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OCR Cambridge TEC - Level 3
Certificate/Diploma IT
LO1 - Understand the personal attributes valued by employers
Communication is a vital skill for any individual. The effective use of
communication and flexibility of styles is a highly desirable attribute to
employers to maintain good working practice. This unit identifies the principles
for effective communication and introduces learners to the interpersonal skills
and attributes required within a work place and how different combinations and
approaches are required for a range of job roles it also identifies the different IT
tools available for safe and secure communication and exchange of information
within an organisation. Learners will consider approaches and adapt the way they
communicate, depending on their audience.
This unit will prepare learners to effectively use various communication channels,
within a working environment and to understand what an employer expects of
an individual and how to communicate effectively whilst developing their own
personal development needs.
◦ Understand the personal attributes valued by employers
◦ Understand the principles of effective communication
◦ Be able to use IT to communicate effectively
◦ Be able to address personal development needs
Scenario
LO1
LO2
LO3
Learning Outcome (LO)
The learner will:
Pass
The assessment criteria are the pass
requirements for this unit.
The learner can:
Merit
For merit the evidence must
show that, in addition to the
pass criteria, the learner is
able to:
1
Know the technologies
required for an ecommerce system
P1
Explain the personal attributes
valued by employers
M1 Explain the different
personal skills that
employers may require for
specific IT job roles
2
Understand the
principles of effective
communication
P2
Explain the principles of effective
communication
P3
Discuss potential barriers to
effective communication
P4
Demonstrate a range of effective
interpersonal skills
Be able to use IT to
communicate
effectively
P5
Use IT to aid communications
P6
Communicate technical
information to a specified audience
Be able to address
personal development
needs
P7
Produce a personal development
plan
P8
Follow a personal development
plan
3
4
Distinction
For distinction the evidence
must show that, in addition
to the pass and merit
criteria, the learner is able
to:
D1 Explain how some of the
potential barriers can be
reduced
M2 Explain the choices of
the IT used
D2 Justify the use of the IT
used to aid communication
M3 Identify primary areas for
improvement and how these
will be achieved
Scenario
LO1
LO2
LO3
Learners should be taught the attributes that an employer values – if possible managers
from local companies could come in for a visit and talk to learners regarding company
expectations and the responsibilities of the company in terms of Health and Safety and
their other statutory legal requirements. Learners should be encouraged to visit local
companies to see how they operate and talk to employees as to the expectations that the
company has on them to understand different working practices. They may wish to talk to
friends and family who work or interview them as to the expectations of their company
and job roles.
Learners should consider different requirements for different areas of the IT industry this
may be network managers/technicians, game designers, programmers etc. Learners
should be given job advertisements in local/ national newspapers and recruitment
websites to review, to gain an understanding of the job requirements, skills and
qualifications involved in getting these positions. These requirements should be discussed
with the tutor and other members of the group.
Learners should also be taught about their responsibilities as employees within a
workplace and the legislation that affects the workplace and them as individuals. They
should research this, looking at contracts of employment to appreciate the behaviours
they would need to apply when employed in any workplace.
Scenario
LO1
LO2
LO3
Assessment Criteria P1 - The assessment criteria could be
evidenced by the use of an information booklet produced by the
learners or in the form of a report. It is important that all areas of
the teaching content are covered with examples to show a depth of
understanding. Learners may choose to relate the leaflet to a
specific job role to help them focus on the particular attributes
required.
Assessment Criteria M1 - M1 could be evidenced in the form of a
table detailing personal skills required for a range (three or more)
of different job roles and may be an extension to P1. Learners must
show knowledge and understanding of the requirements across
different roles within the IT sector and the different personal skills
depending on role and be able to explain these. The use of sourced
job descriptions could further enhance the learners work.
Scenario
LO1
LO2
LO3
It is tough enough to get a job in the real world, to know what an employer is looking for on a
CV, to know what to put into the letter of application. All companies differ in what they are
looking for in a member of staff, and all jobs are different, requiring different attributes
depending on the nature of the job. Think of the different levels of expectations that is required
by a teacher through the years at Secondary Education, a high level of subject knowledge at 6 th
form, a better means of adapting information for a target audience at year 07, crowd control
and a compromise at Year 10 and 11.
Similarly in business there are different clients that require a different level of managing, a
customer at the till, a manager within the company, corporate clients, stakeholders, suppliers
etc. Having the friendliness to deal with a till customer is not the same required skill as the
degree of professional management as dealing with corporate customers, this requires a
different level of maturity, of professional language, of dress code and appearance and a
different level of preparation necessary to produce the same result, a happy client.
P1.1 – Task 01 – Produce a report that identifies and explains the different personal attributes
required during a candidates employability.
This report needs to discuss the attributes an employer values and the employability skill sets
of the the following:
Title and Index
Introduction
Problem Solving
Team Player
Business Skills
Independent Working
Personal Skills
Personal Abilities
Leadership Qualities
Planning and Organisational Skills
Scenario
LO1
LO2
LO3
In our professional and academic lives we solve problems on a daily basis, mostly
without thinking that the skills we use and have learned are an asset to doing this.
Some of the problems that you as a student typically faced include:
Structuring and adapting an argument for an essay
Researching how companies manage a business situation
Dealing with an awkward situation, student or educational request
Developing a strategy to reach the next stage of a project given to you
Analysing and Investigating – This is all about gathering relevant information systematically
to establish facts and principles; problem solving a brief in order to determine a solution,
researching the alternatives, breaking down key factors, structuring a solution that is
appropriate for the client.
Creativity – This is generating and applying new ideas and solutions to the problem, finding
different ways of achieving the same or better results. Bus does not come, do you find a new
way home, client wants to reduce down the budget, how can you be creative in reducing
expenditure.
Some steps of Problem Solving are fundamental:
Identify the Problem
Define the Problem
Examine the Options
Act on a Plan
Look at the Consequences
Scenario
LO1
LO2
LO3
What makes a good team player?
Work and Team Playing ability – Being able to manage a situation for the best results
◦ Having the ability to work confidently within a group and to inspire a work ethos in co-workers in order to
achieve a goal
◦ The ability to work with others (including different ages, cultures, work ethics etc) to deliver results as planned
to customers and clients who may be from different backgrounds and at different stages of development, skill
sets or levels of interest
◦ Working with management and administration staff in order to achieve the best results that compromises
company and customer needs
Commercial Awareness – To understand commercial realities and restrictions affecting the business
◦ Knowing current trends (sales/ technologies/ government guidelines/ legislation/ customer needs/ short and
long terms goals/ the market place and market trends)
◦ Being aware of the style and ability of immediate rivals, taking this into consideration in terms of analysis and
preparation
Pro-active – Being able to making things happen, pre-empting situations, showing initiative including active
participation and contributions. Not everyone can be the team leader but everyone can contribute.
Co-operative – Being able to work well with others to get job done, compromising situations for a time planned
result, knowing when to let go or take control, working parties, development groups, sharing company objectives
through a wider scope of activity.
Responsibility - Being able to accept ownership of a situation, clarifying what you have done, owning the decisions
and actions made so the action and responsibility can be attributed either successfully or unsuccessfully.
Scenario
LO1
LO2
LO3
Different business skills are required to be successful, such as illustrating:
Written Communications
Verbal Communications
Numerical Skills
Computing Skills
Written Communications - to express yourself clearly in writing, grammatically correct,
being able to set the tone, understand technical and commercial detail and communicate in
the same manner.
Referring carefully to guidelines and planned activities and sticking to the plans.
Recording accurately achievements in order to learn from successes and remember
failures.
Writing to stakeholders/shareholders in the language they understand, knowing
technical information and commercial detail.
Numerical - Multiply/divide accurately and spontaneously, calculate percentages without
thinking, use statistics and a calculator, interpret graphs and tables and adapt that
understanding to the current scenario.
Computing – Being able to demonstrate skills such as Word-processing, using databases,
spread sheets, the Internet and email, designing web pages etc. Being able to adapt this
practical skill to use within a business or personal environment.
Scenario
LO1
LO2
LO3
Verbal - Spoken and Non-Spoken Communication – This is the skill that gets you the job, CV’s and references and
demonstration of skills gets you to the interview and past the practical part, verbal skills convinces others that you are the best
candidate and includes being able to express your ideas clearly and confidently within a conversation, presentation or activity.
Body Language - using your body to effect, such as by using eye contact to show honesty, hand gestures to emphasise a
point, head nodding to show understanding, smiling to show empathy and interest.
Listening - accurately hearing what people are saying and showing interest, being able to interpret as the conversation goes
along, to show interest in what is being said, to generate empathy with the speaker.
Motivating and Supporting - giving encouragement in order to increase trust, giving thanks through praise or help, working
well in a team by contributing, urging, collaborating.
Telephone Skills - being brief and keeping to the point in order to professionalise the conversation, consider in advance
what to say, adapt a conversation according to circumstances, to emphasise without body language.
Gathering Information - ask open and probing questions to understand the views and feeling of others, to be able to clarify
and summarise what others say so the results can be interpreted. Know how to lead questions in order to get the right
answers, adapting on the spot to increase understanding.
Giving and Accepting Criticism - saying ‘sorry’ in a genuine way, allow disagreements to be brought into the open so they
can be dealt with, be constructive if criticising, sandwich criticism with praise.
Persuading and Negotiating - back up your points with facts and logic, be tactful if anyone disagrees with you, being able to
see both sides of an argument and sway judgement, being able to compromise for the good of the many.
Presenting - use a logical structure so it looks like you know what you are doping, be clear and concise so the audience does
not get time to get bored, encourage questions for clarification and to engage the audience.
Global Skills - be able to speak and understand other languages so the customer feels rewarded and more secure in
accuracy rather than lost in translation, show appreciation of other cultures, know the rules and laws of other countries to
avoid making mistakes.
Scenario
LO1
LO2
LO3
Most jobs value staff who can work on their own steam, who can be independent just
as much as they value staff who can be team players. Independent skills means the
person can finish the task, will take personal responsibility for doing so, will feel
obliged and manage the pressure. Staff within most jobs will spend some time working
alone, being able to achieve within this timeframe is going to be beneficial to a
company.
Independent - not needing to rely on others to get a job done, multitasks, accepts
responsibility for views and actions and able to work under their own direction and
initiative. Manages work-loads, sets personal deadlines.
Self Awareness - awareness of achievements, abilities, values and weaknesses and
what you want out of life, demonstrates an understanding of the commercial
realities affecting the organisation, knows their own limitations and asks for help
when the limitation is met.
Self Motivation - able to act on self-initiative, to identify opportunities and be proactive in putting forward ideas and solutions. Being ambitious, capable, reliable.
Can inspire others with their work ethic.
Enthusiastic - showing real and genuine interest in the job, the company and the
future. Happy to help and support, keen to get the work done, on-time, goes
beyond the call of duty and limitations of current knowledge to go further, read
more, understand more. Inspiring.
Scenario
LO1
LO2
LO3
All jobs applications and CV’s ask for personal skills, what you have done on the outside, what you bring
to the company in terms of your personality and how the company might make use of this. These are
hard to prove so they have to seem believable on a CV and letter of application.
Flexibility - Adapt successfully to changing situations and environments, proving themselves will to
adapt, to try different methods, to self improve for the sake of getting better. When choosing a team
this is the person you want, the one who will try any task. To be flexible means to be willing and
keenness inspires others.
Determination – this is like ambition, wanting to get things done and done right.
◦ Hard Working – Determined people tend to take care with their work and persevere to
complete tasks, they tend to push teams to do the same
◦ Drive - Determination means to get things done, to make things happen and constantly looking
for better ways of doing things. Drive means to have motivation for something, to respond to
pressure with willingness and gusto.
Career Minded
◦ Personal Impact/Confidence - Presents a strong, professional, positive image to others which
inspires confidence and commands respect. Demonstrating confidence and impact tends to
inspire, tends to make you stand out from the crowd. Employers like confident staff, confident
staff deal with the issues and manage their own deadlines.
◦ Lifelong Learning - Continues to learn throughout life. Develops the competencies needed for
current and future roles. Employers like this because it shows a willingness to self improve, and
whatever helps a member of staff be better, helps the company be better. All learnt
improvements filter down to others, benefit teams, moves the company forward.
Scenario
LO1
LO2
LO3
All jobs applications and CV’s ask for personal abilities, what you are like as a person, whether or not you are compatible with the
company ethos, whether people will get on with you as a co-worker. These are hard to prove so they have to seem believable on a CV
and interview.
Punctuality - always being on time or having things ready on time. Employers like this for two reasons, they are paying you to be on
time and others will depend on you being there for their tasks. Not getting a task done on time filters down to others, getting them
the blame, holding back their work, making teams unreliable or having someone take up the slack and so adding more work for
them.
Being Respectful – there is a lot of things you just do not get with at work like you might at school, and demonstrating respect to
employers is one of them. At a interview every action matters, every comment, every joke, all gets remembered. This is their
company and they are proud of it, being disrespectful demeans this.
◦ Honesty - acting truthfully at all times – Fool me once, etc. Companies rely on the honesty of their staff and the trust that is built
up between staff and other staff and staff and customers. Lying to customers disrespects a company, the company gets labelled not
the staff member.
◦ Integrity - Adheres to standards and procedures, maintains confidentiality and questions inappropriate behaviour, acts in a way
that is open and honest, is not easily influenced by others to act inappropriately. Integrity means trust and employers prefer to
work with staff they can trust in terms of confidentiality and business functions.
◦ Fairness - sticking to the rules without having a negative effect on others, being able to see both sides, being able to come down
on the side of right rather than convenience. This comes with integrity and being honest.
Dependability - People know you will do the job and do it well, they place a trust that you will get it done and therefor will work on
that assumption. Staff rely on other staff, jobs often rely on other jobs getting done, the pressure in Business to achieve for the
larger goal is always there.
Reliable - people can trust you and in your work and do it right, reliable is not always about being on time but about doing it
properly, finished, to the quality and standards expected. This is one word that should be on your letter of recommendation, if
means the company trusted you.
Professionalism - Pays care and attention to quality of work / supports and empower others, behaves in a manner that is in keeping
with the employment and employer. Lawyers do not gossip, nor doctors, teachers do not joke about their students to other
students, every employment have a professional standard they expect staff to live up to.
◦ Stress Tolerance - Maintains effective performance under pressure, does not let it get to them, prioritises, manages the workload
by some means.
Scenario
LO1
LO2
LO3
Leadership Qualities – Now every job involves being a leader but the qualities of a leader are
admired and recognised in any job. Good leadership requires deep human qualities, not necessarily
management processes.
Examples of highly significant leadership qualities
Integrity
Honesty
Humility
Courage
Commitment
Sincerity
Passion
Confidence
Positivity
Wisdom
Determination
Compassion
Sensitivity
Inspire Belief in Others
Charisma
Adaptability of Styles
This is a lot of qualities, any three of these can be seen at an interview. Interviewers do not just see
what the job needs but what the staff can become, in a lot of professions progress within the
business tarts after 3 years, Head of Department, team Leader, Supervisor etc. and these can be
seen merely from Passion and Confidence.
Other qualities like Humility will be seen as Leadership is about negotiation, compromise as well as
command.
Commitment and Passion are important as they serve confidence and ability, Compassion and
Sensitivity go hand in hand with Wisdom and Sincerity.
All these interlinked traits can add up to a good leader and all companies that are successful have a
good leader.
Scenario
LO1
LO2
LO3
Planning and organisational Skills - Having the ability to plan and organise is something we all
have - in fact, most of us use these skills on a daily basis. These include:
Researching - identify possibilities, keep up to date with information, keep aware of
developments or issues which could impact on your project
Prioritising - identify critical tasks, arrange tasks in a logical order, adapt and adjust plans
Record Keeping - keep accurate records so that you know what has already been achieved or
agreed and what needs doing, when, and by whom.
Time Management - manage time effectively, prioritising tasks and able to work to deadlines
Planning and Organising - adapt successfully to changing situations and environments,
contribute ideas (in conjunction with team members) towards planning activities and
effectively plan
Action Planning - decide what steps are needed to achieve goals and then implement them
The ability to multi-task - able to deal with more than one thing at a time, and be comfortable
with challenge and variety
Interpersonal skills - ability to work well with other people (good communication skills and be
confident and assertive, without being confrontational or aggressive)
Interpersonal sensitivity - Recognise and respect different idea - open and willing to adapt
based on views
Scenario
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LO3
Throughout this project you will analyse whether you have developed your skills towards the ideal Job opportunity.
This analysis is based on Task 1, your own business and personal abilities. You will complete this task 3 times at
different stages to show and outline your development.
Please complete the following table with areas in which you feel you could develop your skills. These could include
skills such as presenting, team work, leadership as well as your reading / written / verbal skills. Make sure that you
set your priority focus and suggest ways that you can judge success and where that evidence will be found.
The following review meeting needs to be scheduled with your ICT teacher before the deadline date. In this meeting
you will discuss how you think your development needs are progressing and showing evidence of how you are
reaching your target ability. Please feel free to bring along evidence to demonstrate your progress as this is needed
in order to attain the higher levels.
The following review meeting needs to be scheduled with your ICT teacher before the deadline date. In this meeting
you will discuss how you think your development needs are progressing and showing evidence of how you are
reaching your target ability. Please feel free to bring along evidence to demonstrate your progress as this is needed
in order to attain the higher levels.
The following review meeting needs to be scheduled with your ICT teacher before the deadline date. In this meeting
you will discuss how you think your development needs are progressing and showing evidence of how you are
reaching your target ability. Please feel free to bring along evidence to demonstrate your progress as this is needed
in order to attain the higher levels.
P7.1 – Task 02 - Produce a first stage personal development plan.
Development
Need
1.
2.
3.
4.
5.
6.
Priority
Current Ability
Target Ability
Development
Opportunity
Criteria for
judging success
Time
Scale
Scenario
Where can evidence
be found
LO1
LO2
LO3
All companies have procedures they apply to staff and rules they apply to themselves in the
common working day. The importance of these vary between companies, for instance a
Builders Yard is more likely to abide by the Health and Safety at Work Act because of the risk
of dangers whereas an office is more like to be guided by the DPA and CMA. But there are
additional risks to Health in offices that are not as apparent to those of building sites:
Health and Safety at Work Act (1974) - to provide a safe environment for employees
and employers, as well as the general public
Data Protection Act (1998) - allows a person the right to know what information an
organisation holds on them and the right to correct information that is wrong
Computer Misuse Act - enacted to respond to the growing threat of hacking to
computer systems and data
Copyright Legislation - gives the creators of some types of media rights to control how
they are used and distributed - refers to music, books, video and software
Contracts of Employment - the behaviours they would need to apply when employed in
any workplace.
Scenario
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LO3
The Health and Safety at Work Act (1974) - The Health and Safety at Work Act (1974) is one of the
major employment laws designed to protect companies and workers against injuries suffered at
work. The Act itself is several thousand pages and covers almost everything form what clothes to
wear, what hours to work, where to store products and by products, fire risks and how to avoid
dangers.
For instance, when it comes to using ICT equipment safely is important for your health. All
businesses, no matter their size or type, have a legal responsibility to reduce the risk of workplace
dangers and provide safe and healthy conditions for employees to work in, for customers to enter
the premises and for suppliers to deliver goods or any other business practice that could be affected
by the activities of the business
P1.2 - Task 03 - Produce a report describing the problems, dangers and preventative measures
employees/ employers need to take to prevent injury or injuring others who use ICT equipment.
The Law
Health and
Safety at
Work Act
(1974)
Dangers
RSI (Repetitive strain injury - performing the
same task repeatedly)
Stress (operating computers, inability to get the
computer to perform desired function)
Working Environment (ergonomics, lighting,
clutter, layout of equipment, wires, food and
drink…)
Preventions
Physical prevention - breaks,
stretches, ergonomic work
environment, appropriate equipment wrist wrests, back support, optimal
height for seating and viewing screen
Technical prevention - Shortcuts, help,
colour
Scenario
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The Health and Safety at Work Act means that employers have a duty to look after the health and
safety of their employees.
They have to assess the risk of the employee getting hurt or becoming ill and do all they can to avoid it happening
People who use computers for most of the day are exposed to certain risks, and these are the people the
regulations cover
What does the employer have to do?
Employers need to look at:
the whole workstation including equipment, furniture, and the work environment
the job being done
any special needs of individual staff
They have to assess the risks and do as much as they can to reduce them.
• Spot the possible
hazards within the
office .
Scenario
LO1
LO2
LO3
Below is a spider diagram (You can enlarge it if needed) which highlights some of the
safety issues that could be found at work and how it these can be avoided.
Scenario
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LO3
Legal Measures to Protect - Measures employers should take include:
◦ Understanding the law make sure someone in your organisation has a health and safety brief covering all areas, not just
computers.
◦ Being aware of the health risks the government officially recognises some of the risks although there are some grey
areas you'll need to make up your own mind about.
◦ Assessing the risks using procedures set out in the law be systematic and get help if you need it.
◦ Get a health and safety audit done by a competent organisation if necessary.
◦ Taking steps to minimise the risks this may only involve taking simple measures.
◦ Training all users to recognise the risks if people aren't aware of the dangers they can't take adequate precautions to
protect their health.
◦ Taking users views seriously if users feel there is something wrong there often is.
What problems are there? - Most of the problems are caused by the fact that people are sitting in the same position
doing the same task over and over again.
◦ Sitting at the wrong height and in the same position for long periods of time is the most common cause of back pain.
◦ Using the keyboard and fingers and repeatedly making the same small movement over and over again can cause carpal
tunnel syndrome and other forms of RSI - repetitive strain injury.
◦ Glare or reflections from windows or lights and a dirty screen are the most common cause of eyestrain and headaches.
Manufacturers are required to ensure that their products comply, such as:
◦ Notebook PCs are not suitable for entering large amounts of data
◦ Keyboards must be separate and moveable
◦ Screens must tilt and swivel
Scenario
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The Risks - With the increase in computer use, a number of health and safety concerns related to vision and
body aches and pains have arisen. Many problems with computer use are temporary and can be resolved
by adopting simple corrective action. Most problems related to computer use are completely preventable.
However it is important to seek medical attention if you experience any symptoms:
◦ RSI - Usually affects hands, wrists, elbows, arms, shoulders and neck
◦ Continual or Recurring Discomfort
◦ Aches and Pains
◦ Throbbing and Tingling
◦ Numbness and Stiffness
◦ Burning Sensation
HSE says more than 100,000 workers suffer to some degree
Repetitive Strain Injury - If you work in an office and use a computer, it is now recognised that you can get
RSI from over using a keyboard. Repetitive Strain Injuries occur from repeated similar physical movements
doing damage to tendons, nerves, muscles, and soft body tissues
The rise of computer use and flat, light-touch keyboards that permit high speed typing have resulted in an
epidemic of injuries of the hands, arms, and shoulders. Use of pointing devices like mice and trackballs can
cause as much damage.
The thousands of repeated keystrokes and long periods of clutching and dragging with mice slowly
accumulates damage to the body. This can happen even more quickly as a result of typing technique and
body positions that place unnecessary stress on the tendons and nerves in the hand, wrist, arms, and even
the shoulders and neck
Lack of adequate rest and breaks and using excessive force almost guarantee trouble.
Scenario
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LO3
Repetitive Strain Injury - What are the Symptoms?
◦ Tightness, discomfort, stiffness, soreness or burning in the hands, wrists, fingers, forearms, or elbows
◦ Tingling, coldness, or numbness in the hands
◦ Clumsiness or loss of strength and coordination in the hands
◦ Pain that wakes you up at night
◦ Feeling a need to massage your hands, wrists, and arms
◦ Pain in the upper back, shoulders, or neck associated with using the computer
A solution is to have correctly positioned keyboards and adjustable chairs so that the angle between the wrist and
hand is correct. Wrist supports can also be used and workers should be allowed regular breaks.
Eye Strain - According to the London Hazards Centre, more than 70% of people working with screen for more than
6 hours a day have found that they experience visual problems. The most common of these are eyestrain, double
vision, temporary short-sightedness and visual tiredness. Although computer usage has not been proven to cause
permanent damage to healthy eyes, there is evidence to suggest that small vision defects may start to cause
problems when carrying out more visually demanding tasks.
Eye Strain - Concerns. Computer Screens have been blamed for causing eyestrain and there are claims that
prolonged exposure can lead to the development of cataracts. Companies provide free eye tests for employees
working with VDU's and legislation concerning the ambient lighting in the room has been introduced.
An employer may also provide screen filters that increase contrast and reduce background reflections. The screens
should be positioned correctly to reduce external reflections from windows or blinds should be used to reduce the
light reaching the screen from the window.
Glare
Improper
lighting
Improperly corrected vision (wrong
glasses)
Poor work
practices
Scenario
Poorly designed
workstations
LO1
LO2
LO3
Computers And Stress - October 2003: Computer users need to stem the stress their machines cause them
before it damages health, according to a survey. Nine out of 10 are regularly annoyed by slow, crashing
machines, while time wasted fixing problems makes it worse, say security experts Symantec. A Health and
Safety Executive survey of 700 managers said £1.24 billion a year was lost because of stress-related
sickness and lost productivity, and an increasing amount of stress is caused by computers in the workplace.
The top five causes of computer related stress were:
Slow performance and
system crashes
Spam, scams and too much
e-mail
Pop-up ads
Viruses
Lost or deleted files
More than a third of men and women will resort to extreme behaviour when confronted with computer
frustration, such as violence, swearing, shouting and slapping the keyboard.
Computers And Stress - Stress is a major health problem, which costs the UK billions of pounds every year.
Stressed employees are more susceptible to other health problems e.g. heart disease and ulcers. Stress, in
itself, is an illness that can cause long-term absence from work. Stress in the workplace is made worse by:
◦ Using computers to monitor employee’s performance
◦ “Technophobia” (the fear of computers by older staff and their concern that they will become de-skilled
by the introduction of IT)
◦ Pagers, Mobile Phones and Laptops mean that an employee can never truly be away from the office.
◦ “Information overload” (computers can bombard people with more information than they can assimilate)
There is evidence that ICT workers suffer particularly from stress, possibly because the pace of change in ICT
is so great that many feel under pressure to keep up with every new development.
Scenario
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Stress – This is one of the major factor in work-related illness . Ways in which computers put pressure on workers
◦ They may be used to monitor performance
◦ They induce fear and panic - particularly in older people
◦ It can be impossible to escape technology like Mobile phones, modems, laptops
◦ Information overload
◦ Speed of development contributes to stress-related illnesses
General Aches and Pains - Workers may complain of stiff necks or back problems related to their work. The
solution is to have the correct poise between the positions of the keyboard the head and the VDU. This requires
swivel mounted VDU's and adjustable chairs and the use of foot rests.
Physical Prevention - General precautions to avoid musculoskeletal problems include:
◦ Taking regular breaks from working at your computer a few minutes at least once an hour
◦ Alternating work tasks
◦ Regular stretching to relax your body
◦ Using equipment such as footrests, wrist rests and document holders if you need to
◦ Keeping your mouse and keyboard at the same level
◦ Avoiding gripping your mouse too tightly hold the mouse lightly and click gently
◦ Familiarise yourself with keyboard shortcuts for applications you regularly use (to avoid overusing the mouse)
Technological Precautions - Consideration can be take over the location and position of your physical environment
including:
•
Keyboards, Monitors and Mouse
•
Chairs
•
Desk space
•
Physical environment
Scenario
LO1
LO2
LO3
The Ergonomic Environment - Ergonomics refers to the design and functionality of the environment, and
encompasses the entire range of environmental factors. Employers must give consideration to:
◦
Lighting: office well lit, with blinds
◦
Furniture: chairs of adjustable height, with tilting backrest, swivelling on five-point base
◦
Work space: combination of chair, desk, computer, accessories, lighting, heating and ventilation all contribute
to overall well-being
◦
Noise: e.g. noisy printers relocated
◦
Hardware: screen must tilt and swivel and be flicker-free, the keyboard separately attached
◦
Software: should facilitate task, be easy to use and adaptable to user’s experience
Scenario
LO1
LO2
LO3
The Ergonomic Environment - Employers, including schools and universities, are obliged to carry out a risk
assessment of all workstations and reduce risks to "the lowest extent reasonably practicable". NB: Workstations
which will be used by more than one person - such as in libraries or classrooms - must be flexible enough to meet
different people's needs. For example, they must be adaptable to suit people of varying heights.
Desk - The desk or table must be large enough to allow the monitors, keyboard etc to be correctly positioned.
Surface should be in a matt finish, to avoid reflective glare
In general desks used for computer-based work need to be larger than traditional desks
Should also be low enough to allow you to keep your forearms horizontal or sloping downwards slightly and high
enough to allow your thighs underneath it
Elbows should be at an angle of at least 90 degrees when sitting at it, and your arms should not be extended in
front of you
Chair - This should be high enough to allow you to sit comfortably over the keyboard.
Should swivel: five castors will ensure that it is stable. The seat must be adjustable in height, and the backrest must
be adjustable backwards and forwards as well as up and down.
Backrest must be firm against your back
You should not lean back, but sit upright with the back supporting you
If the chair has arms, these must allow you to get close enough to the desk and still be able to swivel the chair;
however, arms are unnecessary and in many cases make a chair unsuited to computer work
Some experts believe the chair's seat should be tilted forwards, throwing the weight on to your feet which must be
flat on the floor. If your feet do not reach the floor comfortably, you must have a footrest - Specialist footrests are
available.
You should not wear high heels while using the computer.
Scenario
LO1
LO2
LO3
Keyboard - The keyboard should have a matt finished surface to avoid reflective glare.
Should be separate from the monitor and easily adjustable, with clearly marked keys
Should be easy to use - for example, keys should not stick - and the desk should be large enough to allow
adequate space in front of it to position your hands properly
Monitor - The screen(s) should have easily adjustable brightness and contrast controls and be easy to tilt
or swivel.
There should be no reflective glare; some models will benefit by fitting an additional anti-glare screen
(these are very cheap)
Make sure that you sit far enough away from the monitor(s) you are using; most people's natural
distance for comfortable vision is 20-24 inches
If the table supporting your computer is too narrow to allow this, it is breaking the Regulations
Lighting - Lighting should be appropriate for all editing tasks performed at the workstation, e.g. reading
the screen, keyboard work, referring to paperwork etc…
Must not cause glare or reflections on the monitor(s)
Workstation should be positioned in order to reduce glare and reflections to a minimum, and if
necessary windows must have blinds to keep out direct light and overhead lights should have diffusers
Another way to reduce reflections is to avoid brightly painted or shiny white walls
In the UK, lighting is also covered by the Lighting at Work Regulations (1987) - these state that if
fluorescent lights flicker to the extent that most people are aware of it, they should be replaced.
However, flickering fluorescent lights may cause headaches in susceptible people at levels which are not
obvious to most people, so should always be considered as a cause of sudden bouts of pain and
disturbed vision.
Scenario
LO1
LO2
LO3
Environment - Computers generate heat, but this must be controlled to a "comfortable"
level, if necessary by the use of fans and/or air conditioning.
At the same time, the air must not be too dry or too damp
Background noise must not be so high that you find it difficult to concentrate or need to
shout
Radiation must be reduced to "negligible" levels
In general you should have enough space to be able to change position and vary your
movements
You should take regular breaks from the computer, ideally five minutes every half an hour
- This relieves eye strain as well as helping to prevent RSI.
Design of Tasks - If possible, it is better for employees to have a change of task rather
than sit in front of a screen all day. If that isn’t possible, they will need to take regular
breaks.
The fact that computers provide a record of every working moment can put a lot of stress
on employees who are expected to meet very demanding targets.
Employers can help by providing the right training and setting realistic targets.
They should also make sure that the employees have regular eyesight checks.
Scenario
LO1
LO2
LO3
Training - Employees should be trained so that they understand:
how to adjust the furniture so that they are sitting properly
how to adjust the monitor setting depending on the lighting in the room
that it is important to change position regularly
that they must actually take their breaks - regular short breaks are better than
one longer one
how to report any problems they may have
Summary - Employers have a duty to look after the health and safety of their
employees.
Employers need to assess the working environment, the type of job carried out
and any special requirements of their employees.
Risks must be assessed and all efforts made to reduce them.
Most problems for ICT workers can be reduced by having the correct height
work surface, an adjustable chair and the correct lighting.
Regular breaks and annual eye checks are also very important
Employees should have the appropriate training to minimize the risk of injury
Scenario
LO1
LO2
LO3
Data Protection Act 1988 - This Act applies to personal information about an individual
The Act defines a legal basis for handling in the United Kingdom of information relating to people
living. It is the main/only piece of legislation that governs protection of personal data in the UK.
Although the Act does not mention privacy, in practice it provides a way in which individuals can
enforce the control of information about themselves. Most of the Act does not apply to domestic
use, for example keeping a personal address book. Businesses operating in the UK are legally obliged
to comply with this Act, subject to some exemptions.
◦ Compliance with the Act is enforced by an independent authority, the Information
Commissioner's Office (ICO). The ICO maintains guidance relating to the Act
It is aimed at protecting the rights of the individual to privacy. The Act is quite complex but there are
basically eight common sense rules - known as the ‘data protection principles’
Gives important rights to the person about whom the data is held about. This includes the right to
know what information is held, including information held by an employer, and the right to correct
information that is wrong
◦ Compensation can be claimed through the courts if an organisation breaches this Act and causes
damage, such as financial loss, claim for distress caused as a result of the incident
If an organisation holds any data on individuals, it must register under the Act.
◦ Employees must adhere to the Act and the employer will have rules/ guidelines to follow
◦ The employer will be prosecuted if they break this law and if an employee is found to be negligent,
he/she may be liable for prosecution too.
Scenario
LO1
LO2
LO3
The Act defines eight principles of information-handling practice:
1.
Personal data shall be processed fairly and lawfully and, in particular, shall not be processed unless conditions are met.
2.
Personal data shall be obtained only for one or more specified and lawful purposes, and shall not be further processed in any
manner incompatible with that purpose or those purposes
3.
Personal data shall be adequate, relevant and not excessive in relation to the purpose or purposes for which they are processed
4.
Personal data shall be accurate and, where necessary, kept up to date
5.
Personal data processed for any purpose or purposes shall not be kept for longer than is necessary for that purpose or those
purposes
6.
Personal data shall be processed in accordance with the rights of data subjects under this Act
7.
Appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data
and against accidental loss or destruction of, or damage to, personal data
8.
Personal data shall not be transferred to a country or territory outside the European Economic Area unless that country or
territory ensures an adequate level of protection for the rights and freedoms of data subjects in relation to the processing of
personal data.
Basically this means that data must be:
1.
fairly and lawfully processed (used)
2.
used for limited purposes
3.
adequate and relevant - only what is needed may be used
4.
accurate
5.
not kept for longer than is necessary
6.
accessible to the individual and able to be corrected or removed where necessary
7.
secure
8.
not transferred to countries without adequate protection.
P1.3 - Task 04 - Produce a report describing the risks and the measures employees/employers need to consider when dealing
within data held
Scenario
LO1
LO2
LO3
Just buying a book, CD, video or computer program does not give you the right to make copies (even
for private use) or play or show them in public. The right to do these things generally belongs to the
copyright owner, so you will need their permission to use their material.
Copyrighted images versus copyright free images – They say free stuff is worth every penny you pay
for it. The internet is full of images, every picture you could want, who would notice if you took it.
Copyright is the second most important and quoted law in ICT, the one that is breached the most and
one that is considered thin in terms of prosecution and effect.
What is protected by copyright? - Copyright protects original literary, dramatic, musical and artistic
works, published editions of works, sound recordings (including CDs), films (including videos and
DVDs) and broadcasts. The creator of the material has the right to control the way their work can be
used. Their rights cover such things as:
So copyright is a type of ‘intellectual property’ and, like physical property, cannot usually be used
without the owner’s permission.
Copying
Adapting
Distributing
Communicating through Electronic
means to the Public
Renting or Lending
Copies to the Public
Performing in
Public
P1.4 – Task 05 – Describe the intention of the Copyright Act and describe the risks and the measures
you need to take to prevent illegal use of resources.
What is it?
Adhering to Legislation
Scenario
LO1
LO2
LO3
What about computer programs and material stored in computers? - A computer program is
protected as a literary work.
Converting a program into or between computer languages and codes counts as ‘adapting’ a
work
Storing any work in a computer involves ‘copying’ the work
Running a computer program or displaying work on a VDU will usually involve ‘copying’
Is material on the internet protected by copyright? - Copyright material sent over the internet
or stored on web servers will usually be protected in the same way as material recorded on
other media.
So if you want to put copyright material on the internet to distribute or download copyright
material that others have put on the internet, you will need to make sure that you have
permission from the people who own the rights in the material
Does copyright have to be registered? - Copyright protection in the UK is automatic, No
registration system is necessary, i.e. no forms to complete and no fees to pay.
Does work have to be marked to claim copyright? - In some countries you must mark the work
with the international © mark followed by the creator’s name and the year of creation.
(Additional information could be included such as how far you are happy for others to use your
copyright material without permission)
Not necessary in the UK, but helps if action is taken when copyrighted materials is used without
required permission.
Scenario
LO1
LO2
LO3
The Computer Misuse Act – This Act is designed to protect computer users against wilful attacks and
theft of information. Offences under the act include hacking, unauthorised access to computer systems
and purposefully spreading malicious and damaging software (malware), such as viruses.
Unauthorised access to modify computers include altering software and data, changing passwords and
settings to prevent others accessing the system, interfering with the normal operation of the system to
its detriment.
The act makes it an offence to access or even attempt to access a computer system without the
appropriate authorisation. Therefore, even if a hacker tries to get into a system but is unsuccessful they
can be prosecuted using this law. The act also outlaws "hacking" software, such as packet sniffers, that
can be used to break into or discover ways to get into systems.
What the Law States – Part 1:
1 - Unauthorised access to computer material.
(1)
A person is guilty of an offence if—
◦ (a) he causes a computer to perform any function with intent to secure access to any program or
data held in any computer, or to enable any such access to be secured;
◦ (b) the access he intends to secure, or to enable to be secured, is unauthorised; and
◦ (c) he knows at the time when he causes the computer to perform the function that that is the case.
(2)
The intent a person has to have to commit an offence under this section need not be directed
at—
◦ (a) any particular program or data;
◦ (b) a program or data of any particular kind; or
◦ (c) a program or data held in any particular computer.
Scenario
LO1
LO2
LO3
2 - Unauthorised access with intent to commit or facilitate commission of further offences.
(1) A person is guilty of an offence under this section if he commits an offence under section 1 above (“the
unauthorised access offence”) with intent—
◦ (a) to commit an offence to which this section applies; or
◦ (b) to facilitate the commission of such an offence (whether by himself or by any other person);
(2) It is immaterial for the purposes of this section whether the further offence is to be committed on the
same occasion as the unauthorised access offence or on any future occasion.
(4) A person may be guilty of an offence under this section even though the facts are such that the
commission of the further offence is impossible.
3 Unauthorised acts with intent to impair, or with recklessness as to impairing, operation of computer,
(1)
A person is guilty of an offence if—
◦ (a) he does any unauthorised act in relation to a computer;
◦ (b) at the time when he does the act he knows that it is unauthorised; and
(2)
This subsection applies if the person intends by doing the act—
◦ (a) to impair the operation of any computer;
◦ (b) to prevent or hinder access to any program or data held in any computer;
◦ (c) to impair the operation of any such program or the reliability of any such data
(3) A person guilty of an offence under this section shall be liable—
◦ (a) on summary conviction in England and Wales, to imprisonment for a term not exceeding 12 months
(6 months in Scotland) or to a fine not exceeding the statutory maximum or to both;
◦ (b) on conviction on indictment, to imprisonment for a term not exceeding ten years or to a fine or to
both
Scenario
LO1
LO2
LO3
Spyware: Spyware is computer software that is installed secretively on personal computers that
either intercept or take partial control over the user's interaction with the computer, without the
user's informed consent. The term spyware suggests software that secretly monitors the user's
behaviour; the functions of spyware extend well beyond simple monitoring.
This is an example of spyware program that installs itself onto the machine or tries to. The box that
pops up on the screen tells the user that their clock is not up to date an option of installing it or
cancelling but both are fake, the whole image including the buttons is all part of the spyware. When
installed this particular piece of spyware which pretends to be a windows program then leaves a
tracer on the machine that gathers information about the user and then uses this information for
spying, gathering such things as credit card details, log in names and passwords and account
information.
Spyware has a general negative effect on the internet and has the overall ability to steal personal and
important information off of the computer user. Pornography websites as a whole have a tendency to
be unsafe and lacking in protection due to their overall professionalism lacking. This means that they
are quite popular for spyware content and hacking.
Malware: Malware is software specifically designed to infiltrate or damage a computer system
without the owner's consent. The term is an amalgamation of the words malicious and software. The
expression is a general term used by computer professionals to mean differing forms of hostile,
intrusive, or annoying software or program code.
Spyaxe is an example of a particularly nasty version of malware that installs itself onto the user’s
computer and then runs and tells the user that they have spyware on their machine. The scan itself is
fake but the user won’t be able to see this. It then says that there is particularly spyware on the
machine and in order to be able to fix it the user needs to upgrade to the full version of spyaxe. The
user feeling that they have already been hacked goes onto the spyaxe website and pays for the full
version. The company then uses their credit card details to steal everything they can. If the user tries
to remove this program off the machine then spyaxe claims a breach in copyright and threatens to
sue.
Scenario
LO1
LO2
LO3
Viruses - A computer virus is something that will copy and attach itself to a computer’s code. A virus can only spread from
one computer to another when its host is taken to the uninfected computer, for instance by a user sending it over a network
or the Internet. Viruses are sometimes confused with computer worms and Trojan horses. A worm can spread itself to other
computers without needing to be transferred as part of a host, and a Trojan horse is a file that appears harmless. Worms and
Trojans may cause harm to either a computer system's hosted data, functional performance, or networking throughput,
when executed. In general, a worm does not actually harm either the system's hardware or software.
The “Iloveyou” virus was created by a Philipino teenager to impress his girlfriend. An email was sent out with a VBS
attachment saying “Iloveyou”. When the user opened up the VBS file the email raided the outlook express book and sent
itself on to everybody in their using their username. Within one hour of the virus being released 20,000 computers were
infected, within three hours this had risen to 5 million. All together this cost one billion pounds worth of damage worldwide
causing a complete destruction of networks and the shutting down of several major systems.
The “lovesan” virus was created by a German teenager in order to help out his mums failing computer business. Like the
“Iloveyou” virus this was an attachment within an email that within three hours had managed to bring down the NHS
network centre, the French water system and the entire Swiss rail network. All together this virus cost untold amount of
damage across the world.
Worms - These are in some ways a lot like a computer virus in the way that they tend to replicate themselves and sends
copies of itself through the use of a network this usually goes on with little to no intervention from the user. When worms
are put into action it is highly likely that it will cause some damage to a network or computers often the best case scenario is
for it just to take up some of the bandwidth. Sometimes however a worm can be created with the best intentions but easily
cause some unintended disruption.
Trojans – These are files that actually get emailed to you that have the virus hidden within the code. This is much more
difficult to pick up because virus checkers tend to look within specific strings of code but a good Trojan can break itself up
into little sections so the strings are not recognised. And then when the activation date is due it tends to put itself back
together again and breaks itself out of the file. These are a lot harder to detect but once released from the file they will do
the same kind of damage that all other viruses will do. They are called Trojans because it is way of getting onto your machine.
Scenario
LO1
LO2
LO3
Hacking has been around almost as long as the Internet; some people just love to try and break into a computer system.
Prior to 1990, there was no legislation in place to tackle the problems caused by hacking. Although everyone knew that it
was wrong and should be against the law, there was nothing that anyone could do about it.
As the problem grew, it became apparent that specific legislation was needed to enable hackers to be prosecuted under
the law. So, in 1990, the Computer Misuse Act was passed.
The Computer Misuse Act (1990) recognised the following new offences:
◦ Unauthorised access to computer material
◦ Unauthorised access with intent to commit or facilitate a crime
◦ Unauthorised modification of computer material.
◦ Making, supplying or obtaining anything which can be used in computer misuse offences.
The originally definition of a hacker was a talented computer programmer that could solve almost any problem very
quickly, often by innovative, unconventional means. Today it is sometimes used to mean someone that tries to break into
other people's computers or creates a computer virus, which isn't quite as noble a concept. The last of the true hackers,
Richard Matthew Stallman was born in New York City in 1953. He joined the group of hackers at the MIT Artificial
Intelligence Laboratory (AI Lab) in 1971. In 1996 he quoted "The hacker ethic refers to the feelings of right and wrong, to
the ethical ideas this community of people had -- that knowledge should be shared with other people who can benefit from
it, and that important resources should be utilized rather than wasted."
Today, mainstream usage mostly refers to computer criminals, due to the mass media usage of the word since the 1980s.
This includes script kiddies, people breaking into computers using programs written by others, with very little knowledge
about the way they work. This usage has become so predominant that a large segment of the general public is unaware
that different meanings exist. While the use of the word by hobbyist hackers is acknowledged by all three kinds of hackers,
and the computer security hackers accept all uses of the word, free software hackers consider the computer intrusion
related usage incorrect, and try to disassociate the two by referring to security breakers as "crackers" (analogous to a
safecracker).
P1.5 – Task 06 – Describe the intention of the Computer Misuse Act, and describe the risks and the measures you need to take
to prevent illegal use or access to resources.
Scenario
LO1
LO2
LO3
Contracts of Employment – When a company needs new staff, more staff or change the
levels of a current member of staff, Human Resources, with the consent of management,
draw up a Contract of Employment that states legally the terms and conditions of
employment for that member of staff. This is a legal document, and states the roles and
duties the staff member will be held to.
At the date of hiring that employee will have the right to negotiate the terms of the
contract. For instance part of a Teaching contract is Parents Evening attendance, hours of
duty, Subject specifics, Pay and a list of other things. Anything added to the contract after
acceptance can again be negotiated and refused.
Job Descriptions – Human Resources will draft the job description on behalf of the
management and HOD. This will be agreed with all parties before a job advert is placed
and is available to the prospective employee or applicant. This Job description outlines
the duties of the member of staff, and is usually global in its expectation. Prospective
employees read this by prospective employees to see if they are up to the task. For
instance a checkout person might be expected to stock shelves as well, the job
description will make this clear.
P1.6 – Task 07 – Describe how a Contract of Employment and Job Description can be used
to limit the suitability of candidates for jobs.
Contracts of Employment
Job Descriptions
Scenario
LO1
LO2
LO3
Within the IT industry, there are several different job roles, such as:
Network
Manager
Computer &
Information
Systems
Manager
Help Desk
Technician
Network
Architect
Network
Engineer
Security
Specialist
Project
Manager
Applications
Engineer
ICT
Procurement
Quality
Manager
Database
Administrator
Data Entry
Clerk
Webmaster
Web
Designer
Web
Developer
Web
Administrato
r
Programming
Computer
Gaming
Programmers
Computer
Gaming
Designers
Computer
Graphics and
Animation
QA & Tester
Find 2 job adverts from www.monster.co.uk that you feel would be suitable for your
current or future skills.
M1.1 – Task 08 - Pick 2 jobs role from the list above, and highlight the key personal
attributes required based on the job specification - include job advert selected
Leadership Qualities
Planning And Organisational Skills
Problem Solving
Team Player
Business Skills
Independent Workers
Personal Skills
Personal Abilities
Scenario
LO1
LO2
LO3
As there several different types of job roles within the IT industry, it is always
good to understand the range skills required
Attributes
Legislations
Leadership Qualities
Health and Safety at Work Act (1974)
Planning And Organisational Skills
Data Protection Act (1998)
Problem Solving
Computer Misuse Act (1990)
Team Player
Copyright Legislation
Business Skills
Independent Workers
Personal Skills
Personal Abilities
M1.2 – Task 09 – Within a table, explain the different personal skills that employers may
require for specific IT job roles
For this you will need to compare the two jobs, what skills are asked of more, what
attributes are more important, how do the job roles compare.
Scenario
LO1
LO2
LO3
• The following review meeting needs to be scheduled with your ICT teacher before the
deadline date. In this meeting you will discuss how you think your development needs
are progressing and showing evidence of how you are reaching your target ability. Please
feel free to bring along evidence to demonstrate your progress as this is needed in order
to attain the higher levels.
P7.2 – Task 10 – Complete the Review Meeting 1, outlining the current development needs
for the jobs specified as Stage 1 of your personal development plan.
For this you will need to complete the table below as part of the PDP document. You are
not expected to have gained all the skills necessary to apply for your dream ICT job but
you will need to specify, based on the work for this LO so far, what you have learned and
understood about the nature of employment, the Laws and the expected abilities needed
for an ICT position. You may also specify what you have learned from the Merit Criteria in
analysing current job documentation and specifications and highlight your understanding
of these in the Progress Made section.
Review Meeting 01
Development Need
1.
2.
3.
4.
5.
6.
Signed:
Progress Made
Scenario
LO1
LO2
LO3
P1.1 - Task 01 - Produce a report that identifies and explains the different personal attributes required
during a candidates employability.
P7.1 – Task 02 - Produce a first stage personal development plan.
P1.2 - Task 03 - Produce a report describing the problems, dangers and preventative measures
employees/employers need to take to prevent injury or injuring others who use ICT equipment.
P1.3 - Task 04 - Produce a report describing the risks and the measures employees/employers need to
consider when dealing within data held
P1.4 – Task 05 – Describe the intention of the Copyright Act and describe the risks and the measures
you need to take to prevent illegal use of resources.
P1.5 – Task 06 – Describe the intention of the Computer Misuse Act, and describe the risks and the
measures you need to take to prevent illegal use or access to resources.
P1.6 – Task 07 – Describe how a Contract of Employment and Job Description can be used to limit the
suitability of candidates for jobs.
M1.1 – Task 08 - Pick 2 jobs role from the list above, and highlight the key personal attributes required
based on the job specification - include job advert selected
M1.2 – Task 09 – Within a table, explain the different personal skills that employers may require for
specific IT job roles selected.
P7.2 – Task 10 – Complete the Review Meeting 1, outlining the current development needs for the jobs
specified as Stage 1 of your personal development plan.
Scenario
LO1
LO2
LO3
LO2 - Understand the principles of effective communication
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Cube Systems have been approached by the local job centre to produce a range of
publications, that can be used by their clientele to help reduce unemployment, by
gaining valuable information about communications and employability skills.
In order to do so, they need to appreciate the knowledge and understanding of different
forms of communication skills within employment. The effective use of communication
and flexibility of styles is a highly desirable attribute to employers to maintain good
working practices.
This second section is all about identifying and understanding the various different
communication methods that are valued by employers, such as:
◦ Interpersonal Skills (Verbal / Questioning Techniques)
◦ Written Communications
◦ Aids and Barriers to Effective Communication Skills - Investigate what makes these
different methods of communication effective when delivering their message
FOCUS on the DOs and DON'Ts to effective communication
◦ Proof-Reading Documents
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
P2 - Explain the principles of effective communication
P3 - Discuss potential barriers to effective communication
P4 - Demonstrate a range of effective interpersonal skills
D1 - Explain how some of the potential barriers can be reduced
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Within a report, you need to provide evidence for the following 3 areas:
1.
Interpersonal and Communication Skills
2.
Aids and Barriers to Effective Communications
3.
Proof-Reading Documents
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Assessment Outcome - P2
Task 3 (P2.1) - Produce a report on 5 different communication methods, focus on the principles (aids) of
effective use
Purpose
Medium
Style & Delivery
Message & Readability
Text, Formatting & Layout
Age , Cultural and Emotional
Writing Style / Language
Audience
Speed of Delivery
Accessibility
Task 6 (P2.2) - Complete document Unit 01 – LO2 - Barriers, discussing the barriers to communications,
by focusing on language, distraction, noise and lack of concentration
◦
How could the barriers be reduced?
Task 7 (P2.3) - You need to explain the different forms of checks/techniques that can be carried out and
how they can be beneficial
Assessment Outcome – P3
Task 4 (P3) - For the 5 different communication methods selected, focus on the barriers to effective use
(Good Practice and Common Mistakes), supported by examples
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Assessment Outcome - P4
Task 1 (P4.1) - Create a series of notes, considering effective use of communications within employment,
include examples, so that you can hold a discussion on the reasons why these types of skills are vital.
Task 2 (P4.2) - Group Discussion - A discussion should develop and evolve through thoughts and opinions
Assessment Outcome - D1
Task 5 (D1) - For the 5 different communication methods selected, suggest techniques that could be used
to reduce the potential barriers when used as a communication method
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Within the everyday walk of life, an employee MUST highlight and evidence a
range of skills to ensure they remain professional and able.
------------------------------------------------------------------------------------------Task 1 (P4.1) - Create a series of notes, considering effective use of communications within
employment, include examples, so that you can hold a discussion on the reasons why these
types of skills are vital. Using the following headings:
Verbal Conversations / Exchanges
Questioning Techniques
Written Communication
Task 2 (P4.2) - Group Discussion - A discussion should develop and evolve through thoughts
and opinions on the following areas:
Gathering of Information
Understanding
Cultural Differences
Meet Needs of Audience
Why are they appropriate?
Potential Improvements for
Use
Remember a discussion is not scripted so reading from notes is not a discussion!!
As part of the discussion, you will be assessed on contribution,
identified examples and understanding
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
When discussing the different forms of verbal communications, you need to
consider:
VERBAL (TECHNICAL & NON-TECHNICAL)
Face-to-Face (meetings, interviews, discussion, etc...)
Telephone
Presentations
Based on the forms of verbal communications discussed above, relate them to:
Verbal
Lip Reading
Sign
Tone
Use of Body
Language (Head /
Eyes / Hands /
Nodding)
Intonation
Summarising
Paraphrasing
REMEMBER these are just examples USE your own in addition!
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
When discussing the different forms of Questioning Techniques, you need to
consider:
Open
(difficult to analyse)
Closed
(options)
Probing Questions
(linked)
Response Times
Based on the forms of Questioning Techniques discussed above, relate them to:
Purpose
Understanding
Behaviour
Awareness
Cultural Influence
REMEMBER these are just examples USE your own in addition!
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
When discussing the different forms of written communications, you need to
consider:
WRITTEN (TECHNICAL & NON-TECHNICAL)
Email
Letters
Reports
Notes
Presentations
etc...
Based on the forms of verbal communications discussed above, relate them to:
Emotions
(emoticons)
Note Taking
Summarising
Tone
Style
REMEMBER these are just examples USE your own in addition!
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Websites (WWW /
Intranet / Extranet)
Tasks
1
2
eMails
3
Assessment
Digital Distribution
and Conferencing
SMS
1. Letters / Reports / Invoices / Memos
2. Presentations
3. Publications (Posters / Leaflets / Flyers)
Click on the above links for additional information
Task 3 (P2.1) - Produce a report on 5 different communication methods, focus on the
principles (aids) of effective use: (Click on the links for additional information)
Message &
Purpose
Medium
Style & Delivery
Readability
Task 4 (P3) – For the 5 different communication methods selected, focus on the barriers to
effective use (Good Practice and Common Mistakes), supported by examples
Task 5 (D1) - For the 5 different communication methods selected, suggest techniques that
could be used to reduce the potential barriers when used as a communication method
Task 7 (P2.2) - Complete document Unit 01 – LO2 - Barriers, discussing the
barriers to communications, by focusing on language,
distraction, noise and lack of concentration
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Research how different types of communication methods are used within a
business context - explain how each is used and what contribution each makes to.
For example what techniques can be integrated into a website / letter / report /
presentation to aid communication or what mistakes could be made or avoided to
ensure communication is effective.
◦ Use screenshots to illustrate your report
◦ Reference and research you make in the bibliography
Important: Remember - communication occurs both internally AND externally. The
business needs to communicate internally with employees, externally with customers
and suppliers.
------------------------------------------------------------------------------------------Purpose
What is the point of the communication?
Inform
Sell
Attract Attention
Scenario
Entertain
LO1
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LO2
Scenario
Criteria
Tasks
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Assessment
Medium
How will the information be communicated? - Electronic or paper based?
Layout
Typical layout of the business document
Why the business document prepared in this form?
Text
What font, style, size should be used?
How it should be formatted?
Tables
Pictures
Headers
and Footers
Landscape
or Portrait
Paragraphs
Alignment
Bullet Point List
Line Spacing
Language
Formal or informal?
Does the information need to be translated?
Writing Style
Persuasive
Speed of Delivery
Informative
Brief
How fast do you need to communicate the information?
Is it for an event in the distant future?
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
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3
Assessment
Message
What information needs to be given out?
What are you trying to tell people?
Readability
What can affect readability?
Accessibility
Prior
Knowledge
Reading Skill
Interest
Motivation
Ensure as many people as possible have access to the communication.
Audience
Age
Gender
Culture
Emotional
Scenario
LO1
LO2
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LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Purpose - The purpose of a website is to disseminate information, offer services or
products and present a corporate identity over a worldwide forum to a wide range of users.
Websites are generally not static anymore but contain dynamic content which allows
interaction by the end user, for example checking stock of a product. Websites also offer
access to other services for both the employees, customers of suppliers of the company.
These can include email, conferencing facilities, supply chain tracking, Enterprise Resource
Planning or even forums. Web pages need maintenance and any communication through a
website should be directed and answered quickly. A website is a expression of any business
that is on the internet and as such can help or hinder a businesses dependant on how
effective the website is.
General Purpose homepages have the purpose of providing:
Information about the company and how to contact
key personnel
FAQs
Vacancies within the
organisation
Presentation of services
and products for sale
News about the
company
Updates to software
Communication services
such as email
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
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3
Assessment
Medium - Web sites can be created using a multitude of methods but the outcome is
generally similar. Websites are usually user controlled and are accessed by a huge variety of
hardware including normal PCs, mobile phones, PDAs and games consoles. Because they are
user driven and navigated, the way they are presented is extremely important. Media
Elements normally present within web sites:
Text - suitable size
(Text anchors to allow linking
within web pages.)
Images - these should be
optimised to allow speedy loading
(Rollover images - these allow two
different images to occupy the
same area and change when the
user move their mouse over it.)
Navigation systems - these are
extremely important and must be
intuitive and logical to use
(Links)
Text links / Image links
Flash buttons - change when the
user moves their mouse over it.
Image maps - allow different parts
of an image to be different links to
different web pages.
Flash - this allows interactivity
within web pages and can be as
simple as buttons which when
rolled onto change or as
sophisticated as entire menu
systems or mini games.
Forms - used to collect data. This
can be about an order a customer
wishes to place, an enquiry or
feedback on a particular subject.
Streaming media - gained major
popularity recently, allowing
videos/audios to be streamed
from websites for information
/ displaying / tutorial. purposes
Scenario
LO1
LO2
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LO2
Scenario
Criteria
Tasks
1
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3
Assessment
Style and Delivery - Web sites should have a consistent house style which allows users to
interact with it easily and in an intuitive manner. This should also incorporate:
Logical layout i.e. left to right top
to bottom
Links are placed consistently
within each web page. These do
not alter.
Some websites are customisable
1. icons are used they are easy
so that the background colour,
to understand, text is
font, size and colour are all chosen
readable or images are
by the end user
appropriate
2. Considerations for different
types of users
Many websites follow a table
layout, placing different elements
into different cells, the boundaries
of these are either visible or not.
Suitable fonts so it is readable in
terms of size and font style
Well chosen colour combinations
of background and text which
allow for easy reading even for
those with colour blindness
Relevant images which are
explained using text.
Speed is essential when using the
internet so images should be
optimised for quick loading.
Videos and audio should be
optional (view or listen)
Blocks of texts using paragraphs
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Good Practice
Common Mistakes
People move quickly from site to site so catch their
attention with striking images, graphics & headlines
Too long web pages which the user has to scroll
down to read
Navigation should be simple and intuitive. People will
leave a website quickly if the navigation is confusing in
any way
Too busy websites which gives the user
information overload
A well designed site with quality graphics will boost
customer confidence. If a visitor perceives your site as
amateurish, they will move on
Muddled layout - not using a table
Images should be optimised so they download quickly
on the web
A background image which interferes with text
Ecommerce websites should make online ordering fast,
easy and secure
Too many techniques trying to impress the user
instead of a clear simple easy to use website
Respond to messages and orders from your website
quickly - Usually within 24 hours
Give people a reason to come back by providing fresh
content
Explain who you are, what you do, why you do it, and
how they can contact you on the home page
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Purpose - The purpose of email is a way of communicating in an easier and faster way. You
can communicate through emails with customers or business partners. To use your email
account you have to have an internet connection, otherwise this won’t work. This can either
be used for personal reasons or in a business.
Message - What email may be used for with businesses is to communicate with other
business partners to talk about maybe a document that they are both doing, or they could
email their boss with work that they have finished which they have asked to see. Another
thing that they would use email for was to send new deals that have came out in their
business, they can then email customers to let them know of this.
Medium - With emails you always use an electronic system. You can include attachments
onto your email, this is used when for example is when you boss might want to see how you
are getting on with a specific document so you can put it in an attachment to show your
boss of the progress you are making.
With emails you can also type the information your want to tell the audience you are
sending to, to shorten the length of the email, because if it is long (essay format) and it
is something important you want to tell the person then use bullet
points to make sure they focus on the key areas.
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Style and Delivery - Emails are kept quite simple, and you don’t input images onto the
actual email or put in backgrounds, but on the other hand if an image is needed to be sent
to the receiver you can just attach them in an attachment to the email.
With emails you can choose what font you would like, normally you would pick a font
that is easy to read. Normally you can put a signature on the bottom of all emails by
changing this in the settings; this can be with your name so the person on the receiving
end of the email fully understands who is emailing them.
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Good Practice
Common Mistakes
Make them short and snappy so that you don’t bore
the person who is receiving the email
Has an appropriate title that links to what you are
talking about in the email
Text Style used can be hard to understand what the
text is saying, also sometimes the font may be made
too little for the reader to be able to read, and finally
some people may make their font too big, this can
look too unprofessional towards the reader.
Use of a signature
Not using a spell-checker
Make use of bullet-point list to identify specific areas
of interest
Language used
Use attachments that expand on topics discussed
eMail is too long
Make them short and snappy so that you don’t bore
the person who is receiving the email
Has an appropriate title that links to what you are
talking about in the email
Text Style used can be hard to understand what the
text is saying, also sometimes the font may be made
too little for the reader to be able to read, and finally
some people may make their font too big, this can
look too unprofessional towards the reader.
Use of a signature
Not using a spell-checker
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Types of Conferencing
Conferencing either over the internet or otherwise can take many forms namely:
Video-conferencing (generally seen as video and audio only)
Teleconferencing
Web-conferencing
Voice over Internet Protocol
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Teleconferencing - the live exchange of information among persons and
machines that are remote from one another but linked by a telecommunications
system, usually over the phone line.
Unlike video-conferencing the telecommunications system may support the
teleconference by providing one or more of the following audio, video,
and/or data services by one or more means, such as telephone, teletype,
radio, and television.
Web Conferencing - used to conduct live meetings or presentations over the
Internet. During a web conference, each participant sits at his or her own
computer and is connected to other participants via the internet. This can be
achieved either by a downloaded application on each of the attendee's
computers or a web-based application where the attendees will simply enter a
URL (website address) to enter the conference.
incorporated with the use of VoIP audio technology, to
allow for a truly web-based communication.
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
VoIP - All of the above services can rely on VOIP, which stands for Voice
Over Internet Protocol optimized for the transmission of voice through the
Internet or similar networks. What this allows for is speech to be
transferred in a compressed manner over the internet as a digital signal or
data packet stream.
Potential Conferencing Roles and Features - An important capability
of web conferencing software which makes it different to that of video and
tele-conferencing is the ability to application or file share. This is the
ability for one party in the conference to share an application or file (such
as a web browser, spread sheet, etc.) from their desk top with every one
else in the meeting and pass the control of the application to someone
else in the meeting. This can be very useful if there is a need to
demonstrate software to clients.
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
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3
Assessment
Potential Conferencing Roles and Features
Screen sharing/desktop sharing/application sharing (where participants can view
anything the presenter currently has shown on their screen.
Slide presentations (often created through presentation software applications)
Live video (via webcam or digital video camera)
VoIP (Real time audio communication through computer headphones and speakers)
Web tours - feature works well when demonstrating users participate themselves
Recording (for viewing at a later time by anyone using a unique web address)
Whiteboard with annotation (allowing the presenter and/or attendees to highlight or
mark items on the slide presentation or a blank whiteboard.)
Text chat (for live question and answer sessions)
Polls and surveys (allows the presenter to conduct questions with
multiple choice answers directed to the audience)
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Purpose - Digital distribution is the ability to use a digitally channel to deliver products and
to a lesser extent services. Video Conferencing is the exchange of compressed video and
audio signals between two or more parties.
Music need no longer be purchased on a physical medium such as a CD but can be
downloaded. This is now extending to computer software and films revolutionising
how these products are purchased. This is thanks in part to faster internet connections.
Message - Factual information about a product that is being marketed to the audience.
Presented to large audiences.
Medium - With presentations of digital distribution and conferencing you always use an
electronic system.
Style and Delivery - are kept quite simple in general, but can be extravagant in terms of
the props used around the vocal point - dependent on the prop they aim to market.
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Good Practice
Common Mistakes
Conferencing can enable individuals in faraway places to
have meetings on short notice. Time and money that used
to be spent in travelling can be used to have short
meetings. Technology such as VOIP can be used in
conjunction with desktop videoconferencing to enable
low-cost face-to-face business meetings without leaving
the desk, especially for worldwide business offices.
Expense of commercial systems - a well designed system
requires a specially designed room and can cost hundreds
of thousands of pounds
A live conversation is needed so both parties need to be
ready at the same time which could be difficult if used in
different time zones
Better relationships can be formed with business
personnel if they can see and interact with colleagues via
visual conferencing
Although it already has proven its potential value,
research has shown that many employees do not use the
videoconference equipment because they are afraid that
they will appear to be wasting time or looking for an easy
way to enhance customer and supplier relationships. This
can be avoided if managers use the technology in front of
their employees.
Visual information is an important component of the
conversation and interaction and allows for a more
natural communication process
Some countries lack the technical infrastructure to allow
for a high quality connection that is fast enough for goodquality video conferencing
Demonstrations can be given with questions being
answered and demonstrated immediately
Successful systems are backed by support
teams who can pro-actively support
Scenario
LO1
Conferencing technology could also be used for
telecommuting, in which employees work from home
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Purpose - is a technology that facilitate near real-time text based communication between
two or more participants over a network.
Message - SMS happens in front of your eyes almost instantaneously between as many
users are logged on. It is like a meeting where people write instead of speak, but cannot
speak over each other, as each message appears on a different line.
Medium - SMS allows instantaneous communication between a number of parties
simultaneously, by transmitting information quickly. Some SMS systems allow users to use
attachments and webcams which liken them even more to the other conferencing facilities
talked about before.
SMS allows effective and efficient communication, featuring immediate receipt of
acknowledgment or reply.
IM usually offer a very easy interface and an inexpensive way to keep in contact.
Style and Delivery - are kept quite simple like emails
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
Good Practice
1
2
3
Assessment
Common Mistakes
Cheap
Sometimes need to be logged on to get messages
(although some IM facility an email message system
where users not logged on get messages irrespective
of whether they are logged on
Easy to use and set up
If not used properly could lead to time wasting
Easy integration with other facilities
Limited use (usually just text based communication)
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Purpose - Letters are written communications that occur not only externally but also
internally within an organisation. They usually use a letter heading created by the company
which contains certain standard information, such as the logo, address, phone number, fax
number and web address.
Letters have a huge number of applications which include:
Invitations to
corporate events
Interview notification
Notification of price
changes
Thank you for custom
Reminders of payment
Employee discipline
As an accompaniment to a reply from a
customer perhaps for a product order, brochure
request or general enquiry
Message - Official with conveyed message, reflecting the business
Medium - can be both, but normally a printed version (hard-copy)
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Style and Delivery - Formal letters follow a strict style format (insert link here). They are
normally delivered on a printed medium but can be sent electronically through email (or an
attachment) or fax.
Letter head
•
•
•
•
•
Logo
Address
Phone number
Fax number
Web address
Date
•
•
•
Salutation
Yours faithfully (if greeting was Dear
Sir or Madame)
Yours sincerely (if greeting was Dear
'then known name'
Enclosures (Enclosure : Order invoice
Greeting line
Title
Introductory paragraph
Main body (sometimes a few paragraphs)
Concluding paragraph
Formal language is used throughout letter
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Good Practice
Assessment
Common Mistakes
All text aligned to the left below the letter heading
Starting the letter I am writing - it is obvious you are
writing they are reading it!
Title pertinent to the subject of the letter
Not leaving an area for the sender to sign after the
salutation and above their name
Date field written fully
Not using formal language
Using full line breaks between paragraphs
Not using the correct capitalisation in Dear Sir or
Madam or Yours faithfully / sincerely
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Purpose - The purpose of a report is to provide information to others or another person so
that they can then make a decision or action on this. A report is usually written for customer
feedback on a product or store service or maybe a company’s annual report for the
company progression or could be for funding details for a new building etc to say how the
money was spent and what of it is left to still use.
Reports are usually formal as they are made for a purpose to report information and
not like a memo or email message. Most reports are in the form of a table as they
consist of figures and numbers from a monthly view for the company. So the page
would be laid out as the title at the top and then a table showing all the information
and sometimes has a written statement at the bottom explaining the table or a
summary of it.
Message - A report is to give a statement of a number of issues about period of time at the
company whether this be a bank statement or to inform the company that something needs
to be done about the company’s image for example.
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Medium - A report can be sent by email using the internet or as a letter based type form. It
could be thought of less importance and sent by email to individual employees around the
company to keep them up-dated with the company’s progress.
A report for example could be about the month’s figures of what they have spent.
Style and Delivery - A report looks a lot like a letter in the form of layout, the report has a
title a clear introduction a main body of text going into detail or discussion and then
following with a conclusion and the recommendations. The font will be ‘new times roman’s’
or a easy light font that is straight so it is easily read.
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Good Practice
Assessment
Common Mistakes
Reports help communication as they present facts of a
situation in writing so it is easily understandable and
up for discussion. A report presents both sides of an
argument or method of work.
Huge costs to design and create reports
A report is good as it can be used for any part of the
company and are used often to report on how each
department are doing each month or with a certain
project.
Time consuming to create and compile information
from a range of sources
Wider range of audience targeted
Catering to the needs of different types of people
Style of language used
Technical/Complex information used
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Purpose - Invoices are written communications that occur not only externally but also
internally within an organisation. They usually use this form of communication to inform the
audience that financial implication is outstanding and that something needs to be done
within a set amount of time.
Like a letter heading created by the company which contains certain standard
information, such as the logo, address, phone number, fax number and web address.
Message - Official with conveyed message, reflecting the business and the agreement they
have with the intended audience
Medium - can be both, but normally a printed version (hard-copy)
Style and Delivery - like a letter
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Good Practice
Common Mistakes
All text aligned to the left below the letter heading
Itemisation of ALL expenditures
Calculations used within the document
Use of formulas to calculate
Layout is clear
Size of text
Message/Warning is clearly stated
Colour scheme for negative values
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Purpose - It is usual to inform readers of specific information. A memo can also be used to
persuade others to take action, give feedback on a particular issue, or react to a situation.
They provide basic information such as dates / reminders, such as meeting times / location.
This is how a basic memo will look when reminding somebody to go to an event or
follow something up to complete a task. As shown, it is short but tells you clearly what
you need to do. They are commonly written on post it notes, or paper.
While memos are a convenient technique to communicate, it is always necessary to
determine if I meeting is more appropriate.
Message - Like SMS. It should take no longer than 30 seconds or a minute to read. It is not
a guide; it is something that leads on to something else. It instructs you to do something or
reminds you of something essential to remember.
Medium - A memo should be written on a piece of paper and pinned up so it’s in visual
view or on a post it note.
Style and Delivery -The speed of delivery is only affected by the reader; the writer can put
the note where the reader may mostly see it, such as the computer or desk. But
the reader must notice the note for it to be delivered with speed , and
so it depends.
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Good Practice
Assessment
Common Mistakes
Memos allow employees to send and receive
information through small pieces of paper.
People sometimes use memos as a letter and write
too much information on them and it becomes too
long and doesn’t have short to point information.
They should be brief and informal - This is because
they are only meant to be the facts that are needed.
People may also not write readable information and
would defeat the object of writing a memo in the first
place.
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Purpose - The purpose of any presentation is to give out information to a limited audience
in a slide by slide method to a variety of different audiences either internally or externally.
Generally these can be about anything including:
New staff inductions
Sales meetings
Displaying new products to
customers
Shareholders meetings
Employee information
sharing
Trade shows
Message - similar to digital distribution
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Medium - Generally the medium is visual and auditory, with a presenter explaining the
important points with the aid of a slideshow. Although these presentations can be rolling
presentations with timings perhaps at a conference or trade show, or can be interactive
presentations allowing the user to choose what they look at. Slides can include:
Text
Audio
Buttons (allowing users to
interact with presentation*)
Video
Images
Speaker notes (which are only
visible to the presenter)
Web Links
Timings can be used to
eliminate the need to click to
the next slide, although if used
in conjunction with a presenter
needs a lot of practice
Style and Delivery - Presentations should have a consistent house style which allows the
audience to read the key points by allowing:
Suitably large font size for the distance and size
of the screen to the audience
Bullet points as opposed to full sentences
Well chosen colour combinations of background and text which allow for easy reading even for
those with colour blindness
Consistent slide transitions or animations
Relevant images which illustrate the points on
the slide
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Good Practice
Assessment
Common Mistakes
Should not have any more than 5 bullet points on
any slide
Too much information on slide
Clear structure: (Introduction, What is going to be
covered, Main body of presentation, Conclusion and
or recommendations, Time for questions and
answers)
Too technical for audience
Images and text do not overlap
Presenters read from the slide with back to audience
Language is at the correct level
Speaking too fast or too quietly
Ambiguous meaning on slides which are not
addresses within talk.
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Purpose - to express an idea to specific spectators in an informal setting of advertising a
specific business, product, and organisation.
Message - to advertise / inform the targeted audience of new/current information
a new product or a organisation that may be a opening for a new business that is
starting up
new deals a business is doing, they would put the posters in a busy place where lots of
people go so that many people see the advertisement
Medium - are made on paper, you can either to them by hand which is a less popular way
of doing posters as they normally look more professional off computers or laptops.
Style and Delivery - are normally drawn up on computers or laptops, using different
programmes, some of these that are used may be, paint, word or publisher. People tend to
put images that will stand out to the viewer on them so that the poster catches attention.
Must follow a consistent housestyle to represent the business/corporate colours, like
business letters
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Good Practice
Assessment
Common Mistakes
You shouldn’t over load publication with too much
information,
Posters - people don’t stop and read for too long
they just quickly look it over as they are passing,
so you want something short and eye catching
that sums up what the poster is about in the
heading
Leaflet - eye-catching
Newsletter - relevant
A common mistake you may make is the size of font is
too small so that the reader cannot read it.
You should also make sure that the font you use is big
and easy to read, for example if you use the font
brush script then it might be harder to read that the
poster is saying.
Use of canvas - not overcrowded, colour scheme, etc..
You should always make the heading the biggest then
the extra little bits written on the poster in a slightly
different size font.
Some publications may look too dull, so that the
viewers may not be interested in it. Good style will
show the viewer how professional the business is and
bring more customers too them.
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
When communicating information electronically, it is essential that the sender carries out
some rigorous tests to reduce mistakes. This can be in the form of:
Grammar Checking
Spell Checking
Proof-Reading
Punctuation
These ways of reducing mistakes, can done through software features available, such as:
Merging
Reviewing
Inserting
Document
Information
Compare and
Documents Comments
Versions
From Different
Merge
(Track Changes)
Users
------------------------------------------------------------------------------------------Task 7 (P2.3) - You need to explain the different forms of checks/techniques that can be
carried out and how they can be beneficial
Checks
1.
2.
3.
4.
Grammar
Spelling
Proof-reading
Punctuation
Techniques
1.
2.
3.
4.
Reviewing Documents
Inserting Comments
Document Versions
Merging Information From Different
Users
5. Compare And Merge
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Most applications will have an internal setup which can perform any of the following
features:
Grammar Checking
Spell Checking
Proof-Reading
Punctuation
Reviewing Documents - (Track Changes) – make changes to the document, which can be
accepted or reject at a later date
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Inserting Comments
Document Versions
File Properties
Scenario
LO1
LO2
LO3
LO2
Scenario
Criteria
Tasks
1
2
3
Assessment
Merging Information From Different Users – compares the contents of two documents and
generates a list of differences
Compare and Merge – compares the contents of the two documents and merges the
documents together with any duplicates removed
Scenario
LO1
LO2
LO3
L03 - Be able to use IT to communicate effectively
LO3
Scenario
Criteria
Tasks
1
2
3
4
5
6
7
8
Assessment
Cube Systems have been approached by the local job centre to produce a range of
publications, that can be used by their clientele to help reduce unemployment, by
gaining valuable information about communications and employability skills.
In order to do so, they need to appreciate the knowledge and understanding of how
various different skills may contribute to obtaining their desired future job. The effective
use of communication and flexibility of styles is a highly desirable attribute to employers
to maintain good working practices.
This third section is all about identifying and understanding the use of various different
communication technologies effectively, such as:
◦ Use different Software Applications
◦ Use of Electronic Forms
◦ Use of Proof Reading Techniques
Scenario
LO1
LO2
LO3
LO3
Scenario
Criteria
Tasks
1
2
3
4
5
6
7
8
Assessment
P5 – Use IT to aid communications
P6 – Communicate technical information to a specified audience
M2 – Explain the choices of the IT used
D2 – Justify the use of the IT used to aid communication
Scenario
LO1
LO2
LO3
There are several different types of software applications available to use, such as:
Word Processing
Desktop Publishing (DTP)
Spreadsheet
Database
Multimedia & Presentation
Photo, Sound & Video Editing
Gaming
Web Browsers
Programming
Utility & Recovery
Communications (eMail, Instant Messaging, Blogs, Vlogs, Video
Conferencing, Podcasts)
------------------------------------------------------------------------------------------Within groups, create a presentation about the various different software applications used
to communicate effectively
For each software application, the following 5 tasks need be completed:
Task 1 (P5.1) - Describe what the software application is and what it is used for?
Task 2 (P5.2) - Identify and explain how this software application is used to communicate?
Task 3 (M2.1) - What software features does the application offer?
Task 4 (M2.2) – What are the benefits of using these features for communicating
Task 5 (P5.3) - Provide examples of these software applications
Scenario
LO1
LO2
LO3
Now that the individual software applications have been completed within the
presentation, it is time to review the presentation, based on:
Housestyle
Spelling &
Grammar
Content
Use of
Multimedia
Layout
Navigation
----------------------------------------------------------------------------------Task 6 (P6.1) - Collaborate with your group to get feedback for the presentation
produced
YOU Emailing Work to Other
Members of the Group
1. Setup a distribution list
2. Email group with
attachment
Feedback Provided FROM YOUR
Group Members
1. Inserting
feedback/comments
a. Housestyle – Font
Feedback YOU Provided to
Style, Size, Formatting
YOUR Group Members
b. Spelling and Grammar
1. Email received with
c. Content
feedback
d. Use of Multimedia
e. Layout
f. Navigation
2. Email feedback back to
group members
Task 7 (P6.2) - Act on the feedback you received or explain why
suggestions were not followed
Scenario
LO1
LO2
LO3
Compared to 10 years ago, communication methods have changed drastically
from primarily written forms to electronic.
Within groups, evidence the setup and use of the following communication methods:
Video Conferencing (FaceTime or Skype) – highlighting your hobbies, interest and
aspirations to another user through this form of communication
Blogs/Twitter – focus on safety, security and copyright and evidence the reliability of
the information
Wiki - focus on safety, security and copyright and evidence the reliability of the
information
Podcast – focus on various different games consoles – discuss the benefits of them
For each communication method, the following 3 tasks need be completed:
Task 8 (P5.4) - Evidence the setup and use of the following communication methods
Task 9 (M2.3) - Explain the effectiveness of using this method of communication for your
intended target audience
Task 10 (D2.1) - Justify the use of IT for communicating
Task 11 (P5.5) - Complete document Unit 01 – LO3 - Target Audience,
discussing the communication techniques used, by focusing on
who it is aimed at and whether it has been effective
Scenario
LO1
LO2
LO3
Review the following 3 documents, based on:
Spelling
Grammar
Punctuation
For each document reviewed, identify the technique used to proof-read the
document with evidence of the feedback provided
Track Changes or Inserting Comments
How effective is each method of reviewing documents
What is the importance of checking?
Task 12 (P6.3) - Review the word document based on:
Spelling
Grammar
Punctuation
Technique used to proof-read the document (Track
Changes or Inserting Comments)
Scenario
Feedback provided
LO1
LO2
LO3
Task 13 (P6.4) - Respond to email query
Task 14 (D2.2) - Justify the response provided
Scenario
LO1
LO2
LO3
L04 - Be able to address personal development needs
Learning Outcome (LO)
The learner will:
Pass
The assessment criteria are the pass
requirements for this unit.
The learner can:
Merit
For merit the evidence must
show that, in addition to the
pass criteria, the learner is
able to:
1
Know the technologies
required for an ecommerce system
P1
Explain the personal attributes
valued by employers
M1 Explain the different
personal skills that
employers may require for
specific IT job roles
2
Understand the
principles of effective
communication
P2
Explain the principles of effective
communication
P3
Discuss potential barriers to
effective communication
P4
Demonstrate a range of effective
interpersonal skills
Be able to use IT to
communicate
effectively
P5
Use IT to aid communications
P6
Communicate technical
information to a specified audience
Be able to address
personal development
needs
P7
Produce a personal development
plan
P8
Follow a personal development
plan
3
4
Distinction
For distinction the evidence
must show that, in addition
to the pass and merit
criteria, the learner is able
to:
D1 Explain how some of the
potential barriers can be
reduced
M2 Explain the choices of
the IT used
D2 Justify the use of the IT
used to aid communication
M3 Identify primary areas for
improvement and how these
will be achieved
Scenario
LO1
LO2
LO3
Be able to use IT to communicate effectively
Learners should be taught how to use industry standard equipment. Learners can be shown how to use video conferencing equipment
during which they can present to the remote audience this may simply be their interests and hobbies and aspirations etc. This could be
carried out within the centre, between centres or different countries using the technologies available. They should be taught how to
create blogs and wikis possibly through demonstration, the learners should then create practice blogs and wikis for a chosen topic and
purpose. Wikis can also be used to cover the teaching of safety and security and copyright issues, and reliability of information but
learners should carry out additional research themselves.
Podcasts and Vlogs can also be taught through demonstration (discussion groups are not appropriate here as many learners already
had experience of downloading these from popular radio stations etc.). They can practice the creation of podcasts, in situations where
learners interview each other on their experiences of safety and security using IT systems using the communication skills and
techniques they have already learnt.
Learners should be given several pre-prepared documents to review, to reinforce their proofing skills. The documents should contain
errors that can only be identified by accurate proofreading for example the wrong use of “there” and “their” or missing an “a” out of
“read”. The documents for proofing may also be presented as a print out to ensure that learners read carefully and also identify
grammatical errors rather than rely on the features of the software. Learners should discuss how effective each method is and the
importance of checking. Class discussion and comparison will identify the differences encountered.
There should be a discussion of purposes of communication types, and when each is most appropriate e.g. video interviews are
effective for overseas job opportunities to save time, reduce carbon footprint etc. Learners should then be presented with a range of
scenarios to enable them to look at how they would communicate information to specific audiences. They may want to explain how a
games console works to someone with no experience of gaming versus someone who has used a different form of console and try to
put together a persuasive argument to buy the console. They may also wish to try and explain how a game console works for online
gaming to someone with no technical experience compared to someone that is very knowledgeable – this could be done in a role play
with learners pretending to work for a technical support helpline and clients “phone in” with problems (some of which are people with
no knowledge of computers and others with vast knowledge – this could be the tutor acting as the person “phoning in”). They may
also practice composing email responses to difficult or complex queries to ensure they are able to add the details and clarity required
to communicate effectively. Another way to discuss the purposes would be for learners to work in groups to create and deliver a
presentation on communication types or the importance of proofing.
Scenario
LO1
LO2
LO3
In business an individuals skills and experiences vary a great deal. e.g.
•
An accountant needs to be good at managing the financial health of a business
•
A marketing executive needs to understand what will sell and how to sell it.
Area
Identification of Skills
Self Assessment
Who are you?
What do you represent?
Technical Skills
What skills do you have
Operational Skills
Recording Needs (targets,
records and performance)
Learning Style and
Characteristics
Work Experience
Evidence
Analysis
Identified Skill Shortage?
Planning
Organisation
Timekeeping
Success Criteria
Achievements
Aspirations
Active and Reflective
Visual and Auditory
Physical
Jobs
P7.1 – Task 01 – Using each heading, explain what skills you have that relates to these.
M3.1 – Task 02 – Analyse why these areas are important and whether you need to develop or address
for future needs - e.g. - if a certain skill is not great, then how would you gain the relevant skills to
improve
Scenario
LO1
LO2
LO3
Strengths and weaknesses – what do you identify as your strengths and
weaknesses if you were to be applying a job of your dreams
Strengths
I am passionate about model
railways and have been an avid
collector for 15 years.
Weaknesses
I do not understand
merchandising – how to lay out
a shop in a logical order.
Reason
This will help with the
identification of the various
scales and technical aspects of
the business.
Reason
Customers need a tidy logical
shop where everything can be
found.
Analyses/ Remedy
Use this knowledge to plan the
layout of store.....
Analyses/ Remedy
I will ask my sister who is a retail
operative at a supermarket and
can offer help....
P7.2 – Task 03 – Explain what strengths and weaknesses you have – in relation to
your dream job
M3.2 – Task 04 – Analyse the strengths and weaknesses and how these could be
remedied
Scenario
LO1
LO2
LO3
Everyone has areas that they could improve, but actually identifying these and making steps
to fill these in is pro-active and shows you want to develop.
Identify Skills
Gap/Shortages
Data protection
knowledge and
implications
Locate
Professional
Help
Accessibility
(How To Perform This)
Planning
(When)
Cost
Implications
Timescale
Data protection
registrar website
can offer assistance
for research.
Online – research in the
evenings.
1/9/2009
Free
1 week
Data protection act
book – DPA
Amazon.co.uk
Ordered
15/8/2009
£12.99
1 week
Data protection act
course
Travel to Northampton
small business trust.
31 Flowerpot Lane
Northampton
Northants
NN12 1NJ
to be read
20/8/2009
£120.00
1 day
P8.1 – Task 05 – Identify all of the areas you need to develop in order to manage your
business effectively
REMBEMBER these could be skills shortages or weaknesses relevant to your business
venture. Character Witness Statement based on the weaknesses identified.
Scenario
LO1
LO2
LO3
When you apply for a job, normally the following documents
are used to compliment the application, such as:
an application form – forms that are unique to the business
and position that you are applying for
a CV (Curriculum Vitae) - a summary of your personal
details - experience, skills, personal qualities and
qualifications
covering letter – additional resource used as motivation
technique, the letter is an introduction attached to
application to highlight key points
P8.2 – Task 06 – Create a Curriculum Vitae (CV) that can be
used by yourself to make a good impression on a prospective
employer
Scenario
LO1
LO2
LO3