Unit 1 Principles of providing administrative services€¦ · Web viewMicrosoft's Word, for...

Tutor Guide

www.theskillsnetwork.com

Level 2 Certificate in Principlesof Business Administration

Before we start, it is important to emphasise that being a tutor is a role of responsibility and integrity. It is important that you use your own experiences and professionalism at all times when you are working with your learners. Whilst it is highly unlikely that you will ever meet your learners, you are signing up to working with extreme professionalism and in a way that is becoming of a ‘Grade 1 Tutor’. Please ensure that all contact you have with the learner is of a professional nature whether this be written feedback or text and telephone support. The learner will be looking to you with a sense of trust so please make sure that you support your learner and give them the best possible chance to succeed within the agreed timescales. Please be aware that in order to maintain and monitor standards, each learner is given a handbook which highlights a complaints procedure. This outlines how they should proceed if they are not happy with any of the support, contact or feedback they have been given by their tutor as part of their learning experience.

The answers which students may give can vary and the answers in this tutor resource pack are for GUIDANCE only. There may be more than one acceptable answer for a question and many of the learner responses may be personal considerations and reflections based upon their own research and experiences. It is up to you the tutor to draw on your own occupational competencies and experiences and use your own judgement call as to whether the learner has met the learning outcome. You should then provide the learner with robust marking and developmental feedback to enhance their learner journey.


Tutor Guide

Unit 1 Principles of providing administrative services

This unit will enable learners to develop the knowledge of a range of administrative support tasks. Learners will be able to describe the different types of meetings and develop an understanding of how to organise travel and accommodation. Learners will be able to describe the different mail services available and understand the impact of delivering poor customer service.

Section 1: Understand the organisation and administration of meetings

Q1. Describe the features of the following types of meetings: (1.1)a) Formal and informalb) Internalc) Externald) Video conference

Learners should be able to describe a wide range of features to a wide range of meetings, with the following mentioned as a minimum:

Information-sharing meetings Project update meetings Decision making meetings Problem solving meetings One-to-one meetings

Learners should also be able to describe examples of these meetings, either from their own experience or through study.

a) Formal and informalSemi-formal and informal meetings do not necessarily follow all the rules of formal meetings, although they usually have the same documentation, such as an agenda and minutes.Staff meetings, club meetings and any meeting which is a get-together for managing an organisation and making decisions for the group overall are often semi-formal or informal meetings.

b) InternalInternal meetings are those meetings which are attended mainly by internal staff. Such meetings are usually held to discuss issues such as production planning, falling sales, new product launches or a change in policy and procedure.

c) ExternalExternal meetings involve people who are external to the company, such as customers, suppliers or bodies that create legislation or enforce it such as councils. Such meetings are generally held to discuss issues that affect the company as a whole, such as a move into new markets or ensuring legislation is met.


Tutor Guide

d) Video conferenceThese meetings will involve a computer, camera and microphone in order to enable an individual to speak to someone else who is in a separate location. Video conference meetings use audio or video communication methods to enable two or more people to speak together when they are in different places. For example, if someone in the organisation needs to discuss business with a colleague located at a different office elsewhere in the country, a video conference meeting would be most effective.

Q2. Outline the different ways of providing administrative support for meetings (1.2)

Support can be broken down into support during the meeting and support provided afterwards.

During the meetingStaff charged with providing support may be required to

Meet and greet the attendees Distribute the information and agenda Take minutes of the meetings Operate equipment where necessary.

After the meetingAdministratively, support in this area is usually around the issues of ensuring that paperwork and formalities are complied with: produce and distribute minutes, progress chase action points and general administrative actions such as contacting people who attended the meeting.

Q3. Explain the steps involved in organising meetings (1.3)

This is a very open requirement, the precise details of which will vary considerably depending on the type of organisation for which the learner works, their level of seniority and the availability of other staff.

Three distinct stages exist:1 Initial research2 Prepare paperwork (agendas, documentation, previous minutes, etc.)3 Bookings (locations, meals, transport, attendees, speakers, etc.)

At its simplest (such as setting up a one-to̶-one meeting), this could involve a single quick email; at its most complex (for example, a conference or AGM) this could take a team of people the better part of a year. Most meetings that the learner is likely to need to organise will fit somewhere between these two extremes, and useful activities could be based around to the precise type of meetings that the learner is likely to encounter at their place of work.

Section 2: Understand the organisation of travel and accommodation

There are three elements to this section:

Describe the features of different types of business travel and accommodation


Tutor Guide

Explain the purpose of confirming instructions and requirements for business travel and accommodation

Explain the purpose of keeping records of business travel and accommodation

Q4. Describe the features of different types of business travel and accommodation (2.1)

There is a wide range of travel and accommodation that staff may encounter: Meetings within the organisation, such as team meetings, and product development

meetings Sales travel or support visits to client sites Conferences and seminars.

Meetings within an organisation are unlikely to have significant or any travel or accommodation requirements; however, members of staff based offsite (such as sales representatives or attendees from other regional or overseas locations) may have such requirements and these should not be overlooked.

The need for transporting equipment (whether for exhibition or visits to client premises) must also be considered: where are the items stored or to be collected from, and how far must they travel. Appropriate transportation – courier or self-drive van, for example – must be considered.

Conferences and similar events are likely to be held at a location other than the company premises, and are also likely to receive a large number of visitors, possibly from abroad, who require accommodation and, possibly, assistance with transportation (for example onward travel from airports). These are the most complex form of meeting that the learner is likely to encounter, with the widest variety of administrative requirements.

Q5. Explain the purpose of confirming instructions and requirements for business travel and accommodation (2.2)

Expenditure on travel and accommodation can be significant, and it is incumbent on all staff to ensure that wastage is minimised. At its simplest, confirming instructions and requirements ensures that both the traveller and the company are in agreement as to when and where expenditure is being incurred. The type of travel (car/train/plane) may be a relevant factor in some cases, especially when overseas travel is involved as the traveller may not be aware of local requirements or opportunities.

Finally, 'classes' of travel (e.g. First Class or Business Class) may be available only to certain personnel within an organisation, and the learner must check the organisation's policy to avoid embarrassment or financial wastage.

Q6. Explain the purpose of keeping records of business travel and accommodation (2.3)

Three key reasons exist for keeping records; two are financial (ensuring that the expense was justified and ensuring that the invoice or expense is legitimate) and one is practical (similar future


Tutor Guide

journeys will have a 'template' and require less research, especially for overseas travel and accommodation).

Section 3 Understand how to manage diary systems

This section has four elements:

Describe the features of hard copy and electronic diary systems Explain the purpose of using diary systems to plan and coordinate activities and

resources Describe the types of information needed to manage a diary system Explain the importance of obtaining correct information when making diary entries.

Q7. Describe the features of hard copy and electronic diary systems (3.1)

Learners should be aware of both forms of diary system. Many people in their private lives already have sophisticated systems in place, although they may not recognise them as such: they may be regularly reminded of birthdays or actions which they have entered into their mobile phone system, or they may receive invitations through a range of social media applications. Companies use very similar software to maintain diaries and availability of personnel and of resources (equipment or rooms, for example). These diaries often synchronise between on company computers and individuals' smartphones or tablets, permitting users to browse appointments, set reminders in advance of meetings and appointments, reserve resources and share diaries in order to set up meetings.

As with personal systems, corporate systems usually link between different databases, such that it is easy to access full contact details of any individual who 'appears' on an electronic system.

Hard copy diaries may be more portable, can't be broken when dropped, run out of power, need a password to be accessed or may be more 'idiot-proof' – but clearly lack many of the networking and synchronisation capabilities of their electronic equivalents. They are available in different physical sizes (desk diaries or slim pocket diaries, for example). These may be bought annually or, in the case of loose-leaf systems, only require the calendar pages to be updated, ensuring that the 'data' pages (such as contact details, etc.) continue to be used from year to year.

Q8. Explain the purpose of using diary systems to plan and coordinate activities and resources (3.2)

The two key purposes for using diary systems are to ensure efficient use of time (you don’t miss meetings, or turn up to the wrong place at the wrong time) and as a record of what you did. As indicated in the previous subsection, being able to coordinate activities by sharing data (availability of personnel or resources) aids corporate efficiency.

Q9. Describe the types of information needed to manage a diary system (3.3)

An efficient diary system will record:


Tutor Guide

Dates and times when a person is available and unavailable or on leave Details of appointments – venue, purpose, who else will be attending Contact details Information about changes Availability and location of resources, including any damage or down time of the resource Changes to staff rotas, sickness and holidays.

Q10. Explain the importance of obtaining correct information when making diary entries (3.4)

Hard copy systems usually require more intense effort to maintain them, as electronic systems are often able to access data held elsewhere; both systems need, above all, to be accurate and up to date. The danger with electronic systems is that one piece of incorrect data can now be shared among a very large numbers of places, in a way which would have been impossible with manual systems, so the importance of accuracy and topicality is even more important.

Typical problems arising from erroneous data could be missed or wasted appointments, if key people did not attend, or meetings requiring rooms or resources which were unavailable. Both might involve considerable wasted sums and time for the organisation.

Section 4 Understand how to use office equipment

There are four elements in this section:

Describe different types of office equipment Explain the uses of different types of office equipment Describe factors to be considered when selecting office equipment to complete tasks Describe how to keep waste to a minimum when using office equipment

Q11. Describe the following different types of office equipment found in a traditional organisation and explain their uses: (4.1) (4.2)

a) Photocopiersb) Computersc) Printersd) Stationerye) Laminatorf) Scanner

a) Photocopiers:Making multiple copies of office documents, making booklets and resizing documents.

b) Computers:Preparing office documents and presentations, sending emails and purchasing items from websites.

c) Printers: Printing office documents, plans, designs etc.


Tutor Guide

d) Stationery:Creating a professional image of the company, especially when a business uses customised stationery. Stationery also allows employees to carry out their everyday roles by providing specifics they might need, such as envelopes, pens and pencils, printing paper, notepads, business cards, folders and much more.

e) Laminator:Preserving the quality of a document or material and preventing damage.

f) Scanner:Copying paper-based documents onto a computer.

Q12. Describe factors to consider when selecting office equipment to complete tasks (4.3)

Issues such as the cost of consumables (i.e. is a colour printer necessary for printing an internal email?) and the complexity of operation (how much training or familiarity is required?) are prime considerations. Relative and comparative costs and practicalities also need to be thought of (is it easier and cheaper to produce a 100-page booklet on an internal inkjet printer or send it out to a specialist company?) and availability of the equipment (where is it, who else uses it – and how often?).

Q13. Describe how to keep waste to a minimum when using office equipment (4.4)

Learners should have a general awareness both of direct running costs (the cost of consumables such as ink, paper and ancillary items), the cost of power (usually electricity) and also the wider environmental impact (how much waste does it create, what happens to that waste, what sort of pollution may occur?). Printing on both sides of the paper or refilling ink cartridges may be practical possibilities in some situations.

They should be able to discuss wastage avoidance by adequate preparation (not printing 50 copies of a 100-page report before it has been checked and approved!) and appropriate selection (not using colour printing when just black is adequate).

Efficient stock management is essential: storage (to avoid damage – e.g. to packs of paper) and housekeeping (using the oldest stocks of certain items first, such as printer inks). Security may also be considered – ensuring that stocks of small, high-value items are not lost or stolen.

Careful use of the equipment to avoid wastage of, e.g., paper also needs a mention, as does efficient use of power (switching off machines when not in use

The 'reuse' concept should also be considered: reusing old envelopes for internal mail or incoming packaging materials.

Section 5 Understand the use of mail services in a business context


Describe the different types of mail services used in business organisations Explain the need for different types of mail services Explain the factors to be considered when selecting mail services


Tutor Guide

Explain the factors to be taken into account when choosing postage methods

Q14. Describe the types of mail services used in business organisations (5.1)

Mail may be internal or external; services in common use include

Email (internal or external) Internal post Standard postal services (first or second class postage within UK or abroad) Enhanced postal services ('special delivery' for high value, important or urgent items) Commercial couriers (bike, van, lorry, airplane).

Q15. Explain why different types of mail services are needed (5.2)

Learners should refer to the following:

Internal and external mail Internal mail can be sent via email, which is quick, secure and normally free External mail may include documentation which need to be sent via a different mail service,

such as recorded delivery or standard postage The service you select will depend on the receipt of the document and the type of document

Q16. Explain the factors to be considered when selecting mail services (5.3)

There are various factors to be considered when choosing mail services; the most usual are:

Speed: must the item get there within the hour, the day, or is it not important? Value/importance: how valuable or irreplaceable is the item being sent? Tracking: do you, or the recipient, need to be able to track the progress of the mail item? Cost: how expensive is the standard and any upgrades to the service? Location: do your items all go to the mainland, or to remote areas or internally or

internationally? Are the locations always able to accept deliveries? Reliability: how reputable and reliable is your proposed mail carrier?

An organisation has to balance all of these factors to determine the service which offers the most cost-effective service. For many organisations, there are likely to be multiple solutions in use, rather than a single provider; the choice of selecting the relevant provider for each item can be a significant part of an administration assistant's duties, with, potentially, very high cost implications.

Q17. Explain the factors to be taken into account when choosing postage methods (5.4)

The type of mail service you select is likely to reflect the content that you are sending and the speed of response required. If you are sending large amounts of documents, physical items or formal correspondence, you are likely to need to use one of the external mail services, such as recorded delivery or a courier service, which you have already looked at.

Learners may refer to a range of postage methods.

If learners refer to emails, they may produce a response such as this:


Tutor Guide

When choosing a postage method, factors such as speed, ease and evidence of postage should be considered. For example, if the chosen postage method was email:

Advantages of emails:

Extremely quick, often instantaneous Multiple people can be included in conversation or sent documents Provides a written record of a conversation Often free within organisations/costs nothing to send.

Disadvantages of emails:

Large files cannot be easily transferred Tone can be difficult to understand via an email, leading to mails been misinterpreted.

Section 6 Understand customer service in a business environment


Describe different types of customers Describe the impact of their own behaviour on a customer Explain the impact of poor customer service

Q18. Describe different types of customers, including internal and external customers (6.1)

Learners frequently overlook the fact that colleagues are 'customers' of their service, and should recognise that there are therefore two types of customer: internal and external.

Although external customers provide the need which keeps the organisation's products or services in existence (and thus provide, directly or indirectly, the finance required to keep the organisation going), internal customers are directly involved in producing those products or services.

Internal customers are people who work within your organisation, who need products or services from other departments. For example, they may need a service from a different department such as photocopying, machine repair, marketing or catering. It can be difficult to treat these customers as you would treat external customers.

External customers may in turn be classified as 'government', 'trade' or as 'consumer'; this broad classification in turn leads to assumptions about the value of an individual customer or group of customers, their relative importance (the value of individual orders, etc.) and methods to contact them.

Methods of payment may also be used to classify customers, the most obvious ones being 'cash' or 'credit'.

Q19a. Describe the impact of the following positive behaviours on a customer: (6.2)a) Being helpful and friendlyb) Being approachable


Tutor Guide

c) Being empatheticd) Being efficient

Learner responses should acknowledge the potential benefits of each of the positive behaviours, providing contextualised examples for each behaviour.

Learners may refer to the table featured below:

Positive behaviour ImpactBeing helpful Customers are more likely to do business

with organisations where these characteristics are displayed. They are

likely to mention the service to family and friends.

Being friendlyBeing approachableBeing empatheticBeing efficient

Visitors will take much of their impressions of the organisation from their first visit and initial dealings. Little things, like being greeted with a smile and treated with respect, maybe offered a coffee, or the newspaper to read while they are waiting, being expected and maybe having a named car parking space reserved for them – these are the sort of actions that cost nothing, but mean a lot.

Q19b. Describe the impact of the following negative behaviours on a customer: (6.2)a) Being unhelpfulb) Keeping customers waitingc) Appearing uninterestedd) Being inefficient

Learner responses should acknowledge the potential consequences of each of the negative behaviours, providing contextualised examples for each behaviour.

Learners may refer to the table featured below:

Negative behaviour ImpactBeing unhelpful Customers are unlikely to recommend

your organisation to family and friends and are likely to find alternative

organisations to conduct business with.

Keeping customers waitingAppearing uninterestedBeing inefficient

Your own behaviour in the workplace is extremely important; you may well be the first impression a customer or client has of your organisation and if you present a negative image because of your behaviour, this may lead to loss of customers or business.

Q20. Explain the impact of poor customer service (6.3)

Poor customer service almost invariably leads to the following: Loss of current or potential customers Loss of reputation Loss of income.

Where this is endemic to an organisation, this can lead to poor staff morale and poor staff retention – and this, in turn, simply exacerbates the problem.


Tutor Guide


Tutor Guide

Unit 2 Principles of business document production and information management

This unit will enable learners to develop an understanding of how to prepare and distribute business documents and identify how information is managed in a business organisation.

Section 1: Understand how to prepare business documentsQ1. Describe the following types of business documents that may be produced and the format to follow for each: (1.1)

1. Minutes2. Agenda3. Memos4. Letters5. Presentations

Learners’ answers may vary dramatically in this section as this is heavily based on their own experience within a business organisation or one they are familiar with, but, at the very least, many organisations will have similar procedures.

1. MinutesTitle, date, time or place of last meetingAttendees or apologiesMatters arisingBusiness discussedAction pointsDate or time of next meeting.

2. AgendaA structure of topics to be discussedObjectives Attendees expected.

3. MemosClear informationInstructionsRemindersKey points highlighted clearlySubject title.

4. LettersAddress of sender (usually pre-printed) and recipient)DateReference numbersSalutation and close.

5. PresentationsCorporate background and corporate typefaceTitleBullet points and key points


Tutor Guide

Summary at the endQuestions and answers section.

There is no single 'correct' way of creating any of these items; different organisations will have their particular styles and formats, but generally there are certain conventions which are followed, so styles (of each item) will look broadly similar, wherever you are. It is important, when starting work with a new employer, to ascertain exactly how they prefer their documents to be created; in many cases, they may have a preferred typeface (font) as well as particular style of layout.

Q2. Explain the use of different types of ICT used for document production (1.2)

Most business documents today are produced on computer, with the output being printed on an inkjet or laser print.

Emails are, by definition, sent electronically, from either computer or smartphone.

Different computer packages may be involved, however, directly or indirectly. Word processing is used in the majority of case to actually construct a letter, and other programs can be used to create or develop content which may be added to it, such as spreadsheets for (usually) financial data and graphics packages for pictorial input. Specialist packages for, e.g., payroll or design would be used to create payslips or engineering plans, respectively. Presentation software would be used to create slides and handouts for meetings and training sessions; the marketing department would probably use these and, in addition, probably use database software for reports which relate to customer records.

Q3. Explain the reasons for agreeing the following for document production: (1.3)1. Use2. Content3. Layout4. Quality standards5. Deadlines

Use:It is important to agree how a document will be used so that you can use the most appropriate tone, structure and layout when producing the document. If you do not understand how a document will be used, you will not be able to produce it to a quality that is fit for purpose and appropriate for the audience.

Content:It is important to agree the content that will be included in a document so that you are clear on the information that must be included. This will allow you to arrange the content accordingly within the document and will also save time amending a document as you will know that the content is correct. If you were unaware of the content to include in a document, you would need to amend it and even start again in some cases, so agreeing the content can save time.


Tutor Guide

Layout and quality standards:It is important to agree the layout of a document so that you are aware of how the document needs to look. If you were not aware of the required layout and standard of quality, then you may produce the document to the wrong standard or use an inappropriate layout which could lead to you having to amend the document or start the entire task again. Agreeing the layout and quality standards in advance will ensure that the document is fit for purpose and meets all of the requirements.

Deadlines:When working with documents, it is crucial to agree deadlines so that you can plan your work accordingly and ensure you complete the work on time. If deadlines are not agreed in advance, you could produce the document too late and miss crucial business opportunities if the document was going to be used for promotional purposes.

Q4. Explain the importance of document version control and authorisation in business organisations (1.4)

Document version control:This is a very open requirement, the precise details of which will vary considerably depending on the type of organisation for which the learner works, their level of seniority and the availability of other staff.

Users always need to know that they are looking at the latest version of a document, otherwise they can have no confidence that it is, in fact, valid and up to date.

Other examples of documents which need version control could be instruction manuals, training files, manufacturing processes, lists of customers, etc.

Authorisation: This is the 'operational' side of version control; most official documents in an organisation should have an 'owner' or 'sponsor', who is in charge of changes, updates, corrections, etc. This person, or their manager, should maintain a file (paper or electronic) where they keep a record of all errors which may be reported to them, plus all operational changes (updates to processes or recipes; additional or deletions from telephone lists, etc.). Some organisations have a pre-determined schedule for providing a new version or edition (say, each month for a company with a high turnover of staff); others may only bring out a new version when the document owner feels that the number of errors or changes justifies it.

Q5. Explain how the requirements of the following may affect the production of business documents: (1.5)

1. Security2. Data protection3. Copyright4. Intellectual property legislation


Tutor Guide

1. SecurityLearners should refer to treating confidential data (passwords, bank details etc.) with sensitivity. Learns may also refer to the treatment of time-sensitive information (manuscripts of popular book series before publication etc.) with regard to who can access the information. Finally, learners may refer to the storage of documentation and protection from unauthorised access, as well as protection from hazards such as flooding or fire.

2. Data protectionLearners should refer to the six principles outlined in the General Data Protection Regulation 2016. May also refer to the need for organisations to ensure that information is not incorrectly disclosed in third-party documents.

3. CopyrightLearners should refer to the Copyright, Designs and Patents Act 1998. Response should include reference to materials that cannot be used without permission (e.g. text, photos, videos etc.).

4. Intellectual property legislationLearners should refer to the Copyright, Designs and Patents Act 1998. Response should include reference to intellectual property that cannot be used without permission (such as trademarks, logos, designs etc.) and should explain that permission or a licence fee would need to be obtained before using any intellectual property.

Q6. Explain how to check the accuracy of business documents, including reference to spelling and grammar. (1.6)

The actual importance of this will vary from organisation to organisation: some are far more likely to be seriously affected by errors and mistakes. However, for professional purposes, it is considered extremely poor to allow documents to leave your premises if they contain errors. This can damage the public or customer impression of you and, in serious cases, can cause your company significant cost. A book with an error may need to be thrown away and reprinted; handbooks or instruction manuals may need reprinting – or the error may actually allow users to operate the machine in an unsafe or dangerous way, causing damage to the machine or injury to themselves.

Learners may also refer to:

Computerised spell checker activate and set to UK spelling when producing documents Always try to get a colleague to proofread your work, as you may not spot your own errors Check that all pages/files are present Check figure/table numbers are correct and relate to the appropriate information.

Section 2: Understand the distribution of business documents

This section will explore the following:

Explain how the requirements of security, data protection, copyright and intellectual property legislation may affect the distribution and storage of business documents

Describe different types of distribution channels


Tutor Guide

Q7. Explain how the following requirements may affect the distribution and storage of business documents: (2.1)

1. Security2. Data protection3. Copyright4. Intellectual property legislation

1. SecurityLearners should refer to the long-term archiving of documents (as mentioned in Section 1), and the need for the storage locations to be appropriate in terms of physical security. Learners may also refer to the need for guaranteed services, such as the Royal Mail’s ‘Special Delivery’ service, when distributing business documents.

2. Data protectionLearners may refer to recent news stories about data loss/theft when documents/storage devices were in transit. This should be mentioned alongside the need to encrypt/password protect materials that could be of value to anyone who finds or steals the material.

3. CopyrightLearners should refer to the Copyright, Designs and Patents Act 1998. Response should include reference to permission that is needed as a requirement for certain information (e.g. text, photos, videos etc.).

4. Intellectual property legislationLearners should refer to the Copyright, Designs and Patents Act 1998. Response should include reference to intellectual property that cannot be used without permission (such as trademarks, logos, designs etc.) and should explain that permissions or a licence fee would sometimes need to be obtained before distributing or storing any intellectual property.

Q8. Describe different types of distribution channels, including physical and electronic distribution channels (2.2)

Generally speaking, business documents can be distributed in one of two ways – in hard copy form, or electronically:

Paper: documents are normally sent by either an internal delivery system (within your own premises or between your own organisational locations) or distributed by external means – traditionally the Post Office, but, increasingly, courier services of one sort or another

Electronic: documents are sent through email or intranet systems; there may be a hybrid version, whereby computer media (disks or memory sticks) are sent by post. These have the great advantage that a document can easily and cheaply contain illustrations or links to other documents or can be protected to prevent unauthorised access. In addition, one item can easily be sent to many recipients. It is possible to know, instantly, that a document has been seen and even how long for, or which parts were looked at.

Section 3 Understand how information is managed in business organisations


Tutor Guide


Describe the types of information found in business organisations Explain the need for safe storage and efficient retrieval of information Describe the features of different types of systems used for storage and retrieval of

information Describe the legal requirements for storing business information

Q9. Describe the different types of information found in business organisations (3.1)

Learners should be aware that virtually all organisations will have records of their staff, suppliers and customers, and their own internal financial records relating to their accountancy generally.

Within their own departmental records will, of course, be HR, with details of salaries, training and recruitment. The production or sales department will old details of their production processes and financial data relating to all purchases and sales and the cost of marketing initiatives.

They will also hold correspondence with their external stakeholders on issues relating to finance and the environment, planning and other legal issues.

Learners should also refer to data that organisations hold on their customers and the value that this data holds. For example, if competitors gained access to this data, it could prove damaging to the organisation. Therefore, this data needs to be kept very secure, with full access only available to limited personnel.

Learners may also refer to the financial information an organisation holds on itself, as this information could prove to be very valuable, especially if there is any consideration of a merger or takeover of an organisation.

Learners may also refer to research or survey information, which may have cost the organisation a significant amount of money to collect and collate, and would therefore make it very valuable for any competitors to attain that information.

Q10. Explain the need for safe storage and efficient retrieval of information in a business organisation (3.2)

As has already been covered, storage needs to consider security in terms of controlling access and controlling exposure to natural hazards such as flooding or fire. Issues relating to accessibility of data, both physical and practical must be considered – how do staff obtain access to historical information, and will the technology support the storage medium, if it is not paper-based?

Efficient retrieval needs to bear all these issues in mind, not the least of which is the frequency of access required; a great deal of time, effort and cost can go into making things easily accessible – only to find that no one requires access more than once a year. The more data that an organisation stores, the more difficult it potentially is to locate specific items, so an efficient method of archiving is needed so that material can readily be located.


Tutor Guide

Learners may also refer to whether organisations decide to store data chronologically or thematically, and how the effectiveness of this can only be determined by the needs of the organisation to store and access data.

Q11. Describe the features of different types of systems used for storage and retrieval of information (3.3)

Data needs to be categorised as either paper-based or as electronically based; each has very different constraints.

Paper: Physical storage can become very unwieldy and expensive (thus forcing a company to consider the advantages of reducing their hard copy materials). In many cases large companies keep the previous year's records on site, and older records in some form of offsite storage. Although it is much harder to (physically) access, costs would be very significantly lower. A major disadvantage of paper storage is that, however well organised the archiving system is, actually locating a couple of sheets of paper to confirm details of a contract, for example, can be difficult – and could potentially cause damage to the item being withdrawn.

There have been several cases of company buying old 'cold war' bunkers and equipping them with storage racks, and then offering space to companies who need physical space to store their archive paperwork.

In most cases a company would pack its items into storage-company-supplied archive boxes; these are then collected and barcoded to facilitate easy access when and if the time comes for the box to be inspected, added to or destroyed. Materials are always stored high enough off the ground to protect them from almost any foreseeable floodwater; they are also stored anonymously, so that in the extremely unlikely event of intruder access, no boxes would be identified with company markings.

Electronic: In comparison, access to electronic storage is simplicity itself; so long as the logic of the file systems in place is well thought through, most individual files are not more than a few clicks away – from anywhere in the world! By way of contrast, and as previously mentioned, the greatest limitation of electronic storage is technology, which advances in great leaps every couple of years. It is essential that an organisation has sound and effective policies in place to regularly review archive storage – both in terms of degradation and usability.

Electronic media is, like paper, subject to potential degradation or destruction if affected by fire or flood; in addition, electronic material can suffer if exposed to high electric currents, magnetic fields or radiation – issues of which the company might be unaware at the time.

Electronic material can be kept secure (and protected by passwords and access codes) on an organisation's own computers. It could be, if it occupies a large amount of data storage, kept in third-party data storage locations; these are typically to be found in ultra-secure locations, with temperature-controlled environments, and with two or three power backups in the event of interruptions to the normal electricity supply. The third type of location is known as 'the cloud'; this is a 'public' version of the third-party storage system, where people are able to keep all of the files and photographs or media clips, at little cost, and accessible from anywhere in the word.


Tutor Guide

Q12. Describe the legal requirements for storing business information (3.4)

There is a slight split in requirements here. According to General Data Protection Regulation, you are only permitted to hold ‘identifiable data’ for as long as is necessary. When that hurdle is passed, you should destroy the data. It must also be erased upon request and any requests for the removal of information should be responded to within a month.

However, various other legislation lays down different requirements. Generally speaking, business and financial information should be kept for a period of at least six years, as this will cover most eventualities, whereas income tax matters (correspondence and annual returns etc.) only need to be kept for around four years. Personnel records should be kept for six years. Matters relating to children and young adults should be kept until that person reaches the age of 21, and certain medical records need to be kept for 40 years.

Source: www.cipd.co.uk

Contacts and long life general business information should be kept for six years, which is the normal maximum time within which an action can be brought under the Limitation Act 1980. Most of the information stored is likely to be confidential, so it should be stored securely and comply with the terms of the General Data Protection Regulation 2016 in terms of access, maintenance and, generally speaking, not sending it outside of the EU.

Note that, under data protection legislation, people (‘data subjects’) have the right to request sight of data within which they are mentioned. Although from a company perspective the data is unlikely to be looked at, it must not be forgotten that individuals may come forward requesting information which is held about them at any time. Under the General Data Protection Regulation, this process must be made straightforward for the person and they cannot be charged a fee for this.

Section 4 Understand how to prepare business documents

There are six elements in this section:

Explain the requirements for language, tone, image and presentation for different documents

Explain how to integrate images into documents Describe how corporate identity impacts upon document production Explain the requirements of data protection, copyright and intellectual property

legislation relating to document production Describe organisational procedures for version control Describe security requirements relating to document production


Tutor Guide

Q13a. Explain the requirements for language, tone, image and presentation for different documents (4.1)

Learners are expected to understand that language and tone are important when writing and producing business documents. They are also expected to understand the concept of audience.

To be effective, any document must communicate. This means that the language (the complexity of the words used) and tone (how the wording is actually phrased) must be written with the needs of the audience in mind. If this course were written in the style of a university course at a higher level, most of you would it difficult to follow many of the issues; similarly, if it were written so that a class at a primary school could understand it, you would probably find it patronising.

An organisation should not use complex technical vocabulary in a letter or brochure aimed at a lay audience; similarly, a training manual, if aimed at highly trained doctors, would not be written in the style of a first aid manual for school children.

This applies, too, in the use of typefaces or images – a cartoon may work in some instances, but a detailed technical photograph or complex cutaway diagram would be more appropriate in others. A fault of many documents and manuals is that they are written by experts – who find it difficult to stand back, and understand how to communicate effectively with the first-time user.

Q13b. Explain how the requirements of language, tone, image and presentation affect: (4.1)

1. The organisation2. The task at hand

1. The organisation

An organisation should not use complex technical vocabulary in a letter or brochure aimed at a lay audience; similarly, a training manual, if aimed at highly trained doctors, would not be written in the style of a first aid manual for school children.

This applies, too, in the use of typefaces or images – a cartoon may work in some instances, but a detailed technical photograph or complex cutaway diagram would be more appropriate in others. A fault of many documents and manuals is that they are written by experts – who find it difficult to stand back, and understand how to communicate effectively with the first-time user.

2. The task at hand

It is crucial that the requirements of language, tone, image and presentation are clearly identified at an early stage, so that mistakes can be avoided. If the wrong tone or imagery was used within a document, then the impact on the organisation’s reputation could be negative and the task itself could be unsuccessful. This is especially important when producing external communications, as if the requirements for language, tone, image and presentation are not met, the document might not be fit-for-purpose and this could result in a negative impact on the organisation, the individual that created the document and the success of the document itself.

Q14. Explain how to integrate images into documents (4.2)

Learners should be able to understand where to obtain images and the issues with copyright, be able to choose the correct picture and understand the right size and colour.


Tutor Guide

Today, anybody can add images. Microsoft's Word, for example, the standard word processing package in most offices, has a gallery of images just for that purpose – search for the subject ('windmill', say, or 'money', or 'learning') and an array of possible copyright-free images will appear for you to select from. More complex images (some of which are almost certainly subject to copyright) are available from the internet or, on payment of a licence fee, from various graphic agencies.

The skill is partly in choosing the 'correct' picture, but also in choosing an image which is at the right size, the right colour and the right 'feel' to blend in with the rest of the document. In addition to pictures, it is possible to add in (to 'embed', or to 'link') audio or video, so that, if the document is viewed on a computer or smartphone, a multimedia experience can be obtained. Again, skill in blending the various components is needed to avoid 'throwing' images and sound at your reader when it is not, actually, helpful. Although there is a saying "A picture is worth a thousand words", this is not always the case if the wrong picture is used!

Q15. Describe how corporate identity impacts upon document production (4.3)

This was touched on earlier, but corporate identity ensures that the organisation is providing a clean, considered and consistent image whenever it creates documents, slides, or website materials: the colour, use of logos, typeface, etc., they are all consistent. Apart from the aesthetics, having a house style means that the document developer does not need to waste time trying to come up with something that 'looks nice' and it prevents the confusing appearance that would arise if every member of staff used their own style for their business correspondence.

Q16. Explain the requirements of the following relating to document production: (4.4)1. Data protection2. Copyright3. Intellectual property legislation

Learners must refer to the General Data Protection Regulation 2016 and the Data Protection Principles it lists. They should also mention potential consequences of sharing confidential data with unauthorised recipients, or sharing documents that contain personal data which is incorrect. Learners may mention the approval process that some organisations have in place for documents containing information from particular databases or that are being sent to particular recipients. Learners should also refer to the information provided in relation to copyright and intellectual property by explaining the requirements for permissions.

Q17. Describe organisational procedures for version control (4.5)

This was also discussed earlier and will, of course, vary significantly from organisation to organisation.

Learners should be able to discuss numbering of each version, so that users can instantly be aware that the document is likely to be the latest is the minimum requirement. When developing documents (which may go through five or more drafts before being completed, it may be organisational practice to have the draft versions printed in, say, red, or to have a 'DRAFT' or 'NOT FINAL' watermark on the page background.


Tutor Guide

Using modern software packages, it is possible to restrict a user's ability to edit or change or save the document; or to track the changes made, so that the document owner can track how different members of their team made different comments.

Q18. Describe security requirements relating to documents production (4.6)

Learners should be aware that some organisations producing time-sensitive material (such as governmental or financial companies, or printers working on behalf of similar undertakings) may require extreme security when their documents are being prepared for production.

Learners should be able to identify the three mail stages of document production and how security applies:

Preparation – learners should consider that when documents are being prepared, individuals should consider their working environment, like not leaving free access to their offices, and ensure that computers rapidly go into a password protected standby mode, to prevent unauthorised access to files etc.

Production – whether a document is being printed or produced onsite, or especially offsite, care must be taken that unauthorised personnel do not have access to any part of the process etc.

Dissemination – Learners should consider the problems of sharing with regard to collaboration, e.g. whether the final item needs to go to the sponsor for distribution or direct to the recipients, and the security of transmission methods, both electronic and physical etc.


Tutor Guide

Unit 3 Understand communication in a business environment

This unit provides learners with an understanding of requirements of written and verbal business communications. Learners will be able to identify appropriate body language and tone of voice when communicating verbally. Learners will improve on their understanding of audience when creating business communications.

Section 1: Understand the requirements of written and verbal business communication


Explain why different communication methods are used in the business environment Describe the communication requirements of different audiences Explain the importance of using correct grammar, sentence structure, punctuation,

spelling andconventions in business communications

Explain the importance of using appropriate body language and tone of voice when communicating verbally

Q1a. Explain why different communication methods are used in the business environment. (1.1)

Learners should refer to an organisation needing to communicate with different people, hence the need for different communication methods. Learners may refer to internal and external personnel/customers, or suppliers and businesses.

Learners may also refer to the different reasons for communication (e.g. letters of enquiry, providing information, complaints, and letters of employment).

Learners may also refer to the use of social media platforms such as Facebook, Twitter and Instagram etc.., as social media communication usually differs significantly from traditional communication methods.

Q1b. Explain the purpose of the following communication methods in the business environment: (1.1)

1. Face to face2. Telephone3. Email4. Letter5. Video conference calls

1. Face to faceThis is used within business meetings, interviews, appraisals, customer interactions and presentations. This method of communication is useful for formal issues and situations as there is no


Tutor Guide

minimal risk of misunderstanding when people can see each other and read body language and facial expressions.

2. TelephoneThis can be used for external calls with colleagues or customers who are in a different location. They can also be used internally in order for colleagues to speak to one another if they are located in separate areas of the business. Telephone calls can also be helpful in meetings to inform other members of staff to attend. 3. EmailEmails are used to send memos, updates, reminders, schedules, agendas, minutes, reports, briefs or documents between colleagues within a business. Emails are also used externally to maintain regular correspondence with colleagues off site, customers and stakeholders. Emails can be used to send correspondence to a large amount of people at the same time.4. LetterLetters are a formal method of communication that can be used to send internal and external correspondence. Letters may be sent internally by the HR department to confirm policy updates, job descriptions, promotions, redundancies or dismissals. Letters may also be sent externally to clients or customers to clarify orders, monitor complaints, apologise for mistakes or inform them of updates to the company. 5. Video conference callsVideo conference calls are used within a business to allow colleagues in different locations to speak to one another face to face on screen. These can be used in meetings where members of staff in other offices or countries need to listen in on the meeting and can also be used to maintain good customer relationships by calling customers and speaking to them on a screen.

Q2. Describe the communication requirements of internal and external audiences. (1.2)a) Internal audiencesb) External audiences

a) Learners should be talking about technical language in relation to internal audiences, where some prior knowledge can be assumed. Learners may refer to tone of communications differing from an external communication, as internal communications do not need to be vetted as thoroughly as marketing materials, for examples.

b) Learners should refer to appropriate wording of documentation to external audiences being inappropriate at times (e.g. computer manuals written by experts – non-experts may find it difficult to follow). Learners should also refer to confidentiality and security measures when producing communications for external audiences, as confidential company information should not be disclosed.

For both a) and b), learners may also refer to barriers to communication, such as disability, language and expertise.

Q3a. Explain the importance of using correct grammar, sentence structure, punctuation, spelling and conventions in business communications. (1.3)

Learners may refer to the following points:

If communications are grammatically incorrect or ridden with errors, then this creates a negative view of the organisation in the mind of the customer/recipient

If sentence structure is poor, this can hide/alter the meaning of a communication


Tutor Guide

Poor spelling and grammar can create distrust (e.g. “If they cannot get their communications right, how can I trust them to…?”).

Q3b. Explain the importance of specific presentation styles and conventions in business communications. (1.3)

Learners may refer to the following points:

Organisational policies on style/layout/wording of communications Organisational dictionary (wordsmiths’ dictionary) for all communications Organisational templates Organisational headers and footers for all communications.

The importance of presentation styles and conventions in business communications is that they create uniformity and promote brand identity across all communications when the conventions and styles are followed.

Q4. Explain the importance of using appropriate body language and tone of voice when communicating verbally. (1.4)

In the first subsection, the issue of face-to-face communication was mentioned – essentially, using voice, rather than something printed or visual. That communication was mentioned as being either in a one-to-one situation, or when talking to a group of people (a team meeting or a public meeting), or at an exhibition or at a training event. And, of course, talking on the telephone.

In general, learners should be talking about how body language is affected by:

How you look (nodding, looking at the person, facial expressions, etc.) How (and where) you stand How you actually speak (loudly, quietly, angrily, with empathy) How distracted you are (fiddling with keys or money, looking at things on a desk or

computer or through the window, etc.).


Tutor Guide

Unit 4 Understand employer organisations

This unit will enable learners to develop the knowledge of an organisational structures and the differences between private, public and voluntary sectors. Learners will be able to describe the internal and external influences on organisations and why change in the business environment is important.

Section 1: Understand the organisation and administration of meetings

This section has three elements:

Explain the differences between the private sector, public sector and voluntary sector

Explain the functions of different organisational structures Describe the features of different types of legal structures for organisations

Q1. Explain the differences between the private sector, public sector and voluntary sector. (1.1)

a) Private sectorb) Public sectorc) Voluntary sector

Learners need to understand that the UK economy is made up of many types of organisations which have different aims and perform different functions. The UK economy is a mixed economy. This means that it has a public sector, a private sector and a voluntary sector. Learners should be able to indicate the differences between each of the sectors.

Private sectorThe private sectors is the section of the economy which is controlled by private individuals or companies. The basic premise behind the private sector is to make money for the individual owner or shareholders. Private companies raise income through issuing shares where appropriate and selling products, goods or services.

Public sectorThe public sector is the section of a nation’s economy which is under direct control of the government, weather it is local or central government. The idea of a public sector organisation is to support and work for the citizens of that particular country and its revenue is normally raised from tax, penalties and fines.

Voluntary sectorThe voluntary sector is often referred to as the “not for profit” sector and is controlled by private individuals or companies. Its primary aim is to undertake social activity, raise awareness of issues or help people in need.

Q2. Explain the functions of different organisational structures (1.2)

Learners should know that an organisational structure is a diagram which shows how workers within


Tutor Guide

a business are organised and how they relate to each other. A visual representation to the structure is called an organisational chart and this shows who has authority over whom and the different roles the workers carry out.

Learners should refer to the three common types of organisational structures and their features: Functional structure Divisional structure Product structure.

Learners should also refer to flat and tall organisational structures.

Q3. Describe the features of different types of legal structures for organisations (1.3)

Learners need to understand the basic information behind each of the following, together with the pros and cons of each entity.

There are five key structures business are likely to use each one has its own unique advantages and disadvantages and depends on the sector and work carried out by the organisation.

1. Sole trader2. Partnership3. Limited companies

a. Private limited companiesb. Public limited companies

Sole traders: Learners should refer to sole traders being sole owners and controllers of their businesses. They should also refer to sole traders being liable for the business’ debts and having to pay any debts personally if the business cannot cover them. Learners may also include common examples of sole traders (e.g. plumbers, hairdressers).

Partnerships: Learners should acknowledge that partnerships feature two or more people having ownership of a business. They should also acknowledge that partnerships, like sole traders, are liable for the business’ debts and must pay any debts personally if the business cannot cover them. Learners may also include common examples of partnerships (e.g. doctors, solicitors).

Limited companies: Learners should refer to limited companies having their own legal identity and the ability to sue or own assets in their own right. They should also acknowledge that, unlike sole traders and partnerships, the owners of a limited company are not necessarily involved in running the business. Furthermore, ownership is divided into shares of the company, which are owned by shareholders.

Private limited companiesLearners should acknowledge that, in private limited companies, the directors normally own or control all of the shares, effectively meaning they own all of the company.

Public limited companyLearners should acknowledge that a public limited company can offer its shares to the public. This is a major revenue stream.


Tutor Guide

Section 2: Understand the organisational environment


Describe the internal and external influences on organisations Explain the use of different models of analysis in understanding the organisational

environment Explain why change in the business environment is important

Q4. Describe internal and external influences on organisations (2.1)

Learners should understand the basic principle behind internal and external influences on organisations and be able to place these in context within their own organisation. Responses may be influenced by learners’ own levels of experience.

Internal factors are those which happen inside your organisation and those you have direct control over. External factors are things that happen outside of your organisation and you are unlikely to be able to have any direct control over.

Below each of the following subheadings are potential influences that learners may refer to.

Internal factorsSome key internal factors that affect any organisation are:

Business reputation & image Staffing changes or issues, for example members of staff leaving an organisation or being

promoted to other positions. Physical decor of your business A lack of skills or experience needed, for example skills and experience leaving an

organisation or moving internally or simply a lack of new skills being learnt as technology and processes move on and change.

Changing internal factors is something that the business has direct control over and often requires a capital expenditure. This may be a direct cost such as by moving property or redecorating the premises, or an indirect cost by loss of productivity whilst new staff are trained.

External factorsSome key external factors that affect any organisation are:

Tight lending conditions, for example you may have planned to raise finance and now find you are unable to do so, meaning new products and services might be delayed or not launched at all.

Economic turndown Change in legislation for example resulting in you having to make significant changes to the

way you work or deliver your products and services. Improvement or additional competition Social changes such as a change in client’s requirements, or a change to the way they work

As mentioned above these factors are much harder to control than internal factors and it is unlikely that these can be controlled directly. Measures can be put in to place to best minimise the impact for of external factors. For example, finding an alternative source of funding until financial


Tutor Guide

restrictions ease. An organisation can also continually assess their competition and develop new products and services in order to stay ahead of the market.

Q5. Explain the advantages and disadvantages of the different models of analysis in understanding the organisational environment. (2.2)

Learners should refer to the following table:

Model Advantages Disadvantages

SWOT Helps to identify the strengths of a company that can be capitalised on

The content of a SWOT analysis is subjective and not objective

Helps to identify areas of weakness in the company that need to be addressed

Difficult to address factors that may be both a strength and a weakness (e.g. good location, expensive rent)

Often quick and cost-free to implement

Does not prioritise or provide solutions to issues

PESTLE Helps an organisation to anticipate potential future difficulties

Only focuses on external influences on the organisation

Helps an organisation to recognise and act on potential opportunities

It is difficult to predict how potential external developments will impact on an organisation

Often cost-free to implement Does not prioritise or provide solutions to issues

Scenario planning Scenario planning encourages organisations to plan beyond the usual 1-2 year plans

Scenario planning is subjective and we cannot know if the planned scenarios are plausible

Scenario planning takes into consideration a wide range of criteria when hypothesising

Can lead to organisations only following one scenario and ignoring other possibilities

Q6. Explain why change in the business environment is important (2.3)

Learners need to understand why business change is important, what drives it and the steps that can put in place to ensure change goes well.

Change may be described as the act or process through which something becomes different. In business terms, change can happen for a wide range of factors, some positive and some less so. Some of these factors can come from within the organisation – such as a new product line – and some come from outside the organisation – such as a change in legislation.

Learners may refer to internal and external changes in the business environment. They should recognise that internal changes can be a result of external issues. Learners may also acknowledge that changes can be both positive and negative.


Tutor Guide

Learners should acknowledge that failure to change can lead to inefficient practice (paying more materials/processing costs, outdated technology etc.) which can cause problems for the business going forward.

Learners should also acknowledge that change allows for a more skilled workforce, as employees learn new skills and explore new opportunities as the business goes through changes.


Tutor Guide

Unit 5 Understand how to develop working relationships with colleagues

This unit will enable learners to gain an understanding or the principles behind effective team working. Learners will be able to identify what is expected of a buddy and techniques for providing feedback.

Section 1: Understand the principles of effective team working

There are five elements to this section:

Outline the benefits of effective team working Describe how to give feedback constructively Explain conflict management techniques that may be used to resolve team conflicts Explain the importance of giving team members the opportunity to discuss work progress

and issues arising Explain the importance of warning colleagues of problems and changes that may affect

them.

Q1. Outline the benefits of effective team working (1.1)

Learners should refer to the four key benefits of effective team working: Efficiency Support Experience Flexibility.

Learners should also mention that one of the main benefits of effective team working is that the team is greater than the sum of its own parts.

Learners may also suggest that by bringing employees from different parts of a project together into one team, problems or bottlenecks can sometimes be ironed out more easily.

Q2. Describe how to give feedback constructively (1.2)

Learners should know that when giving feedback it is important to be clear and explain the purpose of your feedback.

Learners should mention the following stages of giving feedback: Observation Explanation Feedback Summary

Learners may go into depth for each of the bullet points above.


Tutor Guide

Learners should explain why each stage is important in giving feedback constructively.

Q3. Explain conflict management techniques that may be used to resolve team conflicts (1.3)

This is another section where learners are unlikely to have any direct experience of managing conflict and lends itself to role-play.

In any situation involving more than one person, conflict can arise. Conflict can range from simple differences in personality, viewpoints and methodology to power imbalance. Unmanaged or poorly managed conflicts can cause a breakdown in trust and loss of productivity.

Managing conflict is a vital skill in any organisation and is much in demand. There are several key strategies which will help when dealing with conflict management.

Learners should be able to identify and understand the following techniques: Collaborating Forcing Compromising Withdrawing.

Q4. Explain why it is important to give team members the opportunity to discuss work progress and any issues arising (1.4)

It is important that everyone feels part of a team and their views and ideas are listened to and acted upon where possible. Learners should refer to some of the key reasons listed below for discussing work progress and issues arising:

Early identification of issues and problems Learners may discuss how discussing progress with colleagues can be beneficial, as they are likely to be experts who can spot potential issues before they arise. Issues that are identified early are usually considerably easier to amend.

Identify training needsLearners may discuss how staff are likely to recognise their own training needs, as they are aware of their own skills and levels of experience.

Provide constructive feedback & praise where applicableLearners may discuss how providing constructive feedback helps staff identify areas for development and celebrate good performance.

Help staff feel listened to, cared for and valuedLearners may discuss how working through issues and discussing progress with team members can make them feel valued, as well as promote teamwork and respect.

Q5. Explain the importance of warning colleagues of problems and changes that may affect them (1.5)


Tutor Guide

Learners should be aware of the reasons behind warning people of changes and problems that may affect them. Learners may refer to the stages of preparing for change:

Sponsorship > Buy in > Involvement > Impact > Communication > Readiness

Learners should recognise and discuss the pitfalls of not warning colleagues of problems, as opposed to the benefits of warning them in advance (ensures commitment to the change, assessing and addressing any issues identified etc.).

Section 2: Understand how to buddy a colleague


Describe what is expected of a buddy Explain techniques to give positive feedback and constructive criticism Explain techniques to establish rapport with a buddy

Q6. Describe the role of a buddy and what is expected of a buddy. (2.1)

Depending on the role and level in which the learners are working, it is unlikely they will have had the opportunity to buddy colleagues, they may well have been allocated a buddy themselves and they should look at the positive and negative characteristics they have experienced.

A workplace buddy normally has the following responsibilities: Show the person around the workplace and introduce them to the other staff Be a point of contact for the person when they are unsure who to ask or where to access

help Be an informal contact who can provide advice, support and feedback. Help the new member of staff understand the culture of a new organisation or team.

Learners should discuss how buddies are someone outside of your management structure who can provide them with advice, support, feedback and constructive criticism when they need it. Learners should recognise the importance of a buddy being a colleague who is not in the management chain, as this allows them to talk freely without fear of damaging their job prospects.

Learners should mention the importance of a buddy making themselves available, both formally and informally. Learners may state that it is a good idea to arrange regular meetings, especially when first starting in an organisation, so they have planned time for catching up and ensuring that these times are fixed.

Q7. Explain techniques to give positive feedback and constructive criticism (2.2)

Learners may refer to a number of techniques for giving feedback and constructive criticism, including:

Feedback sandwichThe sandwich method is a good framework to use in providing constructive criticism. By starting with the positive comments, you let the receiver know that you are on their side and are not there to attack them, but rather just to support them. This method also recognises the things that the


Tutor Guide

receiver is doing right, rather than talking only about the areas for improvement, which can come across as being insensitive and rude. The receiver then becomes more receptive to your critique.

After sharing the suggested areas for improvement, you need to round off the criticism with more positive comments because this helps to leave the receiver on a high note.

Learners should discuss the importance of giving specific feedback and constructive criticism, so that the recipient can take set actions to improve. If the feedback or criticism is vague, the recipient may feel your praise was insincere or struggle to find ways of improving.

Learners may discuss the importance of timeliness in giving feedback or constructive criticism. Feedback should be given whilst the event is still fresh in peoples’ minds. However, feedback still needs to be well-considered and thought out before being given.

Q8. Explain techniques that can be used to establish a rapport with a buddy (2.3)

Rapport means a close and positive relationship where the people involved or group understand each other’s ideas and feelings and communicate with each other in a positive way.

Learners may discuss several key ways in which they can build a strong relationship and a good rapport with a buddy, including:

Being approachable Looking for things they have in common or shared interests Having empathy and understanding Using open body language Supporting and developing where possible Mirroring body language and vocabulary

Learners may also mention helping the new member of staff feeling welcome and at ease by showing that they understand how the new person feels, by sharing stories, thoughts and experiences of when they first became part of the organisation.


Tutor Guide

Unit 6: Understand how to carry out business administration tasks

This unit aims to provide learners with an understanding of how to deal with incoming and outgoing mail and reception services. Learners will gain knowledge of diary systems management, event organisation and systems for financing in administrator roles.

This unit is split into five sections. These are:

Section 1: Understand how to deal with mail

Section 2: Understand reception services

Section 3: Understand the management of diary systems

Section 4: Understand event organisation

Section 5: Understand finance for administrators

Section 1: Understand how to deal with mail

There are six elements to this section:

Explain how to deal with 'junk' mail Describe what to do in the event of problems arising when dealing with incoming or

outgoing mail Describe how to operate a franking machine Explain how to prepare packages for distribution State organisational policies and procedures on mail handling, security and the use

of courier services Explain the process for reporting suspicious or damaged items in accordance with

organisational procedures

Q1. Explain how to deal with 'junk' mail (1.1)

Learners are expected to be aware of junk mail from both a home and a work perspective, recognising that there may be three broad classifications of this:

Loose flyers, unaddressed and unrequested 'Anonymous' mail, addressed simply to 'the householder' or 'the office manager' or similar 'Personalised' mail, addressed to a recipient, but actually simply the result of a company

using a mailing list – this is also called 'unsolicited mail'.


Tutor Guide

Learners should know that an organisational policy should be in place indicating how this should be handled at work; mail should normally be sorted into 'clearly identifiable' (i.e. to 'the finance director') which are then delivered, and 'unsolicited flyers', which are then discarded or posted on a noticeboard, according to company policies and the discretion permitted.

Q2. Describe what to do in the event of problems arising when dealing with incoming or outgoing mail (1.2)

It is helpful for learners to separate the two classes, incoming and outgoing mail, before considering the problems which may arise.

Typical issues with incoming mail include incorrect addressing and damage. Learners need to ensure that they do not breach issues of confidentiality, and so must be discreet when checking who the correct recipient is.

Damaged mail should be recorded and possibly photographed. If a courier is present, they should make a note to the effect that the item is damaged. Administrative staff may need to place the item in a larger envelope or container for onwards internal transmission if there is the risk that any contents may be lost.

Problems with outgoing mail are most likely to fall into one of three common problems:

No postage, or no indication as to 1st/2nd class mail requirement No or partial or unreadable delivery address No content (i.e. clearly just an empty envelope).

Liaison with the sender is the obvious requirement in these cases, subject to organisational policies and practicalities. Note that many organisations require that all mail is treated as standard 2nd class mail, unless expressly indicated otherwise.

Q3. Describe how to operate a franking machine (1.3)

Learners are likely to encounter different machines at different organisation but the essence of their operation is similar in all cases: print the franking mark onto the envelope, or onto a narrow label.

Some models will only weigh and print mail items, whereas standard machines only print. Learners need to know how to use the various Post Office tables and charts to ascertain the correct postage for the different services and, other than in high-end machines, how to select the correct postage value.

Resetting a machine following use (most especially for high-value postage) ensures that the next user does not inadvertently (and erroneously) duplicate the postage.

Learners should know how to arrange for a refund of incorrect or poorly printed items, how to replenish the machine (with consumables and with value) and how to update the machine with new postage rates.


Tutor Guide

They should also have an awareness that incorrect use of a franking machine is equivalent to throwing money into the wastepaper basket; significant sums can be lost by error, ignorance or fraud. In addition, the (negative) PR effect of sending items with incorrect postage can be considerable.

Q4. Explain how to prepare packages for distribution (1.4)

Different organisations will have different requirements, and learners in work will of course be expected to adhere to those, but generally speaking staff should ensure that the items are correctly addressed and securely prepared. Some learners’ organisations may record the item, as well as photograph the item (to counteract any potential claims of poor packaging).

Q5. State the policies and procedures on the following issues either within your organisation or an organisation you are familiar with: (1.5)

1. Mail handling2. Security3. The use of courier services

This element will relate to previous subsections and to specific organisational policies. Vigilance with regard to security is essential in all circumstances and may vary significantly in some instances. Knowing how to respond in the event of any suspicion is vital.

1. Mail handlingLearners should refer to procedures within their own organisation regarding mail handling, but may include being alert to unusual items (e.g. the shape and size of packages, the style of writing or labelling, the look and feel of an item). This often ties in with security procedures.

2. SecurityLearners should mention procedures (within their own organisation) to take when discovering suspicious packages, which may include placing the item in a safe area and alerting a senior colleague. In severe cases, learners may refer to sounding a fire alarm and notifying emergency services.

3. The use of courier servicesPolicies with regard to couriers will vary – even within an organisation – as different courier firms are likely to have their own ways of working. Generally speaking, courier services must be authorised and booked in a standard fashion; items should be recorded when handed to, or received from, a courier.

Q6. Explain the process for reporting suspicious or damaged items in accordance with organisational procedures (1.6)


Tutor Guide

Learners will encounter different processes in different organisations, but as a minimum would be expected to identify a problem, record it (on paper and possibly with a photograph) and endeavour to record the name of a colleague who witnessed the problem.

Section 2: Understand reception services

This section has five elements:

Explain the receptionist’s role in representing an organisation Explain an organisation’s structure and lines of communication Describe an organisation’s standards of presentation Explain the health, safety and security implications of visitors to a building Explain how to deal with challenging people.

Q7. Explain the receptionist’s role in representing an organisation (2.1)

Learners can be invited to consider what they feel are essential elements of a receptionist's role; some (but by no means all) roles could include:

Greeting staff or visitors Answering the telephone and dealing with incoming and outgoing mail and courier items Recording and handing over visitors Assisting visitors Acting as the face of the organisation during an emergency, until that role is taken by more

senior staff.

Q8. Explain the structure and lines of communication of an organisation, including the departments and contact points for referrals (2.2)

This will clearly vary from learner to learner, but they would all be expected to recognise that they need to understand how the organisation is structured, in general terms at least, and the key points of contact within each section. They need to understand their own precise position in the organisation's hierarchy – staff for whom they have responsibility and staff to whom they report.

Q9. Describe an organisation’s standards of presentation (2.3)

Although all organisations will have their own precise standards and dress codes, learners should understand that organisations are represented to the outside world by their personnel.

Learners should consider personal behaviour and personal presentation. While behaviour should be reasonably consistent across all organisations (being polite and helpful) codes of dress may vary from a need for precise uniforms and for makeup to an acceptance of 'anything goes'. None is 'wrong' or 'better'; learners must understand, however, the absolute need to adhere to their


Tutor Guide

organisation's specific code.

An organisation's requirements may be influenced by health and safety considerations or general working conditions.

Organisational presentation can also include elements such as signage; in all matters, the organisation should give the impression that it cares.

Q10. Explain the health, safety and security implications of visitors to a building (2.4)

Specific requirements will vary from learner to learner, but general issues remain constant. A fundamental aspect of health and safety legislation (The Health and Safety at Work Act (HASAWA) 1974) is that it places a legal obligation on both employer AND employee to ensure that the workplace is a safe place.

Visitors may be in the building for the first time and may not know how to access certain elements (toilets, washrooms, first aid, etc.), nor how to recognise or distinguish between alarm sounds, nor how best to escape from the building in an emergency. A receptionist, who is usually the first point of contact, is the person ideally placed to impart such information – directly, or by provision of an information sheet.

Security implications will vary from organisation to organisation but as a minimum all visitors should be recorded in some way on arrival and departure; this is both practical, such that they can be accounted for in event of an evacuation (and a signature or similar could constitute acceptance or receipt of a health and safety briefing) and an aid to preserving general security of information or materials within the organisation.

Cybercrime, which may involve the criminal manipulation of an organisation's computers in some way, could also be prevented by ensuring that visitors have no access to computer systems within the organisation.

Q11. Explain how to deal with challenging people, including those who have difficult queries and require specific assistance.

Challenging people may well also include those who are angry, unreasonable, confused or have problems, poor communication skills or language barriers. (2.5)

'Challenging people' covers those who have difficult queries who may require specific assistance, and/or those who may have problems, questions, additional needs/requirements, poor communication skills or language barriers – as well as the more obvious: those who may be angry, unreasonable or confused.

Difficult or challenging behaviour may be dealt with (or at least not exacerbated) by ensuring that the learner:

Keeps calm


Tutor Guide

Acts discreetly Calms (or at least does not inflame) the situation Does not admit liability (on behalf of the company).

Learners may also refer to being empathetic towards challenging people, as well as making notes of what the customer’s concerns are.

Section 3: Understand the management of diary systems

There are four elements to this section:

Explain the importance of keeping diary systems up to date Describe the basis on which bookings and changes are prioritised Explain any constraints relating to making bookings for people or facilities Describe the types of problems that can occur when managing diaries

Q12. Explain the importance of keeping diary systems up to date (3.1)

Diary systems in this section includes paper-based and electronic diaries; advances in technology mean that almost all learners will have some form of 'diary system' on their mobile phone, and almost all computers have a similar application provided. Diary systems can be personal or shared within a workgroup or within an entire office, but in all situations the diary only has real value if it is up to date.

Learners should recognise that keeping diary systems up to date is important because it allows for people to coordinate and plan their actions (e.g. they know who is using a meeting room at a certain time). This is particularly important for shared diaries.

The more people who share or access the diary, the more vital it is that it is current.

Q13. Describe the basis on which bookings and changes are prioritised (3.2)

Learners should discuss how meetings that are held at fixed times (e.g. board meetings, press briefings, AGM) are what the business operates around, so they often hold the highest priority in an organisation. Learners may mention ‘irregular’ meetings, such as project meetings, which often have to be held soon after they are anticipated. Finally, learners should refer to ad hoc meetings which fit into the slots available.

Learners should also acknowledge that priority is also available to meetings/events that entertain board members/investors/interested parties from other countries, as these meetings/events require formal proceedings, and to hold them in ill-equipped environments would be unsuitable.

Q14. Explain any constraints relating to making bookings for people or facilities (3.3)

Learners may refer to any of the following possible constraints to meetings:


Tutor Guide

Number of attendees Time of day Specialist equipment (e.g. projectors or sound) Catering facilities required Location of meeting

Learners may refer to any of the following problems that a meeting organiser could encounter:

A lack of information being provided Different people requiring the same room or being required elsewhere at the same time Location being unavailable Equipment or resources not being available at the time or location where needed.

Learners may also refer to being unable to access the diary as a significant problem that could cause constraints to making bookings for people or facilities.

Q15. Describe the types of problems that can occur when managing diaries (3.4)

Learners should recognise that a major problem with diary management is people failing to update their own section of the diary, thus causing double bookings, leaving them unavailable. Learners should also discuss how poor internal communication can be an issue, as this can lead to two parties trying to organising the same meeting or room booking.

Learners may also discuss how not being provided with adequate or timely information (e.g. number of attendees, names of attendees) in instances where you need to book them into hotels or arrange travel can cause problems.

Section 4: Understand event organisation

There are six elements in this section:

Explain the roles, responsibilities and accountabilities of individuals involved in the event

Explain the purpose and features of different types of events Describe the type of resources needed for different types of events Describe the different needs attendees may have and how to meet these Explain the requirements of health, safety and security when organising events Describe the types of problems that may occur during events and how to deal with

them.

Q16. Explain the roles, responsibilities and accountabilities of individuals involved in the event (4.1)

An 'event' could include a meeting, an announcement, a celebration, a social occasion or a product launch.

They are likely to identify the four key roles of:


Tutor Guide

Event champion:

Determines the size of the event Determines who is attending Determines location and planned activities Budget holder

Organiser:

Charged with transforming the champion’s plans into action Works to the budget Books the venue Arranges publicity and printing of materials Ensures the attendees are notified Liaises with the venue to ensure space and rooms are available

Support or venue staff:

May be temporary workers brought in for specific aspects of the event May be responsible for setting up and dismantling exhibition stands or technical equipment May be involved in the detail of printing requirements etc. May be waiters, waitresses, bellboys etc.

The larger the event, the more likely it is that these roles will be handled by very different sets of individuals; conversely, the smaller the event, the more likely that many, if not all, of the roles could be handled by just one or two people.

Q17. Explain the purpose and features of different types of events (4.2)

As there are a variety of different types of events, learners may refer to a wide range of different purposes and features, including any listed below:

Internal meetings External meetings (e.g. AGM) Board and partners (likely to be very restricted, likely to discuss confidential information)

Q18. Describe the type of resources needed for different types of events (4.3)

The size and type of event and the size of the organisation will of course determine the types of resource needed, but learners should be able to identify the following as potential requirements:

Finance Personnel Location Main equipment Additional equipment Accommodation (plus disabled access) Catering (plus special dietary food) Attendees or delegates Printing of all elements Samples Notepads and pens Emergency spares (spare bulbs/fuses/leads; tools; first aid kit; stationery; etc.)


Tutor Guide

Learners should describe why the resources they have chosen for their answer are needed for the event.

For example: Food is needed for almost all events where an external audience will be present. Food must be pre-planned and specialist requirements, such as dietary or health needs, need to be known in advance so that the food can be segregated accordingly and the requirements met.

Q19. Describe the different needs attendees may have and how to meet these (4.4)

Learners’ responses will depend on the specific needs that they have chosen to address, but may include:

Mobility issues: attendees may require ramps, accommodation on the ground floor and general wheelchair access

Impaired sight: attendees may require braille transcriptions or documents, or audio versions of handouts

Impaired hearing: attendees may need induction loops (or similar) or sign language interpretation

Foreign visitors may require translation or interpretation facilities.

Q20. Explain the requirements of health, safety and security when organising events (4.5)

Learners may discuss some of the following requirements of safety and security when organising events:

Health and safety: Venue must be free of trip hazards to prevent accidental injury Ensure that all equipment has gone through necessary testing and that certificates/stickers

are in place Provide a note of venue’s fire procedures to visitors in their delegate packs Ensure all signage is working and accurate.

Security: Ensure that all visitors are properly registered so that you have an accurate record of

everyone on site Ensure that portable items (phones, laptops etc.) are either locked away or padlocked to

desktops Ensure that all property is marked as such Be aware of company confidential information on laptops, documents etc. Check the validity of passwords on company technology Remind attendees of taking responsibility for the security of their own items Check your corporate insurance policy for coverage of theft and public liability Check the venue’s public liability insurance.

Q21. Describe the types of problems that may occur during events and how to deal with them (4.6)


Tutor Guide

Learners may refer to a range of problems that may occur during events and how to deal with them, including:

Guest speakers failing to arriveProcedures that entail contacting a guest speaker to confirm their arrival a few hours prior to an event should be implemented to avoid leaving you with not enough time to arrange an alternative.

Failure of equipmentIf equipment fails, you should look at the possibility of getting it repaired or replaced. Learners should know the importance of carrying emergency kits (spare fuses, bulbs, cables etc.) for situations of equipment failure.

Heating and lighting problemsThis is the responsibility of the venue, but it is recommended that you liaise with the venue to ensure the delegates remain comfortable. Learners may also refer to regularly moving around the hall/room to monitor visibility and audio levels.

Delegate packs and materials failing to arriveEnsure that you have a few spare packs available, including, ideally, a master copy. Familiarise yourself with the equipment at the venue and perhaps photocopy materials. Try to ensure that vital items are delivered at least one day before they are needed.

Delegates do not arriveAttempt to contact delegates as they may be having difficulties finding the venue, needing other assistance or having travel problems. Also, if they cannot attend, they will need delegate packs or materials sent.

Transport problemsFrequently check travel programmes to remain aware of any travel issues that could affect delegates travelling to the event. This also allows you to provide delegates with an early-warning if their return journeys may be disrupted.

Section 5: Understand finance for administratorsThis section has three elements; it is usually more practical to handle the last two together:

Describe organisational hierarchy and levels of authority for financial transactions Explain organisational systems for sales invoicing, purchasing, payments and receipts Describe the use of a purchase order, invoice, receipts and expenses.

Q22. Describe organisational hierarchy and levels of authority for financial transactions (5.1)

This response will clearly depend on each learner's own organisation.

Members of staff are occasionally likely to need, urgently, to obtain or replace something as simple as a stamp or a printer ink cartridge. Systems need to be in place to ensure corporate financial


Tutor Guide

probity – but there also needs to be a system to bypass that system for low-level expenditure (say, items under £10, on a one-off basis).

Learners should be able to identify their organisational structure and the system by which regular and emergency transactions need to be approved.

Learners not in employment can consider the implications of extremely light, or extremely heavy financial controls.

Q23. Explain organisational systems for the following procedures: (5.2)

1. Sales invoicing2. Purchasing3. Payments4. Receipts

Once again, different organisations will have different systems and different forms in place, depending on their size and the nature of their operation.

1. Sales invoicing

Sales invoicing procedures generally follow this system:

Obtain a purchase order Provide the goods or service Send an invoice Wait for payment and chase if necessary.

2. Purchasing

Purchasing procedures generally follow this system:

An order (a requisition) needs to be approved by an appropriate manager An order is then raised, a copy of which is sent to the supplier with a unique order number A copy of the order is retained in the buying department The supplier delivers the foods, which are received by the buying department The goods are checked against the purchase order for quantity and quality, and to ensure

they match the description If an invoice is enclosed, this will be approved by the buying department to indicate that

everything was delivered correctly The invoice is then passed to finance to pay, with relevant coding to allow the finance

department to know which department it originated from and, possibly, for which purpose or project the items were purchased

A payment is then made to the supplier, who may issue a receipt (usually the banking confirmation suffices as a receipt).

3. Payments

Learners may refer to a range of transactions, including invoicing, paying suppliers and the processing of payments. Learners’ answers will vary according to organisational procedures.

Some learners’ answers may refer to the following:


Tutor Guide

Prompt Payment Code (PPC) Late commercial payment legislation Policies and procedures for processing invoices Expenses.

Learners should refer to the content in the relevant section of the textbook.

4. Receipts

Receipts are less common today, now that many payments are made electronically. However, they are invariably used for low value to 'prove' that an item has been paid for when an employees is claiming something on expenses.

Q24. Describe the use of the following: (5.3)

1. Purchase order2. Invoice3. Receipts4. Expenses

1. Purchase order

A purchase order is created within a buying organisation to obtain approval for the purchase of the item and their expense. It is then sent to the selling organisation, and it is their authority to supply the items mentioned, so long as they have some general trading agreement in place. The purchase may or may not be accompanied by payment; this will depend on the nature of the trading agreement between the two organisations.

2. Invoice

When a selling organisation sells something, especially goods on credit for which payment will come after delivery of the goods, it will raise an invoice. This is a notice to the buying organisation that the sum of money detailed on it, in respect of the goods and purchase order described, will be due for payment at a particular point in the future. The buying organisation will match the invoice to their file copy of the purchase order to check that it is a valid purchase, and will then pass the invoice to their accounts department for payment.

3. Receipt

This is a document acknowledging that payment has been received by the selling organisation. Increasingly, organisations do not issue receipts to each other, as bank records can readily demonstrate that payment was made. However, at a personal level, you may need to demonstrate to your employer that you have made a payment for work-related items for which you expect to be reimbursed – for example, an ink cartridge or a train ticket. In turn, once you are reimbursed, your employer can use your receipt as proof that they have made the payment in respect of that item.

4. Expenses

In many cases, employees occasionally need to spend money out of their own pockets for business purposes. This may be something directly for the office, such as an ink cartridge or some stamps, or something to allow you to do your job, like a train ticket to visit a client. When appointed, employees are normally told what their rights are to incur this sort of expense, i.e. what sort of things, and to what price, they can purchase. Usually at the end of the month, an employee would submit their expenses, with the receipts confirming each item they have spent money on, to their organisation. The full amount spent would then be added to their normal pay packet for that period.


Tutor Guide


Tutor Guide

Unit 08: Understand how to prepare text

Section 1: Understand how to create text from notesThis section will explore the following:

Explain the importance of confirming the purpose of the text and intended audience Describe the problems that may occur in transcribing notes written by others Explain the consequences of incorrect spelling, punctuation, grammar and sentence

structure, and inaccurate content Explain how technology features can help to create, format and check the accuracy

of text Describe ways of checking produced texts for accuracy and correctness Describe organisational procedures for the storage, security and confidentiality of

information

Q1. Explain the importance of confirming the purpose of the text and intended audience, in relation to text produced from written notes (1.1)

Learners should understand that the 'audience' may be internal or external: colleagues, managers, other departments and individuals, the public, companies purchasers, etc. The audience may, or may not, have previous knowledge of the product or issue under discussion; and may, or may not, have the ability to understand detailed technical information.

Issues to be considered are the appropriate language to be used (literally – English or French, e.g. – or figuratively – highbrow/low-brow, trade, technical or lay, etc.). If the chosen language is English, will this be for native speakers of the language or an international audience? Can – or should – confidential or technical data and information or jargon be provided?

Q2. Describe the problems that may occur in transcribing notes written by others (1.2)

Problems are especially likely if the writer of the notes is not available to check the accuracy of their transcription; issues such as difficulty in reading handwriting, or the comprehensive content of the notes often arise – the note taker may have used some form of personal or industry shorthand, abbreviations or jargon. When the two issues combine, problems can arise: a handwritten 'hypertensive' can look similar to 'hypotensive', for example.

Learners may state that numbers and units can be problematic (is 'l' a '1', a lowercase 'L' or an abbreviation for 'litres', for example?) and interpretation of handwritten standard mathematical units or symbols ( or β or μ, for example) is also a potential source of significant error.


Tutor Guide

Q3a. Explain the consequences of incorrect spelling, punctuation, grammar and sentence structure, in relation to texts produced from written notes (1.3)

This naturally follows on from the previous subsection, when issues of transcribing notes were covered and was touched on in the activity for learners.

Much will depend on the type of organisation, but errors could be a matter of life and death at one extreme, or cause financial embarrassment or loss of reputation (to the individuals or to the organisation) at the other.

There is also an issue of cost, if items need to be reprinted.

Q3b. Explain the consequences of inaccurate content, in relation to texts produced from written notes. (1.3)

Q4. Explain how technology features, such as functions or applications, can help: (1.4)

1. Create text2. Format text3. Check the accuracy of text

1. Create textThis relates to the provision and use of computerised applications (on a computer, tablet or even smartphone) which are used to create and print or distribute text.

2. Format textLearners should refer to features such as bold, italics, underlining, fonts, bullet points, columns, charts, tables etc.

3. Check the accuracy of textLearners should refer to grammar and spell checking tools that are common on most word processing programs. Learners should acknowledge that spell check tools are not 100% accurate and will not alert them to all errors.

Q5. Describe ways of checking texts that have been produced from written notes for the following: (1.5)

1. Accuracy2. Correctness

1. AccuracyChecking information for accuracy against several independent sources is always recommended; the internet and search engines have greatly facilitated this task, and learners should not underestimate its importance. Learners may suggest checking the document against three reputable sources.

2. CorrectnessLearners should recognise that an ideal method is to have the original speaker check their work for


Tutor Guide

accuracy (the notes may have been taken incorrectly, even though they were perfectly transcribed!) and then a final 'proof' copy should be checked by a separate person.

Q6. Describe organisational procedures for the following in relation to texts that have been produced from written notes: (1.6)

1. Storage of information2. Security of information3. Confidentiality of information

This point was covered extensively in Unit 2 and will be dependent on learners' organisations. Reference should be made to legislation (the six principles of the General Data Protection Regulation 2016 especially). Learners should endeavour to ascertain their own organisation's policies and procedures for maintaining information.

1. Storage of informationLearners will refer to their own organisation’s policies, but should also refer to the second and third principles of the General Data Protection Act 2016:

2. Data is collected for specified, explicit and legitimate purposes, and not further processed for other purposes incompatible with these purposes. Further processing for archiving purposes or statistical purposes in the public interest, scientific or historical research purposes or statistical purposes shall not be considered to be incompatible with the initial purposes.

3. Data collected is adequate, relevant and limited to what is necessary in relation to the purposes for which data is processed.

2. Security of informationLearners may refer to physical security measures (e.g. locks on draws, signing-out books etc.) or digital security measures (e.g. password-protected files, data encryption, firewalls etc.).

3. Confidentiality of informationLearners will refer to their own organisation’s policies, but should also refer to principles 4-6 of the General Data Protection Regulation 2016:

4. Data should be accurate and, where necessary, kept up to date. Every reasonable step must be taken to ensure that personal data that is inaccurate, having regard to the purposes for which they are processed, are erased or rectified without delay.

5. Data should be kept in a form that permits identification of data subjects for no longer than is necessary for the purposes for which the personal data is processed. Personal data may be stored for longer periods as the personal data will be processed solely for archiving purposes in the public interest, scientific or historical research purposes or statistical purposes, subject to implementation of the appropriate technical and organisational measure required by GDPR in order to safeguard the rights and freedoms of individuals.


Tutor Guide

6. 6. Data should be processed in a way that ensures appropriate security of the personal data, including protection against unauthorised or unlawful processing and against accidental loss, destruction or damage, using appropriate technical or organisational measures.

Section 2: Understand the preparation of text from recorded notes

This section has six elements, which broadly mirror those in the first section:

Explain the importance of confirming the purpose of the text and intended audience Describe the main features of the different types of technology that can be used for

playing back recordings Explain how different speaking styles of those giving dictation can affect outputs Explain the consequences of incorrect spelling, punctuation, grammar and sentence

structure, and inaccurate content Describe ways of checking produced texts for accuracy and correctness Describe organisational procedures for the storage, security and confidentiality of

information

Q7. Explain the importance of confirming the following for texts that have been produced from recorded notes: (2.1)

1. The purpose of the text2. The intended audience

Learners’ responses should refer to the content listed below.

When preparing documents from recorded notes, you might be able to gain some information the tone and language used on the recording itself, which is something you cannot do when dealing with written notes. Another advantage of using recorded notes to produce a text is that you might be able to gather information about the intended audience just by listening to the recording.

It is still important to check the purpose and audience of the text with the person asking you to complete the document. Failure to get these two important factors correct is likely to lead to errors and the documents being unusable.

Q8. Describe the main features of the different types of technology that can be used for playing back recordings, including: (2.2)

1. Analogue and digital recording2. Dictation software3. Tape and disk recorders that are used for playing back recordings

Learners could either detail the equipment available in their current or a previous place of employment, or alternatively research the types of equipment, the advantage and limitations, and their relative costs.


Tutor Guide

Modern technology gives almost everyone the opportunity to record and playback and share files using nothing more than their mobile phone. Specialist equipment also exists; in general, the more professional and purpose built, the better the quality of the recording and the ease of playback.

Analogue recordings are not as frequently used as they once were, due to advancements in technology and the ready availability of digital recording hardware and software. Analogue recordings are much harder to distribute without reducing sound quality, and filing of analogue recordings takes up much more physical space than filing of digital recordings (on a hard drive, a memory stick etc.).

Digital recordings allow for the most flexibility in playback, as they can be converted into a variety of different file types, such as .wav, .mp3 and .wma. As a result, digital recording has become very popular in recent years, as it allows for easier playback, distribution and filing of recordings.

Tape recorders revolutionised the recording and playing back of recordings in the mid-20th century, due to the ability to duplicate recordings without losing quality, and the ability to cut and edit recordings with precision. However, due to advancements in technology, tape recorders are no longer prominently used.

Disk recorders allow for non-linear editing of recordings without damaging the original recording, which is not possible with tape recordings. Furthermore, disk recordings are often of a higher quality than tape recordings. Combined with recent advancements in recording and editing software, disk recorders are now becoming increasingly more common.

Learners should refer to the dictation software used in their own company, or a dictation software they are familiar with.

Q9. Explain how different speaking styles of those giving dictation can affect outputs (2.3)

This element is analogous to the issues of poor handwriting. Learners should refer to how some of the following can affect outputs:

AccentAs body language is unknown, understanding can be muddied by accent and dialect; Comprehensibility is reduced if you are not particularly knowledgeable about the subject; Technical phrases, jargon and abbreviations can also be affected, as subtle sound differences are not always picked up.

InterferenceCan arise when old tapes are used for recording; Can be a result of extraneous noise.

Speed of deliveryIf delivery is too fast, the transcriber may miss key information and paraphrase the content; Speaking clearly and slowly keeps costs low and saves editing any transcriptions post-recording.

Q10a. Explain the consequences of incorrect spelling, punctuation, grammar and sentence structure in relation to texts that have been produced from recorded notes (2.4)

Learners’ responses may vary, but may include any of the points raised in the content below:


Tutor Guide

One of the easiest ways to discount your business’ credibility is to fall victim to spelling errors and poor grammar. In other words, there is no denying that first impressions matter. If your content is plagued by poor grammar, it is likely that people will think twice about the quality of your products or services and may not purchase from you as a result.

By presenting customer, clients or organisations with poor quality content, you are putting your business at risk of losing valuable word-of-mouth marketing. Furthermore, the organisation may be subject to negative word-of-mouth criticism, which could have an overall impact on the business.

Q10b. Explain the consequences of inaccurate content in relation to texts that have been produced from recorded notes. (2.4)

Learners should acknowledge that presenting poor quality content to customers, clients or organisations can put their business at risk of losing valuable word-of-mouth marketing.

Learners may also state that the business would also be at risk of receiving negative word-of-mouth criticism, which can have an impact on the business.

Q11. Describe ways of checking texts that have been produced from recorded notes for: (2.5)

1. Accuracy2. Correctness

This is covered in the previous section under 1.5; an added complication in this subsection is the issue of mishearing, either due to the speaker's accent or pattern of speech, or to mechanical problems with the recording/playback equipment. If you are unsure of what has been said or the meaning of something, it is extremely important that you check with the person who made the recording where possible.

Q12. Describe organisational procedures for the following in relation to texts that have been produced from recorded notes: (2.6)

1. Storage of information2. Security of information3. Confidentiality of information

This is covered in the previous section under 1.6. Learners responses should mirror the response to Q6 (1.6), but be contextualised in terms of recorded notes (e.g. recording should not be released to any unauthorised individual, recording may contain a discussion of confidential information etc.).

1. Storage of information

Learners will refer to their own organisation’s policies, but should also refer to the second and third principles of the General Data Protection Regulation 2016:

2. Data is collected for specified, explicit and legitimate purposes, and not further processed for other purposes incompatible with these purposes. Further processing for archiving purposes or statistical purposes in the public interest, scientific or historical research purposes or statistical purposes shall not be considered to be incompatible with the initial purposes.


Tutor Guide

3. Data collected is adequate, relevant and limited to what is necessary in relation to the purposes for which data is processed.

2. Security of information

Only people who need to access the recording or written documentation in order to complete their work should have access to it. Confidentiality and business sensitive issues may well have been discussed in the recording and this could have serious consequences if the recording fell into the wrong hands.

3. Confidentiality of information

The recording should not be released to anyone who does not need to have access to it and should not be played in a location where people may overhear it. Furthermore, anyone listening to the recording needs to understand the sensitivity of it and ensure that they do not discuss it.


Tutor Guidewww.theskillsnetwork.com

Assessment

Learners will complete their assessments at the end of each unit/part within their course.

Written feedback on assessments must be fed back to learners on all delivery methods using the feedback template.

Assessments will be internally quality assured by the centre and externally quality assured by an external quality assurer from the relevant Awarding Organisation.

Upon successful completion of this qualification, learners will be awarded one of the following*:

NCFE Level 2 Certificate in Principles of Business Administration (601/7071/2)

TQUK Level 2 Certificate in Principles of Business Administration (RQF) (603/2949/X)

*Valid at the time of print

Further support

All qualification specifications and additional support materials can be found on theFollowing websites:

CACHE website at www.cache.org.uk TQUK website www.tquk.org/

Unit 1 Principles of providing administrative services€¦ · Web viewMicrosoft's Word, for...

Documents

Transcript of Unit 1 Principles of providing administrative services€¦ · Web viewMicrosoft's Word, for...