This unit describes the skills and knowledge required to improve business, learning and knowledge outcomes through implementing advanced electronic technologies. It applies to individuals in senior management roles working to ensure learning advances individual and organisational capabilities. Individuals who provide learning should be able to make complex judgements

Unit Summary

This unit describes the skills and knowledge required to improve business, learning and knowledge outcomes through implementing advanced electronic technologies.

It applies to individuals in senior management roles working to ensure learning advances individual and organisational capabilities. Individuals who provide learning should be able to make complex judgements and implement advanced electronic technologies such as those associated with electronic business (e-business) models; electronic retail (e-retail) sales, service and payment solutions; mobile and wireless technologies; and technologies relating to the management of the supply chain.

Prerequisite Unit

There are no recommended pre-requisite units for this competency.

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement electronic technologies to advance business models	1.1 Determine and communicate to stakeholders the commercial set up of the business to supply electronic commerce (e‑commerce) products or services 1.2 Analyse and evaluate e‑business models appropriate to a specific operational context 1.3 Implement arrangements for conducting e‑commerce appropriate to data management, and business and organisational requirements 1.4 Ensure e‑business models interoperate technically and operationally with organisation’s management of customer service, performance, learning and decision support 1.5 Implement customer authentication and transaction systems appropriate to business and organisational requirements 1.6 Review and report opportunities to improve e‑commerce infrastructure, systems and solutions
2. Implement electronic technologies to advance retail sales operations	2.1 Determine and communicate to stakeholders the commercial set up of the business to supply e‑retail services 2.2 Analyse and evaluate appropriate e‑retail tools and processes 2.3 Align e‑retail strategy with business strategies, and business and organisational requirements 2.4 Implement arrangements for conducting e‑retailing appropriate to business and organisational requirements 2.5 Review and report opportunities to improve e‑retail infrastructure, systems and solutions
3. Implement electronic technologies to advance mobile operations	3.1 Identify and communicate to stakeholders, range of options available in mobile computing devices and mobile technologies appropriate to business unit and organisational requirements 3.2 Confirm trends in mobile commerce and related systems 3.3 Research trends in mobile internet and other communication networks 3.4 Implement arrangements for mobile commerce and related systems appropriate to business and organisational requirements 3.5 Review and report opportunities to improve mobile electronic infrastructure, systems and solutions
4. Implement electronic technologies to advance supply chain management	4.1 Determine and communicate to stakeholders the commercial set up of the business to electronically manage a supply chain 4.2 Research and report strengths and weaknesses of options relating to electronic enhancement of supply chain management 4.3 Develop electronic supply chain model and strategy 4.4 Align supply chain management with e‑business strategies and model 4.5 Implement electronic supply chain model 4.6 Review and evaluate electronic supply chain model against business and organisational requirements 4.7 Determine and report enhancements to electronic enablement of supply chain

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.6, 2.1-2.5, 3.1, 3.3, 3.5, 4.1, 4.2, 4.4, 4.6, 4.7	· Interprets, analyses and evaluates a range of textual information to assist with decisions and choices relating to the implementation of advanced electronic technologies
Writing	1.1-1.4, 1.6, 2.1-2.5, 3.1-3.3, 3.5, 4.1-4.7	· Develops material for a specific audience using clear and detailed language to convey information, report on opportunities, and implement supply chain models
Oral Communication	1.1, 1.6, 2.1, 2.5, 3.1, 3.5, 4.1, 4.2, 4.7	· Presents information using structure and language appropriate for the audience · Uses active listening and questioning to clarify and confirm understanding
Numeracy	3.2, 3.3	· Selects from and applies an expanding range of mathematical and problem-solving strategies to analyse and confirm trends in mobile commerce and mobile internet networks
Navigate the world of work	1.3, 1.5, 2.3, 2.4, 3.4, 4.6	· Establishes processes in accordance with organisational policies and procedures · Considers own role in terms of its contribution to broader goals of the work environment
Interact with others	1.1, 1.6, 2.1, 2.5, 3.1, 3.5, 4.1, 4.2, 4.7	· Selects and uses appropriate conventions and protocols when consulting and communicating in a range of work contexts

Assessment Requirements

Performance Evidence

Evidence of the ability to:

research and evaluate appropriate electronic technology for a given business system
analyse, develop and implement plans for an effective e‑business solution, e‑retail solution, mobile business solution and electronic supply chain management solution to meet specific organisational needs.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe trends in e‑commerce and e‑business systems
outline business policies and procedures impacting job role or function
identify relevant legislation, codes and standards relevant to the implementation of electronic technologies, including any obligations under the Australian Quality Training Framework (AQFT) Standards
explain the effects of infrastructure on implementation of electronic technologies
outline the technologies for implementing secure electronic payments
explain methods for assuring safe and secure payment using electronic media
explain current computing devices and technologies for mobile commerce
explain principles of supply chain management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT building and implementation field of work and include access to required assessment facilities and resources.

VERSION HISTORY
Version Number	Date	Reason for revision	Who	Approved By
TAS-AT-V1-21052018	21-05-2018	IBSA Material		CEO
TAS-AT-V1.1-23052018	23-05-2018	Contextualized IBSA Material	A.C	CEO
TAS-AT-V2-04062018	04-06-2018	Version Control updated to align with other material	A.C	CEO

Re-assessment of Result& Academic Appeal procedures:

If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Director of Studies. This should be submitted after completion of the subject and within fourteen days of commencement of the new term.

Reassessment Process:

An appeal in writing is made to the Director of Studies providing reasons for re-assessment /appeal.
Director of Studies will delegate another faculty member to review the assessment.
The student will be advised of the review result done by another assessor.
If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge and the Director of Studies OR if need be an external assessor.
The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final.
If the student is still not satisfied with the result, the he / she has the right to seek independent advice or follow external mediation option with nominated mediation agency.
Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject.

The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require assessment to be reliable, fair, practical and valid.

Academic Appeals

If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling protocol.
To appeal a decision, the person is required to complete the TasCollege- Request for Appeal of a Decision form with all other supporting documents, if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or electronically via the following contact details:

Student Support Officer, International College of Tasmania (TasCollege), Level 1, 242 Liverpool Street, Hobart TAS 7000, Email: complaintsandappeals@tascollege.com.au

The notice of appeal should be in writing addressed to the Director of Studies and submitted within seven days of notification of the outcome of the re-evaluation process.
If the appeal is not lodged in the specified time, the result will stand, and you must re-enrol in the unit.
In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate.
The decision of Director of Studies will be final.
Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance policy.

Reasonable adjustments

TasCollege enables reasonable adjustments to be made to assessment procedures for students with special needs, such as people with disabilities or with language or literacy difficulties. Assessing knowledge is usually assessed through written or oral, short‑answer tests where assessors seek to determine the extent of the student’s knowledge. However, you may need to do the following for a student with disability:

• Ask questions orally instead of in a written format

• Provide equipment such as text enlargers, image enhancers, and voice recorders.

• Give the student more time to complete the assessment;

• Allocate a different time for completion of the assessment;

• Offer a separate, quiet room.

• Modifying or providing equipment

• Adapting delivery strategies

• Ensuring that course activities are sufficiently flexible

• Providing additional support to student where necessary

• Customizing resources and activities within the training package or accredited course

• Monitoring the adjustments to ensure student needs continue to be met

“I understand all the above rules and guidelines for the assessment”


Full Name		Signature		Date (dd/mm/yyyy)

ASSESSMENT COVERSHEET

Assessor need to complete this form as this will be used to record student final result. All submission including all checklists are to be attached with this sheet before storing it in student file. No student result will be uploaded in Student Database until and unless all paperwork related to unit is complete.
Student Name:				Student ID:
Unit Code & Title	BSBITB801 – Implement advanced electronic technologies
First Submission	□	Subsequent submission			□
Attach following documents to this sheet.			Result S=Satisfactory NYS = Not yet satisfactory NA= Not applicable
Assessment 1	Written Questions					S	NYS	NA
Assessment 2	Case Study, Role Play, Demonstration of Tasks and Presentation					S	NYS	NA
Assessment 3	Case Study, Role Play, Demonstration of Tasks and Presentation					S	NYS	NA
Assessment 4	Case Study, Role Play, Demonstration of Tasks and Presentation					S	NYS	NA
Assessment 5	Case Study, Role Play, Demonstration of Tasks and Presentation					S	NYS	NA
Final Result	□ Competent □ Not Yet Competent
The Evidence provided is: □ Valid □ Sufficient □ Authentic □ Current
Student Declaration: I am aware of TasCollege policy on plagiarism as stated in the TasCollege Student Handbook. This assignment does not breach those requirements, nor has it been previously submitted for assessment contributing to any other subject or course. The ideas and information that are not mine have been referenced accordingly. Student’s Signature: Date: _______/_______/_______
Feedback to Student:
Assessor Declaration: I declare that I have conducted the assessment with this student and have provided appropriate feedback.			Signature: Date: _____/______/_____

Administration use only

Data Entered by

Date

Initials

Information for Students

Prior to Assessment

Your Trainer/Assessor will advise you of your rights before and after assessments, including the right to appeal.

Your Trainer/Assessor will provide you with all relevant information relating to the assessments prior to commencement, and of the appeals procedure that can be utilised if you wish to appeal against the assessment outcome or make a complaint.

Results

You will be informed of the outcome of your assessment as soon as possible from the date the assessment was submitted. Prompt feedback will be offered to you on the outcome of the assessment. Feedback will be delivered in written and where possible, verbal form to you.

AQF Specifications for Assessments

This assessment is set in accordance with the criteria for AQF Level 8. Graduate Certificate qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 8 criteria and the Graduate Certificate descriptor.

Graduate Certificate descriptor

Summary

Graduates at this level will have advanced knowledge and skills for professional or highly skilled work and/or further learning

Knowledge

Graduates of a Graduate Certificate will have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area

Skills

Graduates of a Graduate Certificate will have:

cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide
solutions to complex problems
cognitive skills to think critically and to generate and evaluate complex ideas
specialised technical and creative skills in a field of highly skilled and/or professional practice
communication skills to demonstrate an understanding of theoretical concepts
communication skills to transfer complex knowledge and ideas to a variety of audiences

Application

Graduates of a Graduate Certificate will demonstrate the application of knowledge and skills:

to make high level, independent judgements in a range of technical or management functions in varied
specialised contexts
to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or
creative contexts
with responsibility and accountability for personal outputs and all aspects of the work or function of
others within broad parameters

ACSF Specifications and Foundation Skills

The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral communication, numeracy and learning.

Foundation skills encompass the core skills of reading, writing, oral communication, numeracy and learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist skills. The foundation skills have been addressed in this assessment.

Assessment Process

To demonstrate competence in this unit, you must undertake all tasks in this assessment booklet and complete them satisfactorily and in addition, also satisfactorily complete the practical assessment, including demonstrating communication skills during the practical activities. If you do not answer some questions or perform some tasks satisfactorily and therefore are deemed to be ‘Not Competent’, you may be asked supplementary questions or given alternative activities to determine competence, which will be documented in your student file. After you have demonstrated consistency in performance you will be awarded this unit.

As part of the assessment process, you must abide by any relevant assessment policies as provided to you. If you feel you are not yet ready to be assessed or this assessment is unfair, please discuss with your assessor all options that are available to you to enable you to complete the assessment.

Submitting Assessments

You should submit assessment tasks with the provided cover sheet.

Assessments should be submitted on or before their due date. Extensions for individual assessment tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due date and extensions due to illness will require a medical certificate. Extensions must be confirmed by the Trainer/Assessor in writing.

Plagiarism and Referencing

All students are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or paraphrased from another source, must be acknowledged with “quotation marks” around the relevant words/sentences or ideas and cited at the end of the document. Sources of information, ideas etc. must be provided in alphabetical order by author’s surname (including author’s full name, name of document/ book/internet etc. and year and place of publishing) or may be included in brackets in the text.

Assessment Outcomes

There are two (2) outcomes of assessments: Satisfactory and Not Satisfactory (requires more training and experience).

You will be awarded a ‘Competent’ grade on completion of the unit when the trainer/assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria. If you fail to meet this requirement you will receive the result of Not Competent and will be eligible to be re-assessed.

Re-assessment

Students will be allowed two (2) further attempts at an assessment for which the outcome is Not Satisfactory, within the timeframe of a course (unit of competency) and in this time they can request a coaching session as required. No additional fees will be charged.

Students who require re-assessment beyond the delivery timeframe of a unit or due date of an assessment, unless it is due to medical reasons, will be given the opportunity to request additional time to resubmit and in this time, they can also request a coaching session as required. After that students may be charged a re-assessment fee.

Reasonable Adjustment

RTOs and trainer/assessors are obliged by law to make reasonable adjustment to ensure maximum participation of students with disability in teaching, learning and assessment activities. This includes:

ensuring that course activities are sufficiently flexible;
providing additional support where necessary; and
offering a reasonable substitute within the context of the course where a student cannot participate

Reasonable adjustment is defined in section 4 (1) of the Employment and the Disability Discrimination Act as ‘an adjustment to be made by a person is a reasonable adjustment unless making the adjustment would impose an unjustifiable hardship on the person’.

Reasonable adjustment as it applies to participation in learning and assessment activities may include:

customising resources or activities within a training package or accredited course;
modifying a presentation medium;
providing additional support;
providing assistive or adaptive technologies;
making additional information accessible both before enrolment and during the course; and
monitoring these adjustments to ensure that the student’s needs continue to be met

Reasonable Adjustment Methods (examples)

Category

Possible issue

Possible Strategies

LLN

• Speaking

• Reading

• Writing

• Confidence

• Verbal assessment

• Presentations

• Demonstration of a skill

• Use of diagrams

• Use of support documents such as word lists

Indigenous

• Knowledge and understanding

• Flexibility

• Services

• Inappropriate training and assessment

• Culturally appropriate training

• Explore understanding of concepts and practical application through oral assessment

• Flexible delivery & using group rather than individual assessments

• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

Non-English-Speaking Background

• Speaking

• Reading

• Writing

• Cultural background

• Confidence

• Discuss with the student and supervisor whether language, literacy and numeracy are likely to impact on the assessment process

• Use methods that do not require a higher level of language or literacy than is required to perform the job role

• Use short sentences that do not contain large amounts of information and clarify information by rephrasing, confirm understanding

• Read any printed information to the student

• Use graphics, pictures and colour coding instead of, or to support, text

• Offer to write down, or have someone else write, oral responses given by the candidate

• Ensure that the time available to complete the assessment, takes account of the student’s needs

Age

• Educational background

• Age of the assessor

• Limited study skills

• Make sure font size is not too small

• Assessor should refer to the student’s experience

• Ensure that the time available to complete the assessment takes account of the student’s needs

Educational background

• Reading

• Writing

• Numeracy

• Limited study skills and /or learning strategies

• Discuss with the student their previous learning experience

• Ensure learning and assessment methods meet the learner’s individual need

Disability

• Speaking

• Reading

• Writing

• Numeracy

• Learning Strategies

• Identify the Issues

• Create a climate of support & ensure access

• Appropriately structured assessment

• Using other’s expertise

An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package. Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes.

When assessing people with disabilities, trainer/assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.

The assessment process must:

Provide for valid, reliable, flexible and fair assessment
Provide for judgement to be made on the basis of sufficient evidence
Offer valid, authentic and current evidence

Access and Equity

Please speak to your trainer/assessor if you require assistance with any access and equity concerns you may have.

Recognition of Prior Learning

If you can demonstrate that you have the skills and knowledge within this unit, you should speak to your trainer/assessor about this and apply for recognition of prior learning.

Assessments

There are five (5) forms of assessment or evidence gathering methods for this unit of competency. Students are required to complete them all. Your assessor will advise when assessments are due.

Students may use various sources of information including: text books, learning workbooks, other documents and the internet and they must list the sources of the information.

Written Question

This assessment task consists of eight (8) questions to assess the student’s knowledge of BSBITB801 – Implement advanced electronic technologies unit of competency. Students must answer all questions. The questions require a detailed response and all answers should be written in your own words. Students are also required to provide proper referencing wherever applicable.

Case Study, Role Play, Demonstration of Tasks and Presentation

This assessment task contains three parts. Part A is a role play activity where the student will determine and communicate to stakeholders the commercial set up of the business to supply electronic commerce (e-commerce) products or services. Part B focus on demonstration of task where your trainer/assessor will observe you that you have successfully analysed and implemented: e-business model in the business and Part C is a presentation activity where the student will be presenting on review and report opportunities to improve e-commerce infrastructure that has been implemented so far at AlliedSignal.

Case Study, Role Play, Demonstration of Tasks and Presentation

Case Study, Role Play, Demonstration of Tasks and Presentation

Case Study, Role Play, Demonstration of Tasks and Presentation

Student Assessment Instructions

To demonstrate your competency in this unit you must successfully complete both theory and practical assessment tasks. The practical assessments will be conducted at a date and place to be advised by your Trainer/Assessor.

All questions must be answered correctly for each assessment task to be completed satisfactorily. There is no time restriction in completing the assessments, unless specified.

You must complete all questions unassisted by the assessor or other personnel but may refer to reference material as needed.

ASSESSMENT 1 – Written Questions

Task summary:

Students are to answer all written questions.

What do students need in order to complete this assessment?

Access to textbooks and other learning materials.
Access to a computer and the Internet.

When and where do students need to do this?

This task may be done in the student’s own time as homework or they may be given time to do this task in class (where applicable).
Provide students with the due date for this assessment so they can write it in their Student Assessment Booklet.

What do students have to submit?

Their answers to each question.

Instructions to students:

This is an open book test – students can use their learning materials as reference.
Students need to answer all 8 questions correctly.
Students must answer the questions by writing in the space provided.
If students need more space, they can use extra paper. All additional sheets of paper must include their name and the question number/s they are answering.

Students may prefer to use their computer to type their answers. Advise students if they can email their answers as a Word file, or if they must print and submit hard copies.

Question 1

Describe current trends in e-commerce and e-business systems? Answer in 200-250 words.

Question 2

List and briefly describe business policies and procedures impacting job role or a business function. Answer in 250-300 words.

Question 3

Identify relevant legislation, codes and standards relevant to the implementation of electronic technologies, including any obligations under the Australian Quality Training Framework (AQFT) Standards. Answer in no more than 250-300 words.

Question 4

Explain the effects of infrastructure on implementation of electronic technologies. Answer in 350-450 words.

Question 5

Outline the technologies for implementing secure electronic technologies. Answer in 100-150 words.

Question 6

Explain methods for assuring safe and secure payment using electronic media. Answer in 150-200 words.

Question 7

Explain current computing devices and technologies for mobile commerce. Answer in 300-400 words.

Question 8

Explain principles of supply chain management. Answer in 200-250 words.

ASSESSMENT 2 – Case Study, Role Play, Demonstration of Tasks and Presentation

Task summary:

Based on the case study provided below the student is to implement electronic technology to advance business models by:

Determining and communicating to stakeholders the commercial set up of the business to supply electronic commerce (e-commerce) products or services
Analysing and evaluating e-business models appropriate to a specific operational context
Implementing arrangements for conducting e-commerce appropriate to data management, and business and organisational requirements
Ensuring e-business models interoperate technically and operationally with organisations management of customer service, performance, learning and decision support
Implementing customer authentication and transaction systems appropriate to business and organisational requirements
Reviewing and report opportunities to improve e-commerce infrastructure, systems and solutions

What do students need in order to complete this assessment?

Computer and Microsoft Office
Access to the Internet for research
Workplace or a close simulation of the workplace environment
Research resources, including industry related systems information
Case study
Relevant legislation and workplace documents

When and where do students need to do this?

Your trainer/assessor will advise you of due date of this assessment. On completion the student is required to submit this assessment to their trainer/assessor in class.

What do students have to submit or demonstrate?

Demostration Checklist for Part A
Demonstration Checklist for Part B
Demonstration Checklist and the accompanying PPT presentation for Part C

Case Study

AlliedSignal (now Honeywell) is a diversified manufacturing and technology business selling products in the aerospace, automotive, chemicals, fibers, and plastics industries. In 1999, the company had more than 70,000 employees and annual sales exceeding $15 billion. Although some of the AlliedSignal’s products used new technologies or helped other firms create new technologies, many of the products were commodity items that were manufactured and sold just as they had been for decades. In early 1999, AlliedSignal’s CEO, Larry Bossidy, called together the heads of the company’s business units for a one-day conference to develop strategic plans for electronic commerce at the company. He invited Michal Dell, chairman and CEO of Dell Computers, and John Chambers, CEO of Cisco Systems, to speak about their companies electronic commerce implementation successes.

At the end of the day Bossidy, gave the business unit heads their marching orders. They were to take what they had learned and create a strategy for implementing electronic commerce in their business units – in two months. Bossidy told the room full of rather stunned managers that, although most of their business units were at or near the top of their industries, the Internet would change everything. He believed that the kinds of electronic commerce strategies that has worked so well for Dell and Cisco in the computer industry could also work in many of AlliedSignal’s businesses. He wanted to make sure that AlliedSignal was the first to exploit those strategies and any other strategies that the business managers could devise. In tow months, each manager reported back with a strategy that included multiple electronic commerce projects, such as website for selling products, providing customer service, improving cooperate infrastructure, managing supply chains, coordinating logistics, holding auctions, and creating virtual communities. These plans were evaluated in the company’s regular annual budget process, and the best ones were chosen for funding and implementation.

In a matter of months, one of the largest industrial enterprise in the world had drastically altered its course, setting sail for the unchartered waters of the first wave of electronic commerce. In the years since, AlliedSignal has gone through many changes, including a merger with Honeywell. The initiatives it undertook as a result of this first electronic commerce strategic planning session were important in making the company an attractive merger candidate. Today, as part of Honeywell, the businesses that were formerly AlliedSignal are using a wide range of Internet technologies in a variety of their supply chain management and purchasing functions.

Adopted and sourced from: Electronic Commerce, 9^th edition 2011 by Gary P. Schneider

Part A – Role Play Activity

Scenario:
Assume that you are one of the heads of business unit (Robert Mello) who has been requested by the company CEO Larry Bossidy to come up with three different strategies to steer the company into electronic business commerce arena. In this role play you are to successfully discuss three electronic business strategies as Participant A and Participant B will be the CEO of the company who will be getting your report brief.

Instructions to students:

You are required to participate in a role play meeting in this task
You must plan and arrange a meeting with the stakeholders of the company as Participant A
Your trainer assessor can act as Participant B
You have to carry out all tasks listed in the demonstration checklist below. The most important part is to come up with three different electronic business commerce strategies for the company.
In the demonstration checklist please list your three strategies in summary in the space provided. You can handwrite or computer type in this section.
Time-limit for the role play is 20-30 minutes
Your trainer/assessor will be observing your role-playing and meeting and will complete the below listed demonstration checklist as evidence of your skills during this role play activity.

Steps to complete Role Play activity and written reports:

Discuss with stakeholders the three different electronic business e-commerce strategies that you have come up with for the company.

Part A – Role Play Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks while role-play activity? (tick Yes or No in the columns provided)		Yes	No	Comment
Participant A greeted everyone and introduced himself/herself and did also introduced Participant B
Participant A gave a brief summary of why this meeting is being held
Participant A introduces and provides a brief summary of Strategy No 1
Participant A introduces and provides a brief summary of Strategy No 2
Participant A introduces and provides a brief summary of Strategy No 3
Has the student provided 3 strategies discussed above in writing in the Summary Comments section below
Student Comments: Strategy No 1: Strategy No 2: Strategy No 3:
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

Part B – Demonstration of Tasks

Scenario:
Assume that you are one of the heads of business unit (Robert Mello) who has presented three strategic ideas in the previous assessment task. In this Part B task you are choose one of those ideas and implement the same. Your trainer/assessor will observe you while you are implementing these as commercial setup.

Note: You will need access to a Customer Relationship Management type of a software to successfully complete all tasks listed in this part.

Instructions to students:

You are required to complete and implement all tasks listed in the Demonstration Checklist listed below.
Your trainer/assessor will be observing you while you perform below listed tasks and will complete demonstration checklist as evidence of your skills during this demonstration activity.

Part B –Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks? (tick Yes or No in the columns provided)		Yes	No	Comment
Did the student analyse and evaluate the chosen e-business models to suit the company infrastructure. Example of e-business models may include: – Advertising model – Affiliate model – Auction model – Barter model – Catalogue model – Channel model – Exchange model
Is the student ready with implementation arrangements for conducting e-commerce appropriate to data management, and company requirements? Example may include: – Access – Commercial setup for trading company – Content (product, data and information) – Payment methods – Services – Software – Supply arrangements
Did the student ensure that the e-business model interoperate technically and operationally with the company’s management of customer service, performance, learning and decision support. Students will need to consider and think of business and organisational requirements at this stage, these may include: – Access and equity principles and practices – Business and performance plans – Collaborative or partnership arrangements – Confidentiality requirements – Defined resource parameters – Ethical standards – Existing technology, systems and processes such as electronic resource planning (ERP) and electronic performance or decision support systems (EPS) – Goals, objectives, plans, systems and processes – Legal and organisational policies, guidelines and requirements – OHS policies, procedures and programs – Quality and continuous improvement processes and standards – Quality assurance or procedures manuals – Recording and reporting procedures – Team and business unit structures and focus
Did the student implement Customer Authentication and Transaction Systems model? Examples of customer authentication and transaction systems may include: – Clearance systems – Credit card transactions – Customer authentication – Customer service team structure and orientation – Dishonour systems – Electronic bill payment – Electronic presentment – Fulfilment requirements – Payment gateways – Privacy compliance
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

Part C – Presentation

Scenario:
Assume that you are one of the heads of business unit (Robert Mello) who is to present at least two (2) opportunities to improve the e-commerce infrastructure that was planned and implemented and previous two assessment tasks (Part A and Part B).

Instructions to students:

You are to prepare and submit a PPT presentation to fully complete this task
Your trainer/assessor will be observing your presentation and will check if you have completed all below listed tasks as is listed in the demonstration checklist

Part C –Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks? (tick Yes or No in the columns provided)		Yes	No	Comment
Did the student introduce himself/herself before starting the presentation
Did the student introduce topic that is to be presented
Did the student present first improvement
Did the student present second improvement
Did the student submit softcopy or hardcopy of presentation document
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

ASSESSMENT 3 – Case Study, Role Play, Demonstration of Tasks and Presentation

Task summary:

Based on the case study provided below the student is to implement electronic technology to advance retails sales operations by:

Determine and communicate to stakeholders the commercial set up of the business to supply e-retail services
Analyse and evaluate appropriate e-retail tools and processes
Align e-retail strategy with business strategies, and business and organisational requirements
Implement arrangements for conducting e-retailing appropriate to business and organisational requirements
Review and report opportunities to improve e-retail infrastructure, systems and solutions

What do students need in order to complete this assessment?

Computer and Microsoft Office
Access to the Internet for research
Workplace or a close simulation of the workplace environment
Research resources, including industry related systems information
Case study
Relevant legislation and workplace documents

When and where do students need to do this?

Your trainer/assessor will advise you of due date of this assessment. On completion the student is required to submit this assessment to their trainer/assessor in class.

What do students have to submit or demonstrate?

Demostration Checklist for Part A
Demonstration Checklist for Part B
Demonstration Checklist and the accompanying PPT presentation for Part C

Case Study

Please go-through and refer to the same Case Study listed in Assessment No Task 2.

Part A – Role Play Activity

Scenario:
Assume that you are one of the heads of business unit (Robert Mello) who has been requested by the company CEO Larry Bossidy to implement electronic technologies to advance retail sales operations of the company.

Instructions to students:

You are required to participate in a role play meeting in this task
You must plan and arrange a meeting with the stakeholders of the company as Participant A
Your trainer assessor can act as Participant B
You have to carry out all tasks listed in the demonstration checklist below.
Time-limit for the role play is 20-30 minutes
Your trainer/assessor will be observing your role-playing and meeting and will complete the below listed demonstration checklist as evidence of your skills during this role play activity.

Steps to complete Role Play activity and written reports:

Discuss with stakeholders to implement electronic technologies to advance retail sales operations of the company.

Part A – Role Play Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks while role-play activity? (tick Yes or No in the columns provided)		Yes	No	Comment
Participant A greeted everyone and introduced himself/herself and did also introduced Participant B
Participant A gave a brief summary of why this meeting is being held
Did Participant A provide their analysis and evaluation results for implementing e-retail tools and processes
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

Part B – Demonstration of Tasks

Scenario:
Assume that you are one of the heads of business unit (Robert Mello) who is to implement electronic technologies to advance retail sales operations of the company.

Note: You will need access to a Customer Relationship Management type of a software to successfully complete all tasks listed in this part.

Instructions to students:

You are required to complete and implement all tasks listed in the Demonstration Checklist listed below.
Your trainer/assessor will be observing you while you perform below listed tasks and will complete demonstration checklist as evidence of your skills during this demonstration activity.

Part B –Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks? (tick Yes or No in the columns provided)		Yes	No	Comment
Did the student provide summary of aligning e-retail strategy with business/company strategies, and business and organisational requirements. Students will need to consider and think of business and organisational requirements at this stage, these may include: – Access and equity principles and practices – Business and performance plans – Collaborative or partnership arrangements – Confidentiality requirements – Defined resource parameters – Ethical standards – Existing technology, systems and processes such as electronic resource planning (ERP) and electronic performance or decision support systems (EPS) – Goals, objectives, plans, systems and processes – Legal and organisational policies, guidelines and requirements – OHS policies, procedures and programs – Quality and continuous improvement processes and standards – Quality assurance or procedures manuals – Recording and reporting procedures – Team and business unit structures and focus
Did the student implement arrangements for conducting e-retailing appropriate to business and organisational requirements?
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

Part C – Presentation

Scenario:
Assume that you are one of the heads of business unit (Robert Mello) who is to present review and summary report on opportunities to improve e-retail infrastructure, systems and solutions. You will need to come up with at least two (2) opportunities for improvement.

Instructions to students:

You are to prepare and submit a PPT presentation to fully complete this task
Your trainer/assessor will be observing your presentation and will check if you have completed all below listed tasks as is listed in the demonstration checklist

Part C –Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks? (tick Yes or No in the columns provided)		Yes	No	Comment
Did the student introduce himself/herself before starting the presentation
Did the student introduce topic that is to be presented
Did the student present first improvement
Did the student present second improvement
Did the student submit softcopy or hardcopy of presentation document
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

ASSESSMENT 4 – Case Study, Role Play, Demonstration of Tasks and Presentation

Task summary:

Based on the case study provided below the student is to implement electronic technology to advance mobile operations by:

Identify and communicate to stakeholders, range of options available in mobile computing devices and mobile technologies appropriate to business unit and organisational requirements
Confirm trends in mobile commerce and related systems
Research trends in mobile internet and other communication networks
Implement arrangements for mobile commerce and related systems appropriate to business and organisational requirements
Review and report opportunities to improve mobile electronic infrastructure, systems and solutions

What do students need in order to complete this assessment?

Computer and Microsoft Office
Access to the Internet for research
Workplace or a close simulation of the workplace environment
Research resources, including industry related systems information
Case study
Relevant legislation and workplace documents

When and where do students need to do this?

Your trainer/assessor will advise you of due date of this assessment. On completion the student is required to submit this assessment to their trainer/assessor in class.

What do students have to submit or demonstrate?

Demostration Checklist for Part A
Demonstration Checklist for Part B
Demonstration Checklist and the accompanying PPT presentation for Part C

Case Study

Please go-through and refer to the same Case Study listed in Assessment No Task 2.

Part A – Role Play Activity

Instructions to students:

You are required to participate in a role play meeting in this task
You must plan and arrange a meeting with the stakeholders of the company as Participant A
Your trainer assessor can act as Participant B
You have to carry out all tasks listed in the demonstration checklist below.
Time-limit for the role play is 20-30 minutes
Your trainer/assessor will be observing your role-playing and meeting and will complete the below listed demonstration checklist as evidence of your skills during this role play activity.

Steps to complete Role Play activity and written reports:

Discuss with stakeholders to implement electronic technologies to advance mobile operations of the company.

Part A – Role Play Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks while role-play activity? (tick Yes or No in the columns provided)		Yes	No	Comment
Participant A greeted everyone and introduced himself/herself and did also introduced Participant B
Participant A gave a brief summary of why this meeting is being held
Participant A was able to provide a range of options available in mobile computing devices and mobile technologies appropriate to business unit and organisational requirements Examples of Mobile computing devices may include: – Handheld computing devices – Mobile cellular telephones – Mobile computers – Personal digital assistants (PDAs)
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

Part B – Demonstration of Tasks

Scenario:
Assume that you are one of the heads of business unit (Robert Mello) who is to implement electronic technologies to advance mobile operations of the company.

Note: You will need access to a Customer Relationship Management type of a software to successfully complete all tasks listed in this part.

Instructions to students:

You are required to complete and implement all tasks listed in the Demonstration Checklist listed below.
Your trainer/assessor will be observing you while you perform below listed tasks and will complete demonstration checklist as evidence of your skills during this demonstration activity.

Part B –Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks? (tick Yes or No in the columns provided)	Yes	No	Comment
Was the student able to research and confirm trends in mobile commerce and related systems mobile internet and other communication networks Mobile technologies may include: – Location and telemetry devices (such as global positioning system) – Network connection typology (such as wireless, cellular, satellite) – RFID (Radio Frequency Identification), bar coding and scanning technology – WAP (wireless application protocol) to allow personnel to access logistics databases via handheld or palm-sized devices
Did the student implement arrangements for mobile commerce and related systems appropriate to business and organisational requirements Mobile Commerce may include: – All activities related to the use of mobile or wireless information and communication technologies (ICTs) to communicate, interact, entertain and transact anytime, anywhere, any place across public or private networks

Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

Part C – Presentation

Scenario:
Assume that you are one of the heads of business unit (Robert Mello) who is to present review and summary report on opportunities to improve mobile electronic infrastructure, systems and solutions. You will need to come up with at least two (2) opportunities for improvement.

Instructions to students:

You are to prepare and submit a PPT presentation to fully complete this task
Your trainer/assessor will be observing your presentation and will check if you have completed all below listed tasks as is listed in the demonstration checklist

Part C –Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks? (tick Yes or No in the columns provided)		Yes	No	Comment
Did the student introduce himself/herself before starting the presentation
Did the student introduce topic that is to be presented
Did the student present first improvement
Did the student present second improvement
Did the student submit softcopy or hardcopy of presentation document
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

ASSESSMENT 5 – Case Study, Role Play, Demonstration of Tasks and Presentation

Task summary:

Based on the case study provided below the student is to implement electronic technology to advance supply chain management by:

Determine and communicate to stakeholders the commercial set up of the business to electronically manage a supply chain
Research and report strengths and weaknesses of options relating to electronic enhancement of supply chain management
Develop electronic supply chain model and strategy
Align supply chain management with e-business strategies and model
Implement electronic supply chain model
Review and evaluate electronic supply chain model against business and organisational requirements
Determine and report enhancements to electronic enablement of supply chain

What do students need in order to complete this assessment?

Computer and Microsoft Office
Access to the Internet for research
Workplace or a close simulation of the workplace environment
Research resources, including industry related systems information
Case study
Relevant legislation and workplace documents

When and where do students need to do this?

Your trainer/assessor will advise you of due date of this assessment. On completion the student is required to submit this assessment to their trainer/assessor in class.

What do students have to submit or demonstrate?

Demostration Checklist for Part A
Demonstration Checklist for Part B
Demonstration Checklist and the accompanying PPT presentation for Part C

Case Study

Please go-through and refer to the same Case Study listed in Assessment No Task 2.

Part A – Role Play Activity

Instructions to students:

You are required to participate in a role play meeting in this task
You must plan and arrange a meeting with the stakeholders of the company as Participant A
Your trainer assessor can act as Participant B
You have to carry out all tasks listed in the demonstration checklist below.
Time-limit for the role play is 20-30 minutes
Your trainer/assessor will be observing your role-playing and meeting and will complete the below listed demonstration checklist as evidence of your skills during this role play activity.

Steps to complete Role Play activity and written reports:

Discuss with stakeholders to implement electronic technologies to advance supply chain management of the company.

Part A – Role Play Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks while role-play activity? (tick Yes or No in the columns provided)		Yes	No	Comment
Participant A greeted everyone and introduced himself/herself and did also introduced Participant B
Participant A gave a brief summary of why this meeting is being held
Participant A was able to provide list of commercial setup that the company will have to implement in order to implement and manage its supply chain management electronically. Supply Chain includes: · Entire cycle from raw materials to producers, component suppliers, manufacturers, wholesalers, third party service providers, retailers, customers and recyclers, freight, distribution and cash flow
Participant A was able to provide and report four (4) strengths and four (4) weaknesses of options relating to electronic enhancement of supply chain management.
Student Comments: List four (4) Strengths: List four (4) Weaknesses:
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

Part B – Demonstration of Tasks

Scenario:
Assume that you are one of the heads of business unit (Robert Mello) who is to implement electronic technologies to advance supply chain management of the company.

Note: You will need access to a Customer Relationship Management type of a software to successfully complete all tasks listed in this part.

Instructions to students:

You are required to complete and implement all tasks listed in the Demonstration Checklist listed below.
Your trainer/assessor will be observing you while you perform below listed tasks and will complete demonstration checklist as evidence of your skills during this demonstration activity.

Part B –Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks? (tick Yes or No in the columns provided)		Yes	No	Comment
Did the student develop electronic supply chain model and strategy (Please note that the student is required to submit this strategy document to their trainer/assessor in order to fully complete this task)
Did the student submit a strategy report on supply chain model implementation
Did the student align supply chain management with e-business strategies and model (Your trainer/assessor will check further documented evidence of this in your report)
Did the student implement electronic supply chain model (Your trainer/assessor will check further documented evidence of this in your report. Please attach screenshots where possible)
Did the student review and evaluate electronic supply chain model against business and organisational requirements (Your trainer/assessor will check further documented evidence of this in your report)
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

Part C – Presentation

Scenario:
Assume that you are one of the heads of business unit (Robert Mello) who is to present enhancements to the implemented electronic enablement of supply chain management system. You will need to come up with at least two (2) opportunities for improvement.

Instructions to students:

You are to prepare and submit a PPT presentation to fully complete this task
Your trainer/assessor will be observing your presentation and will check if you have completed all below listed tasks as is listed in the demonstration checklist

Part C –Demonstration Checklist (to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student demonstrate below listed tasks? (tick Yes or No in the columns provided)		Yes	No	Comment
Did the student introduce himself/herself before starting the presentation
Did the student introduce topic that is to be presented
Did the student present first improvement
Did the student present second improvement
Did the student submit softcopy or hardcopy of presentation document
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result (please circle as appropriate)	Satisfactory Not Satisfactory

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