National Business Institute of Australia

Student Handbook

Thank you for joining us at the National Institute of Business of Australia. This is an induction/student support pack for all new students and an introduction to our company, which all students are required to familiarise themselves with prior to commencing their course.

The NBIA has a current strategic plan to run a viable business (an RTO) that will provide quality educational services for a profit  in Business education, Workplace Training and Assessment, and Financial Services and fulfill any additional requirements as they arise; for example, the NBIA were one of the few RTOs to be approved by Consumer Affairs for provision of the Conveyancing Business Licensing Course in 2012.

Click on ‘Courses’ to see the various Courses Available

Courses will be offered as fee for service and/or through the use of any available Government subsidies and grants available to eligible NBIA students. A refund might be applicable if a course has not commenced, less enrolment and administrative charges (see below for further detail). If NBIA is unable to provide all units required for completion of a course, that course will not commence. If NBIA has to cancel a course after commencement then a pro-rata refund will apply, less administrative and enrolment costs.

Costs and fees for all courses are constantly changing and will be clearly identified when an enquiry is taken or an enrolment form is sent.

There is a complaints system in place for students, and an independent adjudicator can be assigned if the need arises. NBIA encourages the parties to approach complaints and appeals with an open view and to attempt to resolve problems through discussion and conciliation.

Where complaints and appeals cannot be resolved through discussion and conciliation, we may acknowledge the need for an appropriate external and independent agent to mediate between the parties.

Students may raise any matters of concern relating to training delivery and assessment, the quality of the teaching, student amenities, discrimination, sexual harassment, appeals, and other issues, which may arise.

As stipulated by ASQA, NBIA has chosen the guidelines option where our enrolment fees do not exceed $1000 nor are there any one off payments of greater than $1500. Enrolment is for one year, or 12 months from the date of payment. To continue the course beyond 12 months a re-enrolment fee is payable.

Students are advised to download, and familiarise themselves with, the following information prior to enrolment, and by submitting a signed enrolment form they have agreed to our terms and conditons:

  • client selection, enrolment and induction/orientation procedures
  • course information, including content and vocational outcomes
  • competencies to be achieved by trainees
  • certification to be issued to the trainee on completion or partial or full completion of the course
  • assessment procedures
  • arrangements for the recognition of prior learning
  • facilities and equipment
  • fees and charges, including refund policy
  • provision for language, literacy and numeracy assessment
  • client support, including any external support for clients
  • flexible learning and assessment procedures
  • welfare and guidance services
  • complaints and appeals procedures
  • disciplinary procedures
  • any other information specific to their course.

Course/program information, content, assessment requirements, and vocational outcomes are supplied in the Student Pack and the summary for each course.

By the first day of the course at the latest, students are to receive induction and/or orientation which is appropriate to their course – the student induction pack/information pack, is readily available and is to be downloaded from our web page, and which ensures all students:

  • understand the information contained in the Student Handbook and Course Booklet
  • understand the Rules and Regulations
  • are familiar with facilities and resources
  • have necessary course materials; and know their timetables
  • know where to access more information.

Complaints Resolution

The Complaints and Appeals Procedure relating to the delivery of training and/or the assessment involves the student initiating the following:

  • discussion with relevant teacher/trainer about the complaint or appeal
  • if unable to be resolved, complaints and appeals can be taken to the Training Coordinators and/or the CEO.

The National Business Institute of Australia (NBIA) seeks to create and maintain a healthy and enjoyable learning environment and one that will enhance personal development.

In instances where grievances occur, it is our desire and aim to resolve them amicably, promptly and in a manner that is both fair and equitable to all concerned. Complaints or appeals made by students should be made responsibly with regard to the rights of all.

If complaints and appeals cannot be resolved internally, NBIA will advise the student to seek further assistance as follows.

Resolution by External Party

Students are entitled to resolve any dispute by exercising their rights to other legal remedies. Students wishing to take this course of action are advised to:

  • contact a solicitor; or
  • contact the Law Institute of Victoria, 470 Bourke Street, Melbourne 3000, telephone 9602 5000 for a referral to a solicitor.
  • NBI adheres to the National Training Complaints Hotline. Details can be found at: http://www.deewr.gov.au/schooling/nscswp/pages/complaintscode.aspx

Students will receive an enrolment information package upon enquiry by email, and assessment feedback is available via email if requested by the student.

Traineeships are available in some instances where an employer and employee apply for the trainees education to be sponsored by the government. There are conditions that must be met and this involves introducing a government representative to confirm eligibility.

Student Feedback

It is a guiding principle of the NBIA that students can provide valid, helpful, and timely feedback with respect to their assessable evidence. Feedback may be given verbally or in writing and it will be part of the diagnostic and formative assessment processes of the RTO. It also represents part of our commitment to ongoing improvement.

Please request a feedback form if you wish, otherwise all students receive a feedback form on completion of their course. The  NBIA feedback form is the preferred ASQA feedback form and is automatically emailed/sent to all students upon completion of their course.

Assessment Services

To be deemed competent for any unit, the candidate needs to successfully complete all assessment criteria and submit all q+a in the workbook, any research required, answer tutorial questions successfully, be involved and proactive in any role plays, and have all the elements and competencies in the unit that require observation be completed by your peers or the assessor. After taking all of these aspects into consideration and receiving evidence you have met the ‘evidence guide’ requirements stated above, the assessor will judge as to whether you are to be deemed competent or not yet competent. If you are deemed NYC, you may be given additional work or time, to complete the required criteria.

The signed and completed assessment summary sheet listing the elements and competencies (at the end of the workbook) will be evidence this has occurred. .

Assessment is included in the course fee; however, Additional assessment may incur a per hour fee to a maximum of $495, at the CEO’s discretion. Cost for a formal appeal is $395.

There will be a $39 charge for any statements to be reissued.

Each consultant teacher has a responsibility to know the relevant obligations and expectations of the training package under which they are conducting training and/or competency assessments.

Each teacher will be responsible for ensuring they have adequate and appropriate assessment tools for the competencies they are assessing. These assessment instrument/tools must be checked by the consultant teacher to ensure they are valid, reliable, fair, and flexible in keeping with the structure and policies of the relevant training package.

The assessment process offered will include fair, helpful, and timely feedback to the assessment candidate.

Where there is a dispute over the assessment result/outcomes then the candidate should be encouraged to resolve the issues in the first instance with the consultant teacher. In the event that resolution is not attained at that level then both the student and consultant teacher should contact the principle consultant/ CEO in order to implement the broader appeals and grievances mechanisms of the RTO – these files are included in your student pack.

Assessment is the process of collecting evidence and making judgements on the extent and nature of performance and other requirements, as described in a set of standards, or learning outcomes, resulting in a judgement of whether or not competency has been demonstrated.

Effective and objective assessment is key to the successful implementation of competency standards in the workplace and in education. This is the judgement of performance and knowledge against the relevant industry competency standards.

Assessment is carried out by the comparison of a candidate’s evidence of skills and knowledge, against the requirements of the Standards.

Underlying Principles of Assessment
For an effective assessment system in a competency environment, some basic principles must apply:

Validity
The assessments actually assess what they claim to assess and what they have been designed to assess.

Validity of assessment is achieved when:

  • assessors are fully aware of what is to be assessed, as indicated by the standards of competence, including clearly defined performance criteria
  • appropriate evidence is collected from activities that can be clearly related to the units of competency.

Authenticity
The evidence collected is authentic ‑ that is, it is actually derived from valid sources and is directly attributable to the individual.

Reliability
Reliable assessment uses methods and procedures that ensure that the competency standards are interpreted and applied consistently from person to person and from context to context.

The following are important to ensure that assessment produces consistent outcomes:

  • clear, unambiguous, well‑documented assessment procedures and competency standards;
  • clear, consistent and specific assessment criteria;
  • effectively trained, briefed and monitored assessors;
  • adequate assessors across industries and a hierarchy of assessment which ensures a quality outcome; and assessment is carried out within a system flexible enough to cope with multiple and diverse forms of evidence.

Consistency
The assessment system must ensure that evidence collected and provided for judgement is consistent across the range, without undue reliance on any small number of select workplace contexts or projects.

Currency
Under an effective system, assessment evaluates whether or not the individual’s skills and knowledge are current and can be applied in today’s workplace. As a general rule, competencies that have not been demonstrated within the past 3 years are not usually accepted as “current”.

However, an assessor, under some circumstances may make exceptions to the specified period.

There may be specific situations where individual skills have not been directly applied for a longer period, but these skills are in fact still current for the individual. In cases such as this, evidence from earlier periods may be admissible, and assessed for currency, within an appropriately flexible assessment system.

Sufficiency
Evidence of competency should be sufficient to cover all the elements, performance criteria and required range of variables in the standards against which assessment is to be carried out.

A tendency of many candidates is to provide more (or less) evidence than is actually required to prove competency against the standards. An effective assessment system ensures that candidates are clearly advised regarding the amount and form of evidence, which is sufficient to prove competency. This should avoid the situation where masses of evidence are provided, requiring assessors to spend more time than necessary per candidate, or too little evidence, making it difficult to judge competence.

Flexibility
Every portfolio or set of candidate evidence is unique. Each candidate will identify and develop his or her own specific set of evidence to prove competency against the standards. This set will be based on the workplace experience of the candidate and will comprise diverse types and forms of relevant and appropriate evidence.

Assessors must be capable of taking a flexible approach to the assessment of evidence. Clearly, this approach must always take time and cost into account ‑ both to ensure the best use of assessor time and from the viewpoint of the candidate and his or her employer.

An assessment system must evaluate the scope of knowledge and skills covered by the criteria ‑ both performance (skill) and underpinning knowledge and understanding.

Assessment guidelines must include an approach for working with candidates who have special needs and not discriminate on any basis.

Assessors
The role and responsibilities of an assessor is to objectively assess and judge a candidate’s evidence against a set of standards. In order to do this effectively, an assessor must have a sound knowledge of, and be skilled in, the relevant industry area. In addition, the assessor must have acknowledged competency in assessment itself and hold an appropriate Workplace Assessor qualification or equivalent.

An assessor must:

  • interpret and understand the criteria;
  • ensure that evidence meets the standards;
  • ensure that evidence is valid, authentic, reliable, consistent, current and sufficient; and
  • use expertise to make fair and objective judgements.

The training and ongoing professional development of assessors must include such areas as:

  • roles, responsibilities and ethics;
  • procedural and administrative duties;
  • performance and knowledge evidence gathering and presentation;
  • interpretation and usage of standards;
  • selecting and using appropriate methods of assessment; and
  • requirements regarding processing and recording of results, progress and feedback.

It is crucial that assessors always understand and practise fair, objective, unbiased and flexible assessment processes.

Forms of Evidence

In general, basic forms of skills evidence include:

  • direct performance evidence ‑ current or from an acceptable past period ‑ from:
    • extracted examples within the workplace;
    • natural observation in the workplace; and
    • simulations, including competency and skills tests, projects, assignments
  • Supplementary evidence, from:
    • oral and written questioning;
    • personal reports; and
    • witness testimony.

Appropriate and valid forms of assessment utilised for both skills and knowledge may include:

  • evaluation of direct products of work;
  • natural observation;
  • skill tests, simulations and projects;
  • evaluation of underpinning knowledge and understanding;
  • questioning and discussion; and
  • evidence from prior achievement and activity.

Fairness, Access and Equity
An assessment system and its processes must not disadvantage any person or organisation. All eligible candidates must be guaranteed access to assessment.

Language Literacy and Numeracy
NBIA recognizes that reading writing, listening, speaking and basic mathematical concepts are an integral component of any training. When you enroll, if you feel you require assistance in any form of LLN please speak to your trainer.

Students may be asked to complete an exercise to help evaluate your current abilities. All trainers are aware of the LLN requirements, and LLN tests are available on request, or if your trainer feels a LLN assessment may be required. nb: a sample LLN test is available at the end of this information.

Lateness
If you are unable to attend the session ontime please contact your teacher well in advance. At least 24 hours is regarded as a minimum, otherwise you will be charged for the session

Refund Policy
A refund policy is in place. A refund might ONLY be applicable if a course has not commenced, with the refund being full payment less administrative/ printing/ course handouts costs. There is no refund after commencement of a course. In the case of distance learning, the course is deemed to have commenced when the first unit(s) have been provided.

The courses and programs may be available at the nominated premises in face to face, distance education, online, or through RPL modes of supply. NBIA has developed, adapted, and is capable of delivering training and/or assessment only to a wide variety of clients to suit their needs and enhance our ability to grow.

Courses which do not proceed
A full refund of fees will be paid to students if the nominated course does not proceed. Refunds will be paid within four weeks of receipt of written request by the student.

Failure of registered participants to turn up to nominated course:

No refund will be made if a registered participant fails to turn up at the scheduled time of the course.

Regrading
The CEO will ensure that any first appeal against grades given will be automatically re-assessed; any subsequent appeals may involve additional costs incurred by the provider.

These costs are not intended to be a barrier to appeal rights, any hardship factors will be considered under our student welfare provisions. The CEO assures that complaints or grievances will be recorded in writing and that the appellant will have the opportunity to present their case, and to be told in writing of the outcome and the reason for the decision.

Recognition of Current Competence, RPL, and credit transfer

NBIA assessment system will include the assessment and recognition of existing skills by RCC. This will allow candidates to progress to a qualification at their own pace and covering only those areas required to “top up” their competence ‑ both skills and knowledge ‑ rather than having to cover complete skills and knowledge.

This will be done by:

  • informing candidates of the existence of a RCC process; and
  • providing sufficient information to help candidates decide whether or not they should seek RCC.

Candidates presenting for RCC will be subject to the assessment guidelines described earlier in this document.

Credit transfer applies when a candidate has a Statement of Attainment or certificate containing the exact unit. NBIA will recognise this unit and grant a credit transfer.

Process
Where a student has already achieved the learning outcomes for a unit or part of a course, then that person may be given credit for it provided they supply satisfactory evidence ie. Statement of attainment given by another Registered training Organisation within the AQTF guidelines

  • These Current Competencies may have been developed through formal education and training, through work experience or training or through life experiences.
  • Any student who believes they have achieved some of the learning outcomes should complete the Recognition of Current Competencies application.
  • This form should be completed and forwarded to NBIA together with a fee of $645. The fee covers the basic assessment for Recognised Prior Learning (RPL) and the organisation’s administrative costs; it is in addition to normal course fees and will not be refundable. Please supply copies of relevant information with the application.

Training staff will then assess the application and students advised promptly of the decision. Further information or an interview with the student may be required before the application is processed and the fees are not refundable for RCC after the process has commenced.

Mutual Recognition
NBIA recognises the qualifications and Statements of Attainment and Statement of Results of other Registered Training Organisation within Australia.

Students at all times must maintain appropriate behaviour and follow the NBIA rules. Penalties for breaches of rules or unsuitable or disruptive behaviour will be imposed depending on the nature and severity of the breach. Participants are responsible for behaving in a courteous, sensitive and non-discriminatory manner when dealing with other participants, consultants, clients or staff.

In the case of minor breaches, a warning will be given and penalties imposed for subsequent breaches. In the case of major or repeated breaches, penalties may be imposed immediately and the student may be requested to leave the course.

All disciplinary matters will be handled by the CEO.

The following apply to all persons, staff and students:

  • An individual’s property is to be respected and not interfered with without prior consent. Look after your own possessions, NBIA accepts no responsibility for personal property lost or stolen at training sessions.
  • Nobody has the right to interfere with another’s ability to learn through disruption of classes or harassment of any kind.
  • No aggressive physical contact or verbal abuse is to occur between any persons.
  • Smoking is not permitted inside training facilities.
  • Drinking alcohol is not permitted inside training facilities.
  • Eating or drinking is not permitted in any space other than the designated areas.
  • Clothing and behaviour should be appropriate and not cause offence to anyone.
  • Mobile phones are to be turned off during classes and in study areas.

Sexual harassment Policy
The National Business Institute of Australia  is committed to providing its staff and students with a working and learning environment that is free from discrimination and harassment.

Sexual harassment can happen to anyone – male or female, young or old.

Sex based harassment on the basis of a person’s sex or sexual orientation is not acceptable within National Business Institute of Australia.

Privacy
When enrolling as a student you will be asked to provide information about yourself. This information is gathered so that we can identify you and contact you if required. You are entitled to contact the school at any time to access your student records.

The information you provide is used solely for this course and no data is published nor any infringement made on your privacy as per the legislative requirements.

You can retrieve any information regarding the progress or participation of your course by a formal written request via email or post.

Information such as gender, ethnic origin, age, employment status can help us with any special requirements our students may have and can help verify any information you provide to use, for example the application of RPL from another institution.

Your Personal Information
Any personal Information held by NBIA may include names, date of birth, current and previous addresses, telephone/mobile phone number, e-mail address, nationality and academic record. This information is collected on enrolment. It will also include evidence of your assessments within the training qualification you are enrolled in.

We will only use the personal information you have chosen to provide for the purpose for which you provided it. NBIA will not use it for any other purpose without your consent.

In general, your personal Information may be used in order to:

  • Provide the educational and training services you require
  • Administer and manage those services, including the provision of up-to-date news on new courses, events and invoicing procedures
  • Inform you of ways in which the educational and training courses could be improved
  • Research and develop our courses to reflect best practice industry standards

Storage of Personal Information
One of our obligations as a Registered Training Organisation (RTO) under the Australian Quality Training Framework (AQTF) is to store information on student enrolments and progress for a period of 30 years.

NBIA stores this individual information both on company computers and in hard copy files. Our computer network has security levels of access in place to protect us against the loss, misuse or

destruction of the information while under the control of NBIA. Access to this central information can only be gained through authorisation by the CEO.

When We Disclose Personal Information
On occasion, and as required by law, NBIA may disclose the personal information of students, staff and clients to organisations outside NBIA, providing such organisations are aware of our published Privacy Policy and agree to comply.

The organisations to which we disclose information include:

  • Your authorised representatives (eg. Your bank, agent, immediate family or legal counsel)
  • Our professional advisers including auditors and lawyers
  • Government and regulatory authorities such as: DEST (Department of Education, Science and Training); NEIS; OTTE – Skills Victoria; ATO (Australian Taxation Office), DIMIA (Department of Immigration Multicultural and Indigenous Affairs).

NBIA may disclose Personal Information to comply with subpoenas, court orders and other legal processes.

Help Us to Ensure We Hold Accurate Information
NBIA takes all reasonable precautions to ensure that the personal information we collect, use and disclose is accurate, complete and up-to-date. However the accuracy of that information depends to a large extent on the information you provide. That’s why we recommend that you:

  • Let us know if there are any errors in your personal information
  • Keep us up-to-date with changes to personal information such as your name and address

You Can Access Your Personal Information
You have a right to access your personal information, subject to some exceptions allowed by law. If students would like to do so, they should contact the CEO. Students and Staff will be required to put such requests in writing for security reasons.

Student Information
All resources and /or student information re participation and/or progress, can be collected personally, by mail, or electronically, and is available to all staff and students, with teaching and assessment procedures being flexible to attempt to meet the varied needs of the students after identification procedures have been met.

If you require any further information, or a response to any specific questions relating to our Privacy Policy or Information handling processes, please contact us .

Thank you for choosing the National Business Institute of Australia for your educational needs, and we sincerely trust you will enjoy your time with us,

Regards

Peter Drapac

CEO, NBIA

Bach.App.Sci, Dip.Ed, Myers Briggs, Bach.Business (Distinction), Dip Auditing

Additional information for new or mature age students

Office/Study Ergonomics
“Ergonomics” is the study of personal safety, efficiency and comfort in the working environment. People spending a substantial part of the day in front of a computer should undergo a workstation ergonomic assessment. But bear in mind that keyboard operators are not the only workers at risk of OOS. Any tasks requiring small, repetitive movements present a risk.

Keyboard
The keyboard should be positioned to allow the operator to work with his I her elbows at a 90″ angle. The keys should be easy to activate.

The following can reduce strain on hands and wrists:

Using a padded wrist-rest placed in front of the keyboard.

Keeping hard copy next to the screen, at equal distance with the screen.

Not pounding the keys – this sends shock waves through the hands causing or aggravating problems with fingers, wrists and arms.

Don’t over stretch when reaching for the function keys – this stretches the finger tendons, move hand closer to the target key before pressing it.

Ergonomically designed keyboards to minimise the risk of OOS are available to reduce the strain (eg. Microsoft Natural Keyboard).

Mouse
The hand should not feel cramped when gripping the mouse. Buttons should not cause the fingers or hand to be cramped.

Support surface should be flat and on same level surface as keyboard support surface.

Response time of mouse movement to screen cursor movement should be adjustable.

Pressure required to activate buttons should be neither so great as to be tiring when used continuously nor so small as to cause activation of the buttons in error.

It should be possible to change the position of the mouse so that arm position can be varied for comfort and your mouse should be positioned so as to place minimal effort in reaching for it and place pressure on your shoulder, wrist, and arm. Try to avoid using a bent wrist, with the mouse supporting the whole hand allowing for a straight wrist.

Monitor
Poor visibility can cause eye irritation and headache. Anti-reflective or polarising filters may be attached or treatment applied to monitors to cut down glare. Screens and filters should be regularly dusted. Carry out these checks to reduce risk of eyestrain:

Top of the screen should be below eye-level. You may need to reposition the system unit and use a separate stand for the monitor as necessary.

Adjust the monitor for maximum contrast and minimum brightness.

Reduce reflections by tilting the screen and avoid bright, directly sunlit locations.

Adjust the monitor to avert glare from direct lighting. A glare screen and dark clothing can help reduce reflections.

Blink and look away from your screen often to prevent dry eyes or headaches.

The use of a document holder can also be a good idea as it reduces the strain on the back of the neck. By placing a document holder to the side or beneath the monitor, you will reduce the amount of downward and sideward movements.

Chair
A well-designed, adjustable chair is important for preventing posture problems. Office chairs should be adjustable vertically (usually between 38-52cm in height) and adjustable while you are seated. Both feet should be flat on the floor, with no pressure against lower back or thigh. There should be a hands-width space between the seat and the back of the knee. Posture should feel comfortable – not too far back or perched on the edge of your seat.

Desk
If the height of the chair and footrest are fixed, then the height of the desk must be adjustable. A desk should allow the keyboard to be around 60-78cm off the ground and allow around 40cm of legroom. The desk should allow the operator to position the monitor at a height to suit. The desktop area should be spacious enough for regularly used items to be within easy reach. The desktop should also be as slim as practical, ideally less than 2.5cm for maximum knee room.

Lighting
Blinds should be used to control light and protect against strong direct sunlight. Workstations should be positioned to avoid reflections. Natural, as opposed to electric or fluorescent light, fosters a feeling of wellbeing; though in most workplaces a combination of natural and artificial light is used.

Room temperature and ventilation
Computers produce heat, which can make the workstation warmer than the ambient temperature. Make sure the unit is not hard up against a wall and that there is plenty of air flow around the unit. A desk fan may be necessary in a confined space. Open windows for additional ventilation. The combined effects of heat, humidity and air conditioning can produce dryness and eye irritation. The ideal environment is a relative humidity of 45% or greater.

Work breaks, micro-pauses and physical exercises
Work breaks away from the workstation should be taken to prevent eyestrain and posture problems. The recommended break is ten minutes every hour for screen ­intensive work. A “micro-pause” is a short break in work for muscle relaxation, specifically a 5-10 second break in work every three minutes. Micro-pauses allow for restoration of blood flow to tense muscles.

Physical exercises at the workstation should be taken at regular intervals, including head rolls, shoulder lifts and wrist drops (dropping your arms down by your sides and shaking your wrists).

Time
The efficient use of time is important in the workplace because time costs money. It is a resource that cannot be accumulated or stockpiled as we are forced to spend it at a rate of 60 seconds every minute. Time management is therefore a misnomer as we cannot manage time, so we must learn to manage ourselves, and it is planning that allows us to do this effectively.

Successful time management isn’t just about being well organised and planning carefully, it also means you need to take action against the things that waste your time at work and at home.

Some planning for time that is unexpected can be included in your schedule ie in my 8hr day I know I will be interrupted by the phone for at least 45-60minutes, so I will plan to get 7 hrs work done. This is a very good planning technique so you are not always underachieving in regards to the amount of work you expect to complete in a day.

Ten Common Time Wasters
After management and principals have been discussed a significant number of time wasters are identified as internally generated. Ten common problems have been found to be;

  • Unclear objectives
  • Phone
  • Visitors
  • Meetings
  • Crises
  • Failure to delegate
  • Over commitment
  • Clutter
  • Indecision
  • Information retrieval

8 STEPS to assist in your Time Management

  1. Time use analysis (time log)

    A daily log which records how you use your time at work every day, helps to determine if you are using your time productively. Before you can manage your time you need to know how you spend your time now. This can be equated to the teenager and his/her new car. ie” once I’ve paid for it will only cost me $50 a week in petrol, I spend $100 a week on taxis now – hey I’m going to make a profit!”

    It is not until they realise they have things like, insurance, third party, maintenance new tyres, parking fees, speeding fines, depreciation  etc……. that they sit down and calculate how much the car actually does cost to run. The same scenario can be used in time management; sit down and figure it out first.

  2. Identify problems, causes, solutions

    If you are not happy with how you have used your time, sit down and ask yourself

    “ am I satisfied with how I used my time today?

    could I use my time better?

    what activities were of little or no value to me that took up my time?”

  3. Self-Assessment

    Was I often rushed

    Do I have enough time to do the things that are important to me

    Could I organise myself better?

  4. Set goals, establish priorities

    Managing your time is a lot easier once you have decided what you want to achieve, and you can then think about how you are going to achieve them

    As Alice in Wonderland found out to her question “Which way do I go now?”

    The answer is  “…where do you want to get to”.

    Decide which of the goals are important, most important etc, and which activities will give you he best drive towards achieving your goals

    Set short, medium and long term goals that are SMART!

  5. Create ACTION plans to achieve

    Write out the road map that will get you to your destination, and make sure it is your desitination not someone else’s

  6. Daily schedules, planning guides

    These are not short term goals but actions that you need to complete during your day that will keep you on track

  7. Improve time management techniques

    We all have the same amount of time, some people just use this resource better than others. Be one of those people, and ask yourself

    • Did the activity contribute to your work objectives?
    • How much time did it take?
    • Did the time taken to complete the task reflect its importance?
    • Was the time proportionate to other tasks?
  8. Follow-up, repeat analysis

    Sometimes even the best laid plans need to be modified and changed to suit changes in the environment or whatever. Use these changes to strengthen your plan not weaken it.

  9. Commonwealth, State/Territory legislation and regulatory requirements for assessment candidates.

    1)         Occupational Health & Safety

    a)         Commonwealth

    Occupational Health and Safety (Commonwealth Employment) Act 1991

    b)         State – Victoria

    Occupational Health & Safety Act 1985

    2)         Workplace harassment, victimisation and bullying

    a)         Commonwealth

    b)         State – Victoria

    Equal Opportunity Act 1995

    Racial & Religious Tolerance Act 2001

    3)         Anti-discrimination, including equal opportunity, racial vilification, disability discrimination

    a)         Commonwealth

    Sex Discrimination Act 1984

    Disability Discrimination Act 1992

    Racial Discrimination Act 1975

    State – Victoria

    Racial & Religious Tolerance Act 2001

    Equal Opportunity Act 1995

    4)         Vocational Education and Training

    a)         Commonwealth

    b)         State – Victoria

    Vocational Education & Training Act 1990

    5)         Apprenticeships and traineeships

    a)         Commonwealth

    b)         State – Victoria

    Vocational Education & Training Act 1990

    NBIA Feedback      23 Frederick St    Heidelberg   3081

    Name (not essential)  ………………………………………………

    Contact number (if required)  …………………………………………

    Sample LLN test

    Read the following and circle any aspects of the text that is incorrect.

    Financial services is a grouth industry looking for people with a wide range of skills, strengths and attributes. The sector currently employs over 300,000 in banks, lending agencies, investment, advisory and managment services, supirannuation funds, accountancy etc.

    In response to the decreased use of infornation technology and the changing needs of an ageing population and a desire for professional credibility the industry has not undergone rapid change in recent years. This change has resulted in an industry focussed on peopl, not product.

    Excyting career opportunities are now available across a number of sectors that interface with the public. These new people-focussed roles require different skills from those considered core to financial services in the past. A previous emfasis was on the sale of a product which developed from the fields of insurance or stockbroking. While strong mathematical and analytical skills will always be well regarded, the financial services worker of the future will need to have exceptional communication and listening skills.

    Workers seeking a carer change as well as youngr people looking for jobs with good employment prospects will be equally suited to these roles.

    A further advantage of the financial services industry is that you don’t have to have university qualifications to get started. There are numerous study pathways, which can prepare workers for exciting roles within the industry.

    Why would a reader of this article choose financial services as a career?

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    What is an advantage of the financial services industry?

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    What is the industry focused on?

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    Where did the new ‘people focussed roles’ develop from ?

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    Answer the following without using a calculator

    4 X 35          = …………

    7 X 14          = …………

    3 X 133        = …………

    48 / 4           = …………

    132 / 6          = …………

    16 + 4 X 3    = …………

    9 / 3 + 7       = …………

    If Emily was given $27 to equally share with her two sisters, how much would each of them get?

    If you ordered 3 coffees from the  cafe at $3.50 each and two  muffins for $2.70 each:

    -What would be the total cost?

    -What change would you get from $20?

    Sample LLN test 2

    John decided to go to the local supermarket and buy a loaf of bread. The bus fare was $5.40 and the bus will leave at 11:45 a.m. When John arrived at the supermakret he purchased a leaf of bread for $3.60, one litre of milk for $2.30, and a chocalate bar for $1.50. He then decided to walk home, which took him 27 minutes.

    Questions:
    What time was the bus due to leave?

    How much money did John spend on his outing?

    If John took $50, how much change did he bring home?

    Which three words are misspelt in the paragraph?