are in the work
area
3. Set workplace in 3.1 Identify the best location for each essential item
order 3.2 Place each essential item in its assigned location
3.3 After use immediately return each essential item to its
assigned location
3.4 Regularly check that each essential item is in its assigned
location
4. Shine work area 4.1 Keep the work area clean and tidy at all times
4.2 Conduct regular housekeeping activities during shift
4.3 Ensure the work area is neat, clean and tidy at both
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beginning and end of shift
5. Standardize 5.1 Follow procedures
activities
5.2 Follow checklists for activities, where available
5.3 Keep the work area to specified standard
6. Sustain 5S 6.1 Clean up after completion of job and before commencing
system next job or end of shift
6.2 Identify situations where compliance to standards is
unlikely and take actions specified in procedures
6.3 Inspect work area regularly for compliance to specified
standard
6.4 Recommend improvements to lift the level of compliance
in the workplace
Variable Range
Elements of QA  corrective action
system  mission statements
 monitoring procedures
 SOPs
 work instructions
 PDCA concept
5S 5S is a system of work organization originally developed in
Japan based around housekeeping principles. A close
translation of the five stages in the housekeeping approach is:
 sort
 set in order
 shine
 standardize
 sustain
Japanese terms:
 seiri - eliminating everything not required for the work being
performed (sort)
 seiton - efficient placement and arrangement of equipment
and material (set in order)
 seison - tidiness and cleanliness (shine)
 seiketsu - ongoing, standardized, continually improving
seiri,
 seiton, seison
 shitsuke - discipline with leadership
Items in the work Includes:
area  tools
 jigs/fixtures
 materials/components

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 plant and equipment
 manuals
 personal items (e.g. bags, lunch boxes and posters)
 safety equipment and personal protective equipment
 other items which happen to be in the work area
Sort Sort involves keeping only what is absolutely necessary for the
processes in the work area. Sort includes:
 clearing the work area of all non-essential equipment and
materials
Non-essential items are those not required to either produce
product, conduct process or operations, or make required
adjustments to equipment during process or operations
Set in order After removing unnecessary materials, the remaining
materials must be those that are required immediately for
either the machine or the job at hand. All of these
materials/change/parts etc must have an assigned location on
the production floor.
Locations should be clearly marked and labeled to show what

belongs where. assigning required equipment and materials
appropriate locations in the work area
Shine includes:
 keeping the work area clean at all times
 this should be carried out to a regular daily schedule
against allowed time and, on most occasions, at the end of
a job
Standardize Once 5S is established, standardizing activities help maintain
the order and the housekeeping standards. Standardizing may
use procedures and checklists developed from a procedure.
Standardizing includes:
 activities that help maintain the order and the housekeeping
standards
 using procedures and checklists developed from a
procedure
 OHS measures such as signage, symbols / coding and
labeling of work area and equipment
Procedures Procedures may include:
 work instructions
 standard operating procedures
 formulas/recipes
 batch sheets
 temporary instructions and similar instructions provided for
the operation of the plant
 good operating practice as may be defined by industry
codes of practice (e.g. good manufacturing practice (GMP)
and responsible care) and government regulations
Procedures may be:
 written, verbal, computer based or in some other format
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Sustain includes:
 making sure that daily activities are completed every day
regardless of circumstance
 cleaning up after a job
 undertaking inspections, including:
 informal inspections carried out often, at least weekly
 formal inspections carried out at least monthly
 generating continuous improvement actions from daily
activities
 following up specific actions to generate continuous
improvement
Evidence Guide
Critical Aspects of A person who demonstrates competence in this unit must be
Competence able to provide evidence of the ability to:
 identify own tasks and responsibilities and relate them to
organization and customer requirements
 identify and explain the stages of 5S
 implement 5S in own work area
 identify waste (muda) in the work area
 routine practice of 5S as part of their job
Knowledge and  operations and processes relevant to own job
Attitudes  basic principle of quality assurance system and its elements
 quality procedures and continuous improvement (kaizen)
 meaning and application of 5S steps to own job and work
area
 principles of efficient workplace organization
 purposes of 5S
 methods of making/recommending improvements
Underpinning Demonstrates skills to:
Skills  communicating with others to clarify issues during 5S
implementation, communicate results and contribute
suggestions for improvement
 visualizing operations in terms of flow and contribution to
customer outcomes
 planning own tasks in implementation of 5S
 implementing 5S in own work area according to instructions
 identifying waste (muda)
 organizing, prioritizing activities and items
 reading and interpreting documents describing procedures
 recording activities and results against templates and other
prescribed formats
 working with others
 solving problems
Resources Access may be required to:

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Implication  workplace procedures and plans relevant to work area
 specifications and documentation relating to planned,
currently being implemented, or implemented changes to
work processes and procedures relevant to the candidate
 documentation and information in relation to production,
waste, overheads and hazard control/management
 reports from supervisors/managers
 case studies and scenarios to assess responses to
contingencies
Methods of A holistic approach should be taken to the assessment.
Assessment Competence in this unit may be assessed by using a
combination of the following to generate evidence:
 demonstration in the workplace
 workplace projects
 suitable simulation
 case studies/scenarios (particularly for assessment of
contingencies, improvement scenarios, and so on)
 targeted questioning
In all cases it is expected that practical assessment will be
combined with targeted questioning to assess underpinning
knowledge.
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting. Assessment of performance must
be undertaken in a workplace using or implementing 5S as
competitive systems and practices.
Sector: Economic Infrastructure

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Sub-Sector: Business and Finance

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Acknowledgement
We wish to extend thanks and appreciation to the many representatives of business,
industry, academe and government agencies who donated their time and expertise
to the development of this occupational standard.
We would like also to express our appreciation to the Staff and Experts of Federal
TVET Agency, Ministry of Education (MoE) who made the development of this
occupational standard possible.
This occupational standard was developed on the __________ at _____________.

EOS Basic Clerical Works Level I

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Federal Democratic Republic of Ethiopia

BASIC CLERICAL WORKS

Ethiopia has embarked on a process of reforming its TVET-System. Within the

A Unit of Competence describes a distinct work activity. It is documented in a

Ministry of Education Basic Clerical Works Version 1

EIS BCW1 01 0812 EIS BCW1 02 0812 EIS BCW1 03 0812

EIS BCW104 0812 EIS BCW1 05 0812 EIS BCW1 06 0812

EIS BCW1 07 0812 EIS BCW1 08 0812 EIS BCW1 09 0812

EIS BCW1 13 0812 EIS BCW1 14 0812 EIS BCW1 15 1012

Ministry of Education Basic Clerical Works Version 1

Unit Title Participate in OHS Processes

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

Unit Title Use Business Equipment and Resources

Elements Performance Criteria

Ministry of Education Basic Clerical Works Version 1

Maintenance may  adding toner

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

Elements Performance Criteria

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

Elements Performance Criteria

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Appropriate media  CDs

Ministry of Education Basic Clerical Works Version 1

Elements Performance Criteria

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

Elements Performance Criteria

Ministry of Education Basic Clerical Works Version 1

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Ministry of Education Basic Clerical Works Version 1

Elements Performance Criteria

Ministry of Education Basic Clerical Works Version 1

Checklist may  personal skills and attributes

Ministry of Education Basic Clerical Works Version 1

Elements Performance Criteria

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

Elements Performance Criteria

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Element Performance Criteria

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Ministry of Education Basic Clerical Works Version 1

Element Performance Criteria

Ministry of Education Basic Clerical Works Version 1

Elements Performance Criteria

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Ministry of Education Basic Clerical Works Version 1

Elements Performance Criteria

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

Elements Performance Criteria

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

Ministry of Education Basic Clerical Works Version 1

This occupational standard was developed on the at ___.