Assignment Cover Sheet

Student ID
Student Name
Unit	BSBOPS503 Develop Administrative Systems
Trainer/Assessor	BHAGYESHKUMAR PATEL
Date Submitted	27^th March 2022

Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism and Academic Misconduct Policy available in student handbook, college’s website, and student administration.

Declaration of Originality:

By submitting this assignment for assessment, I acknowledge and agree that:

This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic Misconduct Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties attached to being found guilty of committing such offence
No part of this assessment task/work has been copied from any other source without acknowledgement of the source
No part of this assessment task/work has been written by any other person, except to the extent of team and/or group work as defined in the unit/assessment task
A copy of the original assessment task/work is retained by me and that I may be required to submit the original assignment to the trainer/assessor upon request
The trainer/assessor may, for the purpose of assessing this assessment task/work:
- Provide a copy of this assignment to another member of the faculty for review and feedback; and/or
- Submit a copy of this assignment to a plagiarism checking service. I acknowledge that a plagiarism checking service provider may then retain a copy of this assessment task/work on its database for the purpose of future plagiarism checking

Late submission: Late submission without a prior approval of the trainer/assessor will not be accepted and

may delay the assessment outcome. You may also need to resubmit work as per college’s Reassessment Policy.

I declare that this assessment is my own work.

Student signature:

Date:

BSB50120 Diploma of Business

Record of Assessment Outcome
Unit:	BSBOPS503 Develop Administrative Systems
Name of Student:
Student No:
This tool is designed for use as an Assignment and/or a Project conducted over a series of training sessions, on an individual basis, to collate a range of competencies over a period of time
Tasks to be completed				Completed & Satisfactory
Task 1: Identify administrative requirements: Role Play				YES	No
Task 2: Develop and Communicate an Implementation plan				YES	No

Overall, the candidate was assessed as: Competent Not Yet Competent
Feedback to candidate:
The candidate has been provided with feedback and informed of the assessment result and the reasons for the decision.		Name of Assessor:	BHAGYESHKUMAR PATEL
		Signature of Assessor:	Bhagyeshkumar Patel
		Date:	27^th March 2022
I have been provided with feedback on the evidence I have provided. I have been informed of the assessment result and the reasons for the decision.		Name of Student:
		Signature of Student:
		Date:

LEARNER’S GUIDE

BSB50120 Diploma of Business

BSBOPS503

Develop Administrative Systems

Mode | Classroom Delivery

BSBOPS503 Develop Administrative Systems

Supporting: BSB50120 Diploma of Business; May also support other qualifications based on respective packaging rules

This document and its contents are protected by Australian and International copyright laws. No part of this document may be reproduced or transmitted in any form or by any means, electronically or mechanically, including photography, scanning, recording or any information storage or retrieval system, without permission in writing from the copyright owner. Information and/or resources used from the Commonwealth, government agencies, training.gov.au, public domain information, or any other external sources do not constitute copyright and remain the property of the original authors/agencies.

All the websites and external resources mentioned in this publication, including any information linked to or referred to public domain information, are copyrighted to their respective owners. Web links are used as examples for reference purpose only and may have changed since publication of this resource. Skillworks Australia Pty Ltd or the author do not claim endorse the views expressed by them.

Skillworks Australia Pty Ltd i nfo@skillworks.com.au ACN: 153 650 894

Validation History

Date & Place	Validation Team	Summary Outcomes	Action	Responsibility

A complete validation report is filed and available for reference.

Version History

Date	Version	Changes in this Version	Implemented on	Authority

Table of Contents

Introduction…………………………………………………………………………………………………………………………………………… 4
Unit Overview………………………………………………………………………………………………………………………………………… 4
Competency Standards……………………………………………………………………………………………………………………….. 5

AQF Descriptor……………………………………………………………………………………………………………………………………… 5

Delivery Plan………………………………………………………………………………………………………………………………………….. 7

Delivery Arrangement…………………………………………………………………………………………………………………………… 7

Delivery Conditions……………………………………………………………………………………………………………………………….. 7

Lesson Topics and Plan…………………………………………………………………………………………………………………………. 7

Assessment Plan…………………………………………………………………………………………………………………………………… 15

Assessment Method……………………………………………………………………………………………………………………………. 15

Submission of Work……………………………………………………………………………………………………………………………… 16

Assessment Tasks and Schedule…………………………………………………………………………………………………………. 17

Assessment Tasks………………………………………………………………………………………………………………………………….. 18

Assessment Task 1……………………………………………………………………………………………………………………………….. 18

Assessment Task 2……………………………………………………………………………………………………………………………….. 20

Assessment Task 3……………………………………………………………………………………………………………………………….. 23

Academic Policies and Processes………………………………………………………………………………………………………. 27

Assignment Cover Sheet…………………………………………………………………………………………………………………………. 29

1. Introduction

Welcome to the learner’s guide for this unit of competency for the qualification BSB50120 Diploma of Business. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.

The purpose of this learner’s guide is to:

Provide you with information on delivery schedule and plan of this unit
Ensure that you understand how students will be assessed in this unit
Provide information on assessment methods, strategies, and evidence requirements
Provide information on learning activities and assessment tasks
List resources which may assist in student learning and assessment tasks

2. Unit Overview

This unit describes the skills and knowledge required to plan for or review the requirements of administrative systems and procedures for implementing, monitoring and reviewing the system.

The unit applies to individuals employed in a range of work environments in senior administrative roles.

Learning Outcomes

On successful completion of this unit, the learner/trainee will be able to;

Plan administrative system
Implement administrative system
Monitor administrative system

As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.

Prerequisite Requirements

This unit does not have a pre‐requisite.

Skill Recognition and Credit Transfer

Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.

Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.

3. Competency Standards

This unit is derived from the Business Service training package BSB for the qualification BSB50120 Diploma of Business.

Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide.

They can also be viewed at:

View Unit

The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes.

AQF Descriptor

The Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of a Diploma will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and learning.

Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:

Analyse information to complete a range of activities
Interpret and transmit solutions to unpredictable and sometimes complex problems
Transmit information and skills to others

Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.

Performance Criteria

The following performance criteria specify the required level of performance for each of the elements of competency:

Element

Performance Criteria

1. Plan administrative system

1.1 Identify requirements for update to the administrative system according to organisational and budgetary requirements

1.2 Consult with stakeholders and verify identified requirements and modifications

1.3 Obtain quotations from suppliers or developers to address system requirements according to organisational policy and procedures

1.4 Select supplier or developer according to organisational policies and procedures

2. Implement administrative system

2.1 Identify and develop implementation strategies in consultation with staff

2.2 Implement system according to organisational and legislative requirements

2.3 Support staff and provide training on the use of the system

2.4 Manage contingencies and support minimal impact on users

3. Monitor administrative system

3.1 Monitor system for usage, security and output according to organisational requirements

3.2 Modify system to meet changing needs according to organisational requirements

3.3 Identify further modifications and notify users

Performance Evidence

Evidence of the ability to:

Develop at least one administrative

In the course of the above, the candidate must:

Work with relevant personnel and stakeholders to identify administrative system improvements
Document requirements
Provide training and support for staff to use the system
Monitor the new system and identify future improvements and staff training

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

Legislative and organisational policies and procedures for reviewing administrative systems
Stakeholders involved in organisational administrative systems including system users
Training procedures for communicating new system information to

4. Delivery Plan

Delivery is in the form of instructor‐led, classroom‐based training sessions supported by simulated learning and/or project sessions. Within the classroom environment, delivery is supported by classroom‐based activities, tasks, lectures and structured lessons. Strategies for classroom‐based learning focus on development of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and practical examples of the theory.

Delivery Arrangement

The unit will be delivered over a prescribed period (term/semester) in a classroom training environment through a structured learning program comprising of (but not limited to) lectures, presentations, case studies, practical projects, group discussion and class‐room based activities. Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.

It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on linking theoretical concepts and models with real‐life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment and workplace practices.

Delivery Conditions

Learners are required to attend the prescribed delivery sessions, in particular where assessment plan, schedule, projects, and in‐class activities and tasks are planned
On commencement, the learners should review and understand all the course related information including course structure, prerequisites and competency requirements for each unit of competency
This unit of competency must be completed within the prescribed duration at the beginning of this Due dates for the assessments will be set by respective assessors on commencement of the unit and must be adhered to by all the learners
The learners have the responsibility to maintain the required attendance and participate in all the in‐class activities and assessment/project tasks to be able to develop the required skills and
The learners must keep record of their activities, assessments and research and take an active interest in exploring new concepts and ideas
On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any assessments or the learning materials and must apply for a course extension. Learners should also refer to other prevailing terms and conditions of delivery and assessment of this course and contact the administration for further information if

Lesson Topics and Plan

The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right‐hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.

The following topics are covered in the classroom training sessions. The topics for this unit include;

Lesson

Topics

Activities

Unit overview, assessment information, assessment conditions Key concepts and definitions

Overview of business administration

Legislative environment for business operations What is an administrative system?

Electronic systems Paper‐based systems

Discuss examples of administrative systems from your workplace

2‐3

Identifying system needs and requirements Elements of an administrative system Identifying system users

Budgetary provisions and considerations Internal consultation and approval process

Examples of real‐life administrative systems

List and compare key operational areas of a business

4‐5

Liaising with system developers and suppliers Calling for and obtaining quotes/tenders

Following organisational procedures for procurement Arranging and conducting meetings

Finalising system purchase/development

Research the internet and identify at least three key vendors.

Compare the results with your friends

System cost‐benefit analysis Change management strategies Re‐defining staff roles Re‐distributing office tasks Team goal setting

Involving staff in decision making

Discuss the concept of change management

What can go wrong?

7‐8

Developing implementation strategies Consulting with operational staff Preparing for change

Communicating new system information to staff Establishing procedures

Identifying staff training needs and requirements Developing implementation schedule and timeline Preparing for contingencies

Provide examples of contingencies

Obtaining quality feedback Monitoring systems for effectiveness Modifying the system

Reviewing the system Reporting the outcomes

Develop a checklist for evaluating a system

Review and revision

Student questions and queries

Assessment follow up

Suggested Learner Resources

Bocij P. et.al., 2018, Business Information Systems: Technology, Development and Management for the Modern Business, Pearson

Walmsley B. and Walmsleu H., 2010, Plan or Review Administrative Systems, Aspire Learning

Other Resources

System Administration: http://www.cyberciti.biz/tips/10‐ultimate‐rules‐for‐effective‐system administration.html

Management Information Systems: http://en.wikipedia.org/wiki/Management_information_system

Referencing Guide

Harvard Referencing Generator: http://www.harvardgenerator.com/ http://www.citethisforme.com/au/referencing‐generator/harvard

Misc. Videos and Online Educational Channels (General ref)

List of some of the online educational channels. Search for the relevant topics and concepts.

Khan Academy Channel	https://www.youtube.com/user/khanacademy
#Education	https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g
TED Talks	https://www.youtube.com/user/TEDtalksDirector/channels
TED ED	https://www.youtube.com/user/TEDEducation
Massachusetts Institute of Technology (MIT) Channel	https://www.youtube.com/user/MIT
Google for Education	https://www.youtube.com/user/eduatgoogle
Big Think	https://www.youtube.com/user/bigthink/videos
CrashCourse	https://www.youtube.com/user/crashcourse/videos
Microsoft Education	https://www.youtube.com/user/Microsoftedu
Stanford University Channel	https://www.youtube.com/user/StanfordUniversity/videos
Management Skills Courses	https://www.youtube.com/channel/UChA8eZO‐ WYhdLsv8HlBrJcg/videos
Harvard Business Review	https://www.youtube.com/user/HarvardBusiness/videos

5. Assessment Plan

Assessments for this unit have been developed by taking into account assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.

The purposes of this assessment are;

To collect evidence that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and employability skills requirements
To provide feedback to the learners/trainees indicating the areas of improvement and professional development
To measure the effectiveness of the delivery plan and evaluate the learning outcomes The required assessment criteria are provided in each assessment task for learner’s Assessment Method

Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.

These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning.

Formative tasks are not assessed.

For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit;

Written Assessment Tasks
Practical/Analytical Tasks
Test/Examinations
Projects
Observation
Integrated Assessment

The Written Assessment Tasks and Tests have been developed to address various parts of Performance Criteria as well as Required Knowledge.

The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in‐class assessments, enabling the trainers to observe the work being undertaken and completed (i.e., demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks.

The Project (Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results.

The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and test specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task description. Examinations are conducted under set conditions.

Observation forms part of in‐class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.

Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.

Optional/Supplementary Assessments

In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance.

Workplace Verification through RPL application
Competency Conversation at completion of the unit

To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).

Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes.

Submission of Work

All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission. Assessment Cover Sheets are available at the reception.

Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects, etc. must contain student’s name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently.

Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g., zip or rar. Follow submission guidelines in each assessment task for specific instructions.

Assessment Tasks and Schedule

The following assessments are planned for this unit;

#	Assessment Task/Activity	Type	Assessment Method
1	Identify administrative requirements: Role Play	Individual	Written & Observation
2	Develop and Communicate an Implementation plan	Individual	Written & Observation
3	Knowledge Test	Individual	Written Test

These assessment tasks/activities have been described in detail in the following section. Task schedule to be advised by trainer/assessor based on the lesson and session plans.

Academic Policies and Processes

Students with Special Needs

If leaners/learners have any special needs (e.g., physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:

Language, literacy and numeracy (LLN)
Assistive technology
Additional materials or tutorials
Assistance in using technology for online delivery

Reasonable adjustment

Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015).

The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.

Some examples of reasonable adjustments could include:

Personal support services, g., a reader, Auslan interpreter, a scribe
assistive technology or special equipment, g., screen readers, magnifiers, alternative keyboards
modifying the presentation method, g., visual, oral, print, electronic
adjustments to timeframes, g., providing materials prior to class, extended time limits
adjustment of the physical environment, g., specific furniture, arrangement of classroom.

The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).

Recognition of Prior Learning (RPL) and Credit Transfers

Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.

Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.

The college acknowledges skills and knowledge obtained through:

Formal training (conducted by industry or educational institutions in Australia or overseas)
Work experience
Life experience

The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.

To be granted RPL, applicants will be asked to:

Present evidence of their achievement; and/or
Undertake a challenge test; and/or
Attend an interview with specialist

This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing

Academic Policies and Procedures

Applicable policies and procedure related to this course including plagiarism, assessments, appeals and complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the college’s website.

Assignment Cover Sheet

Student ID
Student Name
Unit
Assessment Task ‐ Title/Number
Trainer/Assessor
Date Submitted

Declaration of Originality:

By submitting this assignment for assessment, I acknowledge and agree that:

This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic Misconduct Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties attached to being found guilty of committing such offence
No part of this assessment task/work has been copied from any other source without acknowledgement of the source
No part of this assessment task/work has been written by any other person, except to the extent of team and/or group work as defined in the unit/assessment task
A copy of the original assessment task/work is retained by me and that I may be required to submit the original assignment to the trainer/assessor upon request
The trainer/assessor may, for the purpose of assessing this assessment task/work:
- Provide a copy of this assignment to another member of the faculty for review and feedback; and/or
- Submit a copy of this assignment to a plagiarism checking service. I acknowledge that a plagiarism checking service provider may then retain a copy of this assessment task/work on its database for the purpose of future plagiarism checking

Late submission: Late submission without a prior approval of the trainer/assessor will not be accepted and may delay the assessment outcome. You may also need to resubmit work as per college’s Reassessment Policy.

I declare that this assessment is my own work.

Student signature:

Date:

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Admin Use Only

Assessment Tasks

Assessment Task 1

Assessment Task

Identify Administrative Requirements

Schedule

TBA

Outcomes Assessed

Performance Criteria:

1.1, 1.2, 1.3, 1.4

Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

An administrative system in organisations may comprise of a range of electronic and paper‐based systems to support its business operations. The extent and type of system will vary from business to business depending on the nature of respective businesses. Examples of business administrative systems include employee management system, accounting system, product management system, Enterprise Resource Planning (ERP), information technology network and communication system.

This assessment task is being given as a role play task in which you and one of your classmates will play the roles of a client and a business consultant, respectively. This assessment task leads to the final project for this unit. You will be required to maintain a project folder to ensure that you have all the required information for this task as well as the final project.

Both the members of the team will be assessed in this task. You will be required to play both the given roles – being a client for another student and being a business consultant for own task.

Step 1:

Conceive a business profile (Client): The client will need to conceive and develop a basic business profile (maximum 1 page long) that outlines business type, size, industry and key business operations. You can take an example from your own organisation or base it on any other organisation with appropriate referencing and acknowledgements. The client will send the profile to the system developer and organise a meeting. Meeting schedule should be decided in consultation with your trainer/assessor as the meeting will take place during weekly sessions.

A sample organisational profile is provided below – this profile can also be used for this task and roleplay;

MyAbode is Perth‐based mortgage brokering business based in one of the fastest growing real estate areas of Western Suburbs. While a number of competitors target the same area, local presence and knowledge, participation in community events, and a team of dedicated mortgage consultants provide the required competitive edge to the business. The company currently employs 10 full‐time staffs at its head office and has contracted 15 independent mobile consultants that visit prospective clients throughout the area.

The company represents more than fifty (50) major lenders and has invested in a custom software package that searches and presents best available options based on specific client needs. The use of software means that its consultants are able to quickly evaluate the available options/products and suggest the best possible product/solution to their clients. As the business has rapidly grown in recent months, the company has leased one more floor space of the building where it is located. The new floor/section of the business will have its own

data and computer network. The company also wishes to set up an intranet to connect employees and share information across the departments.

Any other similar organisational profile can be used for this task.

Step 2:

Conduct a Planning meeting (Client and Developer): Conduct a meeting as per agreed schedule. You trainer/assessor will observe the process. In the meeting;

Introduce the business (Client)
Discuss current/key business operations
Discuss client requirements and expectations
Discuss possible solutions
Decide on the next step in the process (identifying requirements)
Take notes from the meeting

Step 3:

Identify Administrative Requirements: Based on the discussion and information provided, the business consultant (you) will conduct a brief need analysis and prepare a proposal for the client, identifying administrative system requirements, and suggesting appropriate solutions. Your proposal would include;

Summary/minutes of the meeting
Overview of current business operations
Recommended administrative systems
Key features of the system
Key vendors and approximate costs (research and compile the info)
Perceived benefits to the business
Legislative requirements and applicable code/s of practice (relevant to the system and business processes)

Once you have identified product requirements/solution, research for appropriate products and collect information for presentation to client in the next meeting.

Once you have completed the proposal, email the proposal to your client, with a copy marked to your trainer/assessor.

You must keep copies of all the documents produced in this task as they will form a part of your project folder.

Submission Guidelines

This assessment task should be completed in a designated session in presence of a trainer/assessor. Submit;

A copy of the business brief (1 page)
Copies of the meeting notes (Please refer to the template below)
Copies of email communications
A copy of proposal

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

Template for Copy of the Meeting Notes

The following members attended the meeting held on: ___________

Attendees Non-Attendees

Meeting chaired by

Minute’s taker:

The following agenda points were discussed:

Agenda Item	Explanation	Responsible person	Action	Due date	Completed/Not completed
1.
2.
3.

Grading Assessment Task-1

Task 1: Identify administrative requirements: Role Play

Student ID
Student Name
Assessor Name

Has the Student met the following criteria in this task?

Client:

YES

Conceived and prepared a business brief

Business brief is reflective of a real‐life organisation

Identified key business processes

Organised a meeting with the developer

Participated in the meeting and briefed the developer

Outlined quality and product expectations

Received the proposal and provided feedback

Developer:

Actively participated and contributed to team discussions

Maintained the given role‐play and acted in the given workplace role expected in this task

Clarified and completed own tasks as agreed

Maintained an effective communication and consultation throughout the process

Participated in the scheduled meeting and received the brief

Contributed to the meeting

Prepared a proposal to address business needs and requirements

The proposal is relevant and appropriate to the concept discussed and developed

Identified key business processes

Undertook research and gathered supporting information to make recommendations

Developed and conceived an idea for the proposed administrative system

Information includes system description, features, application, maintenance, and training

requirement

Suggested systems solutions for the required processes including vendors and costs

Outlined key benefits to the business

The proposal is well structured and reflective of a formal business style
The proposal contains references to the relevant legislations (e.g., privacy, copyright, WHS etc.) and code/s of conduct
Appropriate references are used to acknowledge external sources



Assessment Outcome
Student’s Performance was	Satisfactory	Assessor Signature:	Date:
	Not Satisfactory

Submission of Assessment Task-1

Business Profile

There is the business of mortgage brokering and the name of the business is Myabode. In this business, the third party provides information regarding the cash transaction between the two parties. The competitive edge is provided by the mortgage business. The company has 10 full-time staff in the office of the business and there are 15 independent consultants for talking to the clients for providing the information.

In the company, at least 50 lenders invested in the software packages and the available options are theirs according to the client. The software is used by the clients for quickly evaluating the available options. They also provide the best solution to their customers. They also have one more floor in the building for their business. They also use the company’s network and survey data to connect to the clients and share the information with the customers.

Meeting

The following members attended the meeting held on: __10/03/2022_________

Attendees Non-Attendees

1 – Client
2 – Business consultant

Meeting chaired by Business consultant

Minute’s taker: Business consultant

The following agenda points were discussed:

Agenda Item	Explanation	Responsible person	Action	Due date	Completed/Not completed
1. Business introduction	In this business, the investment is made and the cash is exchanged between the two parties and the third party provides the information regarding the cash transaction.	Business consultant	The business benefits are described through communication	12-03-2022	Completed
2. Discuss the business operations.	The business profit and loss and the terms and policies are described of the business.	Manager	The meeting was conducted for discussing the operation of the business.	13-03-2022	Completed
3. Possible solution discussing	The solution regarding the problem of the cash transaction is solved in the business and the client query is solved by the team of Myabode.	Team members of the Myabode	The techniques and the strategies were described for the efficient consulting process.	11-03-2022	Completed

Business proposal

Summary

In the business meeting, the discussion was done on the business operations and the solution, and the techniques were provided in the business to the clients for handling their account in the business of the cash transaction and the proper information about the business was described.

Current business operation

The current business operation was developing well and the business was having at least 50 clients and they are also the investors in the company. The company describes the information regarding the cash transaction to their clients in the business operation.

Recommended administrative system

The administrative systems are recommended in the business for keeping the record of the client’s cash transactions and the information regarding the clients. The management is done by the team members and the phone calls are managed by the team members of the client and they provide the information to the clients (Anderson, 2013).

System key features

In the business of a mortgage broker, a third party conveys the information between the two parties who are going to exchange the money for mortgages. This business provides the interest in the future on the cash provided and the information regarding that is provided by the third-party.

Key vendors and approximate costs

There are many vendors in the business approximately 50 and the interest was provided according to the money and according to the period.

Perceived benefits

There are many benefits in the business and the profit margins are high. There is a consultation process and no investment is there in the business. The best services and information are provided to the client.

Legislative requirements and codes of practice

The license is regulated by The Australian Securities and Investments Commission for the mortgage brokers. The website of ASIC’s MoneySmart provides the information to the mortgage brokers (Dumas, et al.,2013).

Email

To – Client

From – Business consultant

Subject – To provide information regarding the proposal

Respected sir,

This mail is to inform you that there is the attachment of the business proposal in that attachment the information regarding the business and the interest is provided.

Kind regards

Business consultant

Assessment Task 2

Assessment Task

Develop and Communicate an

Implementation plan

Schedule

TBA

Outcomes Assessed

Performance Criteria:

1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3

Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

This assessment task is continuation of the Assessment Task 1. As this assessment task requires and utilises information created in Assessment Task 1, you would have ideally completed Assessment Task 1 before attempting this assessment task.

You had participated in a role play exercise in Assessment Task 1. Continuing your role of business consultant, prepare and action an implementation plan for the organisation. A plan can remain just on the paper if it is not combined with an implementation plan. An implementation plan identifies key actions, priorities, required sources and the time frame within which the tasks must be completed.

Accordingly, you will need to organise and conduct a stakeholder meeting for implementation purpose. Your trainer/assessor will arrange the audience and confirm schedules.

Complete all the given parts of this task below;

Part A: Implementation Plan

Using the information created in Assessment Task 1, prepare an implementation for the organisation that includes;

Goals and objectives
Recommended administrative systems
Implementation strategies (HOW the objectives will be achieved)
Vendors and expected costs
Internal consultation and communication
Key implementation tasks, responsibilities and completion time
Resources needs for implementation
Staff training needs and requirements
Legislative requirements (e.g., privacy, code of practice, copyright )
System evaluation procedure (Post implementation)
System monitoring procedure (Post Implementation)

Ensure that your plan includes strategies for staff training and development as it will be expected that the staff will need some training to transition to new systems.

Similarly, the evaluation procedures must include provisions for staff feedback and modification of the system to suit organisational requirements (e.g., security and access levels, storage of data etc.)

The plan must be word processed and structured with appropriate headings and sub‐headings as needed. It must be prepared as a formal business document that can be seen as an official document for submission to the management. You may take reference from existing/samples charters with appropriate referencing and citation (preferred: Harvard referencing system: Your trainer/assessor will provide your referencing guidelines.

Part B: Stakeholder Consultation

Assume that the plan has been approved by the management and reached an implementation stage. In a typical workplace environment, implementation would be a stepped process and monitored over a long period time. In a classroom environment, implementation will be simulated. For the purpose of this task, the class audience will play the role of the staff. Your trainer/assessor will play the role of the senior manager. you will be required to emulate implementation process by;

Calling and conducting a staff meeting
Communicating requirements for implementing the plan – stages/step‐by‐step actions
Key stakeholder and consultation process in implementation
Seeking feedback on organisational requirements and explaining the procedure for implementation, including resource requirements
Articulating and providing examples of KPIs for measuring the success
Seeking feedback on KPIs and adjusting as per the feedback
Articulating KPI management process and protocols (i.e., performance management)
Assigning roles and responsibilities for implementation/action
Plans for reviewing and improving the system
Define parameters for quality criteria (system performance) and evaluate KPIs against the criteria
Articulating requirements for improvements and seeking feedback

You are also tasked with taking minutes of the meeting. Ensure that you explain each step and seek feedback. Based on the discussion, articulate implementation process and assign responsibilities within the roleplay.

Subsequently, submit a final report summarising the meeting, audience suggestions, processes deployed for implementation and measures in place for continuous improvement. Submit along with your project documentation.

Part C: Action Plan

Based on the above consultation, develop an Action Plan that outlines the process of determining how the new system/program will be implemented in sufficient detail for the organisation to make an informed decision about execution of the plan in the light of the risks and requirements involved. Your action plan will typically cover the following elements;

Introduction
- Context/Background
- Goals and purpose
- System/Program description
Management Overview
- Implementation approach (e.g., phased or instant)
- Contacts, roles and responsibilities
- Major tasks, timelines, and priorities
- Implementation schedule
Implementation Support
- External consultation
- Facilities and resources
Documentation and Record Keeping ‐ Procedure
Resources
- Resource’s requirements

Staffing requirements
Training of implementation staff – Provide details of a training plan

Monitoring and Evaluation
- Information and data collection methods
- Evaluation of data
- Reports and recommendations

The action plan should be written as a formal corporate document with appropriate and suitable style and structure. Although there is no fixed format, groups can use a template for guidance. All external sources should be cited using the Harvard Referencing System.

Task 2: Develop and Communicate an implementation plan

Grading of Assessment Task-2

Student ID
Student Name
Assessor Name

Has the Student met the following criteria in this task?

	YES	NO
The plan is appropriately structured and presented as an official document reflecting a real‐life practice
Appropriate headings and sub‐headings are used to structure the contents
The content flow covers all the required elements of the plan and contains a logical sequence of the topics
Goals and objectives are consistent with business needs and requirements
Identified key business processes
Suggested systems solutions for the required processes
Appropriate vendors are researched and recommended to source the systems
Plan includes provisions for staff consultation and communication
Key resources and responsibilities are identified
Tasks/actions have a target completion date consistent with client expectation
Plan contains provisions for staff training to use the newly proposed systems
Evaluation procedures include staff feedback and use of evaluation data
System monitoring procedures are defined to monitor system performance
Legislative requirements are identified and addressed
Participated in the consultative process and maintained the given role‐play as part of the implementation process
Attended required consultation session/s and actively participated and contributed to discussions
Maintained the given role‐play and acted in the given workplace role expected in this task
Maintained an effective communication and consultation throughout the process
Called a meeting of stakeholders for the purpose of implementation
Outlined and articulated implementation process and assigned roles and responsibilities
Outlined organisational communication plan and consultation processes
Appropriate implementation approach is described to support implementation of the system

Identified and allocated relevant roles and responsibilities of the implementation team
Major project tasks are identified and prioritised based on the implementation schedule
Tasks carry a defined timeline for completion and support the implementation schedule
Implementation schedule identifies key steps and milestones over the complete implementation of the system
Implementation support is described in teams of available resources and external consultation
Identified situations where external specialists and technical advisors may be required
Linked implementation to organisational policies and procedures as per the context developed within this unit and other tasks
Developed and proposed an action plan
The action plan is appropriate structured, coherent, and written in a formal style reflecting a real‐life approach
The action plan is within the context of the new system and defines its goals and purposes
The action plan is developed with a view to support implementation of the new system and covers all the required elements
Outlined and explained measures for evaluating system performance
Need for personnel to maintain the system is identified and justified through staffing requirements
Identify and document training needs for the implementation of the new administrative system within the organisation
Identify and document resources necessary to implement and maintain implementation of the new system within the organisation
Developed a monitoring procedure to ensure that the system approach is consistent with expected outcomes and standards
Set and discussed performance measures
Described processes for improvements and assigned roles and responsibilities
Set processes for identifying improvement opportunities
Allowed for a robust discussion and simulated an implementation meeting and process
Captured and recorded audience comments and feedback
Developed a report comprising of implementation activities, processes, and how consultations and delegations were made




Assessment Outcome
Student’s Performance was	Satisfactory	Assessor Signature:	Date:
	Not Satisfactory

Submission of Assessment Task-2

Part A

Meeting with stakeholders

Business consultant – Good morning, sir

Stakeholders – Good morning

Business consultant – This meeting is organized for telling you about the implementation plan’s purpose. The information regarding the business actions, priorities and the required resources of the business is mentioned in that plan and it will be described below in the implementation plan.

Stakeholders – Ok we will consider the implementation plan.

Business consultant – Yes, sir. Thank you.

Implementation plan

Goals and objectives

The business goals and objectives were to increase the growth of the business and also increase the profits. The business of mortgage brokers is to make profits through the process of consultation. They will help both parties in making the deal. The expectation of the business is high and their objective and goal are to make more customers for the business.

Recommended administrative system

The practices of the business are recorded, measured, and monitored before going through any process. The management habits of the list of the transaction and the customer are important for keeping the records of the business. Communication skills are very helpful in the business because they will help in explaining the purpose of the business and the information is provided politely to the clients. Always plan for the issues that occurred in the business, always have the solution to the problems.

Implementation strategies

The strategies should be made for getting the objectives of the business and to increase the profits by the process of consultation and by providing the information to the client. The different types of strategies can be used for achieving the business objectives. The marketing can also be increased with the use of new techniques like online consultation and other social media platforms. The business can be expanded in every way (Demir, 2017).

Vendors and expected cost

In the business of Myabode, the profit margin is dependent on the percent of the interest that will be charged in exchange for the consultation and providing the money to the other party and by investing.

Internal consultation and communication

The communication skills need to be good in this business because it will help in making the client and with the use of the communication the investment will be made by the client and the information will be provided with the use of effective skills of communication. The consultation process is very important in the business for increasing the profits and making the customers for the business.

Key implementation tasks, responsibilities, and completion time

The training will be provided to the staff regarding the process of training and they will make sure that the task is completed on time without upsetting any customer. The responsibilities of every member in the business are very important according to their abilities and skills. The implementation of the task will be done effectively when it will be provided on time and with the proper information.

Resources needed for implementation

For implementing the plan, the necessary resources like the investment and the proper information are needed. Then evaluation and the checking of the performance are mandatory before implementing so that there will be no issues after implementing the plan.

Staff training requirements and needs

Staff training is very important in the business for efficient work and it can be done properly without the wastage of resources.

Legislative requirements

There are some rights of the business that the copyright of the business cannot be taken without the permission it is illegal and some privacy and the code of practice is also there.

System evaluation procedure

The procedure of the evaluation is very important in the business for maintaining the services and quality in the business. without evaluation, the problem can occur (Vera-Baquero, et al., 2013).

System monitoring procedure

The monitoring will help in making the records of the client’s transaction and the details for security in the future and it will also help in maintaining the staff record and useful information will also be provided in the process of monitoring.

Part B

Roleplay

Senior manager – Hello good morning, everyone.

Staff – Good Morning sir

Senior manager – This meeting is conducted for communicating about the implementation plan that is approved. The consultation on the implementation plan is also taken by the staff members.

Staff – Ok sir

Senior manager – In this meeting, we will provide the strategies of consulting with the customers and we will also elaborate the business strategies and very important information in the report that will be provided to you next.

Staff – Ok sir, we will carefully read that.

Senior manager – we will also provide the training on your role and responsibilities towards the business and for improving the system.

Staff – ok sir

Senior manager – we are presenting the report that is having the information regarding the business please read it once.

Staff – sure sir, we will read it.

Senior manager – Thank you for your participation and I will like to hear your feedback on the implementation plan.

Staff – Thank you, sir. We will provide you.

Report

In this report, the meeting outcomes and the description of the business will be provided.

Communicating requirements for implementing the plan

Communication skills are very important in planning the implementation without communication we cannot provide the plan to the other members of the organization. the staps that are included in the communication requirements are –

1) The communication purpose will be identified.

2) Audience identification.

3) Design and plan your message.

4) Resources need to be considered.

5) Plan for emergencies and obstacles.

6) provide the action plan (Coffelt, et al.,2016).

Key stakeholder and consultation process in implementation

The suppliers, customers, employees, investors, and shareholders are the primary stakeholders. They are having an important role in the implementation process because they are connected to the business in different ways. In implementing the consultation process the issues are prioritized and then the analysis is conducted by the stakeholders, the consultation plan is prepared, afterward, the results are shared and feedback is incorporated and the engagement of the investors Is maintained so the working cab done without the issues.

KPI’s example for measuring success

1) Customer satisfaction is very important in the business where the main work done is consultation.

2) Client retention rate.

3) Profit margin should be increased so that it can lead towards business growth.

4) Revenue per client.

5) Revenue growth (Parmenter, 2015).

Feedback on KPI’s

The feedback on the KPIs was authoritative, timely, and accurate. The communication was done in specific terms instead of using general terms. The actual examples were also provided. The employee was agreed and they provide the signature on the KPIs.

Articulating KPIs protocols and management process

The protocols and the management process of the KPIs are articulated with the use of performance management in which the key indicators of the KPIs are included that are –

1) Quality

2) Influence

3) Energy

4) Engagement

5) Technical ability

6) People skills

7) Results

Plans for improving and reviewing the system

The planning will be done before the implementation plan the improvement will be made according to the plan and the system will be reviewed once for reducing the issues that can be caused.

Defining the quality criteria parameters and evaluation of the KPI’s

The KPIs can be used in the assurance of the quality by:

1) Quality – Safety Indicator

2) Customer complaints – Customer service indicator

3) Value – Effectiveness indicator

4) Fidelity and customer satisfaction – Impact indicator

5) Productivity – Efficiency indicator (Lindberg, et al., 2015).

Articulation of requirements and seeking feedback

With the use of explanation, the requirements can be fulfilled and the feedback can be taken. It can be taken through email or another social media handle. The requirements of the customer need to be gotten through feedback and with a clear and definite explanation so the mistakes can be solved and it cannot again happen. The feedback of the customer is very helpful in the growth of the company.

Part C

Introduction

MyAbode is the mortgage brokering. It is one of the fast-growing real estate areas of the western suburbs. In this business, the third party provides information regarding the cash transaction between the two parties. The competitive edge is provided by the mortgage business. The company has 10 full-time staff in the office of the business and there are 15 independent consultants for talking to the clients for providing the information

Goals and purpose

Management Overview

The implementation approach which will be followed will be phased implementation. In these different functions of the new application will be used from the old systems which are turned off. It helps the organization to move from one system to another (Ross, 2018).

Contacts, roles, and responsibilities

Roles and responsibilities will be divided as per the employee’s skills and knowledge.

Major tasks, timelines, and priorities

Major task	Timelines	Priorities
Lease the new floor	1 week	High
Set up the new office	1 week	High
Hire new staff	1 week	High
Provide training	1 week	High
Distribute roles and responsibilities	1 week	High

Implementation Support

For the implementation of the schedule, the consultation will be done from external sources who have specialized in similar areas. External consultations will help to identify the new methods and solve the current issues.

Documentation and Record-Keeping ‐ Procedure

Regular meetings will be conducted to know the progress of the plan and all the decision which will be made will be documented. Compliance audits will also be conducted.

Resources

All the resources which are required will be gathered –

1) Trainers will be required to provide the training of the implementation staff and new employees.

2) Office items

3) Financial resources

4) Employees will be hired for the new office.

Monitoring and Evaluation

The method which will be used for collecting the data is published literature sources, surveys, and interviews. After collecting the data, it will be evaluated and kept.

Reports and recommendations

Regular meetings must be conducted and reporting must be done to senior management. Staff training must also be conducted to increase the staff knowledge and skills (Ross, 2018).

Assessment Task 3

Assessment Task

Knowledge Test

Schedule

TBA

Outcomes Assessed

Performance Criteria:

1.1, 2.2, 2.4, Required Knowledge

Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

This is a open book test and must be undertaken in presence of an assessor. All the questions must be answered.

Duration: 1 Hour

Student Number :

Group :

Assessor : ___________________

Student Name:

Date Taken:

Q1. What are Administrative Systems? Provide examples of at least three administrative systems with a brief description.

Q2. What steps would you take to ensure that implementation of a new administrative system involves employee participation.

Q3. Why, in your view, employee participation in the process of implementation of a new administrative system is important?

Q4. Provide examples of some of the legislative requirements, which would be relevant to implementation and use of administrative systems in a workplace?

Q5. How would you define “strategies”? Provide an example of a strategy you would use to address staff training requirements.

Q6. What are contingency plans? Why are they needed?

Q7. Briefly describe the steps you would take to evaluate an administrative system.

Assessment criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.

Test completed in presence of an assessor
All the questions are attempted and answered
Questions are consistent with model answers

Submission Guidelines

Submit;

Completed Test paper

Task 3: Knowledge Test

Grading of Assessment Task 3

Student ID
Student Name
Assessor Name

Has the Student met the following criteria in this task?

			YES	NO
Test completed in presence of an assessor
All the questions are attempted and answered
Questions are consistent with model answers














Assessment Outcome
Student’s Performance was	Satisfactory Not Yet Satisfactory	Assessor Signature:	Date:

Submission of Assessment Task-3

BSB50120 Diploma of Business

Record of Assessment Outcome
Unit:	BSBOPS503 Develop Administrative Systems
Name of Student:
Student No:
This tool is designed for use as an Assignment and/or a Project conducted over a series of training sessions, on an individual basis, to collate a range of competencies over a period of time
Tasks to be completed			Completed & Satisfactory
Task 1: Identify administrative requirements: Role Play			Yes	No
Task 2: Develop and Communicate an Implementation plan			YES	No
Task 3: Knowledge Test			YES	No

Overall, the candidate was assessed as: Competent Not Yet Competent
Feedback to candidate: Date for reassessment (if applicable): Follow up action (if any):
The candidate has been provided with feedback and informed of the assessment result and the reasons for the decision.		Name of Assessor:
		Signature of Assessor:
		Date:
I have been provided with feedback on the evidence I have provided. I have been informed of the assessment result and the reasons for the decision.		Name of Student:
		Signature of Student:
		Date:

Reference

Ross, S.C., 2018. Training and Development in Organizations: An Essential Guide for Trainers. Routledge.

Anderson, T., 2013. Development strategy. The Politics of Timor-Leste: Democratic Consolidation After Intervention, pp.215-38. https://www.researchgate.net/profile/Tim-Anderson-2/publication/266796823_Development_Strategy/links/543c54120cf24ef33b762400/Development-Strategy.pdf

Dumas, M., La Rosa, M., Mendling, J. and Reijers, H.A., 2013. Fundamentals of business process management (Vol. 1, p. 2). Heidelberg: Springer. http://eprints.ukh.ac.id/id/eprint/280/1/2013_Book_FundamentalsOfBusinessProcessM.pdf

Demir, A., 2017. Importance of data analysis on achieving the organizational goals during the short term strategic plan: Case of service quality and students’ satisfaction level at Ishik University. International Journal of Social Sciences & Educational Studies, 3(3), pp.110-121. http://eprints.ukh.ac.id/id/eprint/280/1/2013_Book_FundamentalsOfBusinessProcessM.pdf

Vera-Baquero, A., Colomo-Palacios, R. and Molloy, O., 2013. Business process analytics using a big data approach. It Professional, 15(6), pp.29-35. http://ism.hiof.no/papers/209.pdf

Parmenter, D., 2015. Key performance indicators: developing, implementing, and using winning KPIs. John Wiley & Sons. https://ysk-books.com/public/app/books/Key%20Performance%20Indicators%20(KPI):%20Developing,%20Implementing,%20and%20Using%20Winning%20KPIs.pdf

Lindberg, C.F., Tan, S., Yan, J. and Starfelt, F., 2015. Key performance indicators improve industrial performance. Energy procedia, 75, pp.1785-1790. https://www.sciencedirect.com/science/article/pii/S1876610215012424/pdf?md5=3a19e46ef949be7f88485c91e836173a&pid=1-s2.0-S1876610215012424-main.pdf&_valck=1

Coffelt, T.A., Baker, M.J. and Corey, R.C., 2016. Business communication practices from employers’ perspectives. Business and Professional Communication Quarterly, 79(3), pp.300-316. https://core.ac.uk/download/pdf/128982810.pdf

Develop Administrative Systems

Assignment Cover Sheet

Declaration of Originality:

I declare that this assessment is my own work.

BSB50120 Diploma of Business

1. Introduction

2. Unit Overview

3. Competency Standards

AQF Descriptor

4. Delivery Plan

Delivery Arrangement

Lesson Topics and Plan

Suggested Learner Resources

5. Assessment Plan

Submission of Work

Assessment Tasks and Schedule

Academic Policies and Processes

Assignment Cover Sheet

Declaration of Originality:

Assessment Tasks

Assessment Task 1

Part C

Reference

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