Federal Democratic Republic of Ethiopia

OCCUPATIONAL STANDARD
,

BASIC CLERICAL WORKS

NTQF Level I

Ministry of Education
August 2012
 Introduction
Ethiopia has embarked on a process of reforming its TVET-System. Within the
policies and strategies of the Ethiopian Government, technology transformation – by
using international standards and international best practices as the basis, and,
adopting, adapting and verifying them in the Ethiopian context – is a pivotal element.
TVET is given an important role with regard to technology transfer. The new
paradigm in the outcome-based TVET system is the orientation at the current and
anticipated future demand of the economy and the labor market.

The Ethiopian Occupational Standards (EOS) are - a core element of the Ethiopian
National TVET-Strategy and an important factor within the context of the National
TVET-Qualification Framework (NTQF).They are national Ethiopian standards, which
define the occupational requirements and expected outcome related to a specific
occupation without taking TVET delivery into account.

This document details the mandatory format, sequencing, wording and layout for the
Ethiopian Occupational Standard comprised of Units of Competence.

A Unit of Competence describes a distinct work activity. It is documented in a

standard format that comprises:
• Occupational title, NTQF level
• Unit code
• Unit title
• Unit descriptor
• Elements and Performance criteria
• Variables and Range statement
• Evidence guide

Together all the parts of a Unit of Competence guide the assessor in determining
whether the candidate is competent.

The ensuing sections of this EOS document comprise a description of the respective
occupation with all the key components of a Unit of Competence:
• the chart with an overview of all Units of Competence for the respective
occupation (Unit of Competence Chart) including the Unit Codes and the Unit
of Competence titles
• the contents of each Unit of Competence – this includes further directions on
the contents and format of the unit of competence
• occupational map providing the technical and vocational education and
training (TVET) providers with information and important requirements to
consider when designing training programs for this standards, and for the
individual, a career path

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UNIT OF COMPETENCE CHART
Occupational Standard: Basic Clerical Works
Occupational Code: BUF BCW
NTQF Level I
EIS BCW1 01 0812 EIS BCW1 02 0812 EIS BCW1 03 0812
Participate in OHS Use Business Work Effectively in a
Processes Equipment and Business Environment
Resources

EIS BCW1 04 0812 EIS BCW1 05 0812 EIS BCW1 06 0812

Operate a Personal Develop Keyboard Create and Use
Computer Skills Spreadsheets

EIS BCW1 07 0812 EIS BCW1 08 0812 EIS BCW1 09 0812

Plan Skills Participate in Organize and
Development Environmentally Complete Daily Work
Sustainable Work Activities
Practices

EIS BCW1 10 0812 EIS BCW1 11 0812 EIS BCW1 12 0812

Apply Quality Work with Others Receive and Respond
Standards to Workplace
Communication

EIS BCW1 13 0812 EIS BCW1 14 0812 EIS BCW1 15 1012

Demonstrate Work Develop Apply 5S Procedures
Values Understanding of
Entrepreneurship

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Occupational Standard: Basic Clerical Works Level I

Unit Title Participate in OHS Processes

Unit Code EIS BCW1 01 0812
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to participate in workplace occupational
health and safety (OHS) processes to protect workers own health
and safety, and that of others.

Elements Performance Criteria

1. Work safely 1.1 Established safety procedures are followed when
conducting work
1.2 Pre-start systems and equipment checks are carried out in
accordance with workplace procedures
2. Implement 2.1 Designated persons are identified for reporting queries and
workplace concerns about safety in the workplace
safety
requirements 2.2 Existing and potential hazards are identified in the
workplace, reported to designated persons and recorded in
accordance with workplace procedures
2.3 Workplace procedures and work instructions are identified
and implemented for controlling risks
2.4 Emergency incidents and injuries are reported to
designated persons
3. Participate in 3.1 Workplace meetings, inspections or other consultative
OHS activities are contributed
consultative
processes 3.2 OHS issues are raised with designated persons in
accordance with organizational procedures
3.3 Actions are taken to eliminate workplace hazards or to
reduce risks
4. Follow safety 4.1 Emergency incidents are identified and reported
procedures
4.2 Organizational procedures are followed for responding to
emergency incidents

Variable Range
Safety procedures may include but not limited to::
• completing required documentation
• local, state and federal legislation
• Materials Safety Data Sheets (MSDSs)
• National Health and Medical Research Council guidelines
• following OHS guidelines relevant to workplace
• maintenance and use of cleaning apparatus in a work

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 environment, such as:

disposing of spilled substances, dangerous products,
'sharps' and waste correctly

maintaining stocks of cleaning equipment (e.g. disposable
gloves, liquid repellent aprons, disinfectant)

sterilizing and/or disposing of cleaning equipment

using appropriate cleaning equipment to clean spillages
and breakages

wearing protective clothing, protective eye wear when in
contact with body fluids or chemicals that may splash
• using and storing toxic and hazardous materials correctly
• keeping workplace clean and tidy
• office practice manual
• displaying health and safety brochures, magazines and other
material
• undergoing operator training when using new equipment or
processes
• special guidelines in a medical setting
Designated may include but not limited to:
persons • designated health and safety officers
• health and safety representatives
• supervisors
• managers
• team leaders
• other persons authorised or nominated by the enterprise or
industry
Hazards may include anything which is a source of:
• potential harm in terms of human injury or ill health
• damage to property
• damage to the environment
• potential harm in terms of human injury or ill health including:

toxic or hazardous materials

hazardous work processes

unsafe work practices

hazardous equipment

unstable personnel
• potential harm in a medical setting:

blood

breakage / spillage

drug hold-ups

needle sticks

medical emergencies (e.g. Falls, bleeding, seizures,
fainting, collapses, panic attack, psychosis)

spread of infection
• potential sources of infection:

breakages

contaminated waste

patients with colds, flu and other infectious diseases

sharps (e.g. needles, scalpel blades)
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spillage

used dressings, bandages and equipment

unsterilized/poorly sterilized equipment and work surfaces

unwashed hands
Emergency may include but not limited to:
incidents • accidents
• emergency situations
• fire
• flood
• sudden illness
• incidents
• external threats
Risk is:
• the chance of something occurring that will result in injury or
damage

Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence • accurately following all relevant safety procedures
• identifying and reporting hazards to designated personnel
• knowledge of relevant health and safety legislation
• knowledge of relevant materials, equipment and work
processes
Underpinning Demonstrates knowledge of:
Knowledge and • responsibilities of employers and employees under relevant
Attitudes health and safety legislation
• emergency procedures including procedures for fires and
accidents
• commonly used hazard signs and safety symbols
Underpinning Skills Demonstrates skills to:
• literacy skills to interpret safety signs, symbols and notices
• problem-solving skills to analyse options in an emergency
situation
Resources Access is required to real or appropriately simulated situations,
Implication including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment Competence may be assessed through:
Methods • Interview / Written Test
• Observation / Demonstration
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

Occupational Standard: Basic Clerical Works Level I

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Unit Title Use Business Equipment and Resources
Unit Code EIS BCW1 02 0812
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to choose equipment and resources to
complete a variety of tasks under direct supervision and includes
operating equipment, undertaking routine maintenance and
reporting faults to the appropriate person.

Elements Performance Criteria

1. Select 1.1 Business equipment or resources required are identified
equipment or and accessed to complete task under direct instructions
resources
1.2 Quantities and resources are estimated correctly to
complete the task
1.3 Equipment is checked for serviceability in accordance with
equipment instructions
2. Operate 2.1 Equipment is operated in accordance with manufacturer's
equipment
specifications and under direct instructions
2.2 Equipment faults are identified accurately and action is
taken to ensure equipment is repaired in accordance with
manufacturer's specifications
2.3 Repairs outside area of own responsibility are reported to
appropriate persons
3. Maintain 3.1 Equipment or resources are maintained to support
equipment or completion of tasks under direct instructions
resources
3.2 Maintenance is undertaken to ensure equipment meets
manufacturer's specifications
3.3 Records concerning equipment or resources are
maintained under direct instructions
3.4 Equipment and resources are stored under direct
instructions

Variable Range
Business May include but not limited to:
equipment • answering machine
• binder
• fax machine
• photocopier
• printer
• telephone

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Resources may include but not limited to:
• equipment
• facilities
• human resources
• OHS resources
• stock and supplies
Equipment may include but not limited to:
instructions • manufacturers guidelines
• OHS guidelines and procedures
• procedures manual
• training notes
Appropriate may include but not limited to:
persons • colleagues
• external organizations
• line management
• supervisor
Maintenance may include but not limited to:
• adding toner
• cleaning equipment regularly
• clearing paper jams
• organising service calls
• replacing paper
Records may include but not limited to:
• equipment service call forms
• purchase orders
• service repair forms
• warranties

Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence • demonstrated application of appropriate maintenance
procedures
• knowledge of the functions of a range of business equipment
• operation of a range of business equipment
Underpinning Demonstrates knowledge of:
Knowledge and • key provisions of relevant legislation from all levels of
Attitudes government that may affect aspects of business operations,
such as:

occupational health and safety (OHS)

functions of a range of business equipment

correct shut-down procedures for a range of business
equipment

common equipment faults

routine maintenance procedures
Underpinning skills Demonstrates skills of:
• literacy skills to identify work requirements and to process

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 basic, relevant workplace documentation
• communication skills to identify lines of communication, to
request advice, to effectively question, to follow instructions,
to receive feedback and to report equipment faults
• problem-solving skills to solve routine problems related to
business equipment and to determine appropriate fault repair
actions while under direct supervision
• technology skills to use business equipment under direct
supervision
Resources Access is required to real or appropriately simulated situations,
Implication including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment Competence may be assessed through:
Methods • Interview / Written Test
• Observation / Demonstration
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Variable Range
Occupational Standard: Basic Clerical Works Level I
Unit Title Work Effectively in a Business Environment
Unit Code EIS BCW1 03 0812
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to work effectively within a commercial or
business environment. It includes identifying the rights and
responsibilities of employees and employers and conducting
business in accordance with the organizational goals, values and
standards.

Elements Performance Criteria

1. Work within 1.1 Organization's requirements and responsibilities are
organisational identified and read and advice is sought from appropriate
requirements persons, where necessary
1.2 A current working knowledge and understanding of
employee and employer rights and responsibilities are
developed and utilised
1.3 Relevant duty of care, legal responsibilities and
organizational goals and objectives are complied
1.4 Roles and responsibilities of colleagues and immediate
supervisors are identified
1.5 Standards and values considered to be detrimental are
identified to the organization and communicated through
appropriate channels
1.6 Behaviour that contributes to a safe work environment
is identified, recognised and followed
2. Work in a team 2.1 Courteous and helpful manners are displayed at all times
2.2 Allocated tasks are completed as required
2.3 Assistance is sought when difficulties arise
2.4 Questioning techniques are used to clarify instructions or
responsibilities
2.5 A non-discriminatory attitude is identified and displayed in all
contacts with staff, management or clients
3. Develop 3.1 Work and personal priorities are identified and a balance
effective work between competing priorities is achieved
habits
3.2 Time management strategies are applied to work duties
3.3 Appropriate dress and behaviour are observed as required
by the workplace, job role or customer contact

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Organization's may include but not limited to:
requirements • access and equity principles and practice
• anti-discrimination and related policy
• business and performance plans
• ethical standards
• goals, objectives, plans, systems and processes
• legal and organization policies, guidelines and requirements
• OHS policies, procedures and programs
• quality and continuous improvement processes and standards
Appropriate may include but not limited to:
persons • colleagues
• external organizations
• line management
• supervisor
• those who have the authority to adjust plans
Employee rights may include but not limited to
and responsibilities • attendance
• confidentiality and privacy of enterprise, client and colleague
information
• knowing the terms and conditions of own employment
• obeying lawful orders
• protection from discrimination and sexual harassment
• punctuality
• right to union representation
• safety and care with respect to OHS
Employer rights may include but not limited to:
and responsibilities • responsibility of providing a safe environment free from
discrimination and sexual harassment
• right to dismiss employees if employees
• are negligent, careless or cause an accident
• commit a criminal offence
• commit acts of disloyalty such as revealing confidential
information
Organizational may include but not limited to:
goals and • organizational values and behaviours
objectives • work procedures and quality assurance manuals
• and may be stated or implied by the way the organization
conducts its business including:

business planning

financial performance

flexibility, responsiveness

interpersonal communication

marketing and customer service

organizational values and behaviors

people management

work procedures and/or procedures manuals

Behaviour that may include but not limited to:

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contributes to a • discussing and negotiating problems and tasks with other
safe work team members
environment • identifying and reporting any risks or hazards
• listening to the ideas and opinions of others in the team
• sharing knowledge and skills
• solving problems as a team
• using business equipment according to guidelines
Work and personal may include but not limited to:
priorities • work/life balance and other commitments, including:

school/homework

home/family/parties/friends

other jobs

culture

disability

Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence • identifying, locating and articulating the organization's
requirements including goals and values
• work that reflects the relationship between own role and
organizational requirements
• knowledge of workplace procedures for upholding employee
and employer rights and responsibilities
Underpinning Demonstrates knowledge of:
Knowledge and • key provisions of relevant legislation from all levels of
Attitudes government that may affect aspects of business operations,
such as:

anti-discrimination legislation

ethical principles

codes of practice

privacy laws

occupational health and safety (OHS)
• organizational policies, plans and procedures and how to
access them
• terms and conditions of employment
Underpinning Skills Demonstrates:
• literacy skills to identify work requirements and to process
relevant workplace documentation
• communication skills to request advice, to receive feedback
and to work with a team
• problem-solving skills to solve routine problems
• technology skills to select and use technology appropriate for
a task
Resources Access is required to real or appropriately simulated situations,
Implication including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment Competence may be assessed through:
Methods • Interview / Written Test

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 • Observation / Demonstration

Context of Competence may be assessed in the work place or in a

Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Operate a Personal Computer
Unit Code EIS BCW1 04 0812
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to start up a personal computer or business
computer terminal; to correctly navigate the desktop environment;
and to use a range of basic functions.

Elements Performance Criteria

1. Start computer, 1.1 Workspace, furniture and equipment are adjusted to suit
system user ergonomic requirements
information and
features 1.2 Work organization is ensured meets organizational and
occupational health and safety (OHS) requirements for
computer operation
1.3 Computer is started or logged on according to user
procedures
1.4 Basic functions and features are identified using system
information
1.5 Desktop configuration is customised, if necessary, with
assistance from appropriate persons
1.6 Help functions are used as required
2. Navigate and 2.1 Features are opened, closed and accessed by selecting
manipulate correct desktop icons
desktop
environment 2.2 Desktop windows are opened, resized and closed by using
correct window functions and roles
2.3 Shortcuts are created from the desktop, if necessary, with
assistance from appropriate persons
3. Organize files 3.1 Folders/subfolders are created with suitable names
using basic
directory and 3.2 Files are saved with suitable names in appropriate folders
folder structures 3.3 Folders/subfolders and files are renamed and moved as
required
3.4 Folder/subfolder and file attributes are identified
3.5 Folders/subfolders and files are moved using cut and
paste, and drag and drop techniques
3.6 Folders/subfolders and files are saved to appropriate
media where necessary
3.7 Folders/subfolders and files are searched using appropriate
software tools
3.8 Deleted folder/subfolders and files are restored as

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 necessary
4. Print information
4.1 Information is printed from installed printer
4.2 Progress of print jobs is viewed and deleted as required
4.3 Default printer is changed if installed and required
5. Shut down 5.1 All open applications are closed
computer
5.2 Computer is shut-down according to user procedures

Variable Range
Ergonomic may include but not limited to:
requirements • avoiding radiation from computer screens
• chair height, seat and back adjustment
• document holder
• footrest
• keyboard and mouse position
• lighting
• noise minimisation
• posture
• screen position
• workstation height and layout
Work organization may include but not limited to:
• exercise breaks
• mix of repetitive and other activities
• rest periods
• visual display unit (VDU) eye testing
Occupational health may include but not limited to:
and safety • OHS guidelines related to the use of the screen equipment,
requirements computing equipment and peripherals, ergonomic work
stations, security procedures, customisation requirements
• statutory requirements
Desktop icons may include but not limited to:
• directories/folders
• files
• network devices
• recycle bin and waste basket
File attributes may include but not limited to:
• dates
• size
Appropriate media may include but not limited to:
• CDs
• diskettes
• local hard drive
• other locations on a network
• USB/ Flash/Thumb drives
• zip disks

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Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence • navigation and manipulation of the desktop environment
within the range of assigned workplace tasks
• knowledge of organizational requirements for simple
documents and filing conventions
• application of simple keyboard functions to produce
documents with a degree of speed and accuracy relevant to
the level of responsibility required
Underpinning Demonstrates knowledge of:
Knowledge and • key provisions of relevant legislation from all levels of
Attitudes government that may affect aspects of business operations,
such as:

OHS

basic ergonomics of computer use

main types and parts of computers, and basic features of
different operating systems

suitable file naming conventions
Underpinning Skills Demonstrate:
• literacy skills to identify work requirements, to comprehend
basic workplace documents, to interpret basic user manuals
and to proofread simple documents
• communication skills to identify lines of communication, to
request advice, to effectively question, to follow instructions
and to receive feedback
• problem-solving skills to solve routine problems in the
workplace, while under direct supervision
• technology skills to use equipment safely while under
direction, basic keyboard and mouse skills and procedures
relating to logging on and accessing a computer
• basic typing techniques and strategies
Resources Access is required to real or appropriately simulated situations,
Implication including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment Competence may be assessed through:
Methods • Interview / Written Test
• Observation / Demonstration
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Develop Keyboard Skills
Unit Code EIS BCW1 05 0812
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to develop basic keyboard skills using touch
typing techniques.

Elements Performance Criteria

1. Use safe work 1.1 Workspace, furniture and equipment are adjusted to suit user
practices ergonomic requirements
1.2 Work organization is ensured to meet organizational and
occupational health and safety (OHS) requirements for
computer operation
2. Identify and 2.1 Keyboard functions are identified and applied for both alpha
develop and numeric keyboard functions
keyboard skills
2.2 Touch typing technique is applied to complete a task
2.3 Speed and accuracy are developed in accordance with
workplace requirements for level of responsibility
3. Check accuracy 3.1 Document is proofread carefully to identify errors
3.2 Document and correct errors are amended and a final
accuracy check is completed

Variable Range
Ergonomic may include but not limited to:
requirements • avoiding radiation from computer screens
• chair height, seat and back adjustment
• document holder
• footrest
• keyboard and mouse position
• lighting
• noise minimisation
• posture
• screen position
• workstation height and layout
Work organization may include but not limited to:
• exercise breaks
• mix of repetitive and other activities
• rest periods
• visual display unit (VDU) eye testing

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Touch typing may vary according to:
technique • level of competency of operator
• workplace requirements
Speed and must be:
accuracy • consistent with degree of experience of operator
• relevant to level of responsibility

Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence • applying touch typing technique to enter alphanumeric
characters
• safely using keyboard
Underpinning Demonstrates knowledge of:
Knowledge and • key provisions of relevant legislation from all forms of
Attitudes government that may affect aspects of business operations,
such as OHS
• Organizational benchmarks for keyboarding.
Underpinning Skills Demonstrates skills to:
• communication skills to identify lines of communication, to
request advice, to effectively question, to follow instructions
and to receive feedback
• literacy skills to identify work requirements, to comprehend
basic workplace documents, and to produce and proofread
simple documents
• problem-solving skills to solve routine problems in the
workplace, while under direct supervision
• technology skills to use equipment safely while under
direction, and to use basic keyboard, touch typing and mouse
skills to produce simple documents
Resources Access is required to real or appropriately simulated situations,
Implication including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment Competence may be assessed through:
Methods • Interview / Written Test
• Observation / Demonstration
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Create and Use Spreadsheets
Unit Code EIS BCW1 06 0812
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to correctly create and use spreadsheets and
charts through the use of spreadsheet software.

Elements Performance Criteria

1. Select and 1.1 Workspace, furniture and equipment are adjusted to suit user
prepare ergonomic, work organization and occupational health and
resources safety (OHS) requirements
1.2 Energy and resource conservation techniques are used to
minimise wastage in accordance with organizational and
statutory requirements
1.3 Spreadsheet task requirements are identified and clarified
with relevant personnel as required
2. Create simple 2.1 Ensure data is entered, checked and amended in
spreadsheets accordance with organizational and task requirements, to
maintain consistency of design and layout
2.2 Spreadsheet is formatted using software functions, to
adjust page and cell layout to meet information requirements,
in accordance with organizational style and presentation
requirements
2.3 Ensure formulae are used and tested to confirm output
meets task requirements, in consultation with appropriate
personnel as required
2.4 Manuals, user documentation and online help are used to
overcome problems with spreadsheet design and production
3. Produce simple 3.1 Chart type and design that enables valid representation of
charts numerical data are selected and organizational and task
requirements are met
3.2 Chart is created using appropriate data range in the
spreadsheet
3.3 Chart type and layout are modified using formatting features
4. Finalise 4.1 Spreadsheet and any accompanying charts are previewed,
spreadsheets adjusted and printed in accordance with organizational and
task requirements
4.2 Ensure data input meets designated time lines and
organizational requirements for speed and accuracy
4.3 Spreadsheet is named and stored in accordance with
organizational requirements and exit the application without
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 data loss/damage

Variable Range
Ergonomic May include but not limited to:
requirements • avoiding radiation from computer screens
• chair height, seat and back adjustment
• document holder
• footrest
• keyboard and mouse position
• lighting
• noise minimisation
• posture
• screen position
• workstation height and layout
Work organization may include but not limited to:
requirements • exercise breaks
• mix of repetitive and other activities
• rest periods
Conservation may include but not limited to:
techniques • double-sided paper use
• recycling used and shredded paper
• re-using paper for rough drafts (observing confidentiality
requirements)
• utilising power-save options for equipment
Spreadsheet task may include but not limited to:
requirements • data entry
• output
• presentation
• storage
Data may include but not limited to:
• numbers
• text
Checking may include but not limited to:
• accuracy of data
• accuracy of formulae with calculator
• ensuring instructions with regard to content and format have
been followed
• proofreading
• spelling, electronically and manually
Formatting may include but not limited to:
• alignment on page
• efficiency of formulae
• enhancements to format - borders, patterns and colours
• enhancements to text
• headers/footers
• use of absolute and relative cell addresses
• use of cell addresses in formulae

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Software functions may include but not limited to:
• adding/deleting columns/rows
• formatting cells
• formatting text
• headers/footers
• sizing columns/rows
Formulae may include but not limited to:
• absolute cell referencing and/or mixed references
• average
• division
• maximum
• minimum
• multiplication
• subtraction
• sum
• combinations of above
Chart types may include but not limited to:
• area
• bar
• column
• exploded pie
• line
• pie and 3-D pie
• scatter/bubble
• stacked/multiple bar
• stacked, 3-D column
Features may include but not limited to:
• axes
• axis title
• borders
• chart title
• colours
• data labels
• data tables
• fills
• gridlines
• legend
• lines
• patterns
Printing may include but not limited to:
• fit on one page
• fit specific number of pages
• with formulae
• with values
Designated time may include but not limited to:
lines • organizational time line e.g. financial requirements
• time line agreed with internal/external client

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 • time line agreed with supervisor/person requiring
spreadsheet
Storing data may include but not limited to:
• authorised access
• filing locations
• organizational policy for backing up files
• organizational policy for filing hard copies of spreadsheets
• security
• storage in electronic folders/sub-folders
• storage on CD-ROM, zip drives, USB memory

Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence • designing a minimum of two spreadsheets
• using cell-based formulae
• creating charts using relevant data
• knowledge of purpose and range of use of spreadsheet
functions
Underpinning Demonstrates knowledge of:
Knowledge and • formatting of workplace documents
Attitudes • organizational requirements for ergonomic standards, work
periods and breaks, and conservation techniques
• organizational guidelines on spreadsheet manipulation and
processing
• purpose and range of use of spreadsheet functions
Underpinning Skills Demonstrates skills to:
• communication skills to clarify requirements of spreadsheet
• editing and proofreading skills to check own work for accuracy
• keyboarding skills to enter text and numerical data
• literacy skills to read and understand organization's
procedures, and to use basic models to produce a range of
spreadsheets
• numeracy skills to create and use spreadsheet formulae
Resources Access is required to real or appropriately simulated situations,
Implication including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment Competence may be assessed through:
Methods • Interview / Written Test
• Observation / Demonstration
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Plan Skills Development
Unit Code EIS BCW1 07 0812
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to identify and document current skills and to
plan future skills development under the guidance of an
appropriate adviser.

Elements Performance Criteria

1. Seek advice on 1.1 Possible career directions are identified in industry or
future career organization
directions 1.2 Personal work goals are identified and prioritized
1.3 Future work/career directions are discussed with
appropriate people and additional skills requirements are
identified
1.4 Take into account personal values and attitudes regarding
work and business, in planning future work/career directions
1.5 Additional skills required is identified and appropriate
method/s is/are determined to acquire these skills
2. Conduct self 2.1 Identify work, life and study experiences relating to
assessment of business
skills 2.2 Assess current skills, knowledge and attitudes against a
checklist of relevant competencies
2.3 Results of self-assessment are discussed with trainer or
assessor
2.4 Further skills development needs are identified
3. Prepare 3.1 Types of evidence required is identified and discussed
portfolio of 3.2 A clear understanding of the purpose of evidence is
evidence developed
3.3 Examples of evidence are collected for portfolio
3.4 Application is completed for recognition of current
competency and/or personal resume with assistance from
assessor

Variable Range
Appropriate people may include but not limited to:
• assessors
• colleagues
• mentors
• supervisors

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 • trainers
Methods to acquire may include but not limited to:
additional skills • attendance at workshop or demonstration
• formal course participation
• on-the-job coaching or mentoring
• work experience
Experiences may include but not limited to:
relating to business • family responsibilities
• study including formal or informal learning
• volunteer or recreational experience
• work experience
Checklist may include but not limited to:
• personal skills and attributes
• practical skills
• strengths and weaknesses
Relevant may include but not limited to:
competencies • academic results
• interpersonal skills
• organization skills
• personal attributes
• personal skills e.g. demonstrated leadership, team work
• practical skills directly related to a workplace
Types of evidence may include but not limited to:
• academic results including informal studies
• personal interests and experiences
• previous employment
• recreational experiences
• volunteer work
• work experience
Purpose of may include but not limited to:
evidence • assessment of current competencies
• building a picture of personal attributes
• documentation of competencies relevant to the workplace
• identification of areas for further skill development
• identification of strengths and weaknesses
Personal resume may include but not limited to:
• contact details
• education and extra-curricular activities
• past employment and/or volunteer work
• personal attributes, skills, strengths
• professional development i.e. formal or informal courses
undertaken
• work experience
• work related or personal references

Evidence Guide

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Critical aspects of Assessment requires evidence that the candidate:
Competence • documentation of personal strengths and areas for future skill
development
• documentation of proposed career plan
• evidence of current competencies
• knowledge of the importance of skills development in career
planning terms
Underpinning Demonstrates knowledge of:
Knowledge and • importance of skills development in career planning terms
Attitudes • sources of advice on career planning and skill development
• types of evidence and ways of creating portfolios of evidence
Underpinning Skills Demonstrates skills to:
• literacy and communication skills to access information to
identify career options and personal work goals, and to draft a
portfolio of evidence
• problem-solving skills to solve routine problems related to the
workplace, under direct supervision
• technology skills to use business equipment, under direction
Resources Access is required to real or appropriately simulated situations,
Implication including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment Competence may be assessed through:
Methods • Interview / Written Test
• Observation / Demonstration
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Participate in Environmentally Sustainable Work Practices
Unit Code EIS BCW1 08 0812
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to effectively measure current resource use
and to carry out improvements including reducing the negative
environmental impact of work practices.

Elements Performance Criteria

1. Identify current 1.1 Workplace environmental and resource efficiency issues
resource use are identified
1.2 Resources used in own work role are identified
1.3 Current usage of resources is documented and measured
using appropriate techniques
1.4 Documentation measuring current usage is recorded and
filed, using technology (such as software systems) where
applicable
1.5 Workplace environmental hazards are identified and
reported to appropriate personnel
2. Comply with 2.1 Workplace procedures are followed to ensure compliance
environmental
regulations 2.2 Breaches or potential breaches are reported to appropriate
personnel
3. Seek 3.1 Organizational plans are followed to improve
opportunities to environmental practices and resource efficiency
improve
resource 3.2 Work is sought as part of a team, where relevant, to identify
efficiency possible areas for improvements to work practices in own
work area
3.3 Suggestions are made for improvements to workplace
practices in own work area

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Variable Range
Environmental and may include but not limited to:
resource efficiency • maximising opportunities to improve business environmental
issues performance
• minimising environmental risks
• promoting more efficient production and consumption of
natural resources, for example minimising waste by
participating in or using a waste management system using
resources efficiently such as material usage, energy usage
(seeking alternative sources of energy or energy
conservation) or efficient water usage
Appropriate may include but not limited to:
techniques • examining and documenting resources in work area
• examining invoices from suppliers
• examining relevant information and data
• measuring resource usage under different conditions
• reports from other parties involved in the process of identifying
and implementing improvements
Compliance may include but not limited to:
• meeting relevant laws, by-laws and regulations or best
practice to support compliance in environmental performance
and sustainability at each level as required (such as
Environmental Protection or Biodiversity Conservation Act):

international

local government

industry

organization
Organizational may include but not limited to:
plans • documented policies and procedures
• work plans to minimise waste or to increase efficiency of
resources such as a green office program, supply chain
program for purchasing sustainable products or an
environmental management framework
Suggestions may include but not limited to ideas that help to:
• improve energy efficiency
• increase use of renewable, recyclable, reusable and
recoverable resources
• maximise opportunities such as use of solar power or other
alternative forms of energy, where appropriate
• prevent and minimise risks
• reduce emissions of greenhouse gases
• reduce use of non-renewable resources

Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence • accessing, interpreting and complying with a range of
environment/sustainability legislation and procedural
requirements relevant to daily responsibilities
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 • accurately following organizational information to participate in
and support an improved resource efficiency process and
reporting as required
• developing and/or using tools such as inspection checklists, to
collect and measure relevant information on organization
resource consumption, within work role
• identifying organizational improvements by applying efficient
resource use to daily activities
• knowledge of environmental and resource hazards/risks
Underpinning Demonstrates knowledge of:
Knowledge and • environmental and resource hazards/risks
Attitudes • environmental or sustainability legislation, regulations and
codes of practice applicable to own work role
• OHS issues and requirements
• organizational structure, and reporting channels and
procedures
• relevant environmental and resource efficiency systems and
procedures
• sustainability in the workplace
• terms and conditions of employment including policies and
procedures, such as daily tasks, employee and employer
rights, equal opportunity
Underpinning Skills Demonstrates skills to:
• analytical skills to comply with all relevant legislation
associated with job specifications and procedures
• communication and problem-solving skills to question, seek
clarification and make suggestions relating to work
requirements and efficiency
• communication and teamwork skills to recognise procedures;
to follow instructions; to respond to change, such as current
workplace environmental/sustainability frameworks; and to
support team work and participation in a sustainable
organization
• literacy, numeracy and technology skills to interpret workplace
information in relation to work role, and to document and
measure resource use
• technology skills to select and use technology appropriate for
a task
Resources Access is required to real or appropriately simulated situations,
Implication including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment Competence may be assessed through:
Methods • Interview / Written Test
• Observation / Demonstration
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Organize and Complete Daily Work Activities
Unit Code EIS BCW1 09 0812
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to organise and complete work activities, and
to obtain feedback on work performance.

Elements Performance Criteria

1. Organize work 1.1. Work goals and plans are negotiated and agreed with
schedule assistance from appropriate persons
1.2. An understanding of the relationship between individual
work goals and plans, and organizational goals and plans is
developed
1.3. Workload is planed and prioritized within allocated
timeframes
2. Complete work 2.1. Tasks are completed within designated time lines and in
tasks accordance with organizational requirements and
instructions
2.2. Effective questioning is used to seek assistance from
colleagues when difficulties arise in achieving allocated
tasks
2.3. Factors affecting work requirements is identified and
appropriate action is taken
2.4. Business technology is used efficiently and effectively to
complete work tasks
2.5. Progress of task is communicated to supervisor or
colleagues as required
3. Review work 3.1. Feedback on work performance is sought from supervisors
performance or colleagues
3.2. Work is monitored and adjusted according to feedback
obtained through supervision and comparison with
established team and organizational standards
3.3. Opportunities for improvement are identified and planned
in liaison with colleagues

Variable Range
Appropriate may include but not limited to:
persons • colleagues
• other staff members
• supervisors, mentors or trainers
Organizational May include but not limited to:

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 requirements • access and equity principles and practice
• anti-discrimination and related policy
• business and performance plans
• ethical standards
• goals, objectives, plans, systems and processes
• legal and organization policies, guidelines and requirements
• OHS policies, procedures and programs
• quality and continuous improvement processes and standards

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Colleagues may include but not limited to:
• coach/mentor
• other members of the organization
• peers/work colleagues/team
• supervisor or manager
Factors affecting may include but not limited to:
work requirements • changes to procedures or new procedures
• competing work demands
• environmental factors such as time, weather
• other work demands
• resource issues
• technology/equipment breakdowns
Business may include but not limited to:
technology • computer applications
• computers
• electronic diaries
• facsimile machines
• photocopiers
• printers
• scanners
Feedback on may include but not limited to:
performance • formal/informal performance appraisals
• obtaining feedback from clients
• obtaining feedback from supervisors and colleagues
• personal, reflective behaviour strategies
• routine organizational methods for monitoring service delivery
Standards may include but not limited to:
• Ethiopian Standards
• legal and organization policies, guidelines and requirements
• legislation
• organizational policies and procedures
• specified work standards
• standards set by work group
Opportunities for may include but not limited to:
improvement • coaching, mentoring and/or supervision
• internal/external training provision
• personal study
• recognition of current competence (RCC)/skills
recognition/initial assessment
• workplace skills assessment

Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence • organising and completing own work activities
• seeking and acting on feedback from clients, colleagues and
supervisors
• using available business technology appropriate to the task,
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 under direct instruction
Underpinning Demonstrates knowledge of:
Knowledge and • key provisions of relevant legislation from all levels of
Attitudes government that may affect aspects of business operations,
such as:

anti-discrimination legislation

ethical principles

codes of practice

privacy laws

occupational health and safety (OHS)

organizational policies, plans and procedures
Underpinning Skills Demonstrates skills to:
• literacy skills to use written and oral information about
workplace requirements
• organising skills to arrange work priorities and arrangements
• problem-solving skills to solve routine problems
• technology skills to select and use technology appropriate for
a task
Resources Access is required to real or appropriately simulated situations,
Implication including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment Competence may be assessed through:
Methods • Interview / Written Test
• Observation / Demonstration
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Apply Quality Standards
Unit Code EIS BCW1 10 0812
Unit Descriptor This unit covers the knowledge, attitudes and skills required in
applying quality standards in the operational activities.

Elements Performance Criteria

1. Assess own 1.1 Completed work is checked against organization standards
work relevant to the activity being undertaken.
1.2 An understanding is demonstrated on how the work activities
and completed work relate to the next process and to the
final appearance of the service / product.
1.3 Faulty service is identified and isolated in accordance with
policies and procedures.
1.4 Faults and any identified causes are recorded and reported in
accordance with standard procedures.
2. Assess quality 2.1 Services rendered are quality checked against standards
of service and specifications.
rendered
2.2 Service rendered are evaluated using the appropriate
evaluation parameters and in accordance with standards.
2.3 Causes of any identified faults are identified and corrective
actions are taken in accordance with policies and
procedures.
3. Record 3.1 Basic information on the quality performance is recorded in
information accordance with organization procedures.
3.2 Records of work quality are maintained according to the
requirements of the organization / enterprise.
4. Study causes of 4.1 Causes of deviations from final outputs or services are
quality investigated and reported in accordance with standard
deviations procedures.
4.2 Suitable preventive action is recommended based on
organization quality standards and identified causes of
deviation from specified quality standards of final service or
output.
5. Complete 5.1 Information on quality parameters and other indicators of
documentation service performance is recorded.
5.2 All service processes and outcomes are recorded.

Variable Range
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Quality check May include but not limited to:
• Visual inspection
• Physical measurements
• Check against specifications/preferences
Quality standards May include but not limited to:
• materials
• service
• output
• processes/procedures
Quality parameters May include but not limited to:
• style/design/specifications
• durability
• service variations
• materials
• damage and imperfections

Evidence Guide
Critical Aspects of Demonstrates skills and knowledge in:
Competency • Checked completed work continuously against standard
• Identified and isolated faulty service / workmanship
• Checked service rendered against organization standards
• Identified and applied corrective actions on the causes of
identified faults
• Recorded basic information regarding quality performance
• Investigated causes of deviations of services against standard
• Recommended suitable preventive actions
Underpinning Demonstrates knowledge of:
Knowledge • Relevant quality standards, policies and procedures
• Characteristics of services
• Safety environment aspects of service processes
• Relevant evaluation techniques and quality checking
procedures
• Workplace procedures
• Reporting procedures
Underpinning Skills Demonstrates skills to:
• Interpret work instructions, specifications and standards
appropriate to the required work or service
• Carry out relevant performance evaluation
• Maintain accurate work records in accordance with procedures
• Meet work specifications
• Communicate effectively within defined workplace procedures
Resource Access is required to real or appropriately simulated situations,
Implications including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Methods of Competence may be assessed through:
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Assessment • Interview / Written Test
• Observation / Demonstration with Oral Questioning
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Work with Others
Unit Code EIS BCW1 11 0812
Unit Descriptor This unit covers the knowledge, skills, and attitudes required to
develop workplace relationship and contribute in workplace
activities.

Element Performance Criteria

1. Develop 1.1 Duties and responsibilities are done in a positive manner
effective to promote cooperation and good relationship
workplace 1.2 Assistance is sought from workgroup when difficulties arise
relationship and addressed through discussions
1.3 Feedback on performance provided by others in the team
is encouraged, acknowledged and acted upon
1.4 Differences in personal values and beliefs are respected and
acknowledged in the development
2. Contribute to 2.1 Support is provided to team members to ensure
work group workgroup goals are met
activities
2.2 Constructive contributions to workgroup goals and tasks are
made according to organizational requirements
2.3 Information relevant to work are shared with team members
to ensure designated goals are met

Variable Range
Duties and May include but not limited to:
responsibilities • Job description and employment arrangements
• Organization’s policy relevant to work role
• Organizational structures
• Supervision and accountability requirements including OHS
• Code of conduct
Work group May include but not limited to:
• Supervisor or manager
• Peers/work colleagues
• Other members of the organization
Feedback on May include but not limited to:
performance • Formal/Informal performance appraisal
• Obtaining feedback from supervisors and colleagues and
clients
• Personal, reflective behavior strategies
• Routine organizational methods for monitoring service delivery
Providing support May include but not limited to:
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to team members • Explaining/clarifying
• Helping colleagues
• Providing encouragement
• Providing feedback to another team member
• Undertaking extra tasks if necessary
Organizational May include but not limited to:
requirements • Goals, objectives, plans, system and processes
• Legal and organization policy/guidelines
• OHS policies, procedures and programs
• Ethical standards
• Defined resources parameters
• Quality and continuous improvement processes and
standards

Evidence Guide
Critical aspects of Demonstrates skills and knowledge in:
Competence • Provided support to team members to ensure goals are met
• Acted on feedback from clients and colleagues
• Accessed learning opportunities to extend own personal work
competencies to enhance team goals and outcomes
Underpinning Demonstrates knowledge of:
Knowledge and • relevant legislation that affects operations, especially with
Attitudes regards to safety
• reasons why cooperation and good relationships are important
• knowledge of the organization’s policies, plans and
procedures
• understanding how to elicit and interpret feedback
• knowledge of workgroup member’s responsibilities and duties
• importance of demonstrating respect and empathy in dealings
with colleagues
• understanding of how to identify and prioritize personal
development opportunities and options
Underpinning Skills Demonstrates skills to:
• read and understand the organization’s policies and work
procedures
• write simple instructions for particular routine tasks
• interpret information gained from correspondence
• request advice, receive feedback and work with a team
• organize work priorities and arrangement
• select and use technology appropriate to a task
• relate to people from a range of social, cultural and ethnic
backgrounds
Resource Access is required to real or appropriately simulated situations,
Implications including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Methods of Competence may be assessed through:

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Assessment • Interview / Written Test
• Observation / Demonstration with Oral Questioning
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Receive and Respond to Workplace Communication
Unit Code EIS BCW1 12 0812
Unit Descriptor This unit covers the knowledge, skills and attitudes required to
receive, respond and act on verbal and written communication.

Element Performance Criteria

1. Follow routine 1.1 Required information are gathered by listening attentively

spoken and correctly interpreting or understanding
messages information/instructions
1.2 Instructions/information are properly recorded
1.3 Instructions are acted upon immediately in accordance with
information received
1.4 Clarification is sought from workplace supervisor on all
occasions when any instruction/information is not clear
2. Perform 2.1 Written notices and instructions are read and interpreted
workplace correctly in accordance with organizational guidelines
duties following 2.2 Routine written instruction are followed in sequence
written notices
2.3 Feedback is given to workplace supervisor based on the
instructions/information received

Variable Range
Written notices and May include but not limited to:
instructions • Handwritten and printed material
• Internal memos
• External communications
• Electronic mail
• Briefing notes
• General correspondence
• Marketing materials
• Journal articles
Organizational May include but not limited to:
guidelines • Information documentation procedures
• Company policies and procedures
• Organization manuals
• Service manual

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Evidence Guide
Critical Aspects of Demonstrates skills and knowledge in:
Competence • Demonstrated knowledge of organizational procedures for
handling verbal and written communications
• Received and acted on verbal messages and instructions
• Demonstrated competence in recording
instructions/information
Underpinning Demonstrates knowledge of:
Knowledge and • organizational policies/guidelines in regard to processing
Attitudes internal/external information
• ethical work practices in handling communications
• communication process
Underpinning Skills Demonstrates skills to:
• receive and clarify conciseness
messages/information/communication
• record messages/information accurately
Resource Access is required to real or appropriately simulated situations,
Implications including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Methods of Competence may be assessed through:
Assessment • Interview / Written Test
• Observation / Demonstration with Oral Questioning
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Demonstrate Work Values
Unit Code EIS BCW1 13 0812
Unit Descriptor This unit covers the knowledge, skills and attitude required in
demonstrating proper work values.

Elements Performance Criteria

1. Define the 1.1 One’s unique sense of purpose for working and the ‘whys’ of
purpose of work are identified, reflected on and clearly defined for one’s
work development as a person and as a member of society.
1.2 Personal mission is achieved in harmony with company’s
values
2. Apply work 2.1 Work values/ethics/concepts are classified and reaffirmed
values/ethics in accordance with the transparent company ethical
standards, policies and guidelines.
2.2 Work practices are undertaken in compliance with industry
work ethical standards, organizational policy and guidelines
2.3 Personal behavior and relationships with co-workers and/or
clients are conducted in accordance with ethical standards,
policy and guidelines.
2.4 Company resources are used in accordance with
transparent company ethical standard, policies and
guidelines.
3. Deal with 3.1 Company ethical standards, organizational policy and
ethical guidelines on the prevention and reporting of unethical
problems conduct are accessed and applied in accordance with
transparent company ethical standard, policies and
guidelines.
3.2 Work incidents/situations are reported and/or resolved in
accordance with company protocol/guidelines.
3.3 Resolution and/or referral of ethical problems identified are
used as learning opportunities.
4. Maintain 4.1 Personal work practices and values are demonstrated
integrity of consistently with acceptable ethical conduct and company’s
conduct in the core values.
workplace 4.2 Instructions to co-workers are provided based on ethical,
lawful and reasonable directives.
4.3 Company values/practices are shared with co-workers using
appropriate behavior and language.

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Variable Range
Work values/ethics/ May include but are not limited to:
concepts • Commitment/ Dedication
• Sense of urgency
• Sense of purpose
• Love for work
• High motivation
• Orderliness
• Reliability and Dependability
• Competence
• Goal-oriented
• Sense of responsibility
• Being knowledgeable
• Loyalty to work/company
• Sensitivity to others
• Compassion/Caring attitude
• Balancing between family and work
• Sense of nationalism
Work practices May include but are not limited to:
• Quality of work
• Punctuality
• Efficiency
• Effectiveness
• Productivity
• Resourcefulness
• Innovativeness/Creativity
• Cost consciousness
• 5S
• Attention to details
Company resources May include but are not limited to:
• Consumable materials
• Equipment/Machineries
• Human
• Time
• Financial resources
Work incidents/ May include but are not limited to:
Situations • Violent/intense dispute or argument
• Gambling
• Use of prohibited substances
• Pilferages
• Damage to person or property
• Vandalism
• Falsification
• Bribery
• Sexual Harassment
• Blackmail

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Evidence Guide
Critical Aspects of Demonstrates skills and knowledge in:
Competence • Defined one’s unique sense of purpose for working
• Clarified and affirmed work values/ethics/concepts
consistently in the workplace
• Demonstrated work practices satisfactorily and consistently
in compliance with industry work ethical standards,
organizational policy and guidelines
• Demonstrated personal behavior and relationships with co-
workers and/or clients consistent with ethical standards,
policy and guidelines
• Used company resources in accordance with company
ethical standard, policies and guidelines.
• Followed company ethical standards, organizational policy
and guidelines on the prevention and reporting of unethical
conduct/behavior
Underpinning Demonstrates knowledge of:
Knowledge and • Occupational health and safety
Attitudes • Work values and ethics
• Company performance and ethical standards
• Company policies and guidelines
• Fundamental rights at work including gender sensitivity
• Work responsibilities/job functions
• Corporate social responsibilities
• Company code of conduct/values
• Balancing work and family responsibilities
Underpinning Skills Demonstrates skills in:
• Interpersonal skills
• Communication skills
• Self awareness, understanding and acceptance
• Application of good manners and right conduct
Resource Access is required to real or appropriately simulated situations,
Implications including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Methods of Competence may be assessed through:
Assessment • Interview / Written Test
• Observation / Demonstration with Oral Questioning
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Develop Understanding of Entrepreneurship
Unit Code EIS BCW1 14 0812
Unit Descriptor This unit covers skills, knowledge and attitude required to
understand the principles, functions, strategies and methods of
entrepreneurship. It also covers identifying and developing the
major entrepreneurial competences.

Elements Performance Criteria

1. Describe and 1.1 The principles, concept and terminology of
explain the entrepreneurship are analyzed and discussed
principles, concept 1.2 The different / various forms of enterprises in the
and scope of community are identified and their roles understood
entrepreneurship
1.3 The identified enterprises are categorized and classified
1.4 The terms and elements involved in the concept of
enterprising, both on a personal level and in the context of
being enterprising in business are identified and interpreted
1.5 Functions of entrepreneurship in business and how the
entrepreneurs improved business and economic
environment are explained
2. Discuss how to 2.1 Self-employment as an alternative option for an individual
become economic independence and personal growth is discussed
entrepreneur and analyzed
2.2 Advantages and disadvantages of self-employment are
discussed and explained
2.3 Entrepreneurial characteristics and traits are identified and
discussed
2.4 Self-potential is assessed to determine if qualified to
become future entrepreneur
2.5 Major competences of successful entrepreneurship are
identified and explained
3. Discuss how to 3.1 The importance and role of business entrepreneurship in
organize an the society are discussed and correlated to the operations
enterprise of the economy
3.2 Facts about small and medium enterprises are discussed,
clarified and understood
3.3 Key success factor in setting up small and medium
business are identified and explained
3.4 Business opportunities are identified and assessed
3.5 Business ideas are generated using appropriate tools,

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 techniques and steps
3.6 Procedures for identifying suitable market for business are
discussed and understood
3.7 Major factors to consider in selecting a location for a
business are identified and discussed
3.8 Basic types of business ownership are identified and
explained
3.9 Amount of money needed to start an enterprise estimated
and distinction between pre operations and initial operation
payments clarified
3.10 Advantages and disadvantages of using various sources
of capital to start an enterprise are identified
4. Discuss how to 4.1 Disadvantages and advantages of three alternatives
operate an means of becoming an entrepreneur are identified and
enterprise understood
4.2 Process of hiring and managing people is discussed and
explained
4.3 The importance and techniques of managing time are
discussed and understood
4.4 The techniques and procedures of managing sales are
discussed and explained
4.5 Factors to consider in selecting suppliers and the steps to
follow when doing business with them are identified and
discussed
4.6 Awareness of how new technologies can affect small and
medium business are developed
4.7 Characteristics of appropriate technology for use in small
and medium business are identified and explained
4.8 Different types of cost that occur in a business and how to
manage them are discussed and understood
4.9 Factors and procedures in knowing the cost of the
enterprise are discussed and understood
4.10 Importance of financial record keeping and preparing
simple financial statement are explained and understood
4.11 The application of self-management skills and
negotiation skills are discussed in operating a business
4.12 Risk assessment and management of business
enterprise are performed

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5. Develop one’s 5.1 Process of preparing/ writing a business plan is discussed
own business plan and applied
5.2 Standard structure and format are applied in preparing
business plan
5.3 Findings of the business plan are interpreted, assessed
and analyzed
5.4 Feasibility of the business idea is made clear and
understandable
5.5 Problems that may arise or encounter when starting a
business are identified and understand
5.6 Techniques and procedures in obtaining and sourcing
information are discussed and understood

Variables Range
Classification May include but not limited to:
• Private vs. public
• Profit vs. non-profit
• Formal vs. Non-formal
• Individual vs. Community
• Local vs. Foreign
• Business vs. Social
• Small vs. Large
• Manufacturing vs. Service
• Consumer vs. Industrial
Major factors May include but not limited to:
• Economics (local economy)
• Population
• Competition
Three alternatives May include but not limited to:
• Buying an existing business
• Starting a new business
• Operating a franchising business

Evidence Guide
Critical Aspects of Demonstrates skills and knowledge in:
Competence • explained principles and concept of entrepreneurship
• discussed how to become entrepreneur
• discussed how to organize an enterprise
• discussed how to operate an enterprise
• develop business plan
Underpinning Demonstrate knowledge of:
Knowledge and • Entrepreneurship principles, concepts and terminologies
Attitudes • Entrepreneurial competence
• Entrepreneurial motivation
• Risk assessment and evaluation

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 • Principles and process of negotiations
• Self-management and self-employment
• Managing sales, people and time
• Factors in setting up small and medium business
• Small and Medium Enterprise
• Business plan development
• Discussion techniques and procedures
Underpinning Skills Demonstrate skills in:
• Planning and Leading
• Presentation skills
• Using technology
• Managing money
• Preparing simple financial statement
• Selecting suppliers
Resource Access is required to real or appropriately simulated situations,
Implications including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Methods of Competence may be assessed through:
Assessment • Interview / Written Test
• Observation / Demonstration with Oral Questioning
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Occupational Standard: Basic Clerical Works Level I
Unit Title Apply 5S Procedures
Unit Code EIS BCW1 15 1012
Unit Descriptor This unit of competence covers the skills, attitudes and
knowledge required by an employee or worker to apply 5S
procedures (structured approach to housekeeping) to their own
job and work area and maintains the housekeeping and other
standards set by 5S. The unit assumes the employee or worker
has a particular job and an allocated work area and that
processes in the work area are known by the individual.

Elements Performance Criteria

1. Develop 1.1 Quality assurance procedures of the enterprise or
understanding of organization are discussed
quality system
1.2 The relationship of quality system and continuous
improvement in the workplace is understood
1.3 Workplace requirements the purpose and elements of
quality assurance (QA) system are identified and related
1.4 The 5S system is explained as part of the quality
assurance of the work organization
2. Sort needed 2.1 All items in the work area are identified
items from
unneeded 2.2 Essential and non-essential items are distinguished
2.3 Items are sorted to achieve deliverables and value
expected by downstream and final customers
2.4 Items required for regulatory or other required purposes
are sorted
2.5 Any non-essential item is placed in an appropriate place
other than the workplace
2.6 Regularly check that only essential items are in the work
area
3. Set workplace in 3.1 The best location for each essential item is identified
order 3.2 Each essential item is placed in its assigned location
3.3 After use the item is immediately returned each essential
item to its assigned location
3.4 Each essential item is regularly checked in its assigned
location and order.
4. Shine work area 4.1 The work area is kept shine, clean and tidy at all times
4.2 Regular housekeeping activities are conducted during shift
4.3 The work area is ensured to be neat, clean and tidy at both
beginning and end of shift
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5. Standardize 5.1 Procedures are followed
activities
5.2 Checklists are followed for activities, where available
5.3 The work area is kept to the specified standard
6. Sustain 5S 6.1 After completion of job and before commencing next job or
system end of shift are cleaned up
6.2 Situations are identified where compliance to standards is
unlikely and actions specified in procedures are taken
6.3 Work area is inspected regularly for compliance to
specified standard and sustainability of 5s system
6.4 Improvements are recommended to lift the level of
compliance in the workplace

Variable Range
Elements of QA May include but not limited to:
system • corrective action
• mission statements
• monitoring procedures
• SOPs
• work instructions
• PDCA concept
5S system 5S is a system of work organization originally developed in
Japan based around housekeeping principles. A close
translation of the five stages in the housekeeping approach is:
• sort
• set in order
• shine
• standardize
• sustain
Japanese terms:
• seiri - eliminating everything not required for the work being
performed (sort)
• seiton - efficient placement and arrangement of equipment
and material (set in order)
• seison - tidiness and cleanliness (shine)
• seiketsu - ongoing, standardized, continually improving seiri,
• seiton, seison
• shitsuke - discipline with leadership
Items in the work May include but not limited to:
area • tools
• jigs/fixtures
• materials/components
• plant and equipment
• manuals
• personal items (e.g. bags, lunch boxes and posters)
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 • safety equipment and personal protective equipment
• other items which happen to be in the work area
Sort Sort involves keeping only what is absolutely necessary for the
processes in the work area. Sort includes:
• clearing the work area of all non-essential equipment and
materials
• Non-essential items are those not required to either produce
product, conduct process or operations, or make required
adjustments to equipment during process or operations
Order After removing unnecessary materials, the remaining materials
must be those that are required immediately for either the
machine or the job at hand. All of these materials/change/parts
etc must have an assigned location on the production floor.
Locations should be clearly marked and labeled to show what
belongs where. assigning required equipment and materials
appropriate locations in the work area
Shine May include but not limited to:
• keeping the work area clean at all times
• this should be carried out to a regular daily schedule against
allowed time and, on most occasions, at the end of a job

Procedures May include but not limited to:

• work instructions
• standard operating procedures
• formulas/recipes
• batch sheets
• temporary instructions and similar instructions provided for
the operation of the plant
• good operating practice as may be defined by industry
codes of practice (e.g. good manufacturing practice (GMP)
and responsible care) and government regulations
Procedures may be:
• written, verbal, computer based or in some other format
Standard Once 5S is established, standardizing activities help maintain
the order and the housekeeping standards. Standardizing may
use procedures and checklists developed from a procedure.
Standardizing includes:
• activities that help maintain the order and the housekeeping
standards
• using procedures and checklists developed from a
procedure
• OHS measures such as signage, symbols / coding and
labeling of work area and equipment
Sustainability of 5s May include but not limited to:
system • making sure that daily activities are completed every day
regardless of circumstance
• cleaning up after a job
• undertaking inspections, including:

informal inspections carried out often, at least weekly
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formal inspections carried out at least monthly
• generating continuous improvement actions from daily
activities
• following up specific actions to generate continuous
improvement

Evidence Guide
Critical Aspects of Demonstrates skills and knowledge in:
Competence • identify own tasks and responsibilities and relate them to
organization and customer requirements
• identify and explain the stages of 5S
• implement 5S in own work area
• identify waste (MUDA) in the work area
• routine practice of 5S as part of their job
Underpinning Demonstrates knowledge of:
Knowledge and • operations and processes relevant to own job
Attitudes • basic principle of quality assurance system and its elements
• quality procedures and continuous improvement (kaizen)
• meaning and application of 5S steps to own job and work area
• principles of efficient workplace organization
• purposes of 5S
• methods of making/recommending improvements
Underpinning Skills Demonstrates skills to:
• communicate with others to clarify issues during 5S
implementation, communicate results and contribute
suggestions for improvement
• visualize operations in terms of flow and contribution to
customer outcomes
• plan own tasks in implementation of 5S
• implement 5S in own work area according to instructions
• identify waste (MUDA)
• organize and prioritize activities and items
• read and interpret documents describing procedures
• record activities and results against templates and other
prescribed formats
• work with others
• solve problems
Resources Access is required to real or appropriately simulated situations,
Implication including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Methods of Competence may be assessed through:
Assessment • Interview / Written Test
• Observation / Demonstration with Oral Questioning
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

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Sector: Economic Infrastructure
Sub-Sector: Business and Finance

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 Acknowledgement

We wish to extend thanks and appreciation to the many representatives of business,

industry, academe and government agencies who donated their time and expertise

to the development of this occupational standard.

We would like also to express our appreciation to the Staff and Experts of Federal

TVET Agency, Ministry of Education (MoE) who made the development of this

occupational standard possible.

This occupational standard was developed on the __________ at _____________.