ITHHGCT01AEM-Access and Retrieve Computer Data

Package for Hospitality Training
(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)
Unit Title:
ACCESS AND RETRIEVE
COMPUTER DATA
Unit Code: ITHHGCT01AEM

Acknowledgements
Indonesian Hotels and Restaurant Association

Jakarta International Hotels Association
Ministry of Manpower and Transmigration
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
Australian Agency for International Development
This package has been produced to provide information that can be used to
complement the materials that are already available. The package is not
intended to replace current resources.
Package for Hospitality Training – Access and retrieve computer data i

Glossary
Access and equity

Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.
Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.
Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.
Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.
Competency Based Training

Training that relates to what people must be able to do and measures performance against
agreed standards.
Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.
Context of assessment
Specifies where, how and by what methods assessment should occur.
Elements
The skills, which make up a unit of competence.
Evidence guide
These are guidelines on how a unit should be assessed.
Fair
Does not disadvantage particular Trainees or students.
Flexible
Acknowledges that there is no single approach to the delivery and assessment of
performance in a competency-based system.
Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the Trainees or students feedback on their progress.
Key competencies
Competencies that underpin all work performance. These are: collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.
Package for Hospitality Training – Access and retrieve computer data ii

These competencies are graded in different levels.
Level of ability to be demonstrated in achieving the key competencies
Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to
frequent progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal
autonomy for own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and responsible
for the work of others.
Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.
National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.
Performance criteria
This is used to judge whether an individual has achieved competence in a unit.
Range of variables
This details the range of different contexts that may apply to a particular unit.
Reliable
Uses methods and procedures that confirm that the competency standards and their levels
are interpreted and applied consistently in all contexts and to all Trainees or students.
Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel
Agencies (ASITA) to establish the Institute for the Standardisation and Certification of the
competency of Indonesian workers in the hospitality and tourism industry. The institute will
develop competency standards and information systems for the Standardisation and
Certification of competencies as well as administer competency tests and certify Indonesian
workers in the hospitality and tourism industry.
Summative assessment
The assessment done after training of the completed unit of competence to ensure that
Trainees or students have achieved the performance criteria.
Trainee or student
A trainee or student is a person who is being taught knowledge or skills.
Trainer or teacher or teacher

A Trainer or teacher or teacher is a person who facilitates learning.
Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level.
Unit descriptor
A general description of the competency standard.
Valid
Judgement on the same evidence and criteria
Package for Hospitality Training – Access and retrieve computer data iii
will produce the same assessment outcomes
from different assessors.
Package for Hospitality Training – Access and retrieve computer data iv

Table of Contents
1. Introduction to this guide
1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________1
2. Help for the trainer or teacher or teacher
2.1 The role of the trainer or teacher or teacher_____________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________2
3. The competency standard
3.1 Use of the competency standard______________________________3
3.2 Competency standard______________________________________3
4. Delivery strategy
4.1 The content plan__________________________________________5
4.2 How to teach the competency standard________________________7
4.3 Support materials (Overhead transparencies/Handouts)__________12
5. Assessment
5.1 Workplace assessment issues______________________________24
5.1.1 Workplace assessment.....................................................................24
5.1.2 Competent.........................................................................................24
5.1.3 Recognition of current competence...................................................24
5.1.4 Assessors..........................................................................................24
5.2 Underpinning skills and knowledge___________________________24
5.2.1 Assessment of underpinning skills and knowledge...........................24
5.2.2 Examples of assessment tasks.........................................................25
5.3 Suggested assessment for Access and retrieve computer data_____25
Appendices
1 Competency assessment result.
2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment list.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.
This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.
This will help you teach the competency Access retrieve computer data.
This guide deals with the skills and knowledge required for basic data entry on a computer.
Linkages to other units:

1. There is a strong link between this unit and arrange of other clerical / office based units,
Depending upon the industry sector and workplace, combined training / assessment
may be appropriate
2. For example, in enterprises with automated information / reservations systems
assessment and training could be in conjunction with:
2.1 ITHHBFOC01AES Receive and process reservations (Hospitality)
2.2 PARUJPFRW05B Receive and process reservations (Tourism)
2.3 PARUJPGCT04B Operate an automated information system (Tourism)
Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training which takes into consideration the
full range of industry contexts, with no bias towards individual sectors. The Range of
Variables will assist in this regard. For sector-specific delivery, training should be tailored to
meet the needs of that sector.
Teachers and Trainer or teachers should structure their sessions according to the:
 needs of their students/Trainees
 requirements of their organisation
 time available for training
 training situation.
A delivery strategy has been provided for the teachers and Trainer or teachers. The
suggested content gives an indication of what needs to be covered in the program to meet the
competency standard.
The delivery strategy used and assessment provided in this unit is not compulsory and should
be used as a guide. Teachers and Trainer or teachers are encouraged to utilise their own
industry knowledge, experience, local examples and products to adapt the materials or
develop their own resources, in order to ensure the relevance of the training.
1.2 Time required to achieve competency

Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different Trainees or students may take different
lengths of time to be competent in a particular skill.
Package for Hospitality Training – Access and retrieve computer data 1

Section 2
Help for the Trainer or
teacher or teacher
2.1 The role of the Trainer or teacher or teacher
One of your roles as a Trainer or teacher or teacher is to ensure high standards of service
through effective training. To ensure that you are ready to start working on this competency
with Trainees or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student will
need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeric skills your Trainees or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?
2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 actual tasks
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 role plays and simulations.
Trainer or teachers should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.
2.3 Delivery requirements

Classroom space for delivery to Trainees or students, whiteboard / blackboard, overhead
projector, overhead projector screen, flip chart, flip chart paper and multimedia.
2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www.tourismtraining.com.au
 Industry Associations – Indonesian Hotels and Restaurant Association (PHRI)
Jl. R.P Soeroso 27 GHI (Gondangdia Lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations - PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Phone: (021) 743 1271

Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees or students’ progress
 ensure that all elements and performance criteria in training and assessing are
covered.
3.2 Competency standard

UNIT ITHHGCT01AES ACCESS AND RETRIEVE COMPUTER DATA
UNIT DESCRIPTOR This unit deals with the skills and knowledge required for basic
data entry on a computer.
ELEMENTS PERFORMANCE CRITERIA

01 Open file 1.1 Computer is turned on / accessed correctly.
1.2 Appropriate software is selected or loaded from
the menu.
1.3 File is correctly identified and opened.
1.4 Keyboard / mouse is operated within the
designated speed and accuracy requirements.
02 Retrieve and amend 2.1 Data to be retrieved is located within the file.
data 2.2 Copy of the data is printed as required.
2.3 Information for editing is correctly identified.
2.4 Information is entered, changed or deleted using
appropriate input device.
2.5 Data is regularly saved to avoid loss of
information.
03 Close and exit files 3.1 Files are closed and programs exited in
accordance with software procedures.
RANGE OF VARIABLES
1. This unit applies to all tourism and hospitality sectors.
2. Computer systems and software programs will vary depending upon the enterprise.
EVIDENCE GUIDE
1. Underpinning skills and knowledge
1.1 To demonstrate competence, evidence of skills and knowledge in the
following areas is required:
a. basic database functions
b. data entry
c. national guidelines for computer based equipment (if any).
2. Context of assessment
2.1 This unit may be assessed on or off-the-job. Assessment should include
practical demonstration either in the workplace or through a simulation. This
should be supported by a range of methods to assess underpinning
knowledge.
3. Critical aspects of assessment
3.1 Look for ability to accurately enter and amend data within designated
timelines.
4. Linkages to other units

4.1 There is a strong link between this unit and arrange of other clerical / office
based units, Depending upon the industry sector and workplace,
combined training / assessment may be appropriate.
4.2 For example, in enterprises with automated information / reservations
systems assessment and training could be in conjunction with:
a. ITHHBFOC01AES Receive and process reservations
(Hospitality)
b. PARUJPFRW05B Receive and process reservations
(Tourism)
c. PARUJPGCT04B Operate an automated Information system
(Tourism).
KEY COMPETENCIES IN LEVEL KEY COMPETENCIES IN LEVEL

THIS UNIT THIS UNIT
Collecting, organising and 1 Using mathematical ideas and 1

analysing information techniques
Communicating ideas and - Solving problems 1

information
Planning and organising 1 Using technology 1

activities
Working with others and in -

teams

Section 4
Delivery strategy
4.1 The content plan
Note: In delivering the training below, teachers, trainers, trainees, students and assessors ensure compliance with full
details contained in the competency standard.
Element and Performance Range of Variables Additional Training Topics Activity Visual
Criteria Content
01. Open file. This unit applies to all tourism and The utilisation of B
hospitality sectors. computer system
1.1. Computer is turned on / Computer systems and software Correct seating of Exp HO 1
accessed correctly. programs will vary depending upon computer
the enterprise.
Main part s of a computer Exp OHT 1
Pre HO 2
1.2. Appropriate software is selected Elements of MS Word Exp OHT 2

or loaded from the menu. screen & HO 3
1.3. File is correctly identified and Computer drives and Exp OHT 3
opened. addressed PA & HO 4
Finding and opening a file Exp OHT 4

PA & HO 5
1.4. Keyboard / mouse is operated Keyboard movement Exp OHT 5

within the designated speed and command PA & HO 6
accuracy requirements.
02. Retrieve and amend data.

2.1. Data to be retrieved are located Text selection techniques Exp OHT 6
within the file. PA & HO 7
2.2. Copy of the data is printed as Moving around the Exp OHT 7
required. document PA & HO 8

Element and Performance Range of Variables Additional Training Topics Activity Visual
Criteria Content
2.3. Information for editing is correctly Formatting document Exp OHT 8
identified. & HO 9
2.4. Information is entered, changed Aligning and spacing text Exp HO 10

or deleted using appropriate
input device.
2.5. Data is regularly saved to avoid Saving documents PA OHT 9
loss of information.
03. Close and exit files.

3.1 Files are closed and programs Included in 2.5 Exp See
exited in accordance with OHT 9
software procedures.
Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Handout – HO Questioning – Q
Demonstration – Dem Multimedia – MM Role Play – RP
Discussion – Dis Overhead Transparency – OHT Research – R
Excursion – Ex Practical Application – PA Simulation – S
Group Work – GW Presentation – Pre Video – V
Explanation – Exp

4.2 How to teach the competency standard
What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
The computer is correctly turned Trainer or teacher to explain and demonstrate the correct position for seating at the computer to minimise the
on/accessed risks of sore back, neck and arms.
Trainer or teacher to explain that if the body is kept tensed in one position for a long period of time, muscles,
tendons and nerves become strained or overused. This can result in neck ache, backache, wrist ache and
even eyestrain.
Handout 1 [Correct seating procedures].
Trainer or teacher to explain the four basic parts of the computer, their functions and shows where the main
switch and the switch for the screen are generally located.
OHT 1 and Handout 2 [Main parts of a computer].
Trainer or teacher to evaluate trainee competence, provide feedback and conduct group discussion.
Appropriate software is selected from the The Trainer or teacher to demonstrate the basic use of the keyboard and mouse and the vocabulary
menu associated with their use.
OHT 2 and Handout 3 [Elements of MS Word screen].
Trainer or teacher explain the detail how to use of the mouse.
Trainer or teacher to evaluate trainee competence, provide feedback and conduct group discussion.
Trainer or teacher explains the process of opening Microsoft Word:
 click the Start button in the bottom left-hand corner of the screen to open the Start Menu
 move the mouse pointer over Programs and the Sub-menu will appear on the right-hand side
 move the mouse pointer over Microsoft Word
 click the left mouse button once.
Trainer or teacher outlines the Elements of the Microsoft Word screen including:
 title bar
 menu bar

student to have?
 standard toolbar
 formatting toolbar
 ruler
 status bar
 scroll bar.
Trainer or teacher to evaluate trainee competence and provide feedback.
The file is correctly identified and opened. Trainer or teacher to explain the various drives in a computer including:
 C drive (C: computer built in hard disk)
 D drive: (D: CD Rom)
 A drive (A: 3 ½” floppy disk).
Trainer or teacher to explain the concept of computer file addresses including:
 Drive\
 Folder (level 1)\
 File name.
For example C:Letters\Package holidays\Clients\Lubis
Trainer or teacher to explain that files required can be located in any level of folder.
OHT 3 and Handout 4 [Computer drives and addresses].
Trainer or teacher to prepare folders and a file in each trainee’s computer with the above address. The file
Clients should contain a number of letters that may be found in the computer files of a travel agency with
information such as: letters confirming a booking, payment, destinations, departure date, cost of tickets, need
for a visa and recommendations regarding Hotel and Restaurant insurance.
Trainer or teacher to explain the process of opening the above file named “Lubis”.
Trainer or teacher to explain and demonstrate the processes of finding and opening a file.
 Click on File in the Menu Bar

student to have?
 Click on Open in the Sub-Menu (the computer will default to the My Documents folder)
 Click on the small down arrow in the Look in window
 Click on C:
 Open the first level folder (Letters)
 Open the second level folder (Package holidays)
 Open the third level folder (Clients)
 Select the file to be opened (Lubis)
 Open the file.
OHT 4 and Handout 5 [Finding and opening a file].
OHT 5 and Handout 6 [Keyboard movement commands].
Trainer or teacher to prepare a fax to a Mr Hismanto confirming his group’s one-day tour of Jakarta on 21
January 2001, include the places that will be visited, the food that will be arranged, the price that will be
charged on a per person basis and the total price for the package and the pick-up point for the group. Give
this file a different computer address, for example: C:\Faxes\Tour groups\Clients\Hismanto.
Trainer or teacher to evaluate trainee competence, provide feedback and conduct a group discussion.
The keyboard/mouse is operated within Trainer or teacher to explain that people who apply for word processing jobs are sometimes tested for their
the designated speed and accuracy speed and accuracy before they are employed and, therefore, it is very important that trainees or students to
requirements develop their speed and accuracy skills.
Trainer or teacher to explain that there are standards in terms of speed and accuracy for a typist to produce
or edit documents.
In industry these standards may be clearly specified and stated in the form of words per minute (for example
30 words per minute).
Keystrokes per minute (for example 160 keystrokes per minute)
Trainer or teacher to identify actual examples of required speed of a junior typist from Hotel and Restaurant
offices and show these to the trainees or students.

student to have?
Trainer or teacher to explain that some offices do not have a clearly stated standard but will still have an
expectation of what is a ‘reasonable’ length of time for a document, or a series of documents, to be produced.
Trainer or teacher goes on to explain why it is important to identify employers’ expectations of these timelines.
Trainer or teacher to produce a document in Bahasa Indonesia that contains approximately 1,600 keystrokes.
Each letter of a word, each space between words and each Enter  counts as one keystroke.
Trainer or teacher to evaluate trainee competence and provide feedback.

Trainer or teacher to briefly explain how to Save a document and supervise Trainees or students.
Data to be retrieved is located within the Trainer or teacher to explain and demonstrate how to move around a document in order to edit:
file.  Using Mouse techniques
 Clicking in the document
 Using the Scroll Bar
 Using Keyboard Movement Commands.
Information for editing is correctly Trainer or teacher to explain and demonstrate:

identified.  OHT 6 and Handout 7 [Text selection techniques].
 OHT 7 and Handout 8 [Moving around the document].
Trainer or teacher to evaluate trainee performance and provide feedback.
Formatting documents Trainer or teacher to explain that formatting features of Microsoft word help add visual emphasis to parts of
the text. The front of text, the point size and the style can all be changed.
Trainer or teacher to explain why it is better (quicker) to type the text required, save it and then apply the
appropriate formatting.
Trainer or teacher to show OHT 8 and Handout 9 [Formatting a new document].

Trainer or teacher to explain Handout 10 [Aligning and spacing text].
Trainees or students to practice formatting documents after trainer or teacher give a demonstration.

student to have?
Saving, closing and shutting down Trainer or teacher to revise 2.5 Documents are saved regularly to avoid loss of data using OHT 9 [Saving
document].
Trainer or teacher to explain that when the trainees have saved the document and finished with Microsoft
Word they can exit the Microsoft Word program.
The trainer or teacher to explain that if they try to exit the program without saving the work, Word will prompt
them to save it prior to exiting the program.
Trainer or teacher to explain the process of exiting the program:
Click File  Exit
Trainees or students to practice saving, closing and shutting down the file and programs
Trainer to evaluate trainee competence and provide feedback.

4.3 Support materials
(Overhead transparencies/
Handouts)
HO 1
Correct seating procedures
Your chair ideally should be able to adjust for:

 seat height
 back rest height
 back rest angle.
You should adjust these as well as the desk, keyboard

and position and height of the monitor (screen) to maintain
the following posture:
 keep your shoulders back
 support the small of your back (close to the waist area
 do not hang your head forward
 keep your fleet flat on the floor – use a footrest is
necessary
 keep your thighs and your forearms horizontal.
Also remember:
 change your position regularly – lift your arms, shake
your hands, shrug your shoulders, arch your back,
swivel your head
 take frequent breaks from the computer – at least five
minutes every hour
 during the breaks take a stroll and do some stretching
like toe touching, hip and neck swivelling.

OHT 1
Main parts of a computer
SCREEN
CPU
KEYBOARD MOUSE

HO 2
Main parts of a computer
Screen:
an output device where results and information are
displayed on a screen
Central Processing Units (CPU) consists of:

 central memory unit (CM); to store information
 arithmetic/logic unit (ALU); to perform arithmetic
and logic operations on the data placed in the
central memory
 control unit (CU); to obey the computer program
instructions and placement of the data, in the
forms of characters from the CM into ALU or
vice versa
Keyboard:
To input data to the computer
Mouse:
A small hand held input device, which allows you to,
e.g. Reposition the cursor on screen, select menu
options and activities.

OHT 2 & HO 3
Elements of MS Word screen
Elements of the Microsoft Word screen include:
 title bar
 menu bar
 standard toolbar
 formatting toolbar
 ruler
 status bar
 scroll bar.

OHT 3 & HO 4
Computer drives and addresses
Drives
 C drive (C: computer built in hard disk)
 D drive: (D: CD Rom)
 A drive (A: 3 ½” floppy disk).
Computer Addresses
 drive\
 folder (level 1)\
 file name.
For example:
C:Letters\Package holidays\Clients\Lubis

OHT 4 & HO 5
Finding and opening a file
To find and open the file:

Example:
C:\Letters\Package holidays\Clients\Lubis
1. Click on File in the Menu Bar.

2. Click on Open in the Sub-Menu (the computer
will default to the My Documents folder).
3. Click on the small down arrow in the Look in
window.
4. Click on C.
5. Open the first level folder (Letters).
6. Open the second level folder (Package
holidays).
7. Open the third level folder (Clients).
8. Select the file to be opened (Lubis).
9. Open the file.

OHT 5 & HO 6
Keyboard movement commands
To Move Press
Up one line 
Down one line 
Left one character 
Right one character 
Beginning of line Home

End of line End
Word left Ctrl + 

Word right Ctrl + 
Previous paragraph Ctrl + 

Next paragraph Ctrl + 
One screen up PgUp

One screen down PgDn
Beginning of document Ctrl + Home

End of document Ctrl + End

OHT 6 & HO 7
Text selection techniques
The Selection Bar is an unmarked column at the

left-hand side of the document window (outer side
of left margin) that is used by the mouse to select
text.
You will know when the mouse pointer is in the

Selection Bar because it changes shape to a white
arrow pointing back to the text.
How to highlight text you want to select
To highlight: Step:
A word  double click the word
A line  click in the selection

bar to the left of the line
Multiple lines  click and drag up or

down in the selection bar to the
left of the lines
A sentence  hold down the

<CTRL> key and click anywhere
in the sentence
A paragraph
 double click in the
selection bar next to the
Multiple paragraph paragraph
 double click and the

A whole document drag in the paragraph selection
bar

 triple-click the
selection bar.

OHT 7 & HO 8
Moving around the document
Mouse Techniques
Clicking in the document – if you can see the text you wish
to move to or edit, click the mouse at the new location.
This will move the insertion point to that location, and you
can begin typing or editing.
Using the Scroll Bar – The scroll bar allows you to move
through your document in small and big steps ranging
from one line to multiple pages.
Click this arrow to scroll your

document up one line at a time
Drag this box up or down to scroll

multiple lines
Click on this grey area to jump to

a new location in your document

OHT 8 & HO 9
Formatting a new document
 page orientation: portrait and landscape
 margins: left, right, top, bottom
 text alignment: left, centre, right, justified
 indents: indented first lines
 fonts: font size, bold, italic, underlined
 line spacing: single, double, others
 headers
 footers.

HO 10
Aligning and spacing text
This text is left aligned and is single-spaced. Left aligned is the

typical way you expect to see typed text in most letters together
with other business documents – it gives an uneven right margin.
This text is right aligned and is 1.5 spaced. Right aligned is not a
common alignment but is often used in tables – it gives an uneven
left margin.
This text is centre aligned which is often used for headings.
This text has a justified alignment and is double-spaced. Justified
alignment is commonly used in magazines and newspapers. It
gives a margin that is even on the left and right sides.
How to change paper size:
 Click>File  Page Set-up  Paper Size
 Click> Small arrow ( ) in the paper size window and select

the correct paper.

OHT 9
Saving document
When you first key in text using a word processor,

the text is stored in the RAM section of the
computer memory.
RAM memory can only be used for the temporary

storage of data and information
To keep a more permanent copy of your text for

future use, you must save it on a floppy disk.
To save your text on a disk you need to give it a file

name.

Section 5
Assessment
5.1 Workplace assessment issues
5.1.1 Workplace assessment
Assessment is the process of collecting evidence and making judgements on progress

towards satisfying the performance criteria set out in the competency standard. At the
appropriate point, judgement is made as to whether competence has been achieved.
Assessment identifies the achievements of the trainee rather than relating the performance of
the trainee to other Trainees or students.
5.1.2 Competent
Ask yourself the question, “what does an employee really need to be able to do?” The
answer to this question will tell you what we mean by the word “competent”. To be competent
in a work related skill implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.
When you assess this competency you must take into account all of the above issues to
reflect the real nature of work.
5.1.3 Recognition of current competence
An integrated national assessment principle provides for the recognition of current

competencies regardless of where they have been acquired. Assessment recognises that
individuals can achieve competence in a variety of ways:
 prior qualifications
 informal learning.
Recognition of current competence gathers evidence to assess an individual against

competency standards in order to determine whether they have achieved the required
competence for a job role or for recognition for a formal qualification. The assessment of
recognition of current competence is undertaken by industry certified workplace assessor.
5.1.4 Assessors
In workplace situations, an industry certified assessor would determine whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to
assess this unit, then you may choose from the methods offered in this guide, or develop your
own to conduct assessment. Assessors must look at the evidence guides in the competency
standards before arriving at the assessment methods to use.
5.2 Underpinning skills and knowledge
5.2.1 Assessment of underpinning skills and knowledge
Evidence should include a demonstrated ability to correctly explain and apply principles and
practices in the hospitality industry.

You must now assess your trainees or students’ underpinning skills and knowledge. This
section must be completed before you go on to the next section. Underpinning skills and
knowledge for competency standard are:
a. basic database functions
b. data entry
c. national guidelines for computer based equipment (if any).
Should your Trainees or students not have the underpinning skills and knowledge required,
you must ensure that you deliver this material before you progress to the next section.
This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.
5.2.2 Examples of assessment tasks
Use these tasks to determine if your Trainees or students have the necessary underpinning
skills and knowledge. The table below can be used to record the result of each student and
what further training is needed.
Assessment tasks Yes No Further training

needed
What are the typical components of a workstation?
Explain the terms ‘input device’ and ‘output device’

and give examples to support your answer.
Why is it important to ensure appropriate posture

when working at a keyboard?
Explain the terms booting, byte, RAM, ROM, CPU,

secondary storage.
5.3 Suggested assessment for Access and retrieve

computer data
The following pages list some of the methods that can be used to assess this competency.
The proposed assessments have been designed to address each element, performance
criteria and underpinning skills and knowledge for the competency.
Results of a successful assessment should indicate sufficient and relevant knowledge and
understanding to be able to infer competence. Therefore the trainee is assessed as either
competent / competence to be achieved. Examples of assessment results sheets are
included in Appendix 1 and 2.

Evidence gathering methods
Assessment of practical demonstration in the workplace may include observation of the trainee:
 using various functions of a computer.
Third party/documentary evidence may include:

 peer or supervisor report (written or oral)
 details of previous training, work experience
 printed documents produced by the candidate.
Oral question or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 glossary of computer terms
 check to ensure correct and safe power access.
 ergonomic principles to be followed when standing/sitting/keyboarding.
In off-the-job assessment, simulated activities could be used to allow the trainee to provide evidence of skills through practical
demonstration:
 role play that allows the candidate to other demonstrate correct OHS practices when using the computer system
 set up of a simulated environment appropriate to the ‘work’ context that allows the candidate to access and retrieve computer data as part of
other day-to-day activities (e.g. sourcing destination information).

Sample method On-the-Job Off-the-Job
1. Open a new file and type the following letter:

Dear Mr and Mrs Davidson

Thank you for your cheque of $200 as a deposit for your forthcoming Ansett Holidays package to Bangkok
departing 6 September 1999. We have forwarded the deposit to the tour company to guarantee your
reservation. Final payment of $1900 per person is required by 21 May.
Please remember that a current passport is required to travel to Thailand. Insurance is strongly
recommended and I enclose a brochure for your perusal. Thank you for booking with Downtown Travel
Services. We look forward to being of further assistance.
Your sincerely,
D martin
Travel Consultant
 Save the document on the floppy drive with a file name that indicates the information contained in the
file.
 Retrieve the file and change the final payment date to 21 April.
 Print the new letter.
 Save the amended file to the diskette using a new file name.
 Exit the program. And turn the computer and printer off.
2. Find information on the attractions in your capital city on the internet. Bookmark for easy access or put in your
Favourites folder. Download the information.

3. Update an address list, which you have loaded onto your hard drive from a CD.

Questions On-the- Job Off-the- Job
Questioning should focus on:

1. Techniques and processes  
 Explain the step-by-step process for opening, closing and saving a file.  
 How do you locate data within a file?  
 Explain the step-by-step process for printing a file.
 What would you do if there were more than one printer attached to the system? 
2. Organisation and planning

 What are the typical components of a workstation?  
 Explain the terms ‘input device’ and ‘output device’ and give examples to support your answer. 
 Why is it important to ensure appropriate posture when working at a keyboard?  
 Explain the terms booting, byte, RAM, ROM, CPU, secondary storage.
 
3. Communication with others
 What information would you clarify with your supervisor or customers before undertaking designated
tasks?  
4. Problem solving
 How often should you save data to avoid loss of information?
 How would you deal with a minor computer crash or virus?  

5. Health, safety and security
 What items should you check to ensure correct and safe power access?

 What measures could you adopt to prevent to prevent RSI? 

Task
Note: the Tasks detailed below may be done using a simulated environment or in the
workplace
Task 1
At work
You work for a travel agency. Your supervisor has asked that you assist a new employee to
begin work by demonstrating the correct use of his/her computer.
 Demonstrate the method by which the computer is turned on/accessed correctly.
 Explain the reasons why you have carried out each step.
Have your Trainer or teacher evaluate your competence and provide feedback.
Task 2
Developing your mouse skills
 Click the Start button
 Point to the Programs folder
 Point to the Accessories folder
 Point to the Games folder
 Click the Solitaire icon
 Enjoy the game!
Task 3
Selecting software
You work for in the front office at a hotel. Your supervisor has asked you to produce a
document using the computer.
Carry out the first step of this process by selecting the appropriate software from the menu for
writing a letter.
Task 4
Opening correct files
Your supervisor wants you to open a file containing a fax that he wrote to a client, Mr
Hismanto regarding a tour group that wanted a one-day as top-over of Jakarta. Unfortunately
he has forgotten the computer address for the file.
Using the skills that you have developed, find and open the file.
Task 5
Developing speed and accuracy skills
You are working in the front office and you have been asked to type a copy of a letter for your
boss and he wants it urgently. He wants to see your first draft in 10 minutes.
 Open a new file and Save as a file using your name as its title, for example “Turi”.
 Your Trainer or teacher will give you the letter to copy and will tell you when to start.
Use the default format for the letter.
 After 10 minutes your Trainer or teacher will tell you to stop and Save what you have
typed.
 Your Trainer or teacher will then explain how to count the number of keystrokes that
you have typed in the ten-minute period. Keep a record of this number.

 The Trainer or teacher will then get you to read your document, compare it to the
original and count the number of mistakes that you have made. Do not correct the
mistakes. Keep a record of this number.
 This becomes your personal benchmark against which you can practice to improve
your speed and accuracy after later training.
 Give your results to your Trainer or teacher and have your Trainer or teacher evaluate
your competence and provide feedback.
 After this has been completed, your Trainer or teacher will tell you to finish the letter
and Save as a new file using your name and adding a number 2, for example “Turi 2”.
Task 6
Finding items to be edited
Open the file that you found for your supervisor in Task 4.
Your supervisor wants you to change the date of the fax and the date of the group tour and he
wants to delete Sunda Kalapa from the scheduled places to visit.
Do not change anything at this stage; just find where the items to be changed are.
Show your Trainer or teacher and have your Trainer or teacher evaluate your competence
and provide feedback.
Task 7
Printing a document
Print the document that you’re opened in Task 6 following the procedure that has been
explained to you by your Trainer or teacher.
Task 8 & 9
Entering, changing and deleting information
The client (Hismanto) has once again changed his mind and a new fax, based on the old one,
has to be prepared.
Your Trainer or teacher will tell you (verbally) all of the changes to the fax that are necessary,
be sure to write them all down.
After you know what changes are required go ahead and make the changes.
Saving documents
During the process of making changes to the fax to Mr Hismanto you should:
 demonstrate regular saving of your document
 explain to your Trainer or teacher why it is necessary to save regularly
Task 10
Closing files and exiting the program
You are working for a restaurant. Your supervisor has asked that you open a letter and make
some changes (details of this will be given to you by your Trainer or teacher).
Produce this letter on the computer, as specified by your Trainer or teacher and then:
 save the file
 close the file
 exit the program
 all in accordance with specified procedures.

Appendices
Appendix 1
Competency assessment result

Unit code: ITHHGCT01AEA Title: Access and retrieve
computer data
Trainee or student name:
Assessor name:
The Trainee was assessed as: Competent 
Competency to be achieved 
Feedback to trainee
Signatures
The trainee has been informed of Signature of assessor:

the assessment result and the
reasons for the decision
Date:
I have been informed of the Signature of trainee:

assessment result and the
reasons for the decision
Date:
Package for Hospitality Training – Access and retrieve computer data Appendix 1 - Page 1
Appendix 2
Group trainee or student assessment record

computer data
Group:
Assessor name:
Trainee name Competent Competency

to be
achieved
Appendix 3
List of overheads and handouts
Overhead Handout Title

number number
(OHT) (HO)
1 Correct seating procedures
1 2 Main parts of a computer
2 3 Elements of MS Word screen
3 4 Computer drives and addresses
4 5 Finding and opening a file
5 6 Keyboard movement commands
6 7 Text selection techniques
7 8 Moving around the document
8 9 Formatting a new document
10 Aligning and spacing text
9 Saving document
Appendix 4
Trainee or student evaluation sheet

computer data
Agree Don’t Disagree Doesn’t

The following statements are about the competency
know apply
you have just completed. Please tick the appropriate
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to me.
   
3. The competency was at the right level for me.
   
4. I got enough help from my trainer.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer had time to answer my questions.
   
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer feedback was useful.
   
12. Enough equipment was available and it worked
well.    
13. The activities were too hard for me.
   
The best things about this unit were
The worst things about this unit were
The things you should change in this unit are
Appendix 5
Hotel and Restaurant Materials

Amendment List
Unit code: ITHHGCT01AEM
Unit title: Access and retrieve computer data
Example:
No Amendment Version Page Line Amender Date

number number number initials completed
1. Replace ‘garish’ into ‘garnishes’ A 34 5 WW 12 Mar. 02
No Amendment Version Page Line Amender Date

number number number initials completed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

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Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Unit Code: ITHHGCT01AEM

Indonesian Hotels and Restaurant Association

Package for Hospitality Training – Access and retrieve computer data i

Access and equity

Competency Based Training

Critical aspects of assessment

Package for Hospitality Training – Access and retrieve computer data ii

Linkages to other units

National competency standards

Standards and certification institute

Trainer or teacher or teacher

Underpinning skills and knowledge

Package for Hospitality Training – Access and retrieve computer data iv

Linkages to other units:

1.2 Time required to achieve competency

Package for Hospitality Training – Access and retrieve computer data 1

2.2 Delivery strategies

2.3 Delivery requirements

2.4 Source of additional information

Package for Hospitality Training – Access and retrieve computer data 2

3.2 Competency standard

ELEMENTS PERFORMANCE CRITERIA

Package for Hospitality Training – Access and retrieve computer data 3

KEY COMPETENCIES IN LEVEL KEY COMPETENCIES IN LEVEL

Collecting, organising and 1 Using mathematical ideas and 1

Communicating ideas and - Solving problems 1

Planning and organising 1 Using technology 1

Working with others and in -

Package for Hospitality Training – Access and retrieve computer data 4

1.2. Appropriate software is selected Elements of MS Word Exp OHT 2

Finding and opening a file Exp OHT 4

1.4. Keyboard / mouse is operated Keyboard movement Exp OHT 5

02. Retrieve and amend data.

Package for Hospitality Training – Access and retrieve computer data 5

2.4. Information is entered, changed Aligning and spacing text Exp HO 10

03. Close and exit files.

Package for Hospitality Training – Access and retrieve computer data 6

Package for Hospitality Training – Access and retrieve computer data 7

Package for Hospitality Training – Access and retrieve computer data 8

Package for Hospitality Training – Access and retrieve computer data 9

Trainer or teacher to evaluate trainee competence and provide feedback.

Information for editing is correctly Trainer or teacher to explain and demonstrate:

Trainer or teacher to show OHT 8 and Handout 9 [Formatting a new document].

Package for Hospitality Training – Access and retrieve computer data 10

Trainer to evaluate trainee competence and provide feedback.

Package for Hospitality Training – Access and retrieve computer data 11

Correct seating procedures

Your chair ideally should be able to adjust for:

You should adjust these as well as the desk, keyboard

Package for Hospitality Training – Access and retrieve computer data 12

Main parts of a computer

Package for Hospitality Training – Access and retrieve computer data 13

Main parts of a computer

Central Processing Units (CPU) consists of:

Package for Hospitality Training – Access and retrieve computer data 14

Elements of MS Word screen

Elements of the Microsoft Word screen include: