BSBWRT401A- Cert IV Occupational Health & Safety (OHS/OH&S) Course Unit BSBWRT401A

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Cert IV OHS - Course Unit BSBWRT401A

Write complex documents

(information sourced from NTIS website http://www.ntis.gov.au/)

Description

This unit describes the performance outcomes, skills and knowledge required to plan documents, draft text, prepare final text and produce documents of some complexity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Employability Skills

This unit contains employability skills.

Application Of Unit

This unit applies to individuals who work in a range of business environments and are skilled in the creation of reports, information and general promotion documents that are more complex than basic correspondence, memos or forms and that require review and analysis of a range of information sources.

Unit Sector

unknown

Performance criteria

Element

Performance criteria

Plan documents

1.1	Determine the *purposes* of documents
1.2	Choose *appropriate formats* for documents
1.3	Establish *means of communication*
1.4	Determine *requirements of documents*
1.5	Determine *categories and logical sequences of data, information and knowledge* to achieve document objectives
1.6	Develop overview of structure and content of documents

Draft text

2.1	Review and organise available data, information and knowledge according to proposed structure and content
2.2	Ensure data, information and knowledge is aggregated, interpreted and summarised to prepare text that satisfies document purposes and objectives
2.3	Include graphics as appropriate
2.4	Identify gaps in required data and information, and collect additional material from *relevant enterprise personnel*
2.5	Draft text according to document requirements and genre
2.6	Use language appropriate to the audience

Prepare final text

3.1	Review draft text to ensure document objectives are achieved and requirements are met
3.2	Check grammar, spelling and style for accuracy and punctuation
3.3	Ensure draft text is approved by *relevant* enterprise personnel
3.4	Process text amendments as required

Produce document

4.1	Choose basic *design elements* for documents appropriate to audience and purpose
4.2	Use word processing software to apply basic design elements to text
4.3	Check documents to ensure all requirements are met

Skills and Knowledge

Required skills

communication skills to clarify requirements of documents
literacy skills to edit and proofread documents; to create documents with a complex, organised structure of linked paragraphs which use simple and complex syntactic structure
numeracy skills to collate and present data, graphs and annotated references
problem-solving skills to use processes flexibly and interchangeably.

Required knowledge

enterprise style guide/house style
formatting styles and their impact on formatting, readability and appearance of documents
organisational requirements for ergonomics, work periods and breaks, and resource conservation techniques
rules and conventions for written English, as defined by general and specialist dictionaries and books about grammar.

Range statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.


*Purposes of documents* may include:		conveying research findings documenting policies, procedures and processes influencing attitudes, opinions, beliefs meeting legal requirements meeting other data, information or knowledge needs of an audience proposing recommendations, options and actions
*Appropriate formats* for documents may include:		detailed business letters emails instructions and procedures manuals publications, leaflets, brochures reports speeches and presentations submissions tender documentation and public notices website text
*Means of communication* may include:		software packages such as MS Word, MS Excel, MS PageMaker, MS PowerPoint and templates
*Requirements of documents* may include:		compliance with genre compliance with proformas, standardised reporting requirements or undertakings made by the organisation about reporting file types and sizes for online documents languages other than English requirements legal or traditional requirements for the particular document format organisational policy, procedures and guidelines applying to writing documents, including house style point numbering systems requirements for illustrations, photographs, graphs, charts, maps and other illustrative material to explain texts standards for references, footnotes, citations, acknowledgements time lines, including deadlines word length writing styles, including simplicity of English and use of technical language
*Categories and logical sequences of data, information and knowledge* may include:		arguments and rebuttals categories and sequences traditionally used for the particular type of document being prepared chronological, alphabetical or operating sequences facts, observations, conclusions and recommendations illustrative case studies and other examples linking and summary statements recommendations and supporting arguments
*Relevant enterprise personnel* may include:		colleagues/staff in own work section/ team members consultative committees internal providers of specialist expertise managers/leaders/coordinators/supervisors owners staff in relevant work sections
*Design elements* may include:		capitals and underlining fonts headings illustrations, photographs and other illustrative material for design purposes justification and alignment lists and tables logos, branding, organisational identity requirements margins and paragraph indentation page shape page size templates use and amount of colour use and amount of white space

Evidence guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.


Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit		Evidence of the following is essential: production of documents editing draft text to ensure accuracy and clarity of information knowledge of enterprise style guide/house style.
Context of and specific resources for assessment		Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of documents and style guides.
Method of assessment		A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of structure and content of documents review of draft documents review of final documents demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
Guidance information for assessment		Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITU401A Design and develop complex text documents.

The whole competency standard refers to:

all parts of the competency standard, including dimensions of competency

Evidence guide


Overview of assessment		To demonstrate competency against this unit candidates must be able to provide evidence that they can source, analyse, interpret and use a Training Package and an accredited course to contextualise or adapt competency standards for an industry, organisation or individual.
Products that could be used as evidence include:		learning or organisational applications which have been developed using a Training Package and/or accredited courses as a framework
Processes that could be used as evidence include:		how different components of the Training Package and/or accredited courses were analysed how different parts of the competency standards were analysed how the Training Package/s and/or accredited courses were used to meet the needs of a particular industry or organisation how Training Package/s and/or accredited courses operate in vocational education and training
Resource implications for assessment include:		Training Packages and accredited courses access to appropriate personnel for consultation and advice
The collection of quality evidence requires that:		assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/evidence gathering techniques is used to determine competency evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice assessment meets the rules of evidence a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
Specific evidence requirements must include:		a minimum of two examples of unpacking training specifications including at least one Training Package. The other may be another Training Package or accredited courses which meets the vocational outcomes of the learner. It is strongly recommended that this evidence be collected through integrated assessment with any of the units listed below. This may be in a real or simulated work environment.
Integrated assessment means that:		this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADES402B Design and develop learning programs TAADES501B Design and develop learning strategies TAADES502B Design and develop learning resources TAADES503B Research and design e-learning resources TAADES504B Develop and evaluate e-learning resources TAADES505B Research and develop competency standards TAAASS401B Plan and organise assessment TAAASS402B Assess competency TAAASS403B Develop assessment tools TAAASS404B Participate in assessment validation.