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Communicate with IT professionals, stakeholders and user groups of information systems

Post author By admin
Post date July 16, 2021
No Comments on Communicate with IT professionals, stakeholders and user groups of information systems

ASSESSMENT BRIEF
Subject Code and Name ACCT6001 Accounting Information Systems
Assessment Assessment 3 – Case Study – Excel
Individual/Group Individual
Learning Outcomes (d) Apply technical knowledge and skills in creating information for the workplace using spreadsheets and relational databases
(e) Communicate with IT professionals, stakeholders and user groups of information systems
Weighting 25%
Total Marks 100 marks
Context:
The spreadsheet is a powerful tool that has become entrenched in business processes worldwide. A working knowledge of Excel is a crucial skill for accountants. This assignment aims to assess the student’s ability to create spreadsheets. Students will be using raw data and summarising them in a user-friendly format to aid decision making. Students will need to recommend additional excel-based analysis that facilitates business decision making.
Submission Instructions:
Students need to submit their Excel Workbook which includes the analysis and recommendation sheet. The file should be provided in the following format: Student ID_ Student Name_ ACCT6001 Assessment 3.xlxs
Example: 0009989t_Adam Smith_ACCT6001 Assessment 3.xlxs
Eljay School
A large Australian School has recently opened an online education division called Eljay. The school provides online education services to students from around the world. In an effort to improve the services offered to students, a job management system was developed to improve the responses provided to student queries. At the end of every week, a manager from the administration team archives an excel file that contains data about student queries for that week. The manager of the administration team believes that the data within this spreadsheet would be valuable for business decision making. However, employees within the team lack the technical knowledge to analyse and interpret this data. Subsequently, the manager is unsure how to utilise this data to gain insights on how to improve response times and outcomes for students.
The administration team manager decided to hire you to assist in analysing and interpreting the data. The table below shows a data file that was archived containing information on student queries for one week.
Table 1
Job Code Student ID Student Name Date Opened
(d/mm/yyyy h:mm) Date Closed
(d/mm/yyyy h:mm) Hours Charged Job Type Job Priority Job Status
0001 0009990t Charles Brody 01/08/2020 10:30:49 01/08/2020 12:30:49 2 IT Important Closed
0002 0001090t John Lucas 02/08/2020 15:23:26 02/08/2020 16:23:26 1 IT Normal Closed
0003 0009989t Adam Smith 02/08/2020 18:21:46 04/08/2020 16:20:23 1 Teaching Less Important Closed
0004 0001100t Maree Sarah 03/08/2020 09:36:21 05/08/2020 12:20:23 4 Teaching Normal Closed
0005 0009988t Eve Bonny 04/08/2020 12:24:20 6 Assessment Important Re Process
0006 0001120t Adelle Smith 04/08/2020 09:28:26 1 Assessment Less Important Open
0007 0009987t Jill Water 05/08/2020 11:30:33 3 Assessment Important In Process
0008 0001130t Jack Hill 06/08/2020 12:10:33 06/08/2020 14:30:33 2 Assessment Important Closed
While only a small number of queries were received from students in the first week of the month, student queries are expected to go up over the remainder of the month. However, before getting actual data from the job management system in the coming weeks, Eljay school has asked you to explore the possible analyses that can be performed if using the current output. Eljay provided you with a document listing specific instructions on what you are expected to do in Excel. The instructions are listed below.
Requirements
(1) Open an Excel Workbook and name it as ‘Student ID_ Student Name_ ACCT6001 Assessment 3’ (i.e. 0009989t_Adam Smith_ACCT6001 Assessment 3). Create a worksheet labelled as ‘Job Data’. Make a table similar to the one above using hypothetical details for 50 students. The table should include the following columns: Job Code, Student ID, Student Name, Date Opened, Date Closed, Job Type, Job Priority, Job Status.
In your hypothetical data, assume:
a) all student queries were made by students located in Australia,
b) at least 30 jobs that have a job status of “closed”
c) at least one of each Job Status is included in the data set for each Job Type. For example, include at least:
• “open”, “in process”, “re process”, and “closed” entries for “IT”,
• “open”, “in process”, “re process”, and “closed” entries for “Teaching”, and
• “open”, “in process”, “re process”, and “closed” entries for “Assessment”
d) All queries are made between 01/08/2020 and 28/08/2020.
e) Each student lodges a query in the job management system only once. So, each row of data contains information about a specific student.
(2) In the ‘Job Data’ worksheet, add a column labelled as ‘Time taken to close job. This column should show the time spent resolving each job (e.g. student query). The values for this column should be reported using the “number” format and calculated using a:
a) combination of the date opened and date closed columns.
b) formula that only includes entries with a “Job Type” equal to “Closed”.
(3) Create a new worksheet in your workbook and label it as ‘Job Duration’. In this worksheet:
a) Report the descriptive statistics (i.e. mean, median, maximum, minimum) for both the “Time taken to close job” column added to the ‘Job Data’ worksheet and the “Hours Charged” column. A brief commentary on the results should be provided (between 50 and 100 words).
b) Include another table in this worksheet showing for each week the:
• Total number of jobs,
• Total number of jobs “Closed”,
• Total number of “Important” jobs “Open”, and • Average time taken to close “Important” jobs.
The values for each week should be calculated using Excel formulas based on values from the ‘Job Data’ worksheet (e.g. the values in your table should change if values in the ‘Job data’ table change). The table may look like Table 2.
Table 2
Week 1 Week 2 Week 3 Week 4
Job Count 8 13 9 15
Jobs Closed 5 6 7 12
“Important” Jobs “Open” 1 1 2 3
Average time taken to close “Important” jobs 1.5 1.8 2.6 3.9
The administration team believe that the problem with Key Performance Indicators focused on the number of jobs closed each week was that “important” jobs were not being prioritised. Do you find support for this belief? Use a chart(s) to report the results for correlation to support your answer.
(4) Create a worksheet labelled as ‘Job Type’. Include a table in this worksheet showing the number of jobs for each week grouped by the three different job types. The values should be directly linked to the ‘Job Data’ worksheet. The table may look like Table 3.
Table 3
Job Type Week 1 Week 2 Week 3 Week 4 Total
Assessment 4 6 4 7 21
IT 2 3 2 3 10
Teaching 2 4 3 5 14
Total 8 13 9 15 45
(5) Create a worksheet and label it as ‘Pivot Tables and Charts’. Build tables and charts that show the average Job Duration by Job Type and Job Priority. Provide these by creating 2 pivot tables/charts (one for each Job Type and Job Priority). Place both of these tables and charts on the same worksheet. A sample for output of Job Duration by Job Type is shown in Figure 1.
For each table/chart, comment on whether you think the school would be able to introduce a policy of no more than 2 working days (48 hours) to resolve students queries.
Figure 1
(6) Of the employees directly responsible for resolving student queries, the school currently has 3 contract-employees working in the administration team, 2 in the teaching team, and 1 in the corporate services team. Contract employees from the administration team charge the school $60 per hour, teaching team employees charge $80 per hour and corporate services $110 per hour. The administration team manager, who receives a salary of $70,000 per annum, asked you about using data from the job management system to develop a monthly budget. The following information was gathered for you to use in developing this budget.
1. “Hours charged” for “Assessment” jobs are invoiced by the administration team 60% of the time and the remaining 40% of the “Hours charged” are invoiced by the teaching team.
2. All “Hours charged” for “IT” jobs are invoiced by corporate services team
3. The “Hours charged” to “Teaching” jobs are invoiced by the teaching team 90% of the time while the remaining 10% are invoiced by the administration team.
Create a ‘Budget Summary Report’ worksheet. Include a table with a column for the Team, Estimated hours, and Total Costs. The values for the estimated hours charged column should be linked to the ‘Job Data’ worksheet. Use appropriate functions to fill out the remaining cells of the table. A sample table is shown in Table 5.
Table 5
Team Estimated hours Cost (per hour) Total costs
Administration 33 60 71,890.00
Corporate Services 48 110 5,280.00
Teaching 51 80 4,080.00
Generate a pie chart to show the distribution of expected costs across different teams.
(7) Due to the recent economic crisis around the world, the school would like to cut costs and automate several processes. Given strong industry demand for using Artificial Intelligence (AI) tools to manage customer queries, you believe that a large number of student queries could be managed using an AI bot. However, to implement this technology at the school, a part-time employee will need to be employed along with a software-as-a-service (SAAS) subscription. The part-time employee will cost $35,000 per year. However, you expect that the budgeted costs (in requirement 6) will be significantly reduced. If the school purchases the AI bot, it will half the amount of time required by the administration manager to manage student queries, reducing this cost to $35,000 per year. The percentage of “Hours charged” will also decrease for all job types and only a small charge per “Closed” job will be incurred for the SAAS subscription (as shown in Table 6).
Table 6
Team Reduction in “Hours charged” (%) Charge per “Closed” job
Assessment 60% $1.20
IT 30% $2.20
Teaching 20% $1.60
If the School does not implement the AI bot tool, the number of jobs performed by employees will remain unchanged. Do you recommend the School purchases the AI bot?
(8) Create a worksheet labelled as ‘Analysis and Recommendation’. This worksheet should contain the following three sections.
a) Findings – Briefly summarise your findings based on the analysis performed in requirement 2 to requirement 7.
b) Recommendation for additional analysis – In this section, you should comment on whether additional analyses can be performed using the types of data that the administration team manager currently receives from the job management system. You should provide one example of an additional analyses that can be performed using the given data and explain how to perform the analysis. Comment on how the additional analysis would help the administration team manager to make business decisions.
c) Recommendation for additional data – Currently there is an option for the administration manager to get other types of data from the job management system. Provide one practical example of an additional type of data that should be collected about student queries (e.g. jobs). Suggest the type of analysis that can be done using the additional data. Comment on how the analysis on additional data would help the administration department improve business decision making.
Learning Rubric: Assessment 1
Assessment Criteria Fail
(Unacceptable) 0-49% Pass
(Functional)
50-64% Credit
(Proficient) 65-74% Distinction
(Advanced)
75 -84% High Distinction
(Exceptional)
85-100%
Formulae, formatting and cell references
20 % Formulae, formatting and cell reference are mostly incorrect and incomplete.
Incorrect calculations and major mistakes in formulas are present.
More than 50% of the formulae, formatting and cell references are correct.
Several mistakes are present in calculations and formulas that have been used.
Majority of the formulae, formatting and cell references are correct.
There are minor discrepancies or mistakes in calculations and formulas used.
Almost all formulae, formatting and cell references are correct.
All calculations are correct and appropriate formulas have been used.
All formulae, formatting and cell references are correct.
All calculations are correct and appropriate formulas have been used.
Tables, graphical presentation of data,
Pivot Table
40 % Some tables, graphs, pivot tables are missing or created with wrong or incomplete data.
Poor visual presentation of data.
Some mistakes are present in creating tables, graphs and pivot tables. Some mistakes have been done in data used, but overall student has proven working knowledge of the
Excel tools used.
Visual presentation of data needs improvement in some cases.
Tables, graphs and pivot tables have been created with minor mistakes.
Visual presentation could be improved.
There are minor mistakes in table creation, graphs and pivot table.
Overall very good understanding of the Excel tools with professional presentation of data.
Tables, graphs and pivot table have been created correctly with excellent presentation of data.
The student has shown excellent understanding of the Excel tools used in the assessment.
ACCT6001_Assessment Brief 3_Case Study – Excel Page 6 of 7
Analysis and
Recommendation
40% Recommendations and analysis are not provided or very weak.
Limited application/ recommendations based upon analysis.
The student demonstrated the ability to analyse and summarise data for the purpose of decision making.
Recommendations are valid, but could be improved.
Well-developed analysis and with Excel application and recommendations linked to the analysis.
Thoroughly developed and creative analysis and synthesis with application.
Well developed recommendations linked to the analysis undertaken.
Highly sophisticated and creative analysis.
Excellent recommendations linked to the analysis undertaken.

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Communicate with IT professionals, stakeholders and user groups of information systems

Post author By admin
Post date July 14, 2021
No Comments on Communicate with IT professionals, stakeholders and user groups of information systems

“Hours charged” for “Assessment” jobs are invoiced by the administration team 60% of the time and the remaining 40% of the “Hours charged” are invoiced by the teaching team.
All “Hours charged” for “IT” jobs are invoiced by corporate services team
The “Hours charged” to “Teaching” jobs are invoiced by the teaching team 90% of the time while the remaining 10% are invoiced by the administration team.
Create a ‘Budget Summary Report’ worksheet. Include a table with a column for the Team, Estimated hours, and Total Costs. The values for the estimated hours charged column should be linked to the ‘Job Data’ worksheet. Use appropriate functions to fill out the remaining cells of the table. A sample table is shown in Table 5.
Table 5
Team Estimated hours Cost (per hour) Total costs
Administration 33 60 71,890.00
Corporate Services 48 110 5,280.00
Teaching 51 80 4,080.00
Generate a pie chart to show the distribution of expected costs across different teams.
(7) Due to the recent economic crisis around the world, the school would like to cut costs and automate several processes. Given strong industry demand for using Artificial Intelligence (AI) tools to manage customer queries, you believe that a large number of student queries could be managed using an AI bot. However, to implement this technology at the school, a part-time employee will need to be employed along with a software-as-a-service (SAAS) subscription. The part-time employee will cost $35,000 per year. However, you expect that the budgeted costs (in requirement 6) will be significantly reduced. If the school purchases the AI bot, it will half the amount of time required by the administration manager to manage student queries, reducing this cost to $35,000 per year. The percentage of “Hours charged” will also decrease for all job types and only a small charge per “Closed” job will be incurred for the SAAS subscription (as shown in Table 6).
Table 6
Team Reduction in “Hours charged” (%) Charge per “Closed” job
Assessment 60% $1.20
IT 30% $2.20
Teaching 20% $1.60
If the School does not implement the AI bot tool, the number of jobs performed by employees will remain unchanged. Do you recommend the School purchases the AI bot?
(8) Create a worksheet labelled as ‘Analysis and Recommendation’. This worksheet should contain the following three sections.
a) Findings – Briefly summarise your findings based on the analysis performed in requirement 2 to requirement 7.
b) Recommendation for additional analysis – In this section, you should comment on whether additional analyses can be performed using the types of data that the administration team manager currently receives from the job management system. You should provide one example of an additional analyses that can be performed using the given data and explain how to perform the analysis. Comment on how the additional analysis would help the administration team manager to make business decisions.
c) Recommendation for additional data – Currently there is an option for the administration manager to get other types of data from the job management system. Provide one practical example of an additional type of data that should be collected about student queries (e.g. jobs). Suggest the type of analysis that can be done using the additional data. Comment on how the analysis on additional data would help the administration department improve business decision making.
Learning Rubric: Assessment 1
Assessment Criteria Fail
(Unacceptable) 0-49% Pass
(Functional)
50-64% Credit
(Proficient) 65-74% Distinction
(Advanced)
75 -84% High Distinction
(Exceptional)
85-100%
Formulae, formatting and cell references
20 % Formulae, formatting and cell reference are mostly incorrect and incomplete.
Incorrect calculations and major mistakes in formulas are present.
More than 50% of the formulae, formatting and cell references are correct.
Several mistakes are present in calculations and formulas that have been used.
Majority of the formulae, formatting and cell references are correct.
There are minor discrepancies or mistakes in calculations and formulas used.
Almost all formulae, formatting and cell references are correct.
All calculations are correct and appropriate formulas have been used.
All formulae, formatting and cell references are correct.
All calculations are correct and appropriate formulas have been used.
Tables, graphical presentation of data,
Pivot Table
40 % Some tables, graphs, pivot tables are missing or created with wrong or incomplete data.
Poor visual presentation of data.
Some mistakes are present in creating tables, graphs and pivot tables. Some mistakes have been done in data used, but overall student has proven working knowledge of the
Excel tools used.
Visual presentation of data needs improvement in some cases.
Tables, graphs and pivot tables have been created with minor mistakes.
Visual presentation could be improved.
There are minor mistakes in table creation, graphs and pivot table.
Overall very good understanding of the Excel tools with professional presentation of data.
Tables, graphs and pivot table have been created correctly with excellent presentation of data.
The student has shown excellent understanding of the Excel tools used in the assessment.
ACCT6001_Assessment Brief 3_Case Study – Excel Page 6 of 7
Analysis and
Recommendation
40% Recommendations and analysis are not provided or very weak.
Limited application/ recommendations based upon analysis.
The student demonstrated the ability to analyse and summarise data for the purpose of decision making.
Recommendations are valid, but could be improved.
Well-developed analysis and with Excel application and recommendations linked to the analysis.
Thoroughly developed and creative analysis and synthesis with application.
Well developed recommendations linked to the analysis undertaken.
Highly sophisticated and creative analysis.
Excellent recommendations linked to the analysis undertaken.
ACCT6001_Assessment Brief 3_Case Study – Excel Page 7 of 7

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What information will Hamoud be able to access using the organisations listed below? Australian Industry Skills Council (AISC)ASQA

Post author By admin
Post date July 8, 2021
No Comments on What information will Hamoud be able to access using the organisations listed below? Australian Industry Skills Council (AISC)ASQA

QUESTION 1
This question has been merged with others to reduce the doubling up for you.
QUESTION 2
Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space.
You are assessed against the benchmarks below.
Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt
KE2 1 2 3
Benchmarks Key VET Stakeholders are identified and understood.
The functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations is understood.
Comments:
Read the following:
CASE STUDY
Hamoud is the training manager of a large finance company. He has been asked to attend a meeting organised by the finance industry to discuss and develop the criteria for the implementation of competency standards for the finance industry.
Hamoud has never worked within the competency-based training framework and is reluctant to implement this type of training in his organisation.
Paul is the training manager from another large finance company that has already implemented competency-based training for sales and administration staff and is keen to implement similar training in the company’s call centre.
The meeting is also attended by union representatives as well as government representatives. The meeting is one in a long series of meetings and discussions that are required to implement competency standards in an industry.
Satisfactory / Not Yet Satisfactory
Question 2a.
What information will Hamoud be able to access using the organisations listed below?
Australian Industry Skills Council (AISC)
ASQA
ACPET
AQF
Satisfactory / Not Yet Satisfactory
Question 2b.
What advantages will Hamoud’s company gain by consulting with key stakeholders and other training managers before introducing competency-based training?
(Note: the answer to this one is not immediately obvious in the text. Instead, you will need to think about the information that has been provided.)
Your answer:
QUESTION 3
Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space.
You are assessed against the benchmarks below.
Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt
KE1
KE10 1.3
KE2 1 2 3
Benchmarks Candidate understands information about training package developers and course accreditation agencies responsible for specific learning program parameters, including who they are, where to find them and who is responsible for them.
Understands what an organisation’s quality assurance policies and procedures should be.
The functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations is understood and applied.
The relevant policies, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the VET sector.
Comments:
Satisfactory / Not Yet Satisfactory
Question 3a.
What are the three components of the National Training Framework? The first is done for you.
Component 1 Training Packages
Component 2
Component 3
Questions 3b-d.
These questions have been incorporated into Project 1a.
Satisfactory / Not Yet Satisfactory
Question 3e.
When an RTO meets the Standards for Registered Training Organisations (2015), it will actually benefit all sorts of other people and organisations. What could be some of these benefits for the following:
Learners
Industry/Employers
Governments
Providers
Satisfactory / Not Yet Satisfactory
Question 3f.
How do you think each of the following things might help an RTO to achieve the required standards of quality? The first one has been done for you.
Procedures/Processes for: How it helps achieve consistency in national standards
Enrolling students Ensures that the required information about students is collected and stored.
RPL
Issuing qualifications
Continuous improvement
Managing student fees
Staff qualifications
Satisfactory / Not Yet Satisfactory
Question 3g.
How can a Continuous Improvement Model help an RTO to maintain its quality? Please highlight the correct answer.
a) It ensures that they are operating a more profitable business.
b) It is a good marketing tool that gets people in the door.
c) It helps to ensure that everything that they are doing is what they should be doing by determining needs, developing and delivering a service, reviewing, amending and obtaining feedback and then amending again.
d) It is a way keep registration as an RTO.
QUESTION 4
Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space.
You are assessed against the benchmarks below.
Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt
KE1 1 2 3
Benchmarks Australian Qualifications Framework (AQF) guidelines, including characteristics of AQF qualification type.
Comments:
Satisfactory / Not Yet Satisfactory
Question 4a.
Describe the Australian Qualifications Framework (AQF). What are its objectives?
What is the AQF?
What are its objectives?
Satisfactory / Not Yet Satisfactory
Question 4b.
List the levels of the AQF in the first column of the table below and summarise the criteria for each of the levels in the second column. The first one has been done as an example for you.
AQF level Criteria of that level
Level 1 – Certificate 1 Graduates at this level will have knowledge and skills for initial work, community involvement and/or further learning.
Knowledge: a foundational knowledge for everyday life, further learning and preparation for initial work.
Skills: a foundational cognitive, technical and communication skills to:
• undertake defined routine activities
• identify and report simple issues and problems
Application of knowledge and skills: apply knowledge and skills to demonstrate autonomy in highly structured and stable contexts and within narrow parameters.

Add more rows as required.
Satisfactory / Not Yet Satisfactory
Question 4c.
For any TWO of the following situations, determine the training need, and recommend one Qualification that would be appropriate. Obviously, you will not have all of the information that you need, so also indicate what additional information you would require to provide a quality recommendation in each situation, and how you would get this information. The first one has been done for you as an example.
Situation 1 Simone wants to work in a Child Care Centre. She has a Certificate II in Children’s Services.
What AQF level would be suitable? AQF Level 3 training related to child care.
Choose one qualification from this CHC – Community Services Training Package that would suit Simone. CHC30113 – Certificate III in Early Childhood Education and Care
Other information you would need. What training have the current people working in the child care centre have? What type of position does Simone want to achieve? Does she want to complete her Certificate III then Diploma so that she can take on a managerial role or head teacher role within the centre? Simone will need to define the job she is aspiring to. I would then need to assess what is involved in the actual position.
How would you get this information? Discussion with Simone, examine job/position descriptions, talk to centre managers about the qualifications needed for the individual roles within a child care centre.
Situation 2 Greg has just finished Year 12 and he wants to become a qualified chef.
What AQF level would be suitable?
Select one qualification from this SIT – Tourism, Travel and Hospitality Training Package list you would recommend for Greg.
Other information you would need.
How would you get this information?
Situation 3 Erica is a nurse within an Aged Care facility. She wants to move into a management position focusing on human resources.
What AQF level would be suitable?
Select one qualification from the CHC – Community Services Training Package that you would recommend for Erica.
Other information you would need.
How would you get this information?
Situation 4 Sally has finished Year 10 and wants to get a job as a farm hand in the cattle industry.
What AQF level would be suitable?
Select one qualification from the AHC – Agriculture, Horticulture and Conservation and Land Management Training Package that you would recommend for Sally.
Other information you would need.
How would you get this information?
QUESTION 5
This question has been merged with others to reduce the doubling up for you.
QUESTION 6
Lesson Reference: CLICK HERE and HERE to go the relevant Lessons in the Resource Space.
You are assessed against the benchmarks below.
Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt
KE2 KE6
KE10
KE11
KE12
1 2 3
Benchmarks Functions of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system are demonstrated.
The use of training packages and relevant competency standards to be used as the basis of the learning program.
Non-endorsed components of training packages are explained and understood.
Other sources of training package information are identified and where to find them is determined.
The Standards for Training Packages are read and used to demonstrate understanding of the role and purpose of each endorsed component.
Comments:
Satisfactory / Not Yet Satisfactory
Question 6a.
In the rows below:
What is the purpose of a Training Package?
What the components of a Training Package?
How is a Training Package used as a benchmark for competency based training and assessment?
What is the purpose of a Training Package?
What are the components of a Training Package?
How can a Training Package be used as a benchmark?
Satisfactory / Not Yet Satisfactory
Question 6b.
What is a benchmark?
Give an example of how a Training Package is used as a benchmark for competency-based training and assessment.
A benchmark is:
An example of how a Training Package is used as a benchmark:
Satisfactory / Not Yet Satisfactory
Question 6c.
In Question 6a, you listed the components of a Training Package. Which of them would you find most helpful if we were planning to put together a new Learning Strategy for a qualification we wanted to deliver?
Your answer:
Satisfactory / Not Yet Satisfactory
Question 6d.
Consider the following case study:
Sally would like to undertake the AHC20116 – Certificate II in Agriculture because she wants to continue on from her school work experience at the cattle farm where she was placed. Sally would like to train specifically in the area of assisting with the birth of new cattle, so she decides to focus on the unit of competency: AHCLSK203 – Carry out birthing duties
Look at the key words describing Sally’s job and what she wants to do.
What are the benchmarks that Sally will need to meet in this unit to be assessed as competent?
Your answer:
Satisfactory / Not Yet Satisfactory
Question 6e.
Look at Standards for Training Packages here.
List the endorsed components of a Training Package and describe the purpose of each. The first one has been done for you.
Endorsed Component Purpose
Units of Competency Units of competency specify the standards of performance required in the workplace
The structure of units of competency complies with the unit of competency template

Satisfactory / Not Yet Satisfactory
Question 6f.
List the non-endorsed components of a Training Package.
Your answer:
•
Satisfactory / Not Yet Satisfactory
Question 6g.
Name the Training Packages for the following Qualifications.
Qualification Training Package
TAE40116 Certificate IV in Training & Assessment
SIS50215 Diploma of Fitness
PSP20116 – Certificate II in Government
Satisfactory / Not Yet Satisfactory
Question 6h.
List 3 Qualifications at different AQF levels that belong to each of the following Training Packages.
Training Package Qualification
HLT – Health Training Package
CHC – Community Services Training Package
PUA12 – Public Safety Training Package
Satisfactory / Not Yet Satisfactory
Question 6i.
Why is it important to talk to our clients before designing training? What questions could we ask? Please list 3.
Why is it important?
Questions to ask: 1.
2.
3.
Satisfactory / Not Yet Satisfactory
Question 6j.
Where can we find out more information about Training Packages?
List 3 different possibilities.
1
2
3
QUESTION 7
Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space.
You are assessed against the benchmarks below.
Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt
KE4 1 2 3
Benchmarks The format and structure of accredited courses is understood.
The difference between Training Packages and Accredited courses is understood.
Comments:
Satisfactory / Not Yet Satisfactory
Question 7a.
What is an accredited course?
Your answer:
Satisfactory / Not Yet Satisfactory
Question 7b.
What is the difference between an accredited course and a Training Package?
Your answer:
Satisfactory / Not Yet Satisfactory
Question 7c.
Describe the structure of an accredited course in the table below.
Applicant and classification information
Course information
Units of Competency
QUESTION 8
Lesson Reference: CLICK HERE and HERE to go the relevant Lessons in the Resource Space.
You are assessed against the benchmarks below.
Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt
KE5
KE3
KE7
3.1
3.2
3.3
5.1
1 2 3
Benchmarks The format and structure of units of competency, and assessment requirements of a unit of competency are understood.
Dimensions of Competency are understood and applied.
Candidate understands how to access assessment information of the relevant training package or accredited course.
Methodology relating to analysing and using competency standards for a range of applications and purposes, to meet the needs of a diverse range of VET clients is understood and applied.
Comments:
Satisfactory / Not Yet Satisfactory
Question 8a.
What is a Unit of Competency?
Your answer:
Satisfactory / Not Yet Satisfactory
Question 8b.
When researching Units of Competency, where would you go first? Please highlight the correct answer.

Training.net.au
Training.gov.au
Ntis.gov.au
Training.com
Satisfactory / Not Yet Satisfactory
Question 8c.
Describe what the following 3 terms mean when referring to the unit code of the following Unit of Competency: BSBCMM401- Make a Presentation
Write your answer in the space below each term.
BSB CMM 401

Satisfactory / Not Yet Satisfactory
Question 8d.
When viewing a Unit of Competency, you’ll see that it is broken into several sections. The sections can change over time, and so we often find that some units have sections that other units do not. A big change occurred in 2014.
In the table below are some section headings. Indicate Yes/No it is from pre-2014 or post 2014 (it could be both) and say what the purpose of the section is.
The first row has been completed for you as an example. (Hint: Within each Unit of Competency, headings are usually dark blue.)
Heading PRE 2014? POST 2014? Purpose
Unit Descriptor Yes No Describes what the unit is about.
Elements & Performance Criteria Yes/No Yes/No
Range Statement Yes/No Yes/No
Foundation Skills Yes/No Yes/No
Assessment Conditions Yes/No Yes/No
Satisfactory / Not Yet Satisfactory
Question 8e.
Below is a template for a Unit of Competency. Using BSBCMM401- Make a Presentation complete the table to demonstrate how this unit looks.
Unit Code
Mandatory field
Unit Title
Mandatory field
Application
Mandatory field
Unit Sector
Optional field
Elements
Mandatory field Performance Criteria
Mandatory field
Elements describe actions or outcomes that are demonstrable and assessable. 1.1 Performance criteria clearly relate to the element.
1.2 They are expressed as a standard.
1.3 They specify the required performance in relevant tasks, roles, and skills.
1.4 They reflect the applied knowledge that enables competent performance.

Foundation Skills
Mandatory field
Skill Performance Criteria Description

Unit Mapping Information
Mandatory field
Code & title
Current version Comments Equivalence status

Links
Mandatory field Link to Companion Volume Implementation Guide.
Assessment Requirements
Mandatory field
Links
Mandatory field Link to Companion Volume Implementation Guide.
Satisfactory / Not Yet Satisfactory
Question 8f.
List the Assessment Requirements of the following Unit of Competency: TAEDEL401- Plan, organise and deliver group based learning.
Performance Evidence
Mandatory field
Knowledge Evidence
Mandatory field
Assessment Conditions
Mandatory field
Satisfactory / Not Yet Satisfactory
Question 8g.
We now understand the structure of a Unit of Competency, but there are other important things to note about Units of Competency as well.
What are the Dimensions of Competency?
Your answer:
Satisfactory / Not Yet Satisfactory
Question 8h.
Describe each of the Dimensions of Competency and list 2 examples of how they could be used in work practice.
Dimensions What does it mean? How can it be used in work practice?
Task skills
Task management skills
Contingency management skills
Job role or environment skills
Satisfactory / Not Yet Satisfactory
Question 8i.
Refer to the earlier question in Q.4c about Greg, Erica and Sally.
For any one of these :
• Identify a Training Package, and the possible Qualification or Skill Set they could complete. List the qualification rules. (POINT 1)
• Now identify how you have analysed one Unit of Competency from that Qualification to make sure it is suitable for your individual person’s needs. (POINT 2)
• Now identify how this unit links with the other units in the Qualification. List the best possible combination of Core units and Elective units that your person will need to complete. (POINT 3)
• Write your answer in the form of a memo to this person, explaining why you think and include a hyperlink to the source/s of your information.
An example is provided for you.
To: Simone
From: Bryan West
Date: Monday, 22 February 2018
Re: Certificate III in Early Childhood Education and Care
Memo
Hi Simone,
I enjoyed speaking with you on Friday. I have had a chance to consider your training needs and believe the course CHC30113 Certificate III in Early Childhood Education and Care from the Training Package: CHC – Community Services will develop your knowledge and skills necessary for a career within a child care centre. [POINT 1]
This course is designed for those who are working or intending to work within the children’s services industry. It provides a useful introduction into understanding, caring for and supporting the development of young children. With the practical training you’ll receive during this course, you can look forward to a rewarding career as a childcare worker.
To achieve the CHC30113 Certificate III in Early Childhood Education and Care, you must complete 18 units of study:
• 15 Core units
• 4 Electives
You can access the full range of units and further qualification details by clicking on this link to the Qualification at training.gov.au: CHC30113 Certificate III in Early Childhood Education and Care.
Based on the fact that you want to work in a childcare centre. I believe that the unit: CHCECE005 – Provide care for babies and toddlers is a great core unit for you to complete as it allows you to practically apply the skills and knowledge required when providing care to babies and toddlers in an actual workplace environment. [POINT 2]
This means that you will be able to access real regulated education and care services and that all of the assessment will allow actual interaction with babies and toddlers.
I have also chosen the following electives for you based on your desire to work within a childcare facility setting and not a school: [POINT 3]
• CHCECE006 -Support behaviour of children and young people
• CHCECE017 -Foster the holistic development and wellbeing of the child in early childhood
• CHCPRT003 -Work collaboratively to maintain an environment safe for children and young people
• SRCCRO008B – Interact positively with infants, toddlers and parents in a recreation environment
Please be in touch with any further questions at all.
Kind Regards,
Bryan
Your answer:
To:
From:
Date:
Re:
Message
QUESTION 9
This question has been merged with others to reduce the doubling up for you.
QUESTION 10
…. so has this one!
QUESTION 11
Lesson Reference: CLICK HERE and HERE to go the relevant Lesson in the Resource Space.
You are assessed against the benchmarks below.
Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt
KE11 1 2 3
Benchmarks Candidate can describe relevant workplace health and safety (WHS) knowledge relating to the work role, and WHS considerations that need to be included in the learning program.
Comments:
Satisfactory / Not Yet Satisfactory
Question 11a.
Who is responsible for WHS?
Your answer:
Satisfactory / Not Yet Satisfactory
Question 11b.
We know that all activities are affected by WHS. List at least 3 examples of hazards that could affect each of the following jobs or industries:
Tree Felling: 1.
2.
3.
Building industry: 1.
2.
3.
Banking industry: 1.
2.
3.
Satisfactory / Not Yet Satisfactory
Question 11c.
For each context listed below, what WHS information could we provide to our learners to confirm that our learning environment is safe?
Rest room facilities
Tea and coffee facilities
Fire exits
Complaints
Satisfactory / Not Yet Satisfactory
Question 11d.
Define the word ‘hazard’. Please highlight the correct answer.

Something that has caused injury to someone.
Something that will cause injury to someone.
Something that does cause injury to someone.
Something that could cause injury to someone.
Satisfactory / Not Yet Satisfactory
Question 11e.
Describe 3 of the possible hazards that you might encounter when delivering/assessing each of the following Units of Competency.
Then, classify each (e.g., physical, ergonomic, etc.). Some ideas have been added for you as examples.
Unit Possible Hazards Type of Hazard
Operate personnel and materials hoists
Controlling traffic Physical
2.
3.
Conduct an aged care facility access audit
New type of flu virus Biological
2.
3.
Instruct fitness programs
Muscle strain from demonstrating exercise Physical
2.
3.
Satisfactory / Not Yet Satisfactory
Question 11f.
As a trainer, what do you think your responsibilities are for each of the Six Steps of Hazard Management? Step 4 has been completed for you as an example.
1.
2.
3.
As the trainer, I will ensure all protective clothing and equipment is compliant with various WHS Acts, and that employees are proficient in the use of clothing and equipment as directed by myself.
5.
6.
QUESTION 12
Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space.
You are assessed against the benchmarks below.
Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt
5.2 1 2 3
Benchmarks Candidate understands how to provide appropriate advice to the client about assessment requirements.
Comments:
Satisfactory / Not Yet Satisfactory
Question 12a.
When it comes to assessing, what kinds of things do we need to think about to make sure that we meet our clients’ needs without distorting the integrity of the assessment (that is, making it too easy)? Please highlight the correct answer. (Hint – there may be more than one.)
Making it easy enough for everyone to pass, getting it done in the shortest time, reducing the paperwork we have to do.
What our client’s timeframes are, the budget and how best to prepare participants and resources.
Methods of assessment that are going to help most participants, impacts on the organisation, reducing training time.
All of the above.
Satisfactory / Not Yet Satisfactory
Question 12b.
As a trainer, what do you think your responsibilities are for each of the Seven Steps for Planning Assessment? Step 1 has been completed for you as an example.
Discuss with the client skill gaps and skill development, and the outline of activities to be assessed, and the dimensions of competency to be assessed.
2.
3.
4.
5.
6.
7.
DECLARATION OF ORIGINALITY
Name:
On a scale of 1-5 how would you rate: Strongly Disagree Disagree Neither Agree Strongly Agree
I understood what I had to do. 1 2 3 4 5
I knew how to do it. 1 2 3 4 5
I consider the level of difficulty of the tasks to be appropriate for an AQF Certificate IV level assessment. 1 2 3 4 5
I found the trainer responded in a timely, knowledgeable, helpful manner. 1 2 3 4 5
Is there anything else you would like to share?
I declare that:
• I have personally completed all components of this assessment item.
• I understand that all work that is not my own (such as the ideas and research of others as well as source documents) requires referencing and have done so appropriately.
Signed: Date:
An electronically signed Declaration of Originality is to be completed and attached to every submission.

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Writers Solution

description explaining what information this graph represents and how it communicates its information

Post author By admin
Post date July 6, 2021
No Comments on description explaining what information this graph represents and how it communicates its information

1. What’s Going on in this Graph?

One of the main ways information is presented is through graphs, in fact, Data Visualization is an emerging career for people who like to creatively take information and turn it into pictures. The goal of this question is to read, interpret, describe, and analyze information presented in graphical form.

Under the link below, there are links to lots of various graphs from a New York Times column called “What’s Going on in this Graph?”

https://www.nytimes.com/column/whats-going-on-in-this-graph

Your job is to choose one graph that you think looks interesting (if you scroll down further on the page, there are lots to choose from). Read the article attached to the graph and answer the following questions about your graph.

When you’re answering these questions, keep in mind that you should be writing to explain and teach your reader about your ideas.

Describe the Graph

1. First, write a description explaining what information this graph represents and how it communicates its information. (Think of this task as explaining what the graph looks like and what information the graph shows to someone who has not seen the graph.)

2. What quantitative (numerical) information does this graph describe?

3. Describe two quantitative variables not shown in the graph that you think would be interesting to measure.

4. What qualitative (categorical) information does this graph describe?

5. Describe two qualitative variables not shown in the graph that you think would be interesting to measure.

Interpret the Graph

1. What do you think the graph’s author’s main point is? What is the main idea you think they are trying to convey to the reader?

2. Describe two possible choices that the author made that could bias the reader’s interpretation of the information presented. What might the reader be led to believe by these choices?

3. What is the title of the article containing the graph? Do you think this has any effect on the reader’s perception of the information presented?

4. Describe a possible way (other than the title) that the graph’s presentation may bias the reader’s perception.

Comment on the Graph

1.What do you find effective about the data display? That is, what features of the graph do you think help get the information across the best?

2.What is confusing about the data display?

3. Describe one thing you might do differently if you were making this graph.

2). 2. Experimental Design

The goal of this part of this assignment is to think about the pieces of an experiment. Below, I’ve described three scenarios in which we could design an experiment. I have purposefully left many of the choices of the experiment up to you, the experiment designer! Throughout your descriptions, be sure to explain your thoughts and choices about your experiment to your reader.

Choose one of these scenarios, then follow the Tasks below to brainstorm, design, and reflect on your choices.

Scenarios

i. You are curious about how eating breakfast affects a person’s mind and body.

For concreteness, let’s assume that Breakfast is a meal that participants would eat (or not eat) at 9 a.m., and you would make your proposed measurements about their mind and/or body at 11 a.m.

ii. You are a consultant for various restaurants nationwide as they design and format their menus. You are curious to find out how the menu design and formatting choices affect how much money the restaurant makes.

iii. You are curious to find out how testing-room conditions affect one’s ability to take a test. You will get participants to take a test of critical-thinking puzzles that have no preparatory studying or previous experience required.

Tasks

1. Brainstorm 4 possible factors that would be easy to manipulate in this experiment. Choose 2 that you think are the most interesting to think about. For each factor, choose 3 levels you want to include for each factor.

2. Brainstorm 2 possible factors that would be difficult to manipulate. Then choose one of those as a blocking variable.

3. Brainstorm 3 possible response variables you could measure.

4. Draw a blocking diagram for this experiment showing the blocks and the treatment groups.

5. For the blocking variable and each of the factors that you chose, hypothesize about how you think they will affect your response variables. That is, describe what effects (if any) you predict your explanatory variables will have on your response variables.

6. Identify 3 possible extraneous variables (that are not related to your explanatory variables) and discuss how each one might affect your results. Do you think that the extraneous variable will exaggerate or obscure the connection between your explanatory variables and your response variables? Explain your thoughts

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Tags communicates, description, explaining, graph, information, represents

Writers Solution

write a description explaining what information this graph represents and how it communicates its information

Post author By admin
Post date July 6, 2021
No Comments on write a description explaining what information this graph represents and how it communicates its information

1. What’s Going on in this Graph?

Under the link below, there are links to lots of various graphs from a New York Times column called “What’s Going on in this Graph?”

https://www.nytimes.com/column/whats-going-on-in-this-graph

When you’re answering these questions, keep in mind that you should be writing to explain and teach your reader about your ideas.

Describe the Graph

2. What quantitative (numerical) information does this graph describe?

3. Describe two quantitative variables not shown in the graph that you think would be interesting to measure.

4. What qualitative (categorical) information does this graph describe?

5. Describe two qualitative variables not shown in the graph that you think would be interesting to measure.

Interpret the Graph

1. What do you think the graph’s author’s main point is? What is the main idea you think they are trying to convey to the reader?

2. Describe two possible choices that the author made that could bias the reader’s interpretation of the information presented. What might the reader be led to believe by these choices?

3. What is the title of the article containing the graph? Do you think this has any effect on the reader’s perception of the information presented?

4. Describe a possible way (other than the title) that the graph’s presentation may bias the reader’s perception.

Comment on the Graph

1.What do you find effective about the data display? That is, what features of the graph do you think help get the information across the best?

2.What is confusing about the data display?

3. Describe one thing you might do differently if you were making this graph.

2). 2. Experimental Design

Choose one of these scenarios, then follow the Tasks below to brainstorm, design, and reflect on your choices.

Scenarios

i. You are curious about how eating breakfast affects a person’s mind and body.

For concreteness, let’s assume that Breakfast is a meal that participants would eat (or not eat) at 9 a.m., and you would make your proposed measurements about their mind and/or body at 11 a.m.

Tasks

2. Brainstorm 2 possible factors that would be difficult to manipulate. Then choose one of those as a blocking variable.

3. Brainstorm 3 possible response variables you could measure.

4. Draw a blocking diagram for this experiment showing the blocks and the treatment groups.

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Customer satisfaction- Customer satisfaction. We have an outstanding customer care team that is always ready and willing to listen to you, collect your instructions and make sure that your custom writing needs are satisfied
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Writers Solution

information systems with specific purposes are available to employees at various levels of seniority and responsibility. For example, senior managers might use an Executive Support System (ESS) to formulate strategy

Subject Code and Name CMP1042 Information Systems
Assessment Number 1
Assessment Title Visual Presentation
Assessment Type Individual Presentation
Length or Duration 500 words +/- 10%
Subject Learning Outcomes SLO 1
Weighting 20%
Assessment Purpose
In any organisation, information systems with specific purposes are available to employees at various levels of seniority and responsibility. For example, senior managers might use an Executive Support System (ESS) to formulate strategy and monitor progress towards its implementation.
This assessment asks the student to populate a hierarchy of information systems and to describe these individual systems and their relationships to each other.
Students are also asked to describe how the functioning of these systems might be improved by the implementation of an Enterprise Resource Planning (ERP) system.
Assessment Task / Item
Submit a set of six (6 ) presentation slides and associated slide notes, that describe a set of four (4) information systems and their inter-dependencies, as described in ’Instructions’ below.
This is an individual assessment.
CRICOS: 02155J / HE PROVIDER:
Assessment Instructions
Using presentation software, like Microsoft PowerPoint, Prezi or similar, you must create a visual presentation of six (6) slides that addresses each of the tasks below.
Each slide should include images or diagrams explaining the information being discussed. The slide notes for the set of six (6) slides should total 500 words. Both the slide images and the slide notes are to be submitted as completion of this assessment.

On one (1) slide, create a hierarchy of information systems diagram based on ‘Figure 1’ below, using the following systems:
a) MIS
b) DSS
c) TPS
d) ESS
In your diagram, specify which system goes in which section of the diagram, and explain why in your notes.
Using four (4) slides (one per system), describe the inputs, outputs and purpose of each of these systems, and their relationship to other systems in the hierarchy.
On one (1) slide, create summarise the possible benefits of replacing some/all/any of these systems with an Enterprise Resource Planning (ERP) system.
Submission
All work must be submitted by the due date via the Learning Management System, in the assignments section appropriate to this brief. Please ensure the above mentioned submission date and/or time are adhered to, or penalties may apply.
When submitting your work, please save your files using the naming convention below.
[Student_ID][Surname][First Name][SubjectCode][Assessment_#]
E.g.: 1234_Singh_Visha_PRG1002_Assessment_01
For more information on late submission, please see the Assessment Policy.
Academic Integrity
The integrity of the assessment process is fundamental for ensuring appropriate evaluation at AIT. All work submitted should be your own, and where additional resources are used, they must be referenced according to the Harvard style. Additionally, TurnItIn is available in the LMS to test plagiarism in your writing.
For more information on academic integrity, please see the Academic Integrity and Academic Integrity Penalties Policies.
CRICOS: 02155J / HE PROVIDER:

Appeals
Fair application of the assessment rubric, rules and guidelines should be administered for each assessment. If you feel an evaluation requires further consideration, you may be entitled to an appeal.
For more information on your right to an appeal, please see the Assessment Appeals Procedure and Policy.
Policies
For access to the policies mentioned above and related to education at AIT, please see the footer of the AIT website, and follow the link named Education Policies and Procedures. Website: https://www.ait.edu.au
CRICOS: 02155J / HE PROVIDER:
Assessment Rubric
Task Descriptor (F)
Fail (P) Pass (C) Credit (D)
Distinction (HD)
High Distinction
Describe the inputs, outputs and purpose of each information system
(ESS, MIS, DSS, TPS)
35% Description of inputs, outputs and purpose of each system missing or
incorrect;
Fewer than 2 correct examples provided for both
inputs and outputs;
No examples provided for each system;
Figure 1 incorrectly
populated
Description of inputs, outputs and purpose of each system provided,
with some
significant errors;
2 correct examples provided for both inputs and outputs, but without clear imagery;
Examples provided for each system, though not all are correct;
Figure 1 correctly populated
Purpose and description of inputs, outputs and each system provided, with some minor errors;
2 correct examples provided for both inputs and outputs, supported by clear
imagery and labels;
Correct examples provided for each system;
Figure 1 correctly populated Clear description provided of inputs, outputs and purpose of each system, with few
errors’
3 correct examples provided for both inputs and outputs, supported by clear
imagery and labels’
2 correct examples provided for each system;
Figure 1 correctly populated
Complete, concise and accurate description provided of inputs, outputs and purpose of each system, with no
errors;
4 correct examples provided for both inputs and outputs, supported by clear imagery and labels;
2 correct examples provided for each system, supported by clear imagery and labels;
Figure 1 correctly populated
Describe the relationships between the four systems (ESS, MIS, DSS, TPS)
25% Description of the relationships between the systems and the data exchanged and/or shared
missing or incorrect
Description of the relationships between the
systems included;
Information about the data exchanged and/or shared unclear or not completely accurate
Clear description of the relationships between the systems included, and supported by evidence;
Information about the data exchanged and/or shared provided and supported by examples, but with minor errors Near complete description of the relationships between the systems included, and supported by relevant evidence and simple
imagery;
Information about the data exchanged and/or shared provided and supported by relevant academic resources, examples and with
minimal errors
Complete, succinct and accurate description of the relationships between the systems included, and supported by relevant evidence and clear, engaging
imagery and labels;
Information about the data exchanged and/or shared provided and supported by relevant academic resources, and accurate examples without error
Summarise the possible benefits of replacing some/all/any of the four systems (ESS, MIS, DSS, TPS) with an Enterprise Resource Planning (ERP) system.
Description of an ERP system not included
Organisational benefits of replacing some/all/any of the Description of and
ERP system unclear
Organisational benefits of replacing some/all/any of the four systems with Basic description provided of an ERP system, with some inaccuracy;
Organisational benefits of replacing some of Clear description and example of an ERP system
provided;
Organisational benefits of replacing all four Accurate, concise description of an ERP system provided, supported by a relevant example and explanation of
CRICOS: 02155J / HE PROVIDER:

20% four systems with an ERP not
included
an ERP system included, but unclear or insufficiently explained the four systems with an ERP system clearly discussed systems with an ERP system clearly discussed and supported by examples why example been
selected;
Organisational benefits of replacing all four systems with an ERP system clearly discussed and supported examples and relevant academic evidence
Quality of information presented
10%
Information is unclear, inconsistent or
inaccurate;
Document missing a lot of key information
Information, arguments and evidence are presented in a way that is not always
clear and logical, with minimum information
provided;
Some inconsistency or ambiguity in the writing
Information, arguments and evidence are reasonably well presented, with some information a little ambiguous, but all key elements and pages included Information, arguments and evidence are very well presented, logical, clear and well supported by evidence
Almost all information is written clearly and concisely All information is written very clearly
and concisely, and is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas
and argument;
Engages and sustains audience’s interest in the topic, and uses diverse, relevant imagery
Correct citation of key resources and evidence
10%. Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas Demonstrates use of some resources to support and develop ideas, but these are not relevant, current or cited correctly Demonstrates use of resources to support and develop ideas, with a few errors in the citations Demonstrates use of credible, current and relevant resources to support and develop arguments and statements, with most citations correct
Demonstrates use of high-quality, credible current and relevant resources to support and develop arguments and position statements with no errors in the citation

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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. information systems with specific purposes are available to employees at various levels of seniority and responsibility. For example, senior managers might use an Executive Support System (ESS) to formulate strategy

Tags available, employees, information, purposes, specific, systems, various

Writers Solution

critically evaluate and recommend information systems solutions for inefficiencies in business processes

Post author By admin
Post date July 6, 2021
No Comments on critically evaluate and recommend information systems solutions for inefficiencies in business processes

ASSESSMENT 1 BRIEF
Subject Code and Title MIS605 Systems Analysis and Design
Assessment Written assessment
Individual/Group Individual
Length words +/ 10%
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Identify, critically evaluate and recommend information systems solutions for inefficiencies in business processes, procedures and work practices using data and process modelling techniques.
b) Formulate, validate and document business requirements for a medium-scale information system development project and effectively communicate these requirements to the stakeholders.
c) Demonstrate the ability to effectively analyse, design and develop information systems using Unified Modelling Language (UML) models.
Weighting 30%
Total Marks marks
Task Summary
In response to the case study provided, identify the functional and the non-functional requirement for the required information system and then build a Use Case Diagram and document set of use cases.
Context
System analysis methods and skills are of fundamental importance for a Business Analyst. This assessment allows you to enhance your system analysis skills by capturing the business and then functional and non-functional requirement of a system. It helps you in identifying “what” the proposed system will do and “how”?.
Instructions

Please read the attached MIS605_ Assessment 1_Case Study. Note that every piece of information provided in the following case serves a purpose.
Once you have completed reading the case study. Please answer the following questions:
Question 1 (10 mark).
Identify all the human and non-human actors within the system. Provide brief description against every actor.
Question 2 (30 marks).
Using the information provided in the case study, build a Use Case Diagram using any diagramming software.
Note: Please make assumptions where needed.
Question 3 (60 marks).
Document all use cases (use case methods). All use cases identified in the Use Case Diagram in Question 2 must be elaborated in detail. Please document each use case using the following template:
Use Case Number
Use Case Type Base/Abstract (Extends or Includes)
Use Case Name
Priority
Actor Involved
Associated Data Sources
Associated User Interfaces
Pre-Condition(s)
Post Condition(s)
Detailed
Description
Normal Course of Events Using a
Flow Chart
Diagram
Alternate
Course(s)
Word Count and Layout
• The total word count for the written assessment should be no more than 2000 words.
• Please provide all your answers in a MS word document.
• Please note that you are NOT required to copy the questions over to the MS Word document.
Use the question number to indicate which question your answer relates to. • The recommended font size is 12 with 1.5 spacing.
Referencing
It is essential that you use appropriate APA style for citing and referencing if needed. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing
Submission Instructions
Please submit the written assessment via the Assessment link within Assessment 1. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Marking Criteria F P C D HD
Question 1: Identify all the human and non-human actors within the system. Provide brief description against every actor.
10% Actors identified are largely incorrect. Actors identified are partially incorrect. Actors identified are correct but sufficient detail is not provided. Actors identified are correct and sufficient detail is provided. Actors identified are correct and sufficient detail is provided. The student has clear understanding of human and nonhuman actors.
Question 2: Using the information provided in the case study, build a Use Case Diagram using any diagramming software.
30% UCD does not include major use cases, many actors in the UCD are missing, association of base and abstract actors is not given with the use cases, extends and includes are not identified where required and not linked to base use case. The use case diagram does not sync in well with the requirements laid down in the case study. UCD misses some important use cases, some actors in the UCD are missing, some associations of base and abstract actors are not given with the use cases, extends and includes are partially identified (where required). Extends and includes and not appropriately linked to the base use cases. The use case diagram does not fully sync with the requirements laid down in the case study. UCD has all the use cases and actors, some associations of base and abstract actors are not given with the use cases, extends and includes are partially identified (where required). Extends and includes are not appropriately linked to the base use cases. The use case diagram largely syncs with the requirements laid down in the case study. UCD has all the use cases and actors, associations of base and abstract actors are given with the use cases, extends and includes are identified (where required). Extends and includes and not appropriately linked to the base use cases. The use case diagram syncs in completely with the requirements laid down in the case study. UCD has all the use cases and actors, associations of base and abstract actors are given with the use cases, extends and includes are identified (where required). Extends and includes and appropriately linked to the base use cases. The use case diagram syncs in completely with the requirements laid down in the case study.
MIS605_Assessment 1_Brief_written Assessment Page 4 of 5
Marking Criteria F P C D HD
Question 3: Document all use cases (use case methods).
60% Use case descriptions are incomplete and do not sync in with the given case study. Use case descriptions are partially incomplete and do not fully sync in with the given case study. Use case descriptions are complete but do not fully sync in with the given case study. Use case descriptions are complete and are in sync in with the given case study. Use case descriptions are complete, detailed and are in sync in with the given case study.
MIS605_Assessment 1_Brief_written Assessment Page 5 of 5

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Tags critically, evaluate, inefficiencies, information, recommend, solutions, systems

Writers Solution

Identify, critically evaluate and recommend information systems solutions for inefficiencies in business processes, procedures and work practices using data and process modelling techniques.

ASSESSMENT 1 BRIEF
Subject Code and Title MIS605 Systems Analysis and Design
Assessment Written assessment
Individual/Group Individual
Length words +/ 10%
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Identify, critically evaluate and recommend information systems solutions for inefficiencies in business processes, procedures and work practices using data and process modelling techniques.
b) Formulate, validate and document business requirements for a medium-scale information system development project and effectively communicate these requirements to the stakeholders.
c) Demonstrate the ability to effectively analyse, design and develop information systems using Unified Modelling Language (UML) models.
Submission Due by 11:55pm AEST Sunday end of Module 3.1
Weighting 30%
Total Marks marks
Task Summary
In response to the case study provided, identify the functional and the non-functional requirement for the required information system and then build a Use Case Diagram and document set of use cases.
Context
System analysis methods and skills are of fundamental importance for a Business Analyst. This assessment allows you to enhance your system analysis skills by capturing the business and then functional and non-functional requirement of a system. It helps you in identifying “what” the proposed system will do and “how”?.
Instructions

Please read the attached MIS605_ Assessment 1_Case Study. Note that every piece of information provided in the following case serves a purpose.
Once you have completed reading the case study. Please answer the following questions:
Question 1 (10 mark).
Identify all the human and non-human actors within the system. Provide brief description against every actor.
Question 2 (30 marks).
Using the information provided in the case study, build a Use Case Diagram using any diagramming software.
Note: Please make assumptions where needed.
Question 3 (60 marks).
Document all use cases (use case methods). All use cases identified in the Use Case Diagram in Question 2 must be elaborated in detail. Please document each use case using the following template:
Use Case Number
Use Case Type Base/Abstract (Extends or Includes)
Use Case Name
Priority
Actor Involved
Associated Data Sources
Associated User Interfaces
Pre-Condition(s)
Post Condition(s)
Detailed
Description
Normal Course of Events Using a
Flow Chart
Diagram
Alternate
Course(s)
Word Count and Layout
• The total word count for the written assessment should be no more than 2000 words.
• Please provide all your answers in a MS word document.
• Please note that you are NOT required to copy the questions over to the MS Word document.
Use the question number to indicate which question your answer relates to. • The recommended font size is 12 with 1.5 spacing.
Referencing
It is essential that you use appropriate APA style for citing and referencing if needed. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing
Submission Instructions
Please submit the written assessment via the Assessment link within Assessment 1. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Marking Criteria F P C D HD
Question 1: Identify all the human and non-human actors within the system. Provide brief description against every actor.
10% Actors identified are largely incorrect. Actors identified are partially incorrect. Actors identified are correct but sufficient detail is not provided. Actors identified are correct and sufficient detail is provided. Actors identified are correct and sufficient detail is provided. The student has clear understanding of human and nonhuman actors.
Question 2: Using the information provided in the case study, build a Use Case Diagram using any diagramming software.
30% UCD does not include major use cases, many actors in the UCD are missing, association of base and abstract actors is not given with the use cases, extends and includes are not identified where required and not linked to base use case. The use case diagram does not sync in well with the requirements laid down in the case study. UCD misses some important use cases, some actors in the UCD are missing, some associations of base and abstract actors are not given with the use cases, extends and includes are partially identified (where required). Extends and includes and not appropriately linked to the base use cases. The use case diagram does not fully sync with the requirements laid down in the case study. UCD has all the use cases and actors, some associations of base and abstract actors are not given with the use cases, extends and includes are partially identified (where required). Extends and includes are not appropriately linked to the base use cases. The use case diagram largely syncs with the requirements laid down in the case study. UCD has all the use cases and actors, associations of base and abstract actors are given with the use cases, extends and includes are identified (where required). Extends and includes and not appropriately linked to the base use cases. The use case diagram syncs in completely with the requirements laid down in the case study. UCD has all the use cases and actors, associations of base and abstract actors are given with the use cases, extends and includes are identified (where required). Extends and includes and appropriately linked to the base use cases. The use case diagram syncs in completely with the requirements laid down in the case study.
MIS605_Assessment 1_Brief_written Assessment Page 4 of 5
Marking Criteria F P C D HD
Question 3: Document all use cases (use case methods).
60% Use case descriptions are incomplete and do not sync in with the given case study. Use case descriptions are partially incomplete and do not fully sync in with the given case study. Use case descriptions are complete but do not fully sync in with the given case study. Use case descriptions are complete and are in sync in with the given case study. Use case descriptions are complete, detailed and are in sync in with the given case study.

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Tags critically, evaluate, identify, information, recommend, solutions, systems

Writers Solution

Identify the Rosenbergs’ likely risk profile based on the information they have provided

Post author By admin
Post date July 2, 2021
No Comments on Identify the Rosenbergs’ likely risk profile based on the information they have provided

This is a Diploma in Financial Planning course and need some help with my final course. i have attached the assignment template below. All questions will need to be answered. Would like a quote for this. Thank you.
The Assignment (student to complete)
Section 1: Establish the relationship with the client and identify their objectives, needs and financial situation
Section 1 Part A — Establish relationship
Apart from the initial contact with the Rosenbergs at your retirement seminar, you have met with them twice in order to gather the information you need to assess their situation and provide them with advice.
Briefly explain at least five (5) strategies you are likely to use with a client in order to ensure that they are comfortable with you and the interview process. (200 words)
Answer here
Assessor feedback: Resubmission required?
No
Section 1 Part B — Adviser obligations
Referring directly to yourself and your licensee, explain what an FSG is and why it is necessary. Provide details of the law you must comply with and the information the FSG must contain, including your complaints procedure. (250 words)
Answer here
Assessor feedback: Resubmission required?
No
Section 1 Part C — Tax and cash flow
Using the information you have gathered from your clients (i.e. the information provided in the case study and fact finder), complete the table below and determine their cash flow position and annual savings capacity.
You can assume that the clients have no tax deductions or liabilities other than those stated in the case study or fact finder.
Section 1 Table 2
Tax calculation Freddie Sara Combined Comments
Income from employment
Salary or income from employment
Salary sacrifice
Salary after salary sacrifice
Rental income
Unfranked dividends
Franked dividends
Franking (imputation) credits
Interest
Other income (e.g. taxable benefits, trust income, investment income)
Capital gains 1 yr
Capital gains 1 yr
Tax-free component of capital gains
Assessable income
Deductible expenses
Donations
Income protection insurance
Business overheads insurance
Other
Taxable income
Tax on taxable income
Non-refundable tax offsets (e.g. LITO/SAPTO/LMITO)
Medicare levy
Medicare levy surcharge
Franking rebate
Refundable rebates and offsets
Total tax
Cash flow Freddie Sara Combined Comment
Salary less any salary sacrificed amount
Total expenses
Total income received before tax less total expenses
Total tax payable from tax table above
Total net cash flow
Assessor feedback:
[insert feedback]
Date assessed: Click here to enter a date
Does the student need to resubmit? No
Questions that need to be resubmitted
First submission Not yet demonstrated
Resubmission Not applicable
To pass this subject, you will need to be assessed as DEMONSTRATED for either your first submission or your resubmission.
Section 2: Analyse client objectives, needs, financial situation and risk profile to develop appropriate strategies and solutions
Section 2 Part A — Gaps in information
Identify any gaps in your data collection based on the fact finder in Appendix 1 and the summary of information provided. From the interviews, are there any other issues that would need to be followed up with Freddie and Sara? (100 words)
Answer here
Assessor feedback: Resubmission required?
No
Section 2 Part B — Risk profile
Identify the Rosenbergs’ likely risk profile based on the information they have provided. Identify any concerns that you may have with their responses compared with the information in the case study.
• Suggest questions you could use to clarify the responses.
• Justify why you do or do not think that the score and the resulting risk profile category is an accurate reflection of their tolerance to risk, and decide on a profile for each. (250 words)
Answer here
Assessor feedback: Resubmission required?
No
Section 2 Part C — Strategies
Summarise appropriate retirement strategies for Freddie and Sara.
• Consider superannuation and non-superannuation assets and strategies.
• Provide a detailed explanation of why you consider these assets and strategies to be appropriate.
• Include the lump sum amount that Freddie and Sara will need at retirement to achieve their income goal, and strategies to help them reach that goal.
• Provide a summary of other recommendations that you will include in your SOA for Freddie and Sara. (500 words)
Answer here
Assessor feedback: Resubmission required?
No
Assessor feedback:
[insert feedback]
Date assessed: Click here to enter a date
Does the student need to resubmit? No
Questions that need to be resubmitted
First submission Not yet demonstrated
Resubmission Not applicable
To pass this subject, you will need to be assessed as DEMONSTRATED for either your first submission or your resubmission.
Section 3: Address clients’ questions and concerns about superannuation matters
Section 3 Part A — Product research
Freddie and Sara have stated they are happy with their current superannuation funds. Provide a summary of the type of research you would conduct to ensure the suitability of these funds for the clients’ future retirement needs. (250 words)
Answer here
Assessor feedback: Resubmission required?
No
Section 3 Part B — Client queries on superannuation contributions
Freddie and Sara have a number of questions about superannuation contributions after the seminar they attended and as a result of their research. Respond to their questions, basing your answer on their personal situation. You may be required to re-educate the clients where they are confused or misunderstand the superannuation rules.
Question 1
Freddie is confused about taxation of superannuation contributions. He has friends who write a cheque, send it to their superannuation fund and claim a tax deduction. He asks:
Am I correct in assuming that we can both claim personal tax deductions for any superannuation contributions we make? Could you explain the tax deduction rules
that apply to our situations, how much can we contribute and when we can start?
Answer Freddie’s questions. (250 words)
Answer here
Assessor feedback: Resubmission required?
No
Question 2
Sara asks:
We read an article recently that said Freddie can split the superannuation contributions he makes to my superannuation account. Is that correct, and if so, how does it work?
Answer Sara’s question. (150 words)
Answer here
Assessor feedback: Resubmission required?
No
Question 3
Freddie is concerned about tax payable if they invest any of their cash savings into superannuation. He says:
I’ve heard that some people have had to pay tax on superannuation contributions at the highest tax rates. How can we be sure we won’t fall into that trap?
Answer Freddie’s question. (150 words)
Answer here
Assessor feedback: Resubmission required?
No
Section 3 Part C — Client queries on superannuation benefit payments
Question 1
Sara asks:
When and how can we access our superannuation? Can we get it if we are still working?
Explain the rule that applies in their circumstances. Explain when and under what circumstances they will be able to access their superannuation. Assume Sara (53) was born in April 1967 and Freddie (55) was born in May1965. (200 words)
Answer here
Assessor feedback: Resubmission required?
No
Question 2
Freddie asks:
I understand this may not apply to us, but my older brother is 58 and he told me he pays a bit of tax now when he takes money out of super, but when he turns 60, it will be almost nothing. Why is that?
Discuss the situation if the lump sum was taken at retirement after age 60 and just before age 60. Include a brief explanation of components of a lump sum, how they are taxed and any other matters relating to them? (200 words)
Answer here
Assessor feedback: Resubmission required?
No
Question 3
Sara asks:
Tell us more about these income stream options we would have in retirement. How do they work? When can we start one? What are the rules that apply and how much tax do we pay?
Discuss this in broad terms and explain the situation immediately before and after reaching age 60. Assume Sara and Freddie will continue to work until age 65 and then retire. (300 words)
Answer here
Assessor feedback: Resubmission required?
No
Assessor feedback:
[insert feedback]
Date assessed: Click here to enter a date
Does the student need to resubmit? No
Questions that need to be resubmitted
First submission Not yet demonstrated
Resubmission Not applicable
To pass this subject, you will need to be assessed as DEMONSTRATED for either your first submission or your resubmission.
Section 4: Present appropriate strategies and solutions to the client and negotiate a financial plan, policy or transaction. Provide ongoing service where requested by the client
You must now prepare an SOA based on the recommendations made, which will be used to record this advice (including amendments, if any) for Freddie and Sara. Remember that the SOA must be of a standard that is compliant and would be suitable to present to a client.
Important instructions
• What to submit: You have been provided with cash flow templates to use for the assignment SOA. Please include them with your submission.
• Template SOAs and SOA preparation software: Do not use the sample SOA published by ASIC as a basis for your submission. The use of financial planning software and dealer templates to prepare your SOA is also not permitted. Submissions that exhibit excessive reliance on SOA templates may be considered to be plagiarism or collaboration, and may not be considered to be a reasonable attempt at the assignment.
• Assumptions: You must list the assumptions used in your SOA in your assignment submission. These will generally include:
– any assumptions you have made regarding missing background information on the clients
– any assumptions you have used to calculate future income from your recommended investments
– any assumptions used for fees and premiums relating to the products you have recommended.
• Strategy advice: You must provide specific strategy recommendations in the following areas based on the information given:
– wealth creation strategies to meet retirement needs
– personal investments
– strategies using superannuation
– asset allocation.
Use the information on each of these areas given in the subject notes to provide reasons for each of the strategies recommended.
• Product advice: Specific product recommendations are not required; however, you do need to make and justify any recommendations of the type of product(s) selected for the client’s consideration.
You have been told the clients are happy with their current superannuation funds and do not require any specific advice on their current personal insurance arrangements. However, it is expected that you will provide in the ‘Things to consider section’ of the SOA, appropriate comments about any issues you have identified with these areas and their future estate planning needs.
• Cash flow projections: You must include detailed cash flow tables using Appendices 1 and 2 as a template, showing Sara and Freddie’s situation before and after your recommendations. These should be included as Appendices 1 and 2 to your SOA.
• Recommendations: You should include superannuation projections up to the retirement age of your clients before and after your recommendations as Appendix C to your SOA. In addition, please show that your strategy will enable your clients to meet their retirement income goal for 21 years (based on Freddie living to age 86 and Sara to age 84).
The SOA template
An SOA has been commenced for Freddie and Sara Rosenberg, using the data collected in the interviews, their fact finder and their risk profile. You must complete the remaining sections in the SOA as directed. The SOA starts on the following page. Please review the sample case study and the text as a guide to completing your SOA.
Statement of advice
Prepared for
Freddie and Sara Rosenberg
Prepared by
Your name
Authorised Representative Number: 66666
AR address
AR contact details
Authorised Representative of
EANWB Financial Planning
ABN: 1010101010
Australian Financial Services Licensee
Licence No. 101010
Head office: 88 Money Lane, Accumulation.
You are entitled to receive a statement of advice (SOA) whenever we provide you with any personal financial advice. Personal financial advice is advice that takes into account any one or more of your objectives, financial situation and needs.
This SOA is a record of the personal financial advice provided to you and includes information on the basis on which this advice is given, information about fees and commissions and any interests or associations which might influence the advice.
If this advice includes a recommendation to you to acquire a particular financial product, other than securities, or an offer to issue or arrange the issue of a financial product to you, we will also provide you with a product disclosure statement containing information about the particular product to help you make an informed decision about that product.
Be aware that the advice contained in the following SOA is valid for a period of 30 days only. If the plan is not implemented within this time, it will need to be reviewed for accuracy.
Executive summary
In this section, you need to provide your client with a concise summary of:
• their situation
• their objectives
• your recommended strategy to achieve the objectives
• the outcomes your client can expect from adopting the strategy.
The client should be able to read this executive summary and understand the advice you are giving and the reason/s underpinning the advice, and be able to determine whether or not their goals have been achieved. There should be sufficient detail to allow the client to make a decision, taking into account any risk/s involved and your fees. It should be written without using jargon and in clear, unambiguous language, and be appropriate to their level of financial understanding.
Your situation
Summarise your clients’ current situation. Provide a brief statement about their family, employment, health, asset and debt position. (150 words)
Answer here
Assessor feedback: Resubmission required?
No
Your objectives
List your clients’ objectives (i.e. their financial and non-financial goals, objectives and needs). Freddie and Sara expressed a desire to address their immediate needs and medium and long-term objectives. Summarise these in point form for Freddie and Sara to confirm. (100 words)
Answer here
Assessor feedback: Resubmission required?
No
Summary of our strategy and recommendations
For the short term — up to one year
Summarise your recommendations for your clients’ short-term goals. Present the strategies in point form to provide a quick picture of your intentions.
Answer here
Assessor feedback: Resubmission required?
No
For the medium term — two to five years
Summarise your recommendations for your clients’ medium-term goals. Include strategies that cannot be considered immediately or require monitoring.
Answer here
Assessor feedback: Resubmission required?
No
For the long term — more than five years
This is where you need to summarise your recommendations for your clients’ long-term goals.
Answer here
Assessor feedback: Resubmission required?
No
Summary of expected outcomes if you implement our advice
For example:
Should you proceed with the recommendations contained within this report, we estimate that:
• You will reduce your debt by $XYZ and/or save $ABC.
• You will build wealth in non-superannuation assets to $Y through regular contribution of $X.
• Your objective of yyy will be achieved by…
• Align the outcomes with the objectives.
Answer here
Assessor feedback: Resubmission required?
No
Risks in our advice
Identify both financial and non-financial risks that can impact the desired outcome.
Refer to the sample SOA for examples of relevant descriptions that should be included here and under each subheading below. Include risks that are specific to your strategies.
Answer here
Assessor feedback: Resubmission required?
No
Summary of our fees and commissions
Answer here
Assessor feedback: Resubmission required?
No
Your next steps
Refer to the sample SOA for examples of relevant descriptions that should be included here.
Answer here
Assessor feedback: Resubmission required?
No
Body
While this section contains similar headings as the executive summary, the information provided is more detailed and supports the recommendations made. As with the executive summary, it should be written without using jargon and in clear, unambiguous language, and be appropriate to your client’s level of financial understanding.
Important information about you
This section contains information about you that we used in preparing our advice, such as:
• your reasons for seeking advice
• what you would like to achieve
• your personal and financial information.
Present position
Your reasons for seeking advice
Outline why the clients sought advice.
Answer here
Assessor feedback: Resubmission required?
No
What you would like to achieve
Summarise here what you understand to be your clients’ main objectives.
Following our discussions, here is what I understand to be your main objectives and needs:
Answer here
Assessor feedback: Resubmission required?
No
Your personal and financial information
Listed below is a summary of your relevant personal and financial details that you have provided.
Personal information
Personal details
Fill the gaps
Client 1 Client 2
First name(s) Freddie Sara
Surname Rosenberg Rosenberg
Age
Marital status Married Married
Health status
Smoker status Non-smoker Non-smoker
Employment status Permanent Part-time
Employer name
Occupation Sales representative Marketing consultant
Annual salary $120,000 $90,000
Summarise the discussion points that could/need to be raised here.
Answer here
Assessor feedback: Resubmission required?
No
Children and dependant details
Answer here
Your existing insurance
Fill any gaps.
Personal insurance Answer here
Car insurance Answer here
Home contents Insurance Answer here
Health insurance Answer here
Your existing estate planning
Summarise the clients’ existing estate planning provisions here.
Answer here
Assessor feedback: Resubmission required?
No
Financial information
Current income and expenses details
Income and expenses
Complete the table:
Freddie Sara Total
Assessable income Answer here Answer here Answer here
Net tax payable Answer here Answer here Answer here
Yearly expenses Answer here Answer here Answer here
Estimated surplus Answer here Answer here Answer here
Discussion points:
From the table you have prepared and your cash flow analysis, identify questions you will need to ask about their income, lifestyle, expenses and intentions, before you start preparing your strategies. What are the gaps? (100 words)
Answer here
Assessor feedback: Resubmission required?
No
Assets and liabilities
Complete the table:
Value Liability Net value
Home Answer here Answer here Answer here
Home contents Answer here Answer here Answer here
Motor vehicles Answer here Answer here Answer here
Personal assets
Employer superannuation — Freddie Answer here Answer here Answer here
Employer superannuation — Sara Answer here Answer here Answer here
Savings account Answer here Answer here Answer here
Investment assets Answer here Answer here Answer here
Net worth Answer here Answer here Answer here
Discussion points:
Prepare discussion points you will use to obtain a better understanding about how your clients see their situation and future. What are their attitudes to debt, personal assets, investments and superannuation assets that can assist you with your advice? What are the gaps? (100 words)
Answer here
Assessor feedback: Resubmission required?
No
Incomplete and/or inaccurate information warning
Note that if, for any reason, the information on which our advice is based is incomplete or inaccurate, then it may not be appropriate. Before acting on the advice, you should consider its appropriateness in light of your particular circumstances, needs and objectives.
Your risk profile
In this section, you need to provide:
• an overview of the different risk profiles
• the risk/return characteristics of various asset classes
• the client’s risk profile including the appropriate mix of assets (the asset allocation) for the client’s risk profile, the appropriate investment return time horizon for that profile and any specific concerns. Discuss their attitudes to investing and any other experience or interests that can support your assessment.
Answer here
Assessor feedback: Resubmission required?
No
Strategy recommendations
This section tells you:
• what our advice is and why it is appropriate for you
• reasons for our recommendations
• what you need to consider and any risks associated with our advice.
Read this section carefully and ask me if you have any questions.
Recommended action — first year
You will use your findings from the analysis you did in the assignment above as the basis for the information you will need to provide in this section.
For each recommendation below discuss the reasons, risks, advantages and disadvantages.
All recommendations should be listed here. They are to include investment and debt management recommendations. You are not required to provide specific advice to your client about their estate planning needs. However, if after analysis of their situation you believe that advice is required, you need to explain what advice they should seek and why.
Concept. If you use technical terms or concepts in your discussion explain what the terms mean. For example, do not assume they know what ‘gearing’ or ‘franking’ means
Note: You do not have to complete all of the recommendation boxes below. You can add more boxes if required.
Recommendation 1
Answer here
Assessor feedback: Resubmission required?
No
Recommendation 2
Answer here
Assessor feedback: Resubmission required?
No
Recommendation 3
Answer here
Assessor feedback: Resubmission required?
No
Recommendation 4
Answer here
Assessor feedback: Resubmission required?
No
Things you should consider
In this section briefly discuss strategies that you did not recommend that could be considered at another time and how they could benefit the clients.
Refer to the sample SOA for examples of relevant descriptions that should be included here and under each subheading below.
Answer here
Assessor feedback: Resubmission required?
No
Retirement planning
Briefly state what has been achieved with your strategies and highlight what still needs to be addressed or reviewed.
Answer here
Assessor feedback: Resubmission required?
No
Estate planning
You have recorded the clients’ estate planning details for completeness of information gathered in the fact finder. You have explained that you cannot provide legal advice. However, if you see deficiencies in their current structure, discuss them briefly and suggest a course of action. (100 words)
Answer here
Assessor feedback: Resubmission required?
No
Taxation issues
My strategies and recommendations have had the following impact on your tax position:
Answer here
Assessor feedback: Resubmission required?
No
Recommended asset allocation
Proposed asset allocation
Your investment assets are invested across various asset classes. The table below summarises:
• weight: the proposed asset allocation resulting from our recommendations
• risk profile weight: the recommended asset allocation for your investment risk profile
• variance (weight): the variance between the recommended and proposed asset allocation.
Asset allocation after implementation of recommendations
Asset allocation Weight Risk profile weight Variance (weight)
Defensive assets
Australian cash Answer here Answer here Answer here
Australian fixed interest Answer here Answer here Answer here
International fixed interest Answer here Answer here Answer here
Total for defensive assets Answer here Answer here Answer here
Growth assets
Australian equities Answer here Answer here Answer here
Australian property Answer here Answer here Answer here
International equities Answer here Answer here Answer here
International property Answer here Answer here Answer here
Total for growth assets Answer here Answer here Answer here
Grand total Answer here Answer here Answer here
Comments on proposed asset allocation versus your risk profile
You need to explain the reason for any large (greater than 10%) variances here. Refer to the sample SOA for a discussion on variances. Discuss how the situation will change over time.
Answer here
Assessor feedback: Resubmission required?
No
Investment product recommendations
Product recommendations
Note that I can only recommend products on our recommended list, which has been approved by
EANWB Financial Planning.
Use the space below to list the products that you are recommending Freddie and Sara invest in and those that they already have that you recommend they keep.
Freddie and Sara Rosenberg, following our investment strategy, we recommend that you invest in the following products:
Answer here
Assessor feedback: Resubmission required?
No
Relevant research material and product disclosure statements (PDSs) are attached for your attention. It is important that you read these documents carefully and contact us if you have any questions or if there are areas of the document that you do not fully understand. All of these products are on our approved recommended list.
Note: You do not need to include these PDSs as part of your assignment. The above statement is a standard inclusion in an SOA.
Cooling-off period
Details on the cooling-off period for each product are provided in the PDS.
Disclosure of remuneration, commissions and other benefits
How are we paid?
Commissions and fees — upfront, ongoing and financial planning advice fees
If you are charging SOA preparation fees, implementation fees, ongoing advice fees, or any other non product related fees, you must provide the details here. You may need to source information outside of the subject notes to complete this requirement. However, you can use the examples of how fees are shared between advisers and licensees from the sample SOA if needed.
If you are not charging these fees you may either delete the table below or fill it in with $0 as the fee charged to make it clear.
Fee type Initial fee Initial fee paid to licensee Initial fee paid to adviser
SOA fee Answer here Answer here Answer here
Implementation fee Answer here Answer here Answer here
Ongoing advice fee* Answer here Answer here Answer here
Total Answer here Answer here Answer here
*If the ongoing service fee is charged as a percentage of the product(s), you may use the table below instead. If you are charging a flat fee
or an hourly fee you should use this table.
Investment recommendations
Summarise all of the products that you have recommended to the client here. Refer to the sample SOA for examples of what to include. You will need to source information outside of the subject notes to complete this table, based on the products you have used (or created).
Assessor feedback: Resubmission required?
No
If you wish to implement the products I have recommended, there may be initial and ongoing fees applicable as detailed below.
Product Initial fee Initial fee paid to licensee Initial fee paid to adviser Ongoing fees
paid to licensee Ongoing fees
paid to adviser
Answer here Answer here Answer here Answer here Answer here Answer here
Answer here Answer here Answer here Answer here Answer here Answer here
Total Answer here Answer here Answer here Answer here Answer here
Note: Please see the sample SOA for directions on completing the answers in the paragraphs below.
Product providers will also charge a fee for the management of the funds invested in their products. The annual management fee charged by Answer here is Answer here%. The amount you will be charged will depend on the funds you have invested.
For example, $ Answer here invested with them will incur a $Answer here annual management cost.
Commissions
Our policy on taking commissions from product and service providers is summarised below:
Answer here
Assessor feedback: Resubmission required?
No
Other fees and benefits
EANWB Financial Planning and I may also receive additional benefits. Where the benefits received are greater than $300 in value, they will be recorded in a register that meets the requirements of the Financial Planning Association (FPA) Code of Professional Practice on alternative forms of remuneration. A copy of the register for EANWB Financial Planning is publicly available and can be provided on your request.
Ongoing services
You need to make sure that your client fully understands what you are offering in terms of ongoing service.
Draft an outline of the level of ongoing service you intend to recommend to Freddie and Sara. In your outline, discuss the type of information that you would regularly provide to Freddie and Sara in relation to their financial planning needs. (250 words)
Refer to the sample SOA for the sorts of services you could include here.
Answer here
Assessor feedback: Resubmission required?
No
Ongoing service fee
What would you do to ensure that Freddie and Sara know the specific costs relating to an ongoing service? (100 words)
Answer here
Assessor feedback: Resubmission required?
No
Implementation schedule
In order to ensure that your recommendations will be implemented efficiently, you need to ensure that all tasks that need to be completed by both you and the clients are itemised in the schedule. The schedule should highlight the priority of each task, as well as the order of completion. The time frame should be as specific as possible.
Freddie and Sara Rosenberg, in order to proceed with our recommendations, you will need to complete the steps below:
Action By whom By when
Answer here Answer here Answer here
Answer here Answer here Answer here
Answer here Answer here Answer here
Answer here Answer here Answer here
Answer here Answer here Answer here
Answer here Answer here Answer here
Answer here Answer here Answer here
Answer here Answer here Answer here
Answer here Answer here Answer here
Note: The recommendations contained in this SOA are current for 30 days only. Please contact me for further discussion if you are unable to act on our recommendation within this time frame.
Assessor feedback: Resubmission required?
No
Authority to proceed
By signing this authority to proceed, I/we Freddie and Sara Rosenberg acknowledge the following:
• I/We acknowledge that the information I/we provided in the financial needs analysis has been used to arrive at the recommendations contained in this SOA.
• I/We have read, understood and retained a copy of the SOA prepared by Your name dated Date . This document contains information which accurately summarises my/our current situation, investments and financial objectives.
• I/We have been provided with an EANWB Financial Planning FSG.
• I/We have read and understood the PDSs for the recommended products.
• I/We acknowledge that the product(s) listed in the table below are to be implemented in my/our name/s:
Product(s) Amount
Answer here Answer here
Answer here Answer here
Answer here Answer here
• I/We wish to make the following change/s to the recommendations within the SOA:
Product(s) Amount
Answer here Answer here
Answer here Answer here
Answer here Answer here
Signed Date / /
Client Name
Signed Date / /
Client Name
Signed Date / /
Financial Adviser
Please note that a cooling-off period may apply to your initial investment or insurance policy.
Refer to the PDS.