CRICOS Code: 03595K | RTO Provider ID: 70252

BSBOPS601
Develop and implement a
business plan
Learner Workbook
 CRICOS Code: 03595K | RTO Provider ID: 70252

Table of Contents

Table of Contents..............................................................................................................................1
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details.............................................................................................................................7
Assessment – BSBOPS601: Develop and implement a business plan............................................7
Observation/Demonstration............................................................................................................9
Third Party Guide............................................................................................................................10
Third party details (required information from the learner)........................................................10
Activities.........................................................................................................................................11
Activity 1A....................................................................................................................................11
Activity 1A checklist – for assessor..............................................................................................12
Activity 1B....................................................................................................................................13
Activity 1B checklist – for assessor...............................................................................................14
Activity 1C....................................................................................................................................15
Activity 1C checklist – for assessor...............................................................................................16
Activity 1D...................................................................................................................................17
Activity 1D checklist – for assessor..............................................................................................18
Activity 1E....................................................................................................................................19
Activity 1E checklist – for assessor...............................................................................................20
Activity 1F....................................................................................................................................21
Activity 1F checklist – for assessor...............................................................................................22
Activity 1G...................................................................................................................................23
Activity 1G checklist – for assessor..............................................................................................24
Activity 2A....................................................................................................................................25
Activity 2A checklist – for assessor..............................................................................................26
Activity 2B....................................................................................................................................27
Activity 2B checklist – for assessor...............................................................................................28

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Activity 2C....................................................................................................................................29
Activity 2C checklist – for assessor...............................................................................................30
Activity 2D...................................................................................................................................31
Activity 2D checklist – for assessor..............................................................................................32
Activity 3A....................................................................................................................................33
Activity 3A checklist – for assessor..............................................................................................34
Activity 3B....................................................................................................................................35
Activity 3B checklist – for assessor...............................................................................................36
Activity 3C....................................................................................................................................37
Activity 3C checklist – for assessor...............................................................................................38
Summative Assessments................................................................................................................39
Section A: Skills Activity...............................................................................................................40
Summative Assessments: Section A checklist..............................................................................43
Section B: Knowledge Activity (Q & A).........................................................................................44
Summative Assessments: Section B checklist..............................................................................45
Section C: Performance Activity...................................................................................................46
Summative Assessments: Section C checklist..............................................................................48
Workplace Documentation – for learner.........................................................................................49
Workplace documents checklist..................................................................................................49
Supplementary Oral Questions (optional) – for assessor................................................................50
Competency record to be completed by assessor...........................................................................53

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 CRICOS Code: 03595K | RTO Provider ID: 70252

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task is
not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.

Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Your assessment tasks are well presented, well referenced and word processed

 Your assessment tasks include your full legal name on each and every page.

Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.

Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.

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If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.

Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as
such, both parties are subject to disciplinary action. Collusion or copying from other learners is not
permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).

Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.

Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.

Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or details
about aspects of your employer and workplace, you are responsible for obtaining necessary consents
and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying
us with such information.

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Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.

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 CRICOS Code: 03595K | RTO Provider ID: 70252

Assessment requirements
Assessment can either be:
 Direct observation

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Questioning

 Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.

Third parties can be:

 Supervisors

 Trainers

 Team members

 Clients

 Consumers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the required
level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.

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 CRICOS Code: 03595K | RTO Provider ID: 70252

Candidate Details
Assessment – BSBOPS601: Develop and implement a business plan
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBOPS601: Develop and implement a business plan.

Name: ____Mohammad Abdur Rahman________________________

Address: ___3/6 warialda street_________________________

Email: [email protected]________________

Employer: _______AHMI_______________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.

Signed: ___Mohammad Abdur Rahman___________________________

Date: _________23/10/2022__________________________________

If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was
a fair team effort where everyone contributed equally to the work completed. We declare that no
part of this assessment has been copied from another person’s work with the exception of where we
have listed or referenced documents or work and that no part of this assessment has been written
for us by another person.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Learner 2: ____________________________________________________________

Signed: ____________________________________________________________

Learner 3: ____________________________________________________________

Signed: ____________________________________________________________

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 CRICOS Code: 03595K | RTO Provider ID: 70252

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you
to do. The observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the

training environment, depending on the task to be undertaken and whether it is an
observation or demonstration. Your trainer/assessor will ensure you are provided
with the correct equipment and/or materials to complete the task. They will also
inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.

The reasons to use a third party may include:

 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.

Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.

The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.

Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.

Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future observations
or demonstrations.

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________

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Third party signature: _____________________________________ Date: ___________________

Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).

Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.

Activity 1A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to review and evaluate pre-existing
strategic, business and operational plan, if available.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

Review and evaluate your organisations pre-existing strategic, business and

operational plans, if available. Does your organisation have a pre-existing
strategic, business and operational plan? Briefly describe it.

Review of Pre-Existing Strategies:

The key organizational Pre-Strategies are:
1. Increase the number of properties by 15% over the next 5 years.
2. Break into new markets e.g. new international regions.
3. Expand into the lager hotel market
4. Maintain quality service reputation during expansion.
5. Attract & retain high quality, experienced start.
6. Ensure all facilities are maintained to world class standards.
7. Provide a unique hotel experience for all guests.
Review of Business & Operational Plan:
1. The Hotel Group will focus on growing their reputation for quality service and
improving whole hotel experience for the customer.
2. The Hotel group will have demonstrated recognition as the specialist in the
boutique hotel business.
3. The hotel group will implement design strategies to ensure consistency of
experience across the hotel chain.
4. The Hotel group will introduce a segmented approach to marketing to appeal to
higher income and medium income markets with the focus on the higher income.
5. The Hotel group will develop and implement a direct marketing plan to update
their marketing approach.
6. Strengthen the regular customer base by developing customer retention and
loyalty strategies.
7. Be Recognised as an employer of choice with the capacity to attract and retain
the highest quality start in the industry

Evaluation for Pre-existing Strategies, business and operational plans:

For Pre-existing strategies :

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By Looking into current strategies, most of them are aligned with the current
vision of the organization except experienced start. There is no need to look for
high quality and experienced start, because the current start has all the required
skill set to complete the tasks

For Business Plan:

After evaluating the business plans it is found that the organization should not
only come up with the segment approach which only focus on higher income, but
it should also have the capability to attract the medium income

For Operational Plan:

There is no chance required in the current operational plan because all are well in
place.

Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/22
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s Not yet satisfactory Satisfactory

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performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Mohammad Abdur
Assessor’s signature

Activity 1B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to analyse and interpret business vision,
mission, values and objectives.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

1. Attempt to locate your organisations vision statement. Describe it and any

ways in which you think it could be altered.

 It should locate the most recent version of the vision statement

and accurately describe how it describe the course that your
organisation wants to take.Alteration ton the vision statement
may be in reference to changing market condition, new company
priorities etc.

2. Attempt to locate your organisations mission statement. Describe it and any

ways in which you think it could be altered.

 You may think the mission statement should be altered if :

 It is not concise enough.

 Does not give your customer a sense tat they are buying into your
company vision.

 Does not engage with employees or those outside the organisation

 It was formulated by a limited number of personal

3. What are the current objectives of your organisation? Can you think of any

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which could be implemented? In pairs, share your ideas on objectives that
could be implemented

 you should locate the objectives of the organisation, and they should
be precise , quantifiable ,time-sensitive statements of what is going to
be achieved and when it will be achieved. You should make reference
to how they are connected to the goals of the organisation.

Activity 1B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/22
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

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The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Mohammad Abdur Rahman
Assessor’s signature

Activity 1C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to consult with key stakeholders; and review
market requirements for the product or service, profile customer needs and
research pricing options.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

1. Consider who your key stakeholders are. Plan a consultation meeting where
stakeholders will provide you with advice on how to shape the future of the
business. What are their thoughts on organisational vision, mission, values
and objectives?

 It is necessary to schedule a face-to-face appointment so that

consultations can happen in a quiet, distraction-free space. Distribute
copies of all printed materials and business plans so that stakeholders
may review the proposal and make informed decisions. A strong
suggestion and counsel. Through consultation, we can spot and track
recurring patterns, problems, and stakeholder views across time.

2. What is an external environmental factor? List two external factors and

explain how they could impact on your business plan?

 The external environment consists of factors that affect a firm from

outside its organizational boundaries. The external factors include the
labor force, legal, political, legal considerations, society, unions, the
competition, customers/suppliers, and technology.

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3. What research should be conducted regarding pricing options before writing

your business plan?

 cover your costs and make a profit 

 compare favourably to your competitors 
 appeal to your target market. 
 Research your existing costs

Your fixed costs may include the base cost of goods, rent, wages, loan
repayments and other overheads. Remember to take into account any
hidden or infrequent costs such as superannuation, insurance, licensing,
adviser fees, and any professional development, training or networking
costs. Your financial adviser or accountant can help you to work out your
expected cash flow.
While it may be difficult to reduce costs in some areas (i.e. rent, wages) you
may be able to reduce your purchasing costs if you buy stock in bulk from
your suppliers. However, this strategy can be risky. Research your market
thoroughly before buying in bulk to help you avoid any financial, cash flow,
storage or delivery problems that may occur if you can´t sell a large number
of products quickly.

Activity 1C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

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The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Mohammad Abdur Rahman
Assessor’s signature

Activity 1D

Estimated Time 30 Minutes

Objective To provide you with an opportunity to develop performance objectives and
measures through consultation with key stakeholders.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

Based on the consultation plan developed in Activity 1C, in groups, perform the

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roles of manager and employees. Discuss the changes required in employee
performance to meet the needs of the strategic plan. Provide examples of
performance objectives which could be issued to your employees.

 Technical Knowledge – could the employee undertake

additional training and receive certification for it within a
specified period?
 Work quality – does the worker meet deadline for work and
complete their daily work? Could their work be assessed
and be made to meet certain requirements?
 Dependability – you could set a goal percentage or set
number of days the employee must attend within a
timeframe
 Team value – does the employee contribute to the values of
the workplace and solve problem

Activity 1D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

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The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Mohammad Abdur Rahman
Assessor’s signature

Activity 1E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify financial, human and physical
resource requirements for the business.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

1. Identify three forms of existing finance funds in your organisation.

Sole Proprietorship :
A sole proprietorship is the simplest form of business. It is an
unincorporated business owned by one individual. Going into business
as a sole proprietor is easy—one merely begins business operations.
However, even the smallest businesses normally must be licensed by a
governmental unit. The proprietorship has three important advantages:
 It is easily and inexpensively formed,
 it is subject to few government regulations, and
 The business avoids corporate income taxes
Partnership :
A partnership exists whenever two or more persons associate to conduct a
noncorporate business. Partnerships may operate under different degrees of
formality, ranging from informal, oral understandings to formal agreements filed
with the secretary of the state in which the partnership was formed. The major
advantage of a partnership is its low cost and ease of formation. The
disadvantages are like those associated with proprietorships: (1) unlimited
liability, (2) limited life of the organization, (3) difficulty of transferring
ownership, and (4) difficulty of raising large amounts of capital
Corporation :
A corporation is the complex and biggest form of business. It is a legal entity

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created by a state, and it is separate and distinct from its owners and
managers. This separateness gives the corporation three major advantages:
(1) Unlimited life. A corporation can continue after its original owners and
managers are deceased. (2) Easy transferability of ownership interest.
Ownership interests can be divided into shares of stock, which, in turn, can
be transferred far more easily than can proprietorship or partnership
interests. (3) Limited liability. Losses are limited to the actual funds invested.
2. Provide two examples of factors that a human resources audit should
assess.
 An HR audit helps ensure compliance with important HR regulations.
Staying up to speed on the latest compliance and regulations
updates is critical. Whether you’re trying to avoid ACArelated
penalties or provide appropriate overtime compensation, HR audit
services can help you ensure you’re avoiding any potential fines or
penalties
 An HR audit helps eliminate the guesswork around benefits
packages. Making sure your employee benefits package is legal and
competitive is one of the most challenging aspects of human
resources. An HR audit can help you answer all of your questions
around which healthcare benefits package is right for your business
and how you can simplify your annual renewal and enrolment
process.

3. Provide three examples of production facilities which should be considered

when implementing a business plan.

Human Factors
One major factor to consider is the human factor. People will deeply influence the
success of your plan and you must consider them early on in your planning
process. Make sure you have enough people and are they properly trained
Financial Factors
Your operational plan must also consider all financial factors in order to be
successful. Budget considerations and expenses are one of the first factors you
need to consider and create. Income estimates for you plan are vital and need to
predict with as much accuracy as possible. Anticipated profit margins and the
costs to make your plan operational are also key factors and can require research
to predict with reliability
Risk Factors
Anticipating risks to your operational plan is an important and frequently
overlooked element that must be accounted for. While there are always risks for
any plan, creating a mitigation strategy for these risks is vital. Potential risks must
be analysed and plans to overcome them need to be created.

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Activity 1E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Mohammad Abdur Rahman
Assessor’s signature

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Activity 1F
Estimated Time 25 Minutes
Objective To provide you with an opportunity to consider any permits or licenses that may
be required for new activity.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

1. If your company were to alter their address because of a change of location

in the business plan, what steps would you need to take when updating
ASIC?
 can help you prioritise – it gives your business direction, defines your
objectives, maps out strategies to achieve your goals and helps you to
manage possible bumps in the road ,
 gives you control over your business – the planning process helps you
learn about the different forces and factors that may affect your success.
If you're already in business, it helps you to step back and look at what's
working and what you can improve on ,
 is vital to help you get finance – if you're seeking finance for your
business, you'll need to show banks and investors why they should
invest in your business.

2. Provide three examples of factors you should cover in your code of practice.
Briefly describe your company’s approach to the area.

o Use your company corporate key to register for online

access to
ASIC
- Login to the online portal using your company ACN or ABN
- Enter your username and password
- Select ‘ start new form’ and select ‘ change to company details
(484)
- You will then be able to update your address details online. The
Updates will show on the ASIC website within seven days.

Ethics
 Confidence
 Duty of care
 Conflict of interest
 Contracts
 Fees
 Payment
 Intellectual property and moral rights
 Quality assurance
 Professional conduct
 Equality and discrimination

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Activity 1F checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/22
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

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Learner’s signature
Mohammad Abdur Rahman
Assessor’s signature

Activity 1G
Estimated Time 20 Minutes
Objective To provide you with an opportunity to write business plan.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

1. What are the components of a typical business plan? Briefly explain what
should be included in each section.
Company overview:
Your mission, vision, values, products, unique attributes, and the business
opportunity you plan to seize.
Business environment:
An analysis of your industry, your marketplace, your customers, your
competition, and how you stack up.
Company description:
The capabilities that give you a unique advantage over your competitors —
including your management, technology, operations, distribution, service,
finances, and marketing
Financial review:
The state of your finances, including your income statement, balance sheet,
cash flow statement, profit projection, and budget
Action plan:
Steps you’ll take to implement your business plan to meet your goals and
objectives.

2. Provide two examples of benefits that can arise from writing a business plan
and researching your indust

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 building a greater understanding of your industry and

market which could lead to gaining an edge over
competitors
 may lead you to discover challengers that you will
encounter and provide you with the chance to avoid
or overcome them
 take control of your finances, including supervising
cash-flow and defining your break-even point
 clearly set specific goals timeframes for achieving
them, which can remain as a constant reminder to
employees of their targets

Activity 1G checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

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The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Mohammad Abdur Rahman
Assessor’s signature

Activity 2A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to communicate business plan to all
relevant parties and ensure understanding of performance requirements and
timeframes.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

1. Why should your marketing team conduct a media outlet analysis before
sending out your business plan?

 Learn how to start measuring and proving the value of content of

campain and explore the details of plan and timeline.Access the sheet
of experience and insight and data.

2. What steps should you work through to communicate your business plan?
 Develop a tagline and describe the business and value position,
 Define objectives,
 Execute plan.

3. Explain two advantages of segmenting your stakeholders and employees?

Market expansion
Geographic segmentation is one type of segmentation where expansion is
immediately possible. If you have your market strategy on the basis of
geography, then once you are catering to a particular territory, you can
immediately expand to a nearby territory. In the same way, if you are
targeting customers based on their demography (Ex – reebok targets
fitness enthusiasts) then you can expand in similar products (Ex – reebok

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expanding with its fitness range of clothes and accessories). Segmentation
plays a crucial role in expansion. You cannot expand in a territory when
you have no idea of which segment of customers you will be meeting.

Customer retention
By using segmentation, Customer retention can be encouraged through
the life cycle of a customer. The best example of this is the Automobile and
the Airlines segment. You will find major example of customer life cycle
segmentation in the Hospitality segment whether they be hotels, airlines,
or hospitals. In India, Titan is an example of products which are planned
through the life cycle of a customer. From fast track to Sonata and the
high range watches, Titan has them by price segment as well as life cycle
segment. Thus a watch is available for any customer who enters a Titan
showroom, whatever be his age.

Activity 2A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name MOHAMMAD ABDUR RAHMAN

Assessor’s name Mohammed saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

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The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Abdur rahman
Assessor’s signature

Activity 2B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to ensure skilled labour is available to
implement plan; and test performance measurement systems and refine, if
necessary.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

1. Develop a staffing plan to assess your current employees. Locate any

statistics you have regarding their productivity.

 What is your maximum output per hour in your busiest period?

there should be a calculation of your staffing requirement you should divide the
maximum output in your busiest period by the hourly productivity rate of your
average worker come to some conclusion about what you will require ,
considering that you do not want too many staff when business returns to
normal levels.

2. List three examples of benefits of performance measurement.

help to identify whether you are meeting your cust Requirements

 They help you understand your process
ensure that your decision are grounded on facts , rather
than emotion

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 Can demonstrate where improvement have actually
happened following a change, in staffing or machinery for
example
 They can help you identify whether suppliers are meeting
your requirements

Activity 2B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

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Learner’s signature
Mohammad Abdur Rahman
Assessor’s signature

Activity 2C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to ensure timely reports on all key aspects
of the business are available, user-friendly and balanced in terms of financial
and non-financial performance.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

1. In groups, discuss the aspects you should report on in a business report.

2. Why might suppliers take an interest in your business report?

1 – financial accounting
 Customer service
 Internal business processes
 Human resources
 Training , learning and development
 Support system
 Technical or other services
 Suppliers
 Specialist knowledge
 Funding requirements
 Obtaining of goods or services
 Environment issues/reporting
 WHS
 Quality Assurance

2
Firm that supply goods and services to the business are concerned with:
 The size and value of contacts
 Regularity of orders
 Prompt payments
 Prices
 Business growth affecting future orders

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Activity 2C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

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Learner’s signature
Mohammad Abdur Rahman
Assessor’s signature

Activity 2D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to report system failures, product failures
and variances to the business plan as they occur.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

1. What procedures currently exist in your organisation for reporting system or

product failures? How could you apply a FRACAS to your organisation?

 There may a FRACAS in place which is organisation wide and contains all
the data regarding failure or the business may only react to individual
failure as and when they occur. Either way, answer should attempt to
state ways in which the reporting system of failures could be improved.

2. Provide three examples of targets which could be set in a business plan that
you could monitor for variances.

 Targets will have a quantitative element which can be monitored, for

example:
 Increase revenue per employee by 15%
 5% of annual revenue will come from new customers
 Grow stock price by 25% by end of the year

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Activity 2D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammad Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

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Learner’s signature
Abdur Rahman
Assessor’s signature

Activity 3A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to analyse performance reports against
planned objectives; and review performance indicators and refine if necessary.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

1. What actions could you take to analyse the performance of an employee

whose job role has changed within the period of their set performance
objectives?
 Rather than solely year-long goals, set at least one short-
term goal per employee that you know can be measured
against within the first few months of the year
 If it is clear that the employee role or status within the
business is changing, you could set new objective as this is
happening
 Try to write a performance objective where the
measurement will apply across a number of different
projects and tasks.

2. What performance indicators are used by your business to measure

performance? In pairs, discuss how you feel these could be refined to meet
the needs of the new business plan.

 Key performance indicators (KPIs) form an important part of the

information required to determine and explain how a company will
progress to meet its business and marketing goals. KPIs help
organizations understand if the company is headed in the right direction
—and if not, where it needs to divert its attention. No matter what it
measures, a KPI's goal is to improve organizational health. Anyone
working in marketing needs to understand exactly what constitutes a
KPI.

The three characteristics of KPIs are as follows. They are:

 Quantitative. KPIs can be presented in the form of numbers.

 Practical. KPIs integrate well with existing company processes.
 Actionable. KPIs can be put into practical application to effect the

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desired change.

Other examples of KPIs used by businesses include:

 The status of existing customers

 The number of new customers acquired
 Customer attrition
 Customers segmented by profitability or demographics
 The amount of waiting time for delivery of customer orders
 The length of time for stock-outs

Activity 3A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

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The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Abdur Rahman
Assessor’s signature

Activity 3B
Estimated Time 25 Minutes
Objective To provide you with an opportunity to ensure groups and individuals
contributing to under-performance are coached, and provide training where
appropriate.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

1. What procedures are in place in your organisation to reduce under-

performance? Are there any methods you think could be implemented to
support those in the new business plan?
 Most community service organisations will have in place policies and
procedures that govern and regulate privacy and confidentiality of client
information. This concept not only applies to what you can disclose
about your clients or your organisations outside of work, but also what
can be shared in network meetings. What information can be shared
with other organisations, who shares it and how this information is
given out should be clearly defined in any effective, professional service.
It is often incorporated into a worker’s duty statement or job
description.
 All organisations should have written policy and procedures, and staff
training in the following areas:
 a confidentiality policy
 a clearly defined process for identifying and regularly updating a
Community Resource Index so that all workers are aware of
what other services are available to refer to (the index contains
basis contact details and information about what each service
provides
 processes for networking with other agencies, including
attending relevant interagency (meetings of local service
providers)

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 guidelines for case conferencing (this will be discussed in more
detail a bit later)
 referral protocols, including how referrals should be made, the
kind of information that can be shared with other services and
any ongoing roles and responsibilities of each service about the
client
 a policy for how long client information is kept after clients are
no longer involved with the service. For example, different
government departments produce documents that outline legal
requirements for their staff in relation to storing and
maintaining information.

2. Describe two benefits of one-on-one learning as a response to under-

performance

 It can take place at the learners speed

 Learners can clarify points they don’t understand with the
benefit of an experienced trainer or operator by their side
 Specific, constructive feedback can be received about their
progress which both builds their self-esteem and facilitates
the learning process
 The learning can take place in the real work environment
with the learner practising and using live equipment and
materials- this makes it very easy to transfer the learning
from the training environment to the real work
environment

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Activity 3B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammad Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Abdur Rahman
Assessor’s signature

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Activity 3C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to review system processes and work
methods regularly as part of continuous improvement.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

Does your business currently have a procedure for the continuous improvement
of system processes and work methods? Describe what they are and some
improvements that have been made. If not, describe how CI could implemented
in your workforce.

 Regular improvement meetings and audits conducted by

teams and individuals
 Monitoring of department and individual performance
 Responding to industry requirement and legislation
 Amendments and developments to system , processes,
services and products

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Activity 3C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Mohammad Abdur Rahman
Assessor’s signature

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Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.

Skills, knowledge and performance may be termed as:

 Skills – skill requirements, required skills, essential skills, foundation skills

 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence

 Performance – evidence requirements, critical aspects of assessment, performance

evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

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Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.

This activity will enable you to demonstrate the following skills:

 Reading
o gathers, interprets and analyses textual information when developing the
business plan and monitoring operational and performance
o Utilises understanding of distinguishing structures and features of a range of
text as well as recognising and reflecting on context, purpose and audience
 Writing
o communicates relationships between ideas and information, matching style
of writing to purpose and audience
o researches, plans and prepares business plan for relevant stakeholders
 Oral communication
o presents information and seeks advice using language and features
appropriate to audience
o participates in discussions using listening and questioning to elicit the views
of others and to clarify and confirm understanding
 Numeracy
o extracts and evaluates mathematical information to review the market,
research competitors and review pricing structures
 Navigate the world of work
o takes full responsibility for identifying and complying with legislative
requirements applicable to self and the organisation
 Interact with others
o selects and uses appropriate conventions and protocols when communicating
with internal and external stakeholders to seek or share information
o collaborates with others to achieve joint outcomes, playing an active role in
facilitating effective group interaction, influencing direction and taking a
leadership role
o provides support in field of expertise to colleagues, as required
 Get the work done
o sequences and schedules complex activities, monitors implementation and
manages relevant communication
o systematically gathers and analyses all relevant information and evaluates
options in order to monitor performance and identify opportunities for
improvement.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Research and gather information regarding the most recent business plan of your organisation.
Consider the following points:

 Goals

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 Objectives
 Mission statement
 Vision statement
 Marketing/financial plan
 Business summary.

Present this information in an essay of 1000 words, demonstrating your understanding of the
key features of the business plan.

A business plan is a document that defines in detail a company's objectives and how it plans to
achieve its goals. A business plan lays out a written road map for the firm from marketing,
financial, and operational standpoints. Both start ups and established companies use business
plans.

A business plan is an important document aimed at a company's external and internal audiences.
For instance, a business plan is used to attract investment before a company has established a
proven track record. It can also help to secure lending from financial institutions.

Furthermore, a business plan can serve to keep a company's executive team on the same page
about strategic action items and on target for meeting established goals.

Although they're especially useful for new businesses, every company should have a business
plan. Ideally, the plan is reviewed and updated periodically to reflect goals that have been met or
have changed. Sometimes, a new business plan is created for an established business that has
decided to move in a new direction.

KEY TAKEAWAYS

 A business plan is a document describing a company's core business activities and how it
plans to achieve its goals.
 Start up companies use business plans to get off the ground and attract outside investors.
 A business plan can also be used as an internal guide to keep an executive team focused
on and working toward short- and long-term objectives.
 Businesses may create a lengthier traditional business plan or a shorter lean start up
business plan.
 Good business plans should include an executive summary and sections on products and
services, marketing strategy and analysis, financial planning, and a budget.

A business plan is a fundamental document that any new business should have in place prior to
beginning operations. Indeed, banks and venture capital firms often require a viable business plan
before considering whether they'll provide capital to new businesses.

Operating without a business plan usually is not a good idea. In fact, very few companies are able
to last very long without one. There are benefits to creating (and sticking to) a good business
plan. These include being able to think through ideas before investing too much money in them
and working through potential obstacles to success.

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A good business plan should outline all the projected costs and possible pitfalls of each decision a
company makes. Business plans, even among competitors in the same industry, are rarely identical.
However, they can have the same basic elements, such as an executive summary of the business
and detailed descriptions of its operations, products and services, and financial projections. A plan
also states how the business intends to achieve its goals.

Business objectives are a written explanation of your goals as a business. Business objectives usually
have to do with the most important operating factors of a company's success, such as revenue,
operations, productivity and growth. To be most successful, some companies find that a business
objective needs to be specific, measurable, attainable and time-based. Large and small businesses
alike might find value in developing written business objectives.

Business objectives are sometimes sorted into two categories: strategic objectives and operational
objectives. When someone uses the phrase strategic objectives, they are often referring to long-
term goals that relate directly to the company's mission statement and drive large-scale
organizational change. When someone uses the phrase operational objectives, they are probably
referring to shorter-term goals that might support a company's strategic objectives. You might see
these phrases used interchangeably, depending on the context.

Business objectives can be an important way to unify a company's intentions and vision. Business
objectives might vary significantly between one industry or department and the next, or they might
be very similar. In addition to providing a framework for innovation at every level of a company's
operations, business objectives can help:

 Increase revenue
 Recruit and retain high-quality employees
 Enhance customer satisfaction
 Improve company culture
 Maximize workplace safety
 Develop leadership
 Expand productivity
 Increase product quality
 Encourage innovation

Placing your vision in the real-world scenario is a mission statement business plan. A mission can be
defined as an assignment or commission of a particular task for a particular cause and objective. In
the world of business, a mission statement business plan would be defined as the practical term for
a vision. Planning the action to be carried out after a vision is realized and processed and can be
formulated in the form of a mission statement business plan. In short, the mission
statement business plan would clarify what the organization is intending to do and why it intends to
carry out this action.

A financial plan helps determine if an idea is sustainable, and then keeps you on track to financial
health as your business matures. It’s an integral part to an overall business plan and is made up of
three financial statements—cash flow statement, income statement and balance sheet. In your plan,
each of these will include a brief explanation or analysis.

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The executive summary goes near the beginning of the business plan but is written last. To include
a summary of the different parts of your business plan, you'll need to write them first.

When you write the executive summary, keep it under two pages. The executive summary should
contain brief summaries of other sections of the plan.

The idea is to give a brief overview of your business first before going into detail about each of the
different parts.

2. Write a business plan specific to your organisation.

Within the business plan you should:

 Consider your style of writing for your intended audience

 Ensure that your business plan covers all relevant information and ideas for stakeholders.

You may use the example of the typical components in a business plan provided in the Learner
Guide.

1. One of the first questions you should ask yourself is, “Who are the readers?” ...
2. Decide what your readers know or think they know about your subject. ...
3. Next, ask yourself “What will my readers expect from my writing?” ...
4. You also need to consider how you can interest your readers in your subject.

Key stakeholders to be involved in strategic planning are those having a vested interest in the
success of the organization. They include employees, unions, customers, vendors, shareholders,
regulatory agencies, owners, supply chain partners, community members, and others who depend
on and/or serve the organization.

3. Design a pitch for a new product or service that your organisation could provide. Present this
idea to a group of your class peers and then participate in a discussion about the pitch. During
this discussion, you must:

 Seek advice using language and features appropriate to your audience

 Use listening and questioning to elicit the views of others
 Use listening and questioning to clarify or confirm your understanding.

Performed in class

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4. Looking at the most recent business plan of your organisation, gather information regarding
the incoming and outcoming expenditure of the business.

Income statements contain information about a company’s income and expenses. This
information allows a business owner or potential investor to determine a company’s gross
profit margin, cost of goods sold, total expenses and net profit. Business experts from
Entrepreneur.com say the income statement acts as a scorecard for a company’s financial
performance because it reflects a company’s ability to generate cash. Another name for the
income statement is the profit and loss statement, according to Averkamp.

Use this information to review pricing structures and suggest two strategies that could be
implemented which aim to improve the income of the business.

Methods for selling more to your best customers

You can try the following ways to sell more to your best customers:

 up-selling - selling them premium products with higher profit margins

 cross-selling - offering complementary products to those already sold
 diversifying - identifying a need and developing new products/services to meet them

Targeting your most profitable customers is a common strategy for increasing sales revenue. Some
customers will contribute more to your profit margin than others. The key is to identify those
customers early and adapt your sales strategy accordingly. For example, you may want to:

 set higher sales targets for your best customers

 find similar products or services to sell them
 find similar customers to sell to

You might consider the following aspects of the business:

 Research competitor
 Position in the market.

The process of assessing the strengths and weaknesses of companies offering products similar to
yours

the ability to influence consumer perception regarding a brand or product relative to competitors.
The objective of market positioning is to establish the image or identity of a brand or product so that
consumers perceive it in a certain way.

5. Identify three examples of legislative requirements that you would consider when writing and
implementing a new business plan.

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 Should have a Business name and a ABN
 Business permit and licence
 A Bank account and Business Insurance

6. This will be a role-playing/demonstrative task.

Working in a group, you will present the business plan you designed in a previous task. Others
within the group will take the role of your colleagues and internal and external stakeholders.
They will communicate with you any ideas they have for your business plan, as well as any
issues.

You should demonstrate your ability to:

 Collaborate effectively with others to achieve joint outcomes

 Provide support to colleagues
 Play an active role throughout the discussion, showing control and leadership of your
business plan
 Use appropriate conventions and protocols throughout the discussion.

Performed In class.

7. Plan and design a strategy that will monitor the performance of under-performing staff
members and identify opportunities for improvement.

Explain why you have chosen this strategy.

Monitoring the employees for an under-performing of staffs could be

 Getting feed backs from employees
 Regular meetings
 Training
 Developing an act plan

Opportunities for Improvement

 Mentoring - a form of induction for new staff. to develop staff skills in a
particular area.
 Coaching- a training method in which a more experienced or skilled
individual provides an employee with advice and guidance intended to
help develop the individual's skills, performance and career
 Training- a planned set of activities for imparting knowledge to
employees, such that it leads to a growth in job skills required for
organizational growth.

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Summative Assessments: Section A checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohmmed Saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Abdur Rahman
Assessor’s signature

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Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

 Outline processes for developing business plans

 Describe performance objectives and measures including key performance
indicators
 Identify key stakeholders.

Answer each question in as much detail as possible, considering your organisational requirements
for each one.

1. Describe the process that you would go through to develop a business plan for your
organisation.

 A business plan is an important factor in successful creating a business and is often an

essential part of qualifying for funding. Business plans are written documents that
describe and analyse your business and provide details information about your short
and long-term goals, your strategics for achieving those goals, and your company
strengths and weaknesses as they relate to your market. A properly developed
business plan should be used to discuss what product or service you are selling and
should detail what benefits your product offers to potential customers. Additionally ,
you should include information about your competition and mention any obstacles
that may need to be overcome before your product is able to hit the market.
Analyse your market in this section of your business plan , include information on your
customers needs , how you intend to reach your customers , how you plan to advertise
your product or service and how much money you intend to spend on your marketing
strategy.Documentation should be provided to outline the size and growth potential of
your market , and you will need to include a detailed plan showing how you intend to
get your product into the hands of consumers identify your competition and establish
the advantage your business has over them in your target market. This section of your
business plan is important to investors and you should use it to highlight the strengths
of your business and the weakness of the competition . However , it is crucial to be
realistic and honest with both yourself and potential funding sources.

Describe your organisation structure management and operational strategy . This section of
your plan should detail your plan for manufacturing , purchasing , staffing and obtaining the
needed equipment and facilities for your business.

2. What are the performance objectives and measures of your organisation?

You should consider any key performance indicators.

 Store design that will be both visually attractive to customers and designed for
fast and efficient operation
 Employee training to insure the best coffee preparation techniques

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 Marketing strategies aimed to build a solid base of loyal customers as well as
maximizing the sales of high margin products.

3. What is the difference between performance objectives and goals which are outlined in a
business plan?

 Goals can be somewhat abstract and big picture, but they set a wide, overarching target
for the company to set their eyes on as a whole. Goals define the general intentions and
ambitions of the business but can be difficult to measure. Setting goals is an important
step of business planning, as well – defined board primary outcome will have an impact
on areas including your mission statement, financial objectives, corporate culture , and
marketing strategy . Once a core goal is set, setting business objectives is the next step
towards fostering a clear understanding of how to reach the desired outcome. The main
difference between objective and goals is that objective are precise actions or
measurable steps individual and groups take to move closer to the goal. They are specific
targets that typically have a time-bond schedule or timeline for completion.

4. Identify the key stakeholders of your organisation.

Internal stakeholders

Employees are the group of people who work for the company for remuneration

Owners the individual or group who owns the organisation. They can be partners, shareholders

Board of directors are the group of individual who governs the incorporated entity. They are
elected by the members of the company at the AGM.

Managers who manages the entire department is know as manager for example Sale manager ,
General manager

Investors the individual or group who invest their money in the organisation are investors

External stakeholders

Suppliers provide inputs to the organisation like raw material , equipment , etc

Customers are considered the king of business because they are the one who is going to consume
the product

Creditors are the individual , bank or financial institution who provides fund to the organisation

Clients are the parties , to whom the company deals and provides its services.

Intermediaries are the marketing channels that create a link between the company and customers
like the wholesaler , distribution , retailers etc

Competitors are the rivals who compete with the organisation for resources and the market as
well.

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Society a firm has its responsibility towards society as well because the enterprise uses its
valuable resources

Government a firm is guided and controlled by government rules and regulations like it has to pay
taxes and duties that are levied on the business.

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Summative Assessments: Section B checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Abdur Rahman
Assessor’s signature

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Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements
for this unit.

A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.

This activity will enable you to demonstrate the following performance evidence:

 Analyse and research business vision, mission, values, objectives, goals, competitors,
financial targets, management arrangements, marketing approaches and strategic,
business and operational plans
 Write a business plan which included a description of the business, products and services,
financial, physical and human resource requirements, permit and license requirements,
marketing activity, financial indicators, productivity and performance targets for key result
areas
 Implement a business plan including ensuring skilled labour is available, and that training
is provided where appropriate
 Monitor and respond to business performance including evaluation of performance against
key results indicators including profit and loss, community awareness or branding,
environmental impact governance, quality, sales, triple bottom line and the workforce
 Consult, communicate with and report to key stakeholders including business partners,
financiers, customers, staff and technical advisers
 Provide an analysis of the strengths and weaknesses of a business plan.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. For an organisation of your choice, carry out research in order to determine business:

 Vision
 Mission
 Values
 Objectives
 Goals
 Competitors
 Financial targets
 Management arrangements
 Marketing approaches
 Strategic, business and operational plans.

Provide a summary of each (no more than 50 words each).

Woolworths supermarket
Vision - to be the destination of choice in its customers' world of food through having the "mind of
a supermarket and the soul of a deli".

Mission - to deliver to customers the right shopping experience each and every time.

Values - Our values state that we are customer obsessed, inspirational, responsible, collaborative
and committed to quality.

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Objectives - increase customer satisfaction.

Goals - We care for how our products are made and are committed to a fully transparent,
traceable, and ethical supply chain

Competitors – Coles , K mart , Costco , Target , Amazon , ALDL

Financial targets – long term finance $60,874M

Management Arrangement - The Board has a unitary structure, comprising an independent

Chairman, a Lead Independent Director, the Chief Executive Officer, and an appropriate number of
executive directors and non-executive directors, with a majority of non-executive directors.

Marketing approaches - Woolworths provides different loyalty programs for consumers, like petrol
pump discounts. It uses newsletters and magazines for promotions and gives extensive promotions
and deals for customers like gift cards. The online stores also offer discounts to attract customers

Strategic, business and operational plans - Woolworths Group Limited operates as a supermarket
food and everyday needs retailer. The group's main business operations are categorised into the
following divisions: Australian Food.

2. Using the information collected in Question 1, write a 2-page business plan for your chosen
organisation.

Within your business plan you should include at least THREE of the following and consider any
training which would be required to implement the plan.

 A description of the business

 Products and services
 Financial, physical and human resource requirements
 Any permit and licence requirements
 Marketing activity
 Financial indicators
 Productivity and performance targets for key result areas.

For the business plan you have created, produce a 1-page document identifying your
requirements for skilled labour and what training would be necessary.

A description of the business - supermarket food and everyday needs retailer. The group's
main business operations are categorised into the following divisions: Australian Food

Product and services - groceries (vegetables, fruit, meat, packaged foods, etc.), but also sells
magazines, DVDs, health and beauty products, household products, pet and baby supplies, and
stationery
Financial, physical and human resource requirements - recruits its staff members on a merit basis
i.e. on the basis of performance ability and skill base of a number of candidates

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financial measures other than those defined or specified under all relevant accounting standards

Any permit and licence requirements - s to provide reasonable space on a notice board on which ...
provisions of the Agreement do not permit,

Marketing activity - Woolworths provides different loyalty programs for consumers, like petrol
pump discounts. It uses newsletters and magazines for promotions

Financial indicators - Woolworths Revenue to Assets are fairly stable at the moment as compared
to the past year. Woolworths reported Revenue to Assets of 2.94 in 2021. Total Assets Per Share is
likely to rise to 16.94 in 2022.

Productivity and performance targets for keys result areas - The system provides ability to gauge
the efficiency of the employees and also helps to determine the workforce and the overall
productivity of an organisation. protect and grow our core businesses to ensure we safeguard the
foundation of what truly differentiates us from our competitors.

3. During the course of this unit, produce a dairy documenting your performance of the following
tasks within your workplace:

 Monitor and respond to business performance including evaluation of performance against

key results indicators including profit and loss, community awareness or branding,
environmental impact governance, quality, sales, triple bottom line and the workforce
 Consult, communicate with and report to key stakeholders including business partners,
financiers, customers, staff and technical advisers
 Provide an analysis of the strengths and weaknesses of a business plan.

For each diary entry, provide a description of the situation, as well as what you did to complete
the task.

Where possible, provide documentation to support your diary entries.

Coles Supermarket
The performance of evaluation of this can be the process of systematically assessing an employee's
performance. Checking the sales of the supermarket every day and monitoring for improvement.

Profit and loss work toward having greater revenues and fewer expenses. You use your current
profit and loss statement to determine your business's profitability. Looking after your percentage
of buying per sales and the amount of usage and the amount of waste, which can be controlled.

Community awareness knowledge created through interaction between community people and its
environment, a setting bounded in space and time. It involves states of knowledge as well as
dynamic process of perception and action.

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Environmental impact an activity, that can have adverse effects on the air, land, water, fish, and
wildlife or the inhabitants of the ecosystem. Making sure of the environmental act that the
business is doing and it could not be affected to the climate, like pollution , Recycling

Communication with stake holders , business partners , customers , and company staffers , how to
do and what ways to do it is very important. This will improve in the understanding and connecting
with each other with better understanding.

Business strengths are competitive advantages that allow a firm to outcompete, generate value
and achieve efficiency. Strengths are often identified as part of strategic planning, swot analysis
and competitive analysis
Common business weaknesses

 Weak, fragmented company culture.

 Lack of product differentiation.
 Low efficiency and high waste.
 Poor customer service.
 Unregulated and unplanned growth.
 Slower to market than competitors.
 Rigid structure that reduces agility.

Summative Assessments: Section C checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed saif
Unit of Competence
BSBOPS601
(Code and Title)
Date(s) of assessment 27/09/2022
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)

Comments

Provide your comments here:

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The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature
Abdur Rahman
Assessor’s signature

Workplace Documentation – for learner

Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.

Document name/description Document attached

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

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Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

For RTO use only

Have originals or digital copies been supplied for the workplace Yes No (Please circle)
documents?

If not originals, have the originals been validated or checked? Yes No (Please circle)

Learner’s signature Mohammad Abdur Rahman

Assessor’s signature

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.

Learner’s name Abdur Rahman

Assessor’s name

Unit of Competence BSBOPS601

(Code and Title)

Date of assessment 27/09/2022

Question:

Learner answer:

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Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

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Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Feedback for the learner

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I have read, understood, and am satisfied with the feedback provided by the assessor.

Learner’s name Mohammad Abdur Rahman

Learner’s signature Abdur Rahman

Assessor’s name

Assessor’s signature

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Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.

Learner’s name Mohammad Abdur Rahman

Assessor’s name Mohammed Saif

Unit of Competence BSBOPS601

(Code and Title)

Date(s) of assessment 27/09/2022

Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)

Has sufficient evidence and information been provided by the learner to prove Yes No
their competency across the entire unit? (Please circle)

The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:

Authentic Yes No
(Please circle)

Valid Yes No
(Please circle)

Reliable Yes No
(Please circle)

Current Yes No
(Please circle)

Sufficient Yes No
(Please circle)

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Learner is deemed: Not yet competent Competent

If not yet competent, date for re-assessment:

Comments from trainer/assessor:

Learner’s signature
Mohammad Abdur Rahman
Assessor’s signature

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