- BSBCMN108A - Develop keyboard skills
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBCMN108A Mapping and Delivery Guide
Develop keyboard skills
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBCMN108A - Develop keyboard skills |
|---|---|---|---|
| Description | This covers the development of basic keyboard skills using touch typing techniquesThis unit is related to BSBCMN213A Produce simple wordprocessed documents and BSBCMN214A Create and use simple spreadsheets. Consider co-assessment with BSBCMN107A Operate a personal computer.This covers the development of basic keyboard skills using touch typing techniquesThis unit is related to BSBCMN213A Produce simple wordprocessed documents and BSBCMN214A Create and use simple spreadsheets. Consider co-assessment with BSBCMN107A Operate a personal computer. | ||
| Employability Skills | Not applicable. | ||
| Learning Outcomes and Application | Not applicable. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Not applicable. | ||
| Competency Field | |||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Use safe work practices |
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| Element: Identify and develop keyboard skills |
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| Element: Check accuracy |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
Critical Aspects of Evidence
Knowledge of organisational requirements for simple documents and
Application of simple keyboard functions to produce documents with a degree of speed and accuracy relevant to the level of responsibility required
Underpinning Knowledge*
* At this level the learner must demonstrate knowledge by recall in a narrow range of areas.
Relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity
Organisational benchmarks for keyboarding
Ergonomic requirements for using keyboards
Basic keyboard functions
Basic touch typing techniques and strategies
Underpinning Skills
Literacy skills to identify work requirements, to comprehend basic workplace documents and to produce and proof read simple documents
Communication skills to identify lines of communication, request advice, effectively question, follow instructions and receive feedback
Problem solving skills to solve routine problems in the workplace, while under direct supervision
Technology skills to use equipment safely while under direction, basic keyboard, touch typing and mouse using skills to produce simple documents
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the Business Services Common Competencies for the particular AQF Level. Refer to the Key Competency Levels at the end of this unit
Key Competency Levels
Collecting, analyse and organise information (Level 1) - to identify workplace information
Communicating ideas and information (Level 1) - to ascertain workplace requirements
Planning and organising activities (Level 1) - to plan own work
Working with teams and others (Level 1) - in completing scheduled tasks
Using mathematical ideas and techniques (Level 0) - not applicable to this unit
Solving problems (Level 1) - to complete tasks
Using technology (Level 1) - to aid skill development
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
Critical Aspects of Evidence
Knowledge of organisational requirements for simple documents and
Application of simple keyboard functions to produce documents with a degree of speed and accuracy relevant to the level of responsibility required
Underpinning Knowledge*
* At this level the learner must demonstrate knowledge by recall in a narrow range of areas.
Relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity
Organisational benchmarks for keyboarding
Ergonomic requirements for using keyboards
Basic keyboard functions
Basic touch typing techniques and strategies
Underpinning Skills
Literacy skills to identify work requirements, to comprehend basic workplace documents and to produce and proof read simple documents
Communication skills to identify lines of communication, request advice, effectively question, follow instructions and receive feedback
Problem solving skills to solve routine problems in the workplace, while under direct supervision
Technology skills to use equipment safely while under direction, basic keyboard, touch typing and mouse using skills to produce simple documents
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the Business Services Common Competencies for the particular AQF Level. Refer to the Key Competency Levels at the end of this unit
Key Competency Levels
Collecting, analyse and organise information (Level 1) - to identify workplace information
Communicating ideas and information (Level 1) - to ascertain workplace requirements
Planning and organising activities (Level 1) - to plan own work
Working with teams and others (Level 1) - in completing scheduled tasks
Using mathematical ideas and techniques (Level 0) - not applicable to this unit
Solving problems (Level 1) - to complete tasks
Using technology (Level 1) - to aid skill development
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Not applicable.
Legislation, codes and national standards relevant to the workplace which may include:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity
relevant industry codes of practice
Ergonomic requirements may include:
workstation height and layout
chair height, seat and back adjustment
footrest
screen position
keyboard and mouse position
document holder
posture
avoiding radiation from computer screens
lighting
noise minimisation
Work organisation may include:
mix of repetitive and other activities
rest periods
exercise breaks
VDU eye testing
Keyboard skills may relate to:
alpha or numeric keyboard functions
word processing, spreadsheets or data entry
Touch typing technique may vary according to:
workplace requirements
level of competency of operator
Expectations of speed and accuracy must be:
consistent with degree of experience of the operator
relevant to the level of responsibility
Legislation, codes and national standards relevant to the workplace which may include:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity
relevant industry codes of practice
Ergonomic requirements may include:
workstation height and layout
chair height, seat and back adjustment
footrest
screen position
keyboard and mouse position
document holder
posture
avoiding radiation from computer screens
lighting
noise minimisation
Work organisation may include:
mix of repetitive and other activities
rest periods
exercise breaks
VDU eye testing
Keyboard skills may relate to:
alpha or numeric keyboard functions
word processing, spreadsheets or data entry
Touch typing technique may vary according to:
workplace requirements
level of competency of operator
Expectations of speed and accuracy must be:
consistent with degree of experience of the operator
relevant to the level of responsibility
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Workspace, furniture and equipment are adjusted to suit the ergonomic requirements of the user | |||
| Work organisation meets organisational and Occupational Health and Safety requirements for computer operation | |||
| Keyboard functions identified and applied | |||
| Touch typing technique applied to complete a task | |||
| Speed and accuracy developed in accordance with workplace requirements for level of responsibility | |||
| Document is proof read carefully to identify errors | |||
| Document is amended, errors corrected and final accuracy check completed |
Forms
Assessment Cover Sheet
BSBCMN108A - Develop keyboard skills
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBCMN108A - Develop keyboard skills
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: