Series 12 Flexible Learning Toolbox

12.13The AdminToolbox3

Teacher Guide

BSB07 Business Services Training

Supporting resources for BSB50407 Diploma of Business Administration

22/10/09: Version 1.0

Teacher Guide12.13 The Admin Toolbox3

Table of Contents

Purpose of the Teacher Guide

Toolbox3maintenance update

Section 1: Overview of the Admin Toolbox3

1.1 Introduction

1.2 About the Teacher Guide

1.3 Qualification supported

1.4 Learners

1.5 Prior knowledge

1.6 Toolbox Implementation Guide

Section 2 – Organising structure, context and key features

2.1 Units of competency

2.2 Context

2.3 Key features

2.4 Site map of the learning environment

2.5 How do I put together a learning program?

2.6 Using the Toolbox components

Section 3: Getting started

3.1 The teaching perspective

3.2 Preparing learners to use the Admin Toolbox3

3.3 Assessment strategies

3.4 Suggested teaching strategy

3.5 Hardware and software requirements

3.5 Customisation

3.6 Customising a Toolbox for single unit delivery

Section 4: Tasks and activities

4.1 BSBLED401AA Develop teams and individuals

4.2 BSBRES401A Analyse and present research information

4.3 BSBINN502A Build and sustain an innovative work environment

4.4 BSBITB501AEstablish and maintain a workgroup network

4.5 BSBADM502B Manage meetings

4.6 BSBADM503BPlan and manage conferences

4.7 BSBADM504B Plan or review administration systems

4.8 BSBFIM502AManage payroll

4.9 BSBADM506B Manage business document design and development

4.10 BSBRKG502B Manage and monitor business or records systems

4.11 BSBHRM506A Manage recruitment selection and induction processes

Section 5: Online teaching strategies

5.1 Hints for online activities

5.2 Collaboration and interaction using Toolboxes

5.3 Working as a group

5.4 Tips for implementation

5.5 Social networking for collaboration and interaction

5.6 Communication activities

Section 6: Access and equity issues

Purpose of the Teacher Guide

This Teacher Guide will assist teachers and trainers wishing to use the Toolbox either in its complete form, or as a source of learning components in the development of their teaching programs.

The Teacher Guide’s purpose is to show how the Toolbox resources can be effectively used to assist in the delivery of a coherent program. It is written in a non-prescriptive way, assuming that the trainers will want to select aspects of the Toolbox, substitute others and customise for their own audience including learners with language, literacy and numeracy needs.

Toolbox3maintenance update

This Toolbox underwent a maintenance update in 2009 and has been rebranded Admin Toolbox3 (formerly Admin Toolbox2).

It should be used as a support resource alongside official training package materials. It is the responsibility of those delivering to ensure that all information is correct at the time of delivery.

The Toolbox has been updated to meet Series 12 technical specifications. Content changes have been made so that the Toolbox can be used to support delivery of the BSB07 Business Service Training Package. Following is a summary of content changes:

BSBITB501A Establish and maintain a workgroup computer network
This unit replaces BSBADM501A Manage the establishment and maintenance of a workgroup network. Updated unit code, unit name and unit specific information.
BSBADM502B Manage meetings
Updated the unit code.
BSBADM503B Plan and manage conferences
Updated the unit code.
BSBADM504B Plan or review administrative systems
Updated the unit code.
BSBFIM502A Manage payroll
Updated the unit code and unit specific information.
BSBADM506B Manage business document design and development
Updated the unit code.
BSBRKG502B Manage and monitor business or records systems
Updated the unit code and unit specific information to reflect additional key criteria.
BSBHRM506A Manage recruitment selection and induction processes
Updated the unit code.
BSBRES401A Analyse and present research information
Updated unit code and unit specific information to reflect additional key criteria.
BSBINN502A Build and sustain an innovative work environment
This unit replaces BSBCMN412A Promote innovation and change. Updated unit code, unit name and unit specific information to reflect new elements and key criteria.
BSBLED401A Develop teams and individuals
Updated unit code.

Section 1: Overview of the AdminToolbox3

1.1 Introduction

The AdminToolbox3 provides a valuable source of training material for the delivery of eleven units in BSB50407 Diploma of Business Administration from the Business Services Training Package (BSB07).

This Teacher Guide has been developed to support you in using the Toolbox as a resource in the delivery of your teaching program. It explains all the activities the Toolbox contains and how activities relate to particular units of competency. It also offers suggested customisation and delivery strategies to maximise the learning experience for your learners. It highlights the positive benefits that can be achieved by encouraging a collaborative learning environment for online learners.

1.2 About the Teacher Guide

This Teacher Guide is divided into six sections:

Section 1: Overview of the AdminToolbox3
Section 2: Organising structure, context and key features
Section 3: Getting started
Section 4: Tasks and activities
Section 5: Online teaching strategies
Section 6: Access and equity.

1.3 Qualification supported

The AdminToolbox3supports the BSB50407 Diploma of Business Administration from the Business Services Training Package (BSB07).

1.4 Learners

1.4.1 The target audience

The Toolbox is designed to be used for training in business administration around Australia. Recognising that there will be differences in terminology, legislation, etc across different states and territories, the Toolbox tries to take a generic approach. It is hoped that trainers will use discussions (face-to-face or online) to give learners an understanding of local requirements where appropriate.

1.4.2 Learner characteristics

Learners accessing the AdminToolbox3 may come from a wide range of backgrounds with various experiences and needs. Some will have prior employment experience in business administration, perhaps even at management level.

The majority of learners currently studying business administrationtend to undertake those competencies specifically relating to their immediate needs.

The design of this Toolbox caters for both learner groups. Learners can work through an entire unit of competency, or explore specific topics or activities of personal interest.

1.5 Prior knowledge

Learners may have limited experience with online learning and they may require varying levels of support from the trainer. It is important, however, to remember that while the learners may have limited online learning experience, they are likely to be experienced users of computers in the workplace.

It is desirable that learners have:

adequate literacy and numeracy levels
basic computer skills
some experience using online communication tools such as email, discussion forums and chat rooms.

Research suggests that learners in the target audience generally:

are workplace-based
have previously studied to at least Certificate IV level (equivalent to first year university level)
are in the 30–45 age group
are predominantly female
have significant work experience
are motivated to acquire a formal qualification
have highly developed computer and communication skills
are adaptable to the online environment
are self-directed learners who will work to their own study plans.

1.6 Toolbox Implementation Guide

A copy of the Toolbox Implementation Guide can be found at

The Toolbox Implementation Guide has been designed to help you get started with using the Toolbox and is based on the experiences of training providers nationally who have been working with Toolbox products over the last few years. The guide focuses mainly on supporting teachers and trainers involved in Toolbox product implementation, but will also be a useful reference for technical, support and other staff.

It contains four main sections:

Finding your way around Toolbox products – things you should know.
Different ways you can use your Toolbox product for training delivery and support.
Planning for the implementation of your Toolbox product.
Further reading and helpful websites.

Section 2 – Organising structure, context and key features

2.1 Units of competency

The resources in the Toolbox support delivery ofBSB50407 Diploma of Business Administration from the BSB07 Business Services Training Package.

The Toolbox may be also being useful to support delivery ofBSB50207 Diploma of Business from the BSB07 Business Services Training Package.

The units of competency covered are summarised below.

National code / Units name / Nominal hours
BSBITB501A / Establishment and maintain a workgroup computer network / 30
BSBADM502B / Manage meetings / 30
BSBADM503B / Plan and manage conferences / 30
BSBADM504B / Plan or review administration systems / 50
BSBFIM502A / Manage payroll / 30
BSBADM506B / Manage business document design and development / 60
BSBRKG502B / Manage and monitor business or records systems / 40
BSBHRM506A / Manage recruitment selection and induction processes / 60
BSBRES401A / Analyse and present research information / 40
BSBINN502A / Build and sustain an innovative work environment / 50
BSBLED401A / Develop teams and individuals / 30

Note:The qualification packaging rules allow a variety of elective choices for BSB50407 Diploma of Business Administration. See Volume 1 of the BSB07 Business Services Training Package for details.

2.2 Context

The Admin Toolbox3 structure allows learners to take an active and constructive role in their own learning by placing the learner in the role of a staff member at the fictional company, ValleyView Publishing. An overarching project, complete with project brief from the General Manager of the company, asks the learner to engage in all the learning materials to achieve specific objectives. A set of tasks and sub-tasks leads the learner on their journey through a combination of self-directed, collaborative, reflective and synthesising project activities.

The situation-based instructional design strategy of this Toolbox can be explained with an example. The Toolbox contains a capstone strategic goal designed to integrate all the units of competency. This goal is broadly stated to be setting up a new multimedia branch office of ValleyView Publishing. Five main strategic objectives (called tasks) stem from this broad goal. The tasks are broken into sub-tasks, which are the action points for learning in the Admin Toolbox3.

The approach for the task ‘Determine suitable location for new office’is summarisedin the following table.

Task & situation / Matched units
Determine suitable location for new office
This task leads to four situations:

Organise meeting to discuss company needs
Develop location brief
Research possible locations
Present findings and make recommendation.

/ BSBADM502B Manage meetings
BSBRES401A Analyse and present research information

Section 4 of this Guide examines these features in more detail and suggests some tips for using each in a learning strategy.

2.3 Key features

Competency selection tool

A competency selection tool showing the way situations link with elements of competency for the units is available for teachers and learners. It is built into the Toolbox and is summarised at the end of this Teacher Guide. As the learner selects and enters into a task, a learning sequence unfolds according to the following structure.

Sub-tasks for the workplace or ValleyView
The selected tasks are explained in more detail here. Key information is provided to help with role-play and to guide reflection in a workplace context.
Key points
The key points are summarised according to competency requirements.
More info
This section is made up of topics and includes notes, activities and other learning materials that address the competencies covered by the tasks. The learning materials are arranged in file structures that enable teachers to select and present resources in any arrangement,allowing teachers and learners to jump in and out of sequences to suit their needs.It means teachers can choose to use the product as a complete package or tailor it with minimal disruption.

Navigation

The Toolbox has been designed to ensure that navigation is as simple as possible. The following features have been included to assist movement around and between the resources.

Accessing the Toolbox

Access to the Toolbox is via the entry page.

The entry page also includes links to important information about technical requirements, the general disclaimer, credits, Teacher Guide and Technical Guide.
After entering the Admin Toolbox3, the home page is displayed. This page provides access to the Introduction, Project brief, Your project, ValleyView, Communication and Unit list.

The General Manager of ValleyView Publishing, Angus Smissen, introduces the major project and discusses the role of the learner.

Global navigation

Once learners leave the home page, various areas (Home page, ValleyView, Your project and the Meeting room)are accessible via the top navigation bar.

The links at the top of the navigation bar give access to:

home page
ValleyView page (to access resources through the Intranet and Website).
your project page
A link to the meeting room for discussions.
Note:You will need to arrange for the meeting room to be set up for your learners if you wish to use it.

Selecting a unit of competency

From the Home page, learners select Units to open the Index of units.

Once a learner selects a unit, theunit page is displayed. The learner selectsa link to begin a topic. (The learner can also return to the Index of units page).

If a learner chooses a topic, the next page provides links to unit sub-tasks and projects. The learner selects the project brieffor Your workplace or ValleyView, and a sub-tasktopic to work through. Each topic provides a list of Key points that cover the sub-task activities and More info provides a series of activities with a self test checklist at the end.

If a learner chooses a more infolink, sub-task pages are displayed. Pages can be viewed using the side menu. This feature has been added as part of the 2009 update. The side menu is immediately below the navigation bar on each activity screen.

In the example below, the topic Conduct ongoing review and assessment for new and existing operational procedureshas several sub-tasks. The grey box at the top of the side index returns learners to the topic selection page. The blue boxes link to each sub-task page. These pages include information, activities and self-assessments.

2.4Site map of the learning environment

2.5How do I put together a learning program?

Your role as teacher is the key to providing adequate learning support. The learning activities together with this Guide will give you ideas about how to encourage and support learners during the learning process.

Teaching strategies should be selected to reflect the varying learning needs, educational backgrounds and preferred learning styles of the individual learner and the specific requirements of each element of the units of competency being studied.

It is expected that teachers will want to select the learning objects most relevant to their learners’ needs and their own teaching styles. Teachers may wish to:

determine the order of presentation
substitute or add their own materials
provide additional case studies and/or example business scenarios.

The Toolbox materials are not intended to:

restrict training providers to using the materials in their entirety
replace the role of the teacher in the learning process
stipulate assessment approaches.

2.6Using the Toolbox components

This section describes the main components and highlights some potential teaching strategies that you may like to adopt.

2.6.1 Project brief

The Project brief is a background document giving the users extra details about the tasks and sub-tasks within the Toolbox. The brief is a scene-setting tool important for contextualising the situation-based approach. It is accessed from the Home page.

2.6.2 Introduction

The introduction is a simple tour of the main Toolbox features. It is a useful way for learners and teachers to remind themselves of the capabilities of the resources. It is accessed from the Home page

2.6.3 ValleyView

ValleyView Publishing is the fictional company used as a case study to encourage role-play and reflection as the learner transits through the tasks. Access to ValleyView is available at all key levels in the Toolbox: on the homepage and in the units, tasks, sub-tasks and topic pages.

The ValleyView area has been redesigned as part of the 2009 update. The main entry page for ValleyView resources is shown below.

From this page learners can use either the Intranet or Website links to research information and complete many of the Toolbox tasks and activities.

Here is the front page of the ValleyViewIntranet.

Here is the front page of the ValleyView Website.

2.6.4Your project

Learners can work through the Toolbox on a unit or project level. The Your projectpage is accessed from the homepage or top navigation bar. This page includes links to:

a competency map showing how project tasks and sub-tasks relate to units of competency.
project tasks.

2.6.5 Units

If a learner chooses Units from the homepage, the Index of units page displays. This page provides links to the tasks and topics on a unit basis.

The content of each unit of competency is provided within several topics, which address a particular aspect of the work involved.Topics are supported by resources available in the ValleyView intranet and website.

Learners may ask whether they should start learning through the units or through the project (Your project). For teachers, it is a matter of preference. Either pathway covers the competency requirements. The competency selection tool can help match gaps in learner knowledge, and this may determine the best learning path to take. In general, working through the project is recommended to fulfill problem-based learning objectives.

2.6.6Activities and self-assessment checklists

A range of learning activities is included in each topic. These range from collaborative activities to quizzes that provide immediate feedback.

Each topic includes a self-assessment checklist that addresses the content covered. Self tests provide learners with an opportunity to test and identify specific gaps in their knowledge.

A self-assessment checklist is not a comprehensive examination of a learner's knowledge of a topic. Rather, it is there to highlight gaps in their knowledge so that learners can focus their learning on these areas.

Section 3: Getting started

3.1 The teaching perspective

Become familiar with the project brief, paying special attention to the map of competencies related to tasks and sub-tasks.
Review project tasks for ValleyView and the workplace within the sub-task Develop a brief and decide which will serve the student best.
Identify activities within each of the More info sections that students could submit for competency assessment.
Identify activities within each More info section for which students need to use the collaborative learning tools, such as the bulletin board (ValleyView Meeting room) or email, or a social learning tool of your choice.

3.2 Preparing learners to use the Admin Toolbox3