Business Services 2020 HSC exam pack (archive)

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• ensure each extended response answer is completed in a separate writing booklet
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using relevant workplace examples and industry terms
• be prepared to address a range of industry issues
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• present a logical and cohesive response that answers the question
• review their response to ensure that it addresses the question requirements.

Question 16(a)

In better responses, students were able to:

• use relevant workplace examples to support the positive effects of innovation and change on day to day business routines and operations, for example, increased efficiency with the use of better technology
• outline more than one positive effect of innovation and change, such as increased staff morale and cost efficiency
• make a clear link to innovation that was supported by their workplace examples such as how new technology results in more efficient customer service.

Areas for students to improve include:

• supporting the positive effects of innovation and change using workplace example/s linked to innovation
• correctly identifying the question related to the innovation HSC focus area
• using business services related workplace examples instead of non-business services example/s.

Question 16(b)

In better responses, students were able to:

• show a clear understanding of the benefits of both brainstorming and problem solving in facilitating change and innovation, for example, increased efficiency and staff morale in the respect that employees will have a say in the decision-making process
• demonstrate the outcomes of the benefits of brain storming and problem solving such as employee engagement
• apply their knowledge of brainstorming and problem solving to change and innovation.

Areas for students to improve include demonstrating:

• the use of appropriate business terminology such as increased efficiency and increased staff morale
• a clear understanding about the benefits of brainstorming and problem solving such as working together and finding a solution.

Question 17

In better responses, students were able to:

• respond in a procedural format with a clear sequential and logical order
• distinguish between rapport and general customer service/complaint handling
• include features of a procedure such as sequential steps
• demonstrate knowledge that rapport needs to be built over time and over a series of interactions
• focus on the relationship aspects of rapport
• consistently use relevant business terminology that reflects an order of events.

Areas for students to improve include:

• recognising the text type required for the response
• identifying actions workers can take in a business to build positive relationships with customers.

Question 18(a)

In better responses, students were able to:

• show a clear understanding of the benefits of green office design, for example, lower energy bills, increased productivity
• incorporate relevant business services examples of best practice of a green office design such as energy efficient equipment
• show the connection of the workplace example with the green office design.

Areas for students to improve include:

• demonstrating a clear understanding of the green office design in order to explain the benefits such as energy efficient equipment results in reduced energy bills
• incorporating a business services example that is related to green office design.

Question 18(b)

In better responses, students were able to:

• show a clear understanding of the role of key environmental bodies to support a business in achieving environmental compliance such as giving advice and training to ensure adherence to the law
• make a clear link from the support given by key government environmental bodies to businesses achieving environmental compliance.

Areas for students to improve include:

• having a deeper understanding of the support of key governing bodies such as ensuring businesses are receiving the correct information to ensure they are following compliance
• incorporating business services specific terminology, such as training.

Question 19(a)

In better responses, students were able to:

• provide two relevant, different responsibilities
• refer specifically to responsibilities set out by Equal Employment Opportunities (EEO) regulations.

Areas for students to improve include:

• correctly identifying specific EEO responsibilities as opposed to general responsibilities
• providing a clear outline of responsibilities rather than listing information.

Question 19(b)

In better responses, students were able to:

• focus on the purposes of code of conduct
• refer to expected behaviours as commonly presented in codes of conduct.

Areas for students to improve include:

• demonstrating a deeper understanding of the reasons for a code of conduct in a workplace rather than a definition.

Question 19(c)

In better responses, students were able to:

• use the correct writing format with the appropriate audience in mind, including:
• addressing the recipient of the letter
• writing in a formal letter format
• expressing interest in the role with reference to the stimulus
• supporting their letter with examples of their skills and experiences
• using an appropriate greeting and sign off
• make reference to both a range of personal attributes and workplace skills
• consistently use relevant industry terminology.

Areas for students to improve include:

• understanding the format and purpose of a cover letter
• demonstrating understanding of the question beyond the provided stimulus.

Question 20(a)

In better responses, students were able to:

• recognise the privacy and confidentiality issues that arise with such a request for information
• acknowledge that such requests may be outside of their level of authority
• respond in an appropriate way, such as ask them to wait while you seek guidance from a supervisor, explain that it could not be provided as it is a breach of confidentiality.

Areas for students to improve include:

• demonstrating knowledge of confidentiality and privacy protocols.

Question 20(b)

In better responses, students were able to:

• identify a range of features of version control, such as time or date stamps, reference to the current version, for example, filename with V1 or V2.

Areas for students to improve include:

• providing specific information on version control and what a version-controlled document may look like.

Question 20(c)

In better responses, students were able to:

• refer to both paper based and electronic files, not just one or the other
• provide a range of processes, for example, having a designated zone for files in a secure location, naming protocols for electronic files would be useful in tracking the location of files
• use industry terminology specific to the business services workplace.

Areas for students to improve include:

• providing a detailed description rather than outline
• ensuring all aspects of the question are addressed.

Question 21(a)

In better responses, students were able to:

• clearly demonstrate the impact a debtor would have on the business, for example, an overdue account
• describe the process of contacting the debtor.

Areas for students to improve include:

• having a clearer understanding of a debtor
• ensuring the inclusion of a reason to contact a debtor
• distinguishing between part A and B of the question more clearly.

Question 21(b)

In better responses, students were able to:

• show their understanding of factors that affect cash flow, for example, unexpected bills or customers not paying on time
• provide specific examples of the benefits of cash flow to a business, such as the business being able to monitor the cash that is coming in and out of a business to plan for future bills
• use a business services workplace example to support their understanding.

Areas for students to improve include:

• providing relevant benefits of monitoring cash flow
• describing ways in which cash flow is monitored
• going beyond an understanding of cash flow and make connections as to how this would improve a business.

Question 21(c)

In better responses, students were able to:

• demonstrate detailed knowledge of financial records such as Balance Sheets, Invoices, Petty Cash Receipts
• show an understanding of how accuracy affects a financial record and how this affects a business services workplace, for example, if an invoice contains a wrong amount for a product, the business may have less funds available in their cash flow
• use workplace examples to explain the importance of accuracy in financial records.

Areas for students to improve include:

• demonstrating a clear understanding of financial records used in a business service workplace
• providing relevant business services workplace examples
• understanding the importance of accuracy in financial documents rather than listing common inaccuracies in financial records.

In better responses, students were able to:

• show a direct link between Work Health and Safety (WHS) legislation and how/why this leads to policy, procedures and practices
• provide relevant Business Services workplace examples and link these back to the legislation with consequences if not followed
• give a range of examples in the office workplace of how WHS legislation impacts the operations of a business
• integrate the consequences of compliance/non-compliance to WHS legislation for both the employer and employee
• present a response in a clear and concise manner that shows the relationship between cause and effect.

Areas for students to improve include:

• focussing examples on business services industry and not other industries
• demonstrating a clear relationship between legislation and the consequences of not meeting the legislation
• linking a business services workplace example to the point being raised
• spending time in planning to ensure a cohesive and logical response
• using appropriate industry terminology extensively
• correctly naming and referring to the Work Health and Safety Act 2011, not just any Act.