 |  Office Skills: A Practical Approach, 3/e Margaret Horsfall,
Formely Homesglen TAFE
Shirley Cairns,
Moreton Institute of TAFE, Mount Gravatt
Preface
This third edition of Office skills: A Practical Approach was written in response to the industry-driven introduction of competency-based training and the implementation of the National Competency Standards Curriculum within TAFE. The text incorporates 18 of the common units of competency in the National Training Information Service training packages. Each section in the text uses the national code and unit of competency name as a heading which links the relevant text with the elements of competency and performance criteria.
The text and workbook have been designed as an integrated learning package (either as self-learning and assessment or as group-learning and assessment), providing students with a practical approach to applying the skills required to work in an office. The real-life approach of the book is enhanced by the realistic work tasks (performed individually or in a group) and the documents provided in the workbook. These documents were designed to simulate an office environment, and are an essential resource for the practical work tasks listed at the end of each chapter, and outlined in the workbook.
Further links are made to an everyday office environment with examples taken from real-life experiences given throughout each chapter. A work task is performed after the example in the text. Also at the end of each section are details and experiences given by people actually in the workplace. This illustrates how the skills students are learning in their present course can be used to develop their careers.
Increased emphasis has been placed on information technology in this third edition, as the use of computerised communication technology such as the Internet has grown tremendously in offices, and is integral to all areas of office work. Therefore, training in basic information technology will be of paramount importance to anyone wanting to apply for a position in an office.
More and more people, and businesses, are using the Internet, and this is having the most dramatic influence on all aspects of life. It offers users access to a wealth of information from all over the world. There are many positive aspects to using the Internet as an information resource, but it does have serious flaws. These are outlined in more detail in Chapter 3, Business equipment and the Internet.
As an electronic medium, the Internet can provide current information that will be available long before it can be found in printed reference texts. This also applies to the other electronic tools we use in an office to improve the quality and speed of our work. For example, employees in all large organisations send and receive messages using e-mail, which is described in Chapter 1. Computer-controlled telephone systems, facsimile machines and photocopiers are used every day in offices. Mobile phones linked by modem to a laptop computer are becoming more common, and networks using the Internet are already changing the structure of offices and office work.
If you are enrolled in a current office administration course you will be trained in the use of computers and the Internet. This does not form part of the contents of this book. But to help you understand how information technology (IT) is now an integral part of all office operations and procedures, a description of how IT machines operate and useful terminology are incorporated into each chapter. Some of the work tasks in the following chapters could be linked to your computer studies.
The structure of the text and workbook
The text and the workbook provide the trainer with the flexibility of conducting:
- practical structured classes with learners working in small groups as in a real workplace, or
- self-paced sessions where learners work through the work tasks at their own pace with the individual assistance of peers and the trainer
- a combination of both, or
- certain students with some office experience may complete the work tasks on a self-learning/self-assessment basis (with trainer approval) and with their trainer performing a final competency assessment
The title page for each chapter lists the National Competency code numbers and titles that are covered in the text. The text has been structured to develop the student's skills progressively, and the structural components of the text are as follows:
- Each chapter begins with an introduction, providing insight into how the topic relates to situations in a real work environment.
- The essential theory to complete the work tasks is presented concisely within each chapter, with National Competency code numbers and titles heading the relevant sections. But this is not intended as reference book material where legislation and industrial relations are concerned, due to constant changes in these areas.
- Information technology has been incorporated in more detail in each chapter, as the use of computer and Internet-based communication has increased tremendously and is integral to any office work.
- Completion of work tasks are indicated after the examples in the text. They are also listed at the end of each chapter in the text as a 'To do list', and details are outlined in the workbook. Some work tasks provide the opportunity for each student to be observed working in a simulated office context, and the trainer will use these for assessing the student's competency standard.
- Case studies presenting an office scenario provide students with the opportunity to display problem-solving and decision-making skills.
- A summary of each topic appears at the end of each chapter for revision purposes.
- Students should have read the text and answered the review questions at the end of each chapter before they attempt the work tasks.
- A Competency self-assessment and trainer assessment form has been placed at the end of each chapter in the workbook, providing students with the opportunity to rate their own competency in each skill or topic. The trainer will then officially assess the student's competency.
Methods of assessment
As most tasks in a real workplace environment are performed as part of a group or a team, the work tasks that will be used for official assessment of the competency of the student should ideally be performed as part of a group. But the structure of the book has been designed to cover all methods of assessment as follows:
- Group activity assessment. This is primarily designed for students with little or no experience in the workplace.
- Self-learning/self-assessment. The assessment of students with previous experience may take the form of self-learning/self-assessment work tasks, or, if in work, a student may be given recognition of prior learning for individual office skills.
- Peer assessment. Experienced students may assess less experienced students (with approval from the trainer), as group activity assessment is very time-consuming for the trainer.
- Coassessment. In some practical work tasks, more than one student may assess the skills and performance of other students (with trainer approval).
- Official assessment. The trainer will assess the competency of the student before signing the official assessment sheet at the end of each chapter in the workbook.
Copies of letters and other documents are supplied in the workbook for use in work tasks.
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2003 McGraw-Hill Higher Education