Business Services 2023 HSC exam pack

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 HSC content  from the syllabus
• communicate ideas and information using relevant workplace examples
• use relevant industry terminology
• be prepared to address a range of industry issues
• demonstrate knowledge of employability skills relevant to various situations
• present a logical and cohesive response that answers the question
• review their response to ensure that it addresses the question requirements.

Question 16

In better responses, students were able to:

• identify ONE relevant software application which can be used to assist communication such as email (a)
• demonstrate an understanding of how a software application can be used to assist communication in the workplace. For example, email can be used to communicate with a large group of employees at one time (a)
• provide a detailed description of spreadsheet features such as pivot tables, graphs, columns and conditional formatting (b)
• make clear links between spreadsheet features and how they assist managers in recording data (b).

Areas for students to improve include:

• knowing what a software application is and recalling one that assists in workplace communication such as email (a)
• answering within the context of the question, for example, communicating ‘a new workplace policy’ (a)
• referring to specific examples of spreadsheet features relevant in this scenario ‘to record the sales data’ such as graphs, columns, formulae and sorting functions (b)
• describing how the spreadsheet features can record the sales data of different departments, for example, sorting by department, showing comparisons through graphs (b).

Question 17

In better responses, students were able to:

• describe a clear relationship between team members and the achievement of work-based goals. For example, employees working as team with designated roles on a set task allows for more efficient task completion and team cohesion (a)
• describe the link between employee support, achievement of goals and overall success in the workplace (a)
• demonstrate an understanding of bias and harassment. Bias is unfair treatment of a person or group. Harassment is any unwanted behaviour (physical, verbal or suggested) that makes a person feel uncomfortable, humiliated or mentally distressed (b)
• recognise and outline TWO appropriate strategies that can address these issues in the workplace such as employee training, a culture of diversity and a clear process of complaint resolution (b).

Areas for students to improve include:

• providing more than a general comment on teamwork or work goals (a)
• linking the relationship between goals and teamwork (a)
• offering more than one strategy to meet question requirements (b)
• providing more detail of the strategies, outlining rather than just identifying the strategies (b).

Question 18

In better responses, students were able to:

• describe logical, realistic and safe process of transporting heavy boxes (a)
• recognise the detail provided in the question of the weight of the boxes being ‘30 kgs’ requiring more than a single person lift (a)
• suggest methods that used lifting equipment and/or second party assistance (a)
• provide a process that meets work health and safety (WHS) requirements (a)
• show an understanding of WHS training (b)
• make links between the training and its impact on the workplace (b)
• show clear cause and effect. For example, WHS training provides the workers with information inclusive of policies and procedures and what to do in case of an emergency such as a fire (b).

Areas for students to improve include:

• considering all aspects of the question such as the amount of boxes and their weight (a)
• drawing on correct knowledge of manual handling. For example, 30 kgs requires more than one person to handle it, or the use of trolleys or mechanical aides (a)
• linking WHS training to its importance in a workplace (b)
• referring to legislative and/or workplace policy and procedure to show importance of training (b).

Question 19

In better responses, students were able to:

• distinguish between work and personal standards (a)
• demonstrate knowledge of standards relevant to the business services industry such as punctuality, professionalism, or appropriate business attire (a)
• demonstrate an understanding of how personal work plans link to achieving the work goals (b).

Areas for students to improve include:

• understanding both work and personal standards (a)
• keeping the response within the context of business services industry (a)
• demonstrating an understanding of a work plan (b)
• making clear links of the effects when a worker uses a work plan to achieve goals. For example, setting specific timeframes can help to ensure that work is completed on time (b).

Question 20

In better responses, students were able to:

• use a relevant business services workplace example to support their answer (a)
• demonstrate an understanding of the term ‘resource efficiency’, that is, is improving resource productivity and ensuring sustainable resource and materials management (a)
• provide a detailed explanation of measuring and documenting resource consumption. For example, observing, counting and recording daily use of paper for a photocopier on a spreadsheet (b)
• recognise the difference between methods and tools to measure and document consumption
• provide examples of both a method (reviewing invoices or visual checks) and a tool (a spreadsheet or a checklist or a water metre) in measuring and documenting resource consumption (b).

Areas for students to improve include:

• demonstrating a clear understanding of the term ‘resource efficiency’ (a)
• understanding how resource efficiency can occur within business services, for example, through recycling, minimising paper use, or green office design (a)
• having a thorough understanding of the syllabus content area of sustainability theory as well as practical methods to describe ways of measuring and documenting resource consumption (b)
• answering all aspects of the question, referring to both a method and a tool in their response (b).

In better responses, students were able to:

• provide ways a business can identify problems in the workplace, for example, customer surveys and verbal feedback (a)
• include detail on how a business can better understand problems through surveys and meetings (a)
• describes ways of developing solutions to workplace problems using relevant terminology such as brainstorming and collaboration (b)
• provide an explanation of a process in a logical order (c)
• include specific parts of the process of implementing, for example, gaining authority to proceed, preparing an implementation and communication plan, making suitable changes and evaluating changes made (c).

Areas for students to improve include:

• clearly labelling each section of the question in distinct parts of (a), (b), and (c)
• understanding how workplace problems can be identified (a)
• suggesting suitable strategies a business can use to develop solutions, for example, inviting employees to provide suggestions and opening lines of communication (b)
• considering legal and organisational frameworks when implementing solutions (c)
• using procedural language when explaining how to implement change such as ‘the first step is to...’ (c).

In better responses, students were able to:

• integrate relevant industry terminology, for example, ‘Employee Assistance Program’, collegial relationships and morale
• distinguish between personal factors (such as health, cultural and economic) and workplace factors (such as workplace morale and relationships) and refer to both
• show the links between factors and wellbeing at work and how these factors negatively or positively impact on wellbeing
• provide detail on how a workplace can support employees through various wellbeing strategies. For example, they may provide a free counselling service for employees to promote positive wellbeing
• refer to relevant business services examples to support their answer.

Areas for students to improve include:

• answering all aspects of the questions, for example, personal and workplace factors
• explaining the effect of a workplace supporting employee wellbeing, for example, recognition of an employee's work will increase morale in the workplace
• avoiding general comments on workplace wellbeing
• integrating relevant business examples to support their response.