Course Title: Manage business document design and development
Part B: Course Detail
Teaching Period: Term2 2014
Course Code: BUSM6243C
Course Title: Manage business document design and development
School: 650T TAFE Business
Campus: City Campus
Program: C5221 - Diploma of Business Administration
Course Contact : Sylvia Baroutis
Course Contact Phone: +61 3 9925 5469
Course Contact Email:sylvia.baroutis@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Gary Brown
Nominal Hours: 80
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None
Course Description
This unit covers skills and knowledge required to establish standards for the design and production of organisational documents and to manage document design and production processes to ensure agreed standards are met. Employability Skills are applied where suitable.
It is recommended that you have access to a mobile computing device to allow greater flexibility in terms of where you can work on campus both in and outside class times.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
BSBADM506B Manage business document design and development |
Element: |
1. Establish documentation standards |
Performance Criteria: |
1.1. Identify organisational requirements for information entry, storage, output, and quality of document design and production |
Element: |
2. Manage template design and development |
Performance Criteria: |
2.1. Ensure standard formats and templates suit the purpose, audience and information requirements of each document |
Element: |
3. Develop standard text for documents |
Performance Criteria: |
3.1. Evaluate complex technical functions of software for their usefulness in automating aspects of standard document production |
Element: |
4. Develop and implement strategies to ensure the use of standard documentation |
Performance Criteria: |
4.1. Prepare explanatory notes for the use of standard templates and macros using content, format and language style to suit existing and future users |
Element: |
5. Develop and implement strategies for maintenance and continuous improvement of standard documentation |
Performance Criteria: |
5.1. Monitor use of standard documentation templates and macros, and evaluate the quality of documents produced against documentation standards |
Learning Outcomes
Details of Learning Activities
Learning activities will include in-class discussions,hands on exercises and theory of document design and management of business documents.
Teaching Schedule
| WEEK | Week Commencing | Topic | Assessments |
| 1 | 7 July |
Course induction Course delivery and assessment details for full time delivery Online learning environment including Blackboard Grading Plagiarism/use of Turnitin Appeals/Extensions Good document design |
Assessment Overview Portfolio of Evidence (based on in class activities produced using a range of software packages for document design and production available through myDesktop) |
| 2 | 14 July |
Occupational Health & Safety in the office/study environment Organisational requirements and style guides |
PORTFOLIO ITEMS (5 Activities in total)
|
| 3 | 21 July | What technology do we have available? |
Activity 1 Due |
| 4 | 28 July | Standard formats and templates, enhance readability Layout and style Testing and editing |
Activity 2 Due |
| 5 | 4 August | Macros - creating, using and testing |
Activity 3 Due |
| 6 | 11 August | Evaluate complex technical functions |
Activity 4 Due |
7 |
18 August | Monitor usage of standard document templates and macros where applicable |
Activity 5 Due |
| 8 | 25 August | Review standards for continuous improvement | |
| Mid semester break 1-5 September |
|
||
| 9 | 8 September | Work in Progress - Portfolio |
TASK 1 - Portfolio of Evidence due (this is the final best version of all work collated Due Week 9 |
| 10 | 15 September | Work in Progress - Presentations |
|
| 11 | 22 September | Work in Progress - Presentations | |
| 12 | 29 September | Presentations scheduled in class for 5 minutes each student with question time for peer review |
TASK 2 - Document Design Presentations (in class) Due Week 12 |
| 13 | 6 October | No class | WIL - Work Integrated Learning/Placement |
| 14 | 13 October | No class | WIL - Work Integrated Learning/Placement |
| 15 | 20 October | Presentations left over if required from previous week | |
| 16 | 27 October | Review and feedback |
Learning Resources
Prescribed Texts
References
Dobson, A. Touch Typing in 10 hours, Oxford UK, 2009 |
9781845283407 |
Duffy, J. Illustrated Series, Microsoft Word 2010 Brief, Cengage Learning, 2011 |
9780538748223 |
Zimmermann, Zimmermann, Pinard & Shaffer. New Perspectives on Microsoft® Word 2010: Comprehensive, 1st Edition, Cengage Learning, 2011. |
9780538748926 |
Other Resources
Overview of Assessment
Assessment may incorporate a variety of methods including in-class exercises, problem-solving exeercises, assignments, group or individual projects, work log book, work journal and practical placement. Activities may include the production of technical requirements such as documents, direct observation of workplace practices and the presentation of a portfolio of evidence. This portfolio may include documents, photographs, video and/or audio files.
Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met. Students will be provided with feedback throughout the course to check their progress.
Assessment Tasks
TASK 1 – Portfolio of Evidence
You will complete a portfolio of documents as evidence of your learning by submitting them to your teacher each week, so you can gain progressive feedback on your work. These exercises are designed to help you develop your existing word-processing skills – consolidation tasks in the first half of your textbook can be referred to for design complex text document review.
TASK 2 – Document Design Presentation
When designing documents it is essential that you know what your client (stakeholders) expectations for the document design. You will need to be prepared to deliver relevant training sessions, presentations or workshops, as required to implement the document template/style guides with the organisation successfully. To do this you will need to build your confidence to present to a range of user groups.
Based on the document templates you create for Activity 5 in your Portfolio of Evidence, you will prepare a 5 minute presentation in a professional and interesting manner to your peers in Week 10. It is expected that you will review your chosen presentation format with your teacher between Weeks 6 and 9 for feedback and progress update. There are is range of presentation software that you may use to deliver your document designs for example;
Microsoft PowerPoint
Microsoft MovieMaker
Prezi
Presentation (in Google Drive – accessed through your student Gmail account)
You will prepare your presentation content based on the following areas:
• Introduce the organisational style and standards policies, procedures and requirements
• Document design strategy
• Sample of one document template (include the software package and version it has been created in)
• Briefly outline the document purpose and how it should be used
Presentation Assessment Criteria
- Delivery – use of voice, body language and overall confidence
- Content/Structure – effective use of technology to visually support your presentation content in a clear and organised professional manner
- Audience engagement – keeping your audience interested and make sure you are prepared to accept questions if they are asked at the end of your presentation
To help you prepare for your presentation please complete the following tutorial before you begin planning.
RMIT’s Learning Lab - Oral Presentation tutorial
http://emedia.rmit.edu.au/learninglab/content/oral-presentations
Submission Requirements
Assessment tasks need to be via electronic submission from the students via MyRMIT and then hard copies (if required by your teacher) handed in during class.
Late Submission Procedures
You are required to submit assessment items and/or ensure performance based assessment is completed by the due dates.
If you are prevented from submitting an assessment item on time, by circumstances outside your control, you may apply in advance to your teacher for an extension to the due date of up to seven calendar days.
More information: http://www.rmit.edu.au/students/assessment/extension
Form to use: http://mams.rmit.edu.au/seca86tti4g4z.pdf
Where an extension of greater than seven days is needed, you must apply for special consideration. Applications for special consideration must be submitted no later than two working days after the assessment task deadline or scheduled examination.
More information: http://www.rmit.edu.au/browse;ID=g43abm17hc9w
Form to use: http://mams.rmit.edu.au/8a5dgcaqvaes1.pdf
Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you will be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission. The highest grade you will receive if your resubmission is successful is "CAG".
If you are still not meeting the assessment requirements you must apply to your Program manager in writing outlining the steps you will take to demonstrate competence in your course. Your submission will be considered by the Program Team and you will be advised of the outcome as soon as possible.
Adjustments to Assessment
In certain circumstances students may be eligible for an assessment adjustment. For more information about the cirumstances under which the assessment arrangements might be granted please access the following website:
More Information: http://rmit.edu.au/browse;ID=7usdbki1fjf31
You should:
- Ensure that you submit assessments on or before the due date. If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms is available at myRMIT and check links in your Student Diary.
- Always retain a copy of your assessment tasks (hrd copy and soft copy)
- When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete and submit an Assessment Record/Cover Sheet with work you submit for assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for assessment is your own work. You will find the relevant Assessment Record/Cover Sheet on Blackboard.
- Each page of your assessment should include a footer with your name, student number, the title of the assessment, unit code and title and page numbers.
Marking Guide (competency):
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention.
You need to demonstrate you are competent in each element of the unit of competency you are studying. You will receive feedback on each assessment task that will inform you whether you are competent or not and how well you are performing. Once competent in all elements of the unit you pass that unit of competency.
Marking Guide (Grading)
After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognised against industry standards and employability skills.
Final Grades Table:
CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved – Graded
NYC Not Yet Competent
DNS Did not Submit for assessment
The grading is according to the following criteria:
1. LEVEL OF INDEPENDENCE, INITIATIVE, ENTERPRISE AND PERFORMANCE OF WORK TASK
Students must be able to identify and develop opportunities for improved work practices. They should be able to choose appropriate systems to meet organisational needs, design and develop documentation and related processes, respond to new and changing circumstances to ensure accurate and timely advice.
2. DEMONSTRATED BREADTH OF UNDERPINNING KNOWLEDGE AND A WILLINGNESS TO CONTINUE LEARNING
Students will look to coach and mentor colleagues and team members to support the introduction of change. Each student must take responsibility for their own work, attendance, participation and attitude will be observed for assessment throughout the project life cycle (includes Practical Placement participation). Able to identify training needs, and monitoring and evaluating training and induction programmes for staff in the Practical Placement organisation.
3. TECHNIQUES & PROCESSES, TECHNOLOGY SKILLS AND PROBLEM SOLVING
Students must apply problem solving to; anticipate problems and preparing contingency plans, controlling budgets, reconciling figures, rectifying anomalies and applying estimating skills where applicable. Researching and analysing data to prepare project plans and processes as required. Students will maintain their document version records. They will use business technology including computers, word processing programs and printers in a professional manner. Students will use complex functions of computer software to effectively manage the design and development of document templates, standard documentation and user manuals using electronic communication devices and processes i.e. computers, Internet, intranet, email to produce written business correspondence and reports using technology to manage organisational information.
4. WORK ORGANISATION, PLANNING AND SELF MANAGEMENT
Demonstrate ability to monitor and adjust operational performance by producing short-term plans, planning and acquiring resources and reporting on performance preparing work/project plans and budgets. Students should actively seek feedback on own performance from clients and colleagues on a regular basis and demonstrate ability to prioritise tasks. Also can allocate resources to ensure organisational requirements are met collecting, collating and analysing information using appropriate workplace business systems developing contingency plans and strategising to meet client needs managing meetings and conferences effectively through excellent time management and organisational skills. Students must follow legislative and regulatory requirements to ensure the safety and security of organisational and employee information managing own time and priorities and dealing with contingencies meeting statutory requirements and taking responsibility as required by work role and ensuring all organisational policies and procedures are followed.
5. COMMUNICATION, PEOPLE NETWORKING, LANGUAGE AND INTERPERSONAL SKILLS AND TEAMWORK
Guidelines and compliance adhered as per instructions in complex interpersonal exchanges requiring excellent negotiation and writing skills using effective interpersonal skills and relating to a wide range of internal and external clients. Demonstrated ability to consult and work with others to develop systems and processes. All work to be submitted must be carefully proofread to demonstrate clarity and correct use of English.
Assessment Matrix
Critical aspects of observation: designing templates or style sheets for use in document design and documenting processes and strategies to ensure implementation.
| Required knowledge | Assessments |
| • cost constraints • document production processes • functions of range of software applications, including desktop publishing, word processing and spreadsheets • key provisions of relevant legislation and regulations from all forms of government, codes and standards that may affect aspects of business operations, such as: • anti-discrimination legislation • ethical principles • codes of practice • privacy laws • organisational policies and procedures relating to document design and formatting • sources of expertise external to the organisation or workgroup. |
TASK 1 - Portfolio of Evidence TASK 2 - Design Document Presentation |
| Required Skills | |
| • communication skills to present complex instructions orally, to communicate ideas logically, and to explain technical concepts and designs to others • literacy skills to: • read and interpret policies and procedures • review and select technological designs • consider aspects of context, purpose and audience when designing and formatting texts • research and analysis skills to evaluate content, structure and purpose of technical texts, and to adapt task instructions to suit changes in technology • technological skills to manage design requirements and layouts. |
TASK 1 - Portfolio of Evidence TASK 2 - Design Document Presentation
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Course Overview: Access Course Overview