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2010 HSC Notes from the Marking Centre — Business Services

Contents

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Business Services. It contains comments on candidate responses to the 2010 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabus, the 2010 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Business Services.

Teachers and candidates are reminded that if candidates are undertaking the 240 hour VET Industry Curriculum Framework in Business Services and they want to undertake the HSC examination in Business Services, they need to be entered separately for the examination through Schools Online (Administration) by the due date that is published in the Higher School Certificate Events Timetable

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Section II

Question 16

  1. Better responses provided a clear range of procedures for handling client complaints. Many candidates outlined procedures such as establishing rapport by using appropriate interpersonal skills, summarising and paraphrasing to check understanding of the customer’s complaint, listening actively to what the customer is saying, and giving feedback to the customer to confirm your understanding. Other responses outlined procedures such as following the policy and procedures of the company in recording client complaints and following up the complaint with an acceptable solution to maximise customer satisfaction.

    The poorer responses provided a limited range of procedures that often lacked logical sequencing. They also used generic language such as ‘ask questions of the client’ rather than using the industry specific terminology of the better responses of ‘ask open, closed and reflective questioning to acknowledge the complaint and identify the nature of the problem’.

  2. Better responses gave a wide variety of well-explained strategies that enhanced the delivery of customer service. They typically described strategies such as: staff training and performance appraisals, soliciting feedback from customers, respecting cultural differences, new employee induction training on company policies and procedures, following industry dress codes relating to personal presentation and promptness in delivery, and following organisational requirements on telephone procedures.

    Some candidates limited themselves by referring only to communication strategies.

    Poorer responses simply listed a series of strategies without describing them. Some students incorrectly linked part (a) with part (b) by continuing to discuss complaint resolution.

Question 17

  1. Better responses listed and described a number of effective time management strategies and clarified the reasons for using these strategies. These responses used terminology such as ‘prioritising’, ‘delegating’ or ‘time lines’.

    Weaker responses were less specific in their terminology and application to a business services environment. These responses tended to focus on the benefit of effective time management without describing what was involved.

  2. Most candidates explained at least one effect of poor time management on a business. Better responses directly related a number of poor time management issues with business operations/performance. These responses clearly explained how poor time management could lead to reduced profitability, lower productivity and a negative reputation.

    Weaker responses related the effects of poor time management only to the performance of individual employees. Some weaker responses included a general overview of how to improve time management.

Question 18

  1. Most candidates were able to state a variety of advantages of keeping an electronic diary. The answers included ease of updating, editing and reprioritising; portability; networking a diary can allow other workers to view appointments or commitments; ability to have password access improves confidentiality; and ability to provide reminders.

    Poorer responses were vague and referred to one general advantage such as improving organisation.

  2. Better responses gave reasons for maintaining version control. Answers included: having the latest or most current version of a document; ensuring consistency in a document’s use; allowing comparison with earlier versions; enabling tracking of changes made to a document; copyright and security.

    Poorer responses demonstrated confusion about the term ‘version control’. Candidates referred to compatibility of software versions or formatting a document.

  3. Most responses identified a number of procedures a business could implement to comply with the Privacy Act in handling client information. These included security of electronic documents with user identifications, passwords and domains, restricted access, use of locked filing cabinets, and not leaving clients’ files openly displayed on desks.

    Better responses made a direct link to the Privacy Act and covered aspects such as information not being able to be disclosed to a third party without the consent of the client; gathering of client information only for the purpose for which it was intended; and appropriate distribution of client information when no longer required.

    Poorer responses referred to ‘why’ a business should comply with the Act rather than describe ‘how’.

Question 19

  1. A large number of candidates did not understand why electrical equipment is tagged and confusion with security devices and ownership/asset/inventory lists was common.

    The better responses identified relevant legislation and employee safety as the key reasons for tagging electrical equipment.

  2. Most candidates demonstrated an understanding of the costs faced by businesses as a result of workplace injuries.

    Better responses dealt with both the human and organisational costs faced by businesses. These candidates analysed the costs and related them to issues such as staff morale, reduced productivity, possible legal action and/or investigation and negative reputation.

  3. Many candidates were unsure about the purpose and content of Material Safety Data Sheets (MSDS) which were confused with other documents such as safety audit checklists and asset registers.

    Better responses correctly completed the ‘To’, ‘Date’ and ‘Re’ section of the memorandum and identified both the purpose (safe use) and content (ingredients, handling, disposal and emergency procedures).

Section III

Question 20

Generally, most candidates applied the criteria of the rubric to the extended response question and included workplace examples in their answers.

Most candidates demonstrated a sound understanding of strategies for professional development.

In the better responses, candidates were able to list and describe, in detail, a wide range of strategies that employers could use to professionally develop their employees. Common strategies were performance appraisals, rewarding staff performance, external and internal training and mentoring. Candidates described these strategies in detail and stated the benefits of these strategies. Better responses made the link between an employer implementing these strategies and the benefits to both the business and the employee. These responses made reference to workplace examples and used appropriate business services terminology. The responses were well structured and demonstrated a good understanding of course content in the syllabus.

In weaker responses, candidates listed and described in some detail a few strategies that employers could implement in order to professionally develop their employees. These responses briefly described these strategies and provided some link to the benefits either to the employee or the business. They used industry-specific terminology and made reference to workplace examples. The responses showed some structure and understanding of the syllabus.

The poorest responses stated some strategies that could be used for professional development. Most of these responses used limited terminology with little or no reference to workplace examples and did not link the benefits of these strategies to either the business or the employee. Such responses contained very general statements about professional development. The structure of these responses was poor and showed a limited understanding of professional development in a business services workplace. Quite often, poorer responses made reference to industries other than a business services situation.

Section IV

Question 21

The question in this section requires a structured, extended response. Students should be reminded that each part of the question should be answered separately.

  1. Most candidates were aware of environmentally sustainable work practices. Better responses gave a clear definition with examples. Poorer responses lacked clarity in their answer. Some defined sustainability but did not extend their response to cover work practices. Some did not understand the directive term ‘define’ and gave examples only.
  2. Better responses provided a description and gave a range of examples which were directly related to minimising the negative environmental impacts of document production. They included printing on recycled paper, recycling paper after use, saving power by buying ‘star rated’ equipment, using recycled ink cartridges, emailing documents rather than printing them.

    Poorer responses provided a limited range of examples which often were not related to document production.

  3. This question specified that the response needed to be in policy format. Candidates addressed this question from a number of perspectives – some wrote a policy directed at staff (from a management perspective), others wrote a policy directed at management. All were acceptable as they addressed the question.

    Better responses used a clear policy format, using industry terminology. They presented a range of relevant initiatives to conserve/protect the environment and related them to the office environment. These responses also acknowledged the need for staff education for their implementation and the penalty provisions in the Act for non-compliance.

    Weaker responses provided general statements regarding environmental protection, many of which were not related to an office situation or focused solely on recycling paper without covering other areas. These responses provided little detail and were often just a list. Some candidates discussed occupational health and safety (OHS) and did not relate this to environmental protection at all. These responses were not in policy format, and did not use industry terminology.

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