BSBITU304A Produce spreadsheets 2 nd Edition 2011 Part of a suite of support materials for the BSB07 Business Services Training Package
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Table of Contents Advice for Facilitators...1 Recommended reading...1 Facilitator checklist...1 Getting yourself ready to facilitate...2 Learning Environment...4 Learning environment checklist...4 Distance learning preparation...5 Training Plan...6...8 Session 1 Introduction...9 Session 2 Using spreadsheets to plan... 13 Session 3 Producing databases... 15 Session 4 Producing charts... 17 Session 5 Producing forms and reports... 20 Assessment Instructions... 22 Assessment Task 1: Select and prepare resources... 22 Marking Guide... 23 Assessment Task 1: Select and prepare resources... 23 Assessment Instructions... 27 Assessment Task 2: Plan and create spreadsheets... 27 Marking Guide... 28 Assessment Task 2: Plan and create spreadsheets... 28 Assessment Instructions... 31 Assessment Task 3: Produce charts and finalise spreadsheets... 31 Marking Guide... 32 Assessment Task 3: Produce charts and finalise spreadsheets... 32
Advice for Facilitators Advice for Facilitators The facilitator must ensure that a number of basic requirements for delivery and assessment are met prior to commencement. Details of these requirements (if applicable) are provided in the Facilitator checklist below. Recommended reading Some recommended reading for this unit includes: Microsoft, 2011, Excel 2007 training courses, viewed January 2011, <http://office.microsoft.com/en-us/training/ha102189871033.aspx>. Frye, C., 2007, Microsoft Office Excel 2007 step by step, Microsoft Press. Facilitator checklist Item Details Done? Data projector Computer or laptop Learner computer Internet access Planned sessions Scheduled assessments Has the facilitator organised a data projector for group presentations? Is a computer with PowerPoint available for the facilitator? Will the learners have scheduled access to computers with MS Office? Will the learners have scheduled access to the internet? Has the facilitator aligned the sessions to their organisation s delivery and assessment schedule? Has the facilitator scheduled dates, times and deadlines for assessments? Bandwidth/up-time Environmental conservation protocols in place Many of the instructional videos/animations have large file sizes and will require suitable internet bandwidth. Will the group have access to recycling containers?
Advice for Facilitators Item Details Done? Flash player Sound Has the latest version of Flash Player been downloaded and is it available for the facilitator? Are speakers available? The animations have audio tracks. Have the speakers been turned on and the volume adjusted for class presentations? Getting yourself ready to facilitate Read all training materials Before you commence delivery and assessment in this unit, it is recommended that you read all of the materials for this course, and develop a thorough understanding of the delivery and assessment requirements. This includes the: Learning and Assessment Strategy Assessment Plan Facilitator Guide and Student Workbook. Review the unit of competency You will need to read and understand the unit of competency. It is recommended that you obtain a copy of this from your workplace records or from your workplace copy of the BSB07 Training Package. Key documents The key documents that you must review are: Assessment Plan Facilitator Guide Advice for Facilitators Learning Environment References Training Plan, including group activities, games, case studies, etc. Assessment Mapping Assessment Instructions/Marking Guides presentation material (in separate PowerPoint files) Assessment Tasks (in separate Word docs).
Advice for Facilitators Student Workbook self-paced activities underpinning knowledge workplace documents (forms).
Learning Environment Learning Environment In order to conduct the specific learning and assessment activities for this unit, the facilitator may need to undertake additional preparation. Details of this (if applicable) are provided in the Learning environment checklist below. Learning environment checklist Before conducting the first session, the facilitator should ensure that the following requirements have been met: Item Details Done? Delicious Ning Learners need headsets Delicious is an online social bookmarking tool that can be used by facilitators and groups to share useful sites and create tagged resources: <http://www.delicious.com> A more private alternative to Facebook. Free social networking software. Create a private group and share ideas, photos, documents and blogs: <http://www.ning.com> You may want to recommend that learners bring headsets for viewing instructional videos/animations. Social bookmarking and networking are offered here as possible ways to develop group learning. Both of these tools enable learners to: stay connected share ideas keep a central focus create a joint resource (using Delicious) that will save time. To learn more about social networking, go to: Commoncraft, 2007, Social Bookmarking in Plain English, YouTube, viewed January 2011, <http://www.youtube.com/watch?v=hebmvdpvbwc>
Learning Environment Distance learning preparation Before you conduct the first distance learning session, you should ensure that the following requirements have been met. Requirement Details Done? Schedule online sessions Schedule Skype-in times Schedule the dates for the distance learning sessions for this unit and record in the Training Plan (second column). You may also want to provide scheduled times that you are available on Skype for learners to drop-in. Make sure that you are familiar with Skype (see Resource Library for details). Set up Facebook site Familiarise yourself with Facebook and set up your online environment in Facebook (see Resource Library for details). Get learners contact details Learners to prepare for online Send learners the session times Send learners format guidelines for electronic submission email address mobile number Skype address. Learner s to complete the online checklist (see Resource Library for details). Provide the learners with a list of dates and times for the online sessions in the Training Plan. Send the learners details of how they must submit their work (see Resource Library for details). You need to clarify this up front so that the learners are well prepared and can organise the necessary software/hardware. Learners to join online group Learners to join Facebook group and post their profile. You may want to specify some icebreaker activities prior to the commencement of the formal training program.
Training Plan Training Plan Trainer/assessor name Delivery year Delivery semester Trainer/assessor contact: Delivery context Group-based/Distance learning Session Title Details Learning resources Learning activities Student Workbook 1 Introduction OHS and resource conservation Introduction to Excel 2 Using spreadsheets to plan 3 Producing databases Presentation 1 Budgets Presentation 2 Budget sample Databases Presentation 3 Inventory database sample Contact database sample Timesheets Music records Assessment Section 1 Assign Task 1 Budgets Section 2 Submit Task 1 Assign Task 2 Make a database Filter a database Inventory Filtering Sorting Section 3 Submit Task 2
Training Plan Session Title Details Learning resources Learning activities Student Workbook Assessment 4 Producing charts Charting Presentation 4 5 Producing forms and reports Cash flow analysis sample Sales analysis sample Create a chart Analyse paper use Generating business forms Presentation 5 Invoices Purchase order sample Purchase orders Invoice sample Section 4 Assign Task 3 Section 5 Submit Task 3
This section provides detailed instructions for conducting the sessions outlined in the training plan. Icons Icons used in this Section of the Facilitator Guide are outlined below. Preparation things you must do to prepare for the sessions Student Workbook readings and selfpaced activities are identified by this icon Key point this icon shows key points of the sessions Discussions group discussions are identified with this icon Presentation presentations are identified with this icon Video video/audio material may be included in the session Online activity these activities require use of the internet/computers Group activities group activities can be identified with this icon Note: You should follow your RTO s policy and procedures for introducing the program to the learners. This may involve: overview of the unit providing learners with a copy of the unit of competency providing learners with copies of Assessment Tasks.
Session 1 Introduction Prepare for this session To prepare for this session: review and update session presentations as needed. Resources required for this session include: access to computers with Excel 2007 access to the internet. Key point This session introduces learners to the Excel 2007 interface and to the use of spreadsheets in general. It covers the basic skills necessary for the learner to create a simple spreadsheet and provides examples of how to open, save and name files. It explains the scenario or theme of the guide, and links learning activities directly to the simulated workplace scenario of Cindy s CDs. Presentation: BSBITU304A Presentation 1.pptx This presentation covers ergonomics and resource conservation, as well as a basic introduction to Excel. Debrief: Student Workbook Section 1 Learners may want to read and complete the self-paced activities in Section 1 before commencing the group activities. Group activity/discussion: Setting up the workspace In this activity, learners set up their workstations. Requirements Learners will need a copy of the ergonomic and environmental checklist (Appendix 2 of the Student Workbook). Procedure 1. Give learners the opportunity to adjust their workspace to ensure it is suited to their height and arm length. 2. Ensure they know how to check that electrical items are safe.
3. Ensure learners have the time to familiarise themselves with recycling and resource conservation protocols in preparation for next activity. Group activity/discussion: Green space In this activity, the learners will discuss and identify strategies to conserve resources in a work environment. Procedure 1. Split learners into groups of three to four. 2. Allow approximately 10 20 minutes of discussion within groups. 3. Ask groups to discuss the following: a. Suggest some creative ways to increase staff motivation to conserve resources in a work environment. 4. Come together as a group share and discuss. Follow-up questions Ask learners the following questions: How would improvement in conservation of resources be monitored? How would staff be rewarded or acknowledged? Group activity: Top ten In this activity, learners create a simple worksheet of their favourite top ten songs. Procedure 1. Allow adequate time for learners to play with the formatting tools to improve the visual look of their list. 2. Each learner is required to: a. enter column headings and practise moving around the sheet to enter data. Column headings might include: artist song title album. b. add an extra column and give it the heading # of times played last week c. enter numerical data under that column (may be invented) d. save their file, using an appropriate title, to the designated folder e. practise editing and deleting information in the cells of the spreadsheet.
3. Ask the learners to: a. save the list b. print a copy of their work. 4. Each learner should show their list to another member of the group and be able to explain how they formatted it. Group activity: Short cuts In this activity, learners create a simple spreadsheet of a short list of the Excel commands that they believe would be most useful to them and that they will use most often. Procedure 1. Allow time for learners to create and format a list of the Excel commands that they believe would be most useful to them and that they will use most often. 2. Ask learners to save and print the list. 3. Each learner will share their list with other members of the group and ask at least two other people questions about their lists. Follow-up questions What other information do you need on the list when you print it? Group activity: Cindy s timesheet In this activity, learners will create a timesheet for Cindy so she can keep a record of the hours her staff work. They are all part-time, and some are casual, so they only work a few hours each week. Requirements Learners will need a copy of the Cindy s CDs style guide (Appendix 8 of the Student Workbook). Procedure 1. Allow time for learners to create and format a timesheet for Cindy s CDs staff. Cindy will need columns formatted for: a. name (text) b. time (numbers) c. hours worked (decimal). The worksheet should be formatted according to the Cindy s CDs style guide. 2. Each learner should show their timesheet to another member of the group and be able to explain how they formatted it.
Homework/Student Workbook activities: Section 2 Section 2 of the Student Workbook is called Using spreadsheets to plan. Learners should complete the self-paced activities in Section 2 before the next session. Distance learning adjustments If you are conducting this unit by distance learning, you should make some adjustments to the session. Delivery: Email the session presentation to all learners at commencement of course (or upload to Facebook). Email any video/web links prior to session and ask the learners to review before the session. Hold the session on Skype by using Skype conferencing. Activities: Advice for varying the activities includes: discussions hold discussions using Skype conference to discuss and debrief during session. group activities many of the group activities in this unit can be conducted individually. Where this is not possible, it is recommended that the learner organise colleagues, friends or family to assist and debrief the activities at the following session.
Session 2 Using spreadsheets to plan Prepare for this session To prepare for this session: review and update session presentations as needed. Resources required for this session include: access to computers with Excel 2007 access to the internet. Key point This session introduces the notion of financial management using a simple spreadsheet and two basic formulas. Learners have the opportunity to practise the skills introduced in Section 1, and consolidate their knowledge of spreadsheet use and applying it to financial data. Presentation: BSBITU304A Presentation 2.pptx This presentation leads to an animation about budgeting with spreadsheets using the Cindy s CD scenario. Requirements Group activity: How much do you spend? Learners will need a copy of the personal budget data suggestion list (Appendix 3 of the Student Workbook). Procedure In this activity, learners will create a small personal budget to practise their spreadsheet skills. The budget should be one page of a worksheet, so they will need to choose a singular purpose for their budget before they start. Examples: Work out how much is spent on each item of grocery shopping. How much is spent in total? How much spending money a week do you actually have (as opposed to what you spend)? Use auto sum formulas to calculate the difference between your income and expenditure.
This activity can also be done in small groups to enable learning from shared experiences. Follow-up question What could you add/delete to make your budget spreadsheet clearer? Group activity: Cindy s budget Requirements Learners will need a copy of the budget data (Appendix 4 of the Student Workbook). Procdure Using the figures supplied, learners will create a simple budget spreadsheet for Cindy that shows the balance between her likely income and expenditure in the first year of business. Homework/Student Workbook activities: Section 3 Section 3 of the Student Workbook is called Producing databases. Learners should complete the self-paced activities in Section 3 before the next session. Distance learning adjustments If you are conducting this unit by distance learning, you should make some adjustments to the session. Delivery: Email the session presentation to all learners at commencement of course (or upload to Facebook). Email any video/web links prior to session and ask the learners to review before the session. Hold the session on Skype by using Skype conferencing. Activities: Advice for varying the activities includes: discussions hold discussions using Skype conference to discuss and debrief during session. group activities many of the group activities in this unit can be conducted individually. Where this is not possible, it is recommended that the learner organise colleagues, friends or family to assist and debrief the activities at the following session.
Session 3 Producing databases Prepare for this session To prepare for this session: review and update session presentations as needed. Resources required for this session include: access to computers with Excel 2007 access to the internet. Key point This session covers the use of Excel as a database application to access contact information. Sorting and filtering lists of information is highlighted and practised. Presentation: BSBITU304A Presentation 3.pptx This presentation leads to an animation about creating databases with spreadsheets using the Cindy s CD scenario. Requirement Group activity: Cindy s CDs shop guidelines Learners will need a copy of the supplier database data (Appendix 5 of the Student Workbook). Procedure 1. Learners will create a database for Cindy from the contact information table below. The database must be formatted to the style required by Cindy s CDs style guide. 2. Learners are required to: a. sort and filter the list b. sort the suppliers alphabetically c. sort the suppliers by state d. filter the list to show only Victorian suppliers e. sort the suppliers by specialisation f. save the list in three different formats.
Homework/Student Workbook activities: Section 4 Section 4 of the Student Workbook is called Producing charts. Learners should complete the self-paced activities in Section 4 before the next session. Distance learning adjustments If you are conducting this unit by distance learning, you should make some adjustments to the session. Delivery: Email the session presentation to all learners at commencement of course (or upload to Facebook). Email any video/web links prior to session and ask the learners to review before the session. Hold the session on Skype by using Skype conferencing. Activities: Advice for varying the activities includes: discussions hold discussions using Skype conference to discuss and debrief during session. group activities many of the group activities in this unit can be conducted individually. Where this is not possible, it is recommended that the learner organise colleagues, friends or family to assist and debrief the activities at the following session.
Session 4 Producing charts Prepare for this session To prepare for this session: review and update session presentations as needed. Resources required for this session include: access to computers with Excel 2007 access to the internet. Key point This section works on converting data into visually pleasing charts to enable fast analysis of information. Presentation: BSBITU304A Presentation 4.pptx This presentation leads to an animation about creating charts in spreadsheets using the Cindy s CDs scenario. Requirement Group activity: Choose a chart Learners will need a copy of the album sales by genre chart (Appendix 6 of the Student Workbook). Procedure Using the album sales by genre chart learners will choose a range of data and decide on the best type of chart to display the information to enable quick analysis. Several styles of charts may be generated from the different data ranges selected from these figures. Follow-up question What chart types were most popular with the group? Were particular types of chart better for different kinds of data analysis?