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FEEDBACK TUTORIAL LETTER

1st SEMESTER 2017

ASSIGNMENT 3

TRAINING IN VET

TVT510S

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COURSE : TRAINING IN VET

COURSE CODE: TVT 510S

SUBJECT CODE: ASSIGNMENT 3

MARKS: 100%

TUTOR MARKER: B. CLOETE

OVERALL REPORT ON ASSIGNMENT 3- TRAINING IN VET (TVT510S) Dear Students Congratulations to the students that did well. I marked 31 Assignments and the highest score was 93%. Congratulations to Ms Christina Gases for again scoring the highest score. Her Assignment was of excellent standard with minor mistakes. The majority of the students did exceptionally well but I still believe that there is room for improvement. I have also noticed a great improvement in the competence rate when I marked this assignment. As always, I would like to emphasise the following: Do a Spell and Grammar check as marks are allocated for spelling and grammar. Have someone that is good in English writing to proofread your Assignment before you submit the final Assignment. This is extremely important, especially for this Assignment as it is a learning document that students will use in their learning. A learning document is not professional if there are Grammar mistakes in it. Additionally use examples of your own occupational area to highlight your understanding. Feedback Tutorial Letter See the Feedback below. The answer was taken from student no 216003687. The student’s answer was amended to fit the purpose. Please note that this is not a Memo and should not be used as such. The feedback is aimed at assisting you in improving your marks. The answer is based on the occupational area, Office Administration, Level 1. This feedback tutorial letter is also written in order to provide you with feedback relating to the assignment that you recently submitted and was consequently assessed. It is designed as a tool for students – for both those who have written the assignment and those who wish to use it as part of their revision for future assignments. This feedback tutorial letter aims to provide an indication of how to approach the assignment question i.e. what you were expected to include in the answering the question.

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Firstly, you were expected to do the cover page on a separate page. The Cover page must have included the following information: The Logo and name of the Institution. A Logo is a design that symbolises an organisation/business. Logotype is a graphic representation or symbol of a company name, trademark, abbreviation, etc., often uniquely designed for ready recognition. The Logo can also be a simple visual mark to identify your company and /product or service. Course Title: The course title refers to your occupational area/trade Unit of Learning: The unit of learning refers to the unit standard. A unit standard describes the work activity/ies performed in the workplace, that is, what a competent person is able to do in the workplace. (Mushauri and Durango, 2008) Element of learning: The element of learning refers to the competency/ies that will be assessed. A Unit Standard is made up of various elements that will be assessed. The different elements of a unit standard are among others the purpose of the unit standard and the learning competencies that will be assessed.

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EXAMPLE OF A COVER PAGE

LOGO of Namibia University of Sciences and Technology:

NAMIBIA UNIVERSITY OF SCIENCES AND TECHNOLOGY

Course Title: OFFICE ADMINISTRATION

Level: LEVEL 1

Unit of Learning: DEMONSTRATE BASIC WORD

PROCESSING SKILLS

Element of Learning: PRODUCE A BASIC WORD PROCESSING

DOCUMENT

Compiled by: BERNADETTE E CLOETE

Moderated by: SIMON MUBIANA

MAY 2017

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The second page of your document should have made provision for the Table of Content. Below is an example of a Table of Content based on my Assignment. The Table of Content must be on a separate page.

Table of Contents

Level 1

Description Page number

Introduction 5

Objectives ............................................................................................................................................. 5

Purpose ............................................................................................................................................. 5

Outline the procedures to demonstrate basic keyboarding skills ..................................................................... 5

Demonstrate the procedures for touch typing techniques ........................................................................... 6-9

Health and safety measures during Touch Typing .......................................................................................... 9

Produce a basic word processing document ........................................................................................... 11-14

Conclusion ........................................................................................................................................... 14

References ........................................................................................................................................... 15

Annex 1:Tools and Equipment for Office Administration Level 1 ............................................................ 16-18

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Introduction This document is intended as a support document to be used to plan training courses for Level I Certificate, Office Administration. This unit of learning specifies the competencies required to demonstrate basic word processing skills to perform administrative duties in an office environment. It includes the application of basic keyboard skills, the producing of a basic word processing document, retrieving, formatting and editing a document, using spelling and grammar functions, using the help function, printing a document and proofreading of a document. This unit of learning is intended for those who work in an office environment. Office equipment may include but is not limited to computer, mouse, external devices, storage devices and basic computer applications. In this Assignment you were required to choose only one single element of learning. The element of learning is further broken down into smaller pieces that refer to the objectives of the element of learning. For example: Produce a Basic Word Processing Document: Objectives: Upon completion of this module, you will be able to:

Outline the procedures to demonstrate basic keyboarding skills

Apply the procedures for producing a draft basic word processing document

Demonstrate the procedures to format and edit a word document

Outline the procedures for using the spellcheck, grammar and thesaurus functions

Demonstrate the procedures for using the Help function

Apply the procedures to complete a final document The Purpose: Formulate here the ‘why’ of the learning. This section must motivate the learners to want to know more. It emphasise why it is important for them to know about the production of a basic word processing document Example of a purpose statement: To provide participants with knowledge and skills to produce basic word processing documents in order to perform administrative duties. This includes safe work practices and the application of basic keyboard skills by producing a basic word processing document at a minimum speed of 15 words per minute. After the purpose the development of the content of your learning starts. The numbering of the document also now starts. Below is an example. 1. Outline the procedures to demonstrate basic keyboarding skills

This learning outcome is achieved when you can do the following: 1.1 Demonstrate the procedures for touch typing techniques

What is touch typing?

A touch typist never looks at the keyboard. The fingers hit the right keys by force of habit. The typist is

entirely focused on the text being typed, reading the words and phrases as the fingers type the text

reflexively. Touch typing can be learned by performing special exercises.

1.2 Steps in Touch Typing

Step 1

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Meet the home keys. These are the most important keys used during touch typing - they are how you

find your way around the keyboard. There are different home keys for different fingers.

On your left hand - Place your smallest (pinky) finger on the 'A' key, your ring finger (next one

along) onto the 'S' key, your middle finger (longest finger) onto the 'D' key and your pointer finger

(next to the thumb) onto the 'F' key.

On your right hand - Place your smallest (pinky) finger onto the ';' (semicolon) key, your ring

finger onto the 'L' key, your middle finger onto the 'K' key and your pointer finger onto the 'J' key.

Your thumbs - Place both of your thumbs onto the space bar - but align each hand's thumb so it's

roughly underneath the key it's pointer finger is on.

Step 2

Wiggle your two pointer fingers around the bottom of the 'F' and 'J' keys - you should notice a

little bump. These are there so that touch typists can locate where the home keys are. So, if you're

ever lost when you are trying to touch type, don't worry about looking down - just find the little bumps

*Note: looking for the bumps on the keyboard? Not all computer keyboards have bumps especially if you

have an older one.* The home keys are very important - as soon as you move a finger, for example you

use your left middle finger (on the home key 'D') to type a letter (for example 'E'), you have to place that

finger back onto it's home key straight after its use. It's just a general rule, but keeps your fingers together

instead of all over the place.

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Before starting a new sentence, place your finger back onto the home keys. This will allow yourself to

know where you are on the board and make it much easier to navigate around the keys. It may seem a

little unnatural at first, but it will become your second nature after practicing.

How do you know which finger to use when you press each key? The answer is, simple! Look back

at your fingers again and place them on their home keys. Each of the home keys has both a key above

them and a key underneath them.

For example the home key 'A' has the key 'Q' on top of it, and the key 'Z' underneath it. So, if you need to

type 'quickly', you would use your left pinky to type 'Q', your right pointer to type 'U', your right middle to

type "I", your left middle to type "C", your middle finger to type "K" (it's already a home key so no moving

needs to be done), your right ring finger to type 'L' (again, already a home key so you don't have to move

any fingers to get to this key) and finally , you use your right pointer for the 'Y' key.

So what fingers do you use for the spare keys that aren't on top or underneath any home keys? These

keys are the 'Y', 'H', 'G', 'T' and 'B' keys. You simply use the pointer finger that is closest to that key! So

you would use the right pointer to press the 'Y' key and the left pointer to press 'T'.

Your pointer fingers will be used quite a bit, but not for everything! All fingers will be used, and again it

may seem unnatural, but all it takes is a bit of getting used to.

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Practice makes perfect! Try closing your eyes, putting your fingers on the home keys (remember to find

the bumps where your pointer fingers sit on at 'F' and 'J'!) and typing your first and last name onto a blank

Word document. Open your eyes, have a look, and see how close you got... or how far away you were!

Keep doing this until you get the hang of it. Then, start to type simple sentences, like "The boy ate the

apple".

If you need to look at the screen, cover your hands with a cloth so you are not tempted to look. Once you

lose that temptation, try touch typing on your own!

Source adapted from: http://www.wikihow.com/Teach-Yourself-to-Touch-Type

1.3 Health and Safety measures during Touch Typing

Sitting at a computer for long periods of time can take a toll on your body. By not sitting with the correct

posture, it is easy to end up with back pain, neck pain, knee pains, and a tingling of the hands and

fingers. Here are some tips on maintaining good ergonomics and staying comfortable at your desk during

the day. Note: A 2006 study indicated that rather than an up-right position a more relaxed one at 135

degrees is suggested to relieve lower back pain.

Steps

1. Sit up tall. Push your hips as far back as they can go in the chair. Adjust the seat height so that your

feet are flat on the floor and your knees equal to or slightly lower than, your hips. Adjust the back of

the chair to a 100°-110° reclined angle. Make sure that your upper and lower back is supported. If

necessary, use inflatable cushions or small pillows. When your chair has an active back mechanism

use it to make frequent position changes. Adjust the armrests so that your shoulders are relaxed, and

remove them completely if you find that they are in your way.

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2. Sit close to your keyboard. Position it so that it is directly in front of your body. Make sure that the keys are centered with your body.

3. Adjust the keyboard height. Make sure your shoulders are relaxed, your elbows are in a slightly open position, and your wrists and hands are straight.

4. Adjust the angle of your keyboard based on your sitting position. Use the keyboard tray

mechanism or keyboard feet, to adjust the tilt. If you sit in a forward or upright position, try tilting your keyboard away from you, but if you are slightly reclined, then a slight forward tilt will help to maintain a straight wrist position.

5. Use wrist rests. They will help maintain neutral postures and pad hard surfaces. The wrist rest should only be used to rest the palms of the hands between keystrokes and not while typing. Place the mouse as close as possible to the keyboard.

6. Position your monitor properly. Adjust the monitor and any source or reference documents so that your neck is in a neutral, relaxed position. Center the monitor directly in front of you, above your keyboard.

7. Sit at least an arm's length away from the screen and adjust the distance for your vision. Reduce any glare by carefully positioning the screen, which you should be looking almost straight at, but partially looking down. Adjust any curtains or blinds as needed.

8. Position the source documents directly in front of you, and use an in-line copy stand. If there is insufficient space for that, place the documents on a document holder positioned adjacent to the monitor. Place your telephone within easy reach. Use headsets or a speaker phone to eliminate cradling the handset.

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You should now be able to apply the touch typing techniques effectively. If you still have problems,

practice until you get it right. The next competency will look at the procedures for producing a basic word

processing document

2. Produce a basic word processing document

Purpose

Demonstrate basic word processing skills to perform administrative duties in an office environment

This learning outcome is achieved when you can:

Open MS Word and create, save and close a basic word document on MS Word.

2.1 Steps in producing a basic word document

2.1.1 Opening MS Word

1. Start menu. The Start button in the lower-left corner of your screen gives you access to all programs

on your PC—Word included. To start Word, choose Start → All Programs → Microsoft Office → Microsoft

Office Word.

2. Quick Launch toolbar. The Quick Launch toolbar at the bottom of your screen (just to the right of

the Start menu) is a great place to start programs you use frequently. Microsoft modestly assumes that

you'll be using Word a lot, so it usually installs the Word icon in the Quick Launch toolbar. To start using

Word, just click the W icon, and voilá!

2.1.2 Creating a new document

When you start Word without opening an existing document, the program gives you an empty one to work in. If you're eager to put words to page, then type away.

Figure 1-1. When you start Word 2007 for the first time, it may look a little top-heavy. The ribbon takes up more real estate than the old menus and toolbars. This change may not matter if you have a nice big

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monitor. But if you want to reclaim some of that space, you can hide the ribbon by double-clicking the active tab. Later, when you need to see the ribbon commands, just click a tab.

1. Choose Office button → New. The New Document dialog box appears. 2. In the upper-left corner of the large "Create a new Word document" panel, click "Blank document" (Figure 1-2). The New Document box presents a seemingly endless number of options, but don't panic. The "Blank document" option you want is on the left side of the first line. 3. At the bottom of the New Document dialog box, click Create. The dialog box disappears, and you're gazing at the blank page of a new Word document. Start typing your text.

Figure 1-2. Open the New Document box (Office button → New, or Alt+F, N), and Word gives you several

ways to create a new document. Click "Blank document" to open an empty document, similar to the one

Word shows when you first start the program. Or you can click "New from existing" to open a document

that you previously created under a new name.

Text is entered according to the specifications.

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2.1.3 Saving and Closing Documents

From the earliest days of personal computing, the watchword has been "save early, save often." Here are some tips to protect your work:

Name and save your document shortly after you first create it. You'll see the steps to do so later in this section.

Get in the habit of doing a quick save with Alt+F, S (think File Save) when you pause to think or get up to (Note for old-timers: Ctrl+S still works for a quick save too.)

If you're leaving your computer for an extended period of time, save and close your document with Alt+F, C (think File Close) or by clicking the x icon in the very right hand corner of your desktop.

There are certain steps to follow when you save the document

Left Click on the File Menu and click Save as

A pop up menu will appear that will ask you how and where you want to save the document. Give a name to the document and save in My documents or on your desktop

You can also use the save button on the Quick Access Toolbar. Click Save As.

Closing a document

It is quite simple to close a document. Click on the x icon on the right hand side at the very top of your document. Office button → Close. When you close a document, Word checks to see if you've made any changes to the file. When you've made changes, Word always asks whether you'd like to save the document (Figure 1-3).

Figure 1-3 When you see this message box, you have three choices: Yes saves your document before closing it; No closes your document without saving it; Cancel leaves your document open without saving it.

Source adapted from https://www.safaribooksonline.com/library/view/word-2007-the/059652739X/ch01.html

You should now be able to produce a basic word document. If you still have problems, do as much exercises as you can so that you can achieve the learning outcomes as set. The next learning competency will look at the procedures for formatting and editing a word document. This will be dealt with separately in another training manual.

Conclusion

Well done, you have completed this section of producing a draft of a basic word processing document.

Make sure that you have achieved all the learning outcomes in order to be able to perform administrative

duties.

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By now, you should be able to demonstrate touch typing techniques and the procedures for opening,

creating, saving and closing a basic word processing document.

Do not forget to apply the health and safety measures as mentioned above.

The final page of your learning document should include a reference list and any other appendixes you

might find useful and can support the learning event. For example, any pictures/diagrams. You can also

have the materials and equipment to be used for the learning event in an annex. See Annex 1.

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References

Du Preez, A.E. (2013) Study Guide, Training in VET (TVT510S). Namibia University of Sciences and Technology:Windhoek Du Preea, A.E. (2013) Study Guide, Assessment in VET A (ASS510S). Namibia University of Sciences and Technology:Windhoek http://www.wikihow.com/Teach-Yourself-to-Touch-Type https://www.safaribooksonline.com/library/view/word-2007-the/059652739X/ch01.html Namibia Training Authority, (2013) Office Administration National Curriculum, BS-OA-L1b-92. NTA:Windhoek Namibia Training Authority, (2013) Unit Id 93, Demonstrate Basic Word Processing Skills. NTA:Windhoek Namibia Training Authority. (2013) Delivery Guide, Office Administration Certificate 1. NTA:Windhoek

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Annex 1: Tools and Equipment for Office Administration Level 1

TOOLS, EQUIPMENT, FACILITIES AND MATERIALS REQUIREMENTS

Title of Qualification National Vocational Certificate in Business Services

(Office Administration) Level 1

Compilation date October 2008 Number of Trainees 16

Tools required to deliver this qualification

Item Quantity required

Quantity

available

Comments

Fully equipped First Aid Box 1

Glare guard filter 16

Safety signs and symbols

Fire alarm (any type) 1

Notice board 1

Storage devices –(any type) 16

Telephone 1

Letter opener 8

Date stamp 1

Standard staplers 4

Heavy duty stapler 1

Standard punch 4

Heavy duty punch 1

Equipment required to deliver this qualification

Fire fighting equipment (extinguisher, blanket) unlimited

Printers (black and/or colour) 4

Computers 16

Filing cabinet 2

Pigeon holes 2

Fax machine 1

Photocopier 1

Shredder 1

Binder 1

Scanner 1

Guillotine 1

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Facilities required to deliver this qualification

Networked Computer lab with internet connectivity and 16 workstations

Classroom with desks and chairs 16 each

Materials required to deliver this qualification

Computer software packages 1

Health and safety manuals 16

Documented sections of Occupational Health and Safety Regulations, No 18 of 1997

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Instruction/ operating manuals of various equipment

Documented Emergency and evacuation procedures

Documented procedures to deal with incidents and accidents

Liver arch files 16

Index covers 16

Spike files 16

Clipboard files 16

Message pads unlimited

Printing papers unlimited

Pens Unlimited

Pencils unlimited

HIV/AIDS policy document 1

Standard ICT policy 1

NTA training materials (manuals, unit standard, curriculum) 16 each

Reference Materials unlimited

Instructional aids required to deliver this qualification

Memos

Letters

Agendas

Emails

Requisitions

Attendance register

Remittance register

Visitors register

Delivery dockets

Data sheets

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Mail

File absent card

Accident report forms

Hazard identification lists

Cross reference slip

Diaries

Additional information

Networked computer lab

Class and Lab

Workstations

Fax – training room and not the one at office

(separate line)

Telephone extensions (either lab or classroom)

Software packages (either Windows 2007, 2003

and XP) to be updated on yearly basis

Training provider should have a file consisting of all

original office documents