BSBITU213 Using Technology For Communication:
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BSBITU213
USE DIGITAL TECHNOLOGIES TO COMMUNICATE REMOTELY
LEARNER WORKBOOK
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TABLE OF CONTENTS
TABLE OF CONTENTS……………………………………………………………………………………………………….. 1
INSTRUCTIONS TO LEARNER………………………………………………………………………………………………. 2
Assessment instructions………………………………………………………………………………………………………………………………. 2
Assessment requirements……………………………………………………………………………………………………………………………. 5
CANDIDATE DETAILS………………………………………………………………………………………………………… 6
Assessment – BSBITU213: Use digital technologies to communicate remotely………………………………………….. 6
OBSERVATION/DEMONSTRATION……………………………………………………………………………………….. 7
THIRD PARTY GUIDE………………………………………………………………………………………………………… 8
Third party details (required information from the learner)……………………………………………………………………….. 8
ACTIVITIES……………………………………………………………………………………………………………………. 9
Activity 1A…………………………………………………………………………………………………………………………………………………… 9
Activity 1B…………………………………………………………………………………………………………………………………………………. 10
Activity 2A…………………………………………………………………………………………………………………………………………………. 11
Activity 2B…………………………………………………………………………………………………………………………………………………. 12
Activity 2C…………………………………………………………………………………………………………………………………………………. 13
Activity 2D…………………………………………………………………………………………………………………………………………………. 14
Activity 3A…………………………………………………………………………………………………………………………………………………. 15
Activity 3B…………………………………………………………………………………………………………………………………………………. 16
Activity 3C…………………………………………………………………………………………………………………………………………………. 17
Activity 3D…………………………………………………………………………………………………………………………………………………. 18
Activity 3E………………………………………………………………………………………………………………………………………………….. 19
SUMMATIVE ASSESSMENTS……………………………………………………………………………………………… 20
Section A: Skills Activity…………………………………………………………………………………………………………………………….. 21
Section B: Knowledge Activity (Q & A)………………………………………………………………………………………………………. 22
Section C: Performance Activity………………………………………………………………………………………………………………… 23
case studies……………………………………………………………………………………………………………………………………………….. 24
Case Study A……………………………………………………………………………………………………………………………………………… 24
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INSTRUCTIONS TO LEARNER
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
- Address each question including any sub-points
- Demonstrate that you have researched the topic thoroughly
- Cover the topic in a logical, structured manner
- Your assessment tasks are well presented, well referenced and word processed
- Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
- Presenting any work by another individual as one’s own unintentionally
- Handing in assessments markedly similar to or copied from another learner
- Presenting the work of another individual or group as their own work
- Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarized within your assessment, then a meeting will be organized to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorized collaboration with another person or persons.
Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognized prior learning
Candidates will be able to have their previous experience or expertise recognized on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment can either be:
- Direct observation
- Product-based methods e.g. reports, role plays, work samples
- Portfolios – annotated and validated
- Questioning
- Third party evidence.
If submitting third party evidence, the Third-Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
- Supervisors
- Trainers
- Team members
- Clients
- Consumers.
The third-party observation must be submitted to your trainer/assessor, as directed.
The third-party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
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CANDIDATE DETAILS
ASSESSMENT – BSBITU213: USE DIGITAL TECHNOLOGIES TO COMMUNICATE REMOTELY
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBITU213: Use digital technologies to communicate remotely.
Name:
Address:
Email:
Employer:
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed:
Date:
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
| Learner 1: | |
| Signed: | |
| Learner 2: | |
| Signed: | |
| Learner 3: | |
| Signed: |
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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
- Performing a work-based skill or task
- Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
- Performing a skill or task that is asked of you
- Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
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THIRD PARTY GUIDE
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
- Assessment is required in the workplace
- Where there are health and safety issues related to observation
- Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organization or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third-Party section in the Observations/Demonstrations document.
THIRD PARTY DETAILS (REQUIRED INFORMATION FROM THE LEARNER)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Third party name:
Position of third party:
I declare my intention to act as third party for (learner’s name here)
Third party signature: Date:
ACTIVITIES
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
| Objective | To provide you with an opportunity to identify purpose for communication, intended audience and content of proposed communication (including whether it is commercially sensitive). |
| Identify five possible purposes of communication. Identify three factors that may be considered in relation to the audience for a particular communication. Identify four types of content that may be included in a particular communication. |
| Objective | To provide you with an opportunity to identify available digital communication applications by accessing relevant sources of information and clarify with relevant personnel as required and select most appropriate application for communication in accordance with available resources and relevant organizational policies and procedures. |
| Identify and describe the uses of four different mobile or wireless software applications. Identify and describe the uses of four different personal computer-based software applications. Identify four factors that may have a bearing on the selection of communication applications. |
| Objective | To provide you with an opportunity to access application/platform for sending and receiving digital communications in accordance with organizational policies and procedures. |
| Outline the process for accessing a desktop based or online email application which is used by members of your organization. Specify three rules specific to the access of applications/platforms. |
| Objective | To provide you with an opportunity to create outgoing digital communication, checking for accuracy and ensuring that any required attachments are prepared in accordance with organizational and technology provider requirements. |
| Refer to Case Study A Write an email on behalf of Tom encouraging donations to the Four Paws animal shelter. Include the specified details, ensuring that the email is written in accordance with organizational and technology provider requirements. Using either an email that you have sent or an example from a colleague or boss, check the document for the following, commenting on the accuracy of each element: Clarity of meaning Completeness Content Grammar Punctuation Recipient’s address Spelling Structure. Choose another email, this time with an attachment, and discuss how effective the type of attachment was in conveying the information. Name Address Amount Phone Number |
| Objective | To provide you with an opportunity to identify urgent, confidential, personal, suspicious or potentially dangerous email and take appropriate action, clarifying with relevant personnel as required. |
| Write three separate paragraphs detailing the characteristics of urgent, confidential, and personal emails. Specify the appropriate means of response in each instance. Identify how you would take appropriate action when faced with the following issues, giving examples from your own experience where possible. Suspicious attachments An email where the sender is unknown/subject is enticing or personal Particular file extensions (unsolicited commercial email or junk email)An unsolicited email containing viruses. |
| Objective | To provide you with an opportunity to access and determine most appropriate action in response to incoming digital communications, in accordance with organizational policies and procedures. |
| Specify three possible ways responding to digital communications. Create a mind map of all the possible reasons why email may be returned. Add information around your initial points, stating ways to deal with returned email. |
| Objective | To provide you with an opportunity to set security levels and/or filters for incoming digital communications in accordance with organizational policies and procedures. |
| Identify four threats that you must protect your computer against. Briefly describe what impact each could have on your computer. Name the security levels and/or filters you, or a designated person, would install in order to protect email from threats. How do they adhere to organizational requirements? |
| Objective | To provide you with an opportunity to create plan for monitoring and maintaining digital communications across multiple applications/platforms in accordance with organizational policies and procedures. |
| Identify four methods of monitoring the digital communications of employees. Identify three details that employers should tell workers about monitoring activities. Identify three ways of maintaining and organizing an email inbox. Explain the advantages of each method. Write a short report of 200 words identifying how you might apply the methods identified in response to the previous activity to your own email inbox. In each case, you should identify how you are complying with organizational requirements. |
| Objective | To provide you with an opportunity to store digital communications and/or attachments in accordance with policies and procedures. |
| List the advantages of the different email storage systems, including reference to organisational requirements. Paper-based filing systemSpecialised recordkeeping, spreadsheet or database softwareCloud-based services. |
| Objective | To provide you with an opportunity to empty inboxes and archive or permanently delete in accordance with organisational policies and procedures. |
| Create a list of questions you should ask when you consider deleting and archiving emails. Outline the organisational requirements for archiving and permanently deleting mail within your workplace. |
| Objective | To provide you with an opportunity to create methods for communicating electronically with targeted groups of stakeholders as relevant to organisation. |
| Write separate summaries of the ways in which the following methods of electronic communication can be used for business purposes. Mobile phonesChat roomsEmail communicationInstant messagingIntranet. |
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SUMMATIVE ASSESSMENTS
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
- Skills – skill requirements, required skills, essential skills, foundation skills
- Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
- Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.
Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following skills:
- Reading
- Writing
- Oral Communication
- Navigate the world of work
- Get the work done.
Answer the activity in as much detail as possible, considering your organisational requirements.
- Using your organisation’s policy and procedure documents, put together a four-page pamphlet that you could give to a new employee outlining the essential protocols that should be adhered to when communicating electronically.
- Identify three emails you have recently received as part of your role within the workplace. Write a short summary outlining any important information and note any issues with accuracy. Prepare appropriate responses to each of the emails, paying particular attention to correct punctuation and spelling.
Response:Dear sir,
Thank you for the email. I have reviewed it & everything looks good.
With best regards,General Manager
Email 2: Information received from Office Manager about internet interruption from settingup new service provider.
Response:Dear madam,
Thank you for informing. I will use my hotspot whenever required.
RegardsGeneral Managerc)
Email 3: Information about training that is going to take place on workplace behavior &policy.
Response:Dear madam,
Thank you for informing. I will be in attendance.
With best
regardsGeneral Manager
- This is a group activity. Take it in turns to lead a group discussion. Each person should identify a method of electronic communication used in their workplace and outline a common or potential problem they encounter with this method. The group should then discuss potential solutions, making sure to ask questions to clarify information and using appropriate language. Ensure your solutions comply with organisational policies and netiquette.
My opinion: Method of electronic communication – email Potential problem – slow to obtain response Potential solution – Gather information & feedback via phone call
SECTION B: KNOWLEDGE ACTIVITY (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
- Key features of existing and emerging methods of digital communication, including strengths and limitations of each
- Key features of relevant industry practice relating to digital communication etiquette in a workplace setting
- Key features of commercial sensitivities in relation to knowledge management
- Key features of relevant organisational policies and procedures relating to the use of digital communication.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
- Identify three key features of personal digital assistants.
- Identify three key features of mobile phones.
- Identify three advantages and three disadvantages of mobile phones.
- Give three examples of commercially sensitive information.
- Specify six rules of net etiquette.
- Write an overview of the ways in which your organisational policies relate to the following aspects of digital communication.
- Social networking
- Use of mobile phones
- Use of different mediums
- Privacy.
- Organizational policies may include guidelines for appropriate use of company devices, rules for protecting confidential information, and procedures for reporting security breaches.
SECTION C: PERFORMANCE ACTIVITY
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
- Identify suitable methods for digital communication in the context of the purpose and content of the proposed communication
- Follow organisational and technology provider requirements when communicating electronically across multiple digital applications/platforms, including in relation to security of communications
- Follow organisational policy and procedures when managing all aspects of digital communication, including by storing, filing and archiving/deleting inbound communications
- Communicate electronically with targeted groups of colleagues, clients or similar as relevant to organisation.
Answer the activity in as much detail as possible, considering your organisational requirements.
- Identify a sample of ten different types of emails from your workplace inbox. For each, follow organisational policy and procedure to manage your inbox. Think particularly about creating relevant folders, archiving or deleting email to effectively manage your emails.
- A customer has sent you an angry email complaining about the poor quality of service they have received from your organisation. List three netiquette rules you should consider before composing a response. Write a reply to the customer applying the netiquette rules you have outlined.
- Identify one method of electronic collaboration used within your workplace. Use this method of communication to ask two colleagues in different departments questions about their job role. Ensure that you identify and follow organisational requirements.
- In the following scenarios, explain what software within your organisation would be the most appropriate. Outline why you have chosen this software, and how it complies with organisational requirements:
- You need to send several attachments to a client
- You need to communicate with a small group colleagues, all working on the same project
- You want to share important news with the whole company.
Tom works for the Four Paws animal shelter. He has just been given responsibility for writing an email encouraging local people to make donations via the Four Paws website. This email should make it clear that all donations will be appreciated and make a difference, no matter how small they might be. The people who donate will also receive regular newsletters and updates on the rehoming of animals which have been kept at the shelter.
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