LIDETA MANUFACTURING

COLLEGE
MARKETING AND
SEALS MANAGEMENT

NTQF LEVEL-II
LEARNING GUIDE-#20

UNIT OF COMPETENCE: APPLY BUSINESS

TECHNOLOGY

MODULE TITLE: APPLYING BUSINESS

TECHNOLOGY

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LO1- 20

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LO1 select and use technology

Table of Contents
LO1select and use technology………………………………………………………………………………………………………….…3

Instruction Sheet........................................................................................................................3
Information Sheet-1Technology and software applications.......................................................3
Self-Check -1.............................................................................................................................7
Information Sheet-2Adjusting required equipment.....................................................................7
Self check -2............................................................................................................................10
Information Sheet-3Using and Promoting technology............................................................11
Self check -3............................................................................................................................13
LO 2: Process and organize data............................................................................................15
Instruction Sheet......................................................................................................................15
Information Sheet-1identifying and Generating and records...................................................16
Self-Check -1...........................................................................................................................17
Information Sheet-2Operating Input Devices...........................................................................18
Information sheet 3Storage of data..........................................................................................20
Self-Check -3...........................................................................................................................24
Information sheet #4Using training manuals tools...................................................................25
Self-Check -4...........................................................................................................................30
LO 3: Maintain technology.......................................................................................................32
Instruction Sheet......................................................................................................................32
Information Sheet- 1Using technology consumable...............................................................33

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 Self-Check -1...........................................................................................................................35
Information Sheet- 2Arranging routine maintenance..............................................................36
Self-Check -2...........................................................................................................................37
Information Sheet- 3Identifying faults of equipment.................................................................38
LAP Test..................................................................................................................................39
List of Reference Materials......................................................................................................40

Instruction Sheet Learning Guide #20

This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics:

 Selecting technology and software application

 Adjusting required equipment
 Using and Promoting technology

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to:

 Appropriate technology and software applications are

 Selected to achieve the requirements of the task.
 Workspace, furniture and equipment are adjusted to suit user ergonomic require
 Technology is used according to organizational requirements
 Promotes a safe work environment

Learning Instructions:
• Read the specific objectives of this Learning Guide.
• Follow the instructions described below 3 to 6.
• Read the information written in the information “Sheet 1, Sheet 2, Sheet 3 and Sheet 4”.

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• Accomplish the “Self-check 1, Self-check 2, Self-check 3 and Self-check 4” in page -6, 9, 12
and 14 respectively.
• Ask from your teacher the key to correction (key answers) or you can request your teacher to
correct your work.

Information Sheet-1 Technology and software applications

1.1 Technology and software applications

Introduction

Technology, the application of scientific knowledge to the practical aims of human life or, as it
is sometimes phrased, to the change and manipulation of the human environment.

The subject of technology is treated in a number of articles. For general treatment,

see technology, history of; hand tool. For description of the materials that are both the object and
means of manipulating the environment, see elastomers; industrial ceramics; industrial
glass; metallurgy; mineral deposit; mineral processing; mining; plastic. For the generation of
energy, see energy conversion; coal mining; coal utilization; petroleum production; petroleum
refining. For treatment of food production, see agriculture, history of; agricultural
economics; beekeeping; beer; cereal farming; coffee; commercial fishing; dairy farming; distilled
spirit; food preservation; fruit farming; livestock farming; poultry farming; soft
drink; tea; vegetable farming; wine. For the techniques of construction technology,
see bridge; building construction; canals and inland waterways; dam; harbors and sea
works; lighthouse; roads and highways; tunnels and underground excavations; environmental

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works. For the manufacture and design of the means of transportation, see aerospace
industry; automotive industry; ship construction. For communications technology,
see broadcasting; computer science; information
processing; photography; printing; photoengraving; typography; telecommunication. For the
processes and products of other manufacturing industries, see adhesive; clothing and footwear
industry; dye; explosive; floor covering; forestry; chemical industry; man-made fiber; surface
coating; papermaking; soap and detergent; textile. For medical applications of technology,
see diagnosis; therapeutics; drug; medicine, history of; pharmaceutical industry. For military
applications, see military technology.

Business Technology
All office environments use a variety of technology to carry out their work. Business technology
includes any hardware or software used to complete workplace tasks.

Technology includes:

• Computer technology, such as laptops and personal computers

• Printers
• Scanners
• Photocopiers
To select appropriate technology and software for your tasks, you need to understand the
functions of the technology available to you.
You also need to understand the operational guidelines for using the equipment safely. If you are
working at a computer for an extended period each day, you should make sure your workstation
is comfortable and designed so you can carry out your tasks efficiently. You will need to
organize your work so you aren’t doing a repetitive task for a long time. You also need to take
time to stand up and stretch.
You must learn how to use technology according to your organization’s requirements; for
example, you should know your organization’s login procedures and how to name, open and

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close files. You must be aware of your workplace’s work health and safety (WHS) policies and
procedures.
Technology varies from organization to organization. All workers should receive training in the
technology they need to use. Organizations should have training manuals specific to the
equipment used. If you are unsure, ask your manager or work colleagues to tell you where
manuals are stored.

Before you can select the appropriate technology for your work, you need to understand how
each type of business technology functions. Computers will be examined first as they have
become essential in workplaces. Here is a basic outline of personal computers and laptops, and
the benefits of using both.

Personal computers

A computer is an electronic device for storing and processing information. A personal computer
has a separate hard drive and monitor that are attached to other equipment such as a keyboard
and mouse. Personal computers are used in all organizations to carry out many different tasks.
Organizational data is usually processed using a computer and different software applications.
Laptops
A laptop is a small, portable computer that has its hard drive, screen and keyboard within the
same piece of equipment. Laptops are popular as they are portable, lightweight and don’t solely
rely on a plug-in power supply (they have rechargeable batteries). However, laptops have
disadvantages. Their small size makes them easy to steal, and they are not adjustable and,
therefore, not as comfortable to use unless a separate laptop stand is available.

1.2 Software applications

Software applications may include:

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 • Email
• internet
• Word processing
• Spreadsheet
• Database
• Accounting or presentation packages
The internet is an interconnecting network of computers from around the world that
communicate with each around. It started with four interconnected computers developed by the
US Department of Defense in 1969 and was known as ARPA net, the Advanced Research
Projects Agency Network. The internet has a rich range of useful features, capabilities and
functions. Knowing how to use and get the most out of the internet helps organizations
communicate, research new products and services, advertise their own products and services, and
gain a greater understanding of competitors. For a computer to gain access to the internet, it
needs to have a web browser. Web browsers provide a way to look at all the information on the
internet or World Wide Web. There are four leading web browser applications: Microsoft
Internet Explorer, Safari, Mozilla Firefox, and Google Chrome. To search for information on the
web, you need to use a search engine. A search engine receives a user’s question, searches its
database for documents most relevant to the question and returns a relevance-ranked list of
documents back to the user. Search engines include Google, Bing and Yahoo Search.

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided
• Define business technology (2 point)
• List out at least three examples of business technology (2points)

Note: Satisfactory rating – 3 and above points Unsatisfactory - below 3 points

You can ask you teacher for the copy of the correct answers.

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Score = ___________

Rating: ____________
Answer Sheet

Name: ________________________ Date: __________

Information Sheet-2 Adjusting required equipment

1.2 Adjusting required equipment

Introduction

the set of articles or physical resources serving to equip a person or thing: such as the
implements used in an operation or activity : supports equipment all the fixed assets other
than land and buildings of a business enterprise the rolling stock of a railway piece of such
equipment the equipping of a person or thing the state of being equipped mental or emotional
traits or resources business equipment is tangible property used in a business. Equipment is
considered more permanent and longer lasting than supplies, which are used up quickly. Equipment
includes machinery, furniture, fixtures, vehicles, computers, electronic devices, and office machines

2.1 Concepts of equipment

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Ergonomics is about creating comfortable conditions to work in. It is concerned with fitting the
job to the worker, rather than the worker to the job. This is done by adapting workstations, tools
and equipment to suit each worker’s individual needs.
Equipments in ergonomic Requirements

Workspace, furniture and equipment are adjusted to suit the ergonomic requirements of the user
Chair
• Chair height should be set so that feet are flat on the floor (where a footrest has not been
provided) and thighs are horizontal.
• The backrest should provide firm lower back support so adjustment up or down, and/or
backwards or forwards may need to be made until comfortable.
• Armrests should not interfere with performance of general tasks.
Desk
• The height of the desk or chair should be adjusted so that the surface of the desk is at elbow
height (when sitting).
• There should be plenty of room for legs below the desk surface
• Personal and stationery items should be arranged for easy access, to minimize twisting and
bending.
Computer
• The monitor should be positioned after adjustments have been made to the desk or chair. It is
recommended that the top of the screen be level with the eyes and be positioned about 50cm
away from the body when seated.
• The keyboard should be placed on the desk, as close to the user as possible. Allow room for
it to be moved away when not in use. The angle of the keyboard can be adjusted by altering
the supports underneath.
• The mouse should be positioned next to the keyboard on the preferred side. Wrist should be
straight whilst using the mouse with the desk supporting the wrist and not the arm.
Telephone
• The telephone should be easily accessible, yet not in the way of the work area.
• The user should be able to talk on the phone without standing or having to stretch to reach it.
A headset is a convenient alternative for constant phone users.
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Document holder
• The document holder should be placed close to the screen to minimize the movement
required to turn from one to the other.
• Depending upon personal preference, it may be preferable to swap the screen position with
the document holder, if tending to look at the document more often.
Work Organization
Work organization meets organizational and occupational health and safety requirements for
computer operation
Work area
• Work area should be kept uncluttered. Desks should only have on them what is really
needed.
• Trays should be used for sorting documents, and any documents that are finished with or will
not be needed for some time, should be filed away.
Rest periods
• It is important to have frequent breaks away from the workstation. The recommended
interval is ten minutes for each hour worked in front of a computer.
• If unable to take this time out, work tasks should be varied. For example, phone calls could
be made; filing or other work related tasks could be done for a few minutes.
Paper wastage
• Proofread and edit documents on screen before printing
• Don't print more pages than needed, use the "print range" function of software to only print
those pages which have been edited
• Print on both sides of your paper where possible
• Use scrap paper from printed documents no longer needed. Write on the back for informal
notes or memos
• Use the duplex facility of the photocopier.
Recycling
• Paper should be saved for recycling where possible - if the information is confidential, it can
be shredded before disposal into a recycling container
• Use recycled paper products wherever possible

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• Reuse office products such as folders, envelopes and packaging materials.
Energy and power use
• Use the "power save" feature of your printer, if available
• Switch off lights and equipment when not required.
Self check -2 written test

Directions: Answer all the questions listed below. Use the Answer sheet provided
• What is the meaning of ergonomic
• Mention some Ergonomic requirements at workplace ?(3 point)

Note: Satisfactory rating – 3 and above points Unsatisfactory - below 3 points

You can ask you teacher for the copy of the correct answer

Score = ___________

Rating: ____________
Answer Sheet

Name: ________________________ Date: ___________

InformationSheet-3 Using and promoting technology

1.3 Using and promoting technology

Introduction
promote - the giving and receiving of systematic instruction, the process of facilitating learning,
constituted from countless methods, tools, and structures, operated by teachers and many others
– may usefully be seen as a technological phenomenon; that all educators are thus educational
technologists (albeit that their choices of technology may vary); and that this has some very far
reaching consequences for research and practice, explaining some hitherto puzzling phenomena,

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 and challenging some of the fundamental beliefs held by many educators and researchers in
education
Using technology
Ways in which technology has become an integral part of everyday work:

1. Communications technologies
2. Office productivity
3. Record keeping and retrieval.
4. Internet and search.
5. Analytics and new decision structures.
6. Automation, robotics and future factories
7. Adoption of virtual and augmented reality
Process of promoting
The nature of technologies prompting
The term ‘technology’ is, as, an ‘annoyingly vague abstraction,’ with many fuzzy, shifting,
evolving, inconsistent, and sometimes contradictory meanings. There is widespread agreement
that technologies do things for us, or help us to achieve our purposes “the way we do things”,
implying regularized structuring and organization of objects, concepts, and so on in order to
achieve those purposes. Part of the problem, though, is that technology can be both something
that we do and something that has been done, often simultaneously. When we write we are using
the
Assembly and technological evolution
Arthur’s definition is particularly compelling because it is tightly coupled with his fundamental
insight that many of the orchestrated phenomena in any given technology assembly are
orchestrated by other technologies - nuts and bolts, rules of grammar, software compilers, and so
on - building on and incorporating those that already exist. Technologies thus tend to evolve
towards greater complexity. As all of whom orchestrated phenomena to some purpose, and
whose artifacts and 5 methods contribute materially – if not necessarily directly - to our own
tools, knowledge and skills, in an unbroken chain leading back to flint axes, the dawn of
language, and perhaps beyond. Though specific technologies may perish, the types that they
represent are seldom if ever fully displaced.
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Faustian bargains
Though most technologies solve problems, most new technologies create new problems to solve
(Unfortunately, as Dubos (1969, p.8) puts it, “developing counter technologies to correct the new
kinds of damage constantly being created by technological innovations is a policy of despair.”
Many technologies in educational systems, from exam regulations to user roles in an LMS are
counter-technologies that are designed to curb the unwanted effects of others we have created.
Not science
Many definitions of ‘technology’ refer to it as the application of science (“Technology’” node).
This is false. Scientific theories and discoveries may increase the available phenomena for
orchestration, and thus some technologies do indeed apply science. However, it is more accurate
to say that science is applied technology (including theories and models, which are correctly
described as tools in scientific literature) than to say that technology is applied science. Many
technologies do not rely on scientific knowledge at all.
Never neutral
Technologies are seldom if ever morally neutral. Apart from those explicitly designed to do harm
or good, they may enable better ways to dominate or subdue our fellow humans, being what
Boyd (1996) describes as ‘dominative’ - but almost all the means by which it is intentionally
accomplished by human beings, and a good number of its products (such as language, theories,
remembered poems, etc) are.
Anticipation and plasticity
We are not just users but participants in the orchestration of technologies, with active roles to
play in achieving their ends, from trivially simple actions (e.g. pressing a button) to inordinately
complex activities (e.g. writing a paper about technologies and education). reciting scriptures, or
answering objective quiz questions must be performed more or less exactly as required in a
predetermined order for the technology to work correctly.
Assemblies that soften or harden
Almost all technologies are assemblies of both soft and hard technologies, so extremes are
vanishingly rare. All hard technologies were once soft to their creators and, once created, can
nearly always be assembled with other technologies (soft or hard) and so become softer.
Computers, for example, consist of nothing but hard, deterministic components but (at least to
their programmers) form the basis of among the softest of technologies because the ways we

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could extend them, with software, hardware, and methods, is essentially infinite. Equally, most if
not all soft technologies contain at least some hardness. It would not be describable as a
technology at all if there were not some consistent e
Structural patterns harder technologies
Usually play a larger structural role in the assembly than soft technologies, because they are less
flexible and thus cannot as easily be changed. Like natural ecologies (O’Neill et al, 1986) and
cities (Brand, 1997), the slower-changing elements affect the faster changing more than vice
versa. Hard technologies cause path dependencies; paths that, once taken, exclude other path

Self check -3 written test

Directions: Answer all the questions listed below. Use the Answer sheet provided
• What is the meaning of promoting ?(2 point)
• Mention some prompting process ?(3 point)

Note: Satisfactory rating – 3 and above points Unsatisfactory - below 3 points

You can ask you teacher for the copy of the correct answers

Score = ___________

Rating: ____________
Answer Sheet

Name: ________________________ Date: __________

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 LIDETA MANUFACTURING COLLEGE
Marketing and seals management
NTQF Level-II
Learning Guide-#21

UNIT OF COMPETENCE: APPLY BUSINESS

TECHNOLOGY

MODULE TITLE: APPLYING BUSINESS

TECHNOLOGY

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LO2- 21

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LO 2: Process and organize data

Instruction Sheet Learning Guide #21

This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics:

 identifying and Generating and records

 Operating Input devices
 Storing data
 Using training manuals tool

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to:

 Files and records are identified, opened,

 Generated or amended according to task and organizational requirements.
 Input devices are operated according to organizational requirements.
 Data is stored appropriately and applications are exited without damage or loss of data.

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  Manuals, training booklets and/or online help or help-desks are used to overcome basic
difficulties with applications

Learning Instructions:
• Read the specific objectives of this Learning Guide.
• Follow the instructions described below 3 to 6.
• Read the information written in the information “Sheet 1, Sheet 2, Sheet 3 and Sheet 4”.
• Accomplish the “Self-check 1, Self-check t 2, Self-check 3 and Self-check 4” in page -6, 9,
12 and 14 respectively.

Identifying and Generating and

Information Sheet 1 records

2.1 Identifying and Generating and records

Introduction
The skill of recording data involves the documenting of data and observations in a variety of
forms in order to preserve it for later use.

promotes the development of a wide range of written, oral, visual and digital literacy skills
involved in documenting and organizing information, including: sketching. Labeling, note-
taking, journaling, photographing, videotaping, etc.

Develops skills involved with the gathering and organizing of qualitative and quantitative
observations and data to make it useful for analysis and interpretation.

• Concepts of Records
1. Document that memorializes and provides objective evidence of activities performed, events
occurred, results achieved, or statements made. Records are created/received by an organization

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in routine transaction of its business or in pursuance of its legal obligations. A record may
consist of two or more documents.
2. All documented information, regardless of its characteristics, media, physical form, and the
manner it is recorded or stored. Records include accounts, agreements, books, drawings, letters,
magnetic/optical disks, memos, micrographics, etc. Generally speaking, records function as
evidence of activities, whereas documents function as evidence of intentions.
2.2 Records Management
The records life-cycle consists of discrete phases covering the life span of a record from its
creation to its final disposition. In the creation phase, records growth is expounded by modern
electronic systems. Records will continue to be created and captured by the organization at an
explosive rate as it conducts the business of the organization. Correspondence regarding a
product failure is written for internal leadership, financial statements and reports are generated
for public and regulatory scrutiny, the old corporate logo is retired, and a new one – including
color scheme and approved corporate font – takes its place in the organization's history.

Examples of records phases include those for creation of a record, modification of a

record, movement of a record through its different states while in existence, and destruction of a
record.

Throughout the records life cycle, issues such as security, privacy, disaster recovery, emerging
technologies, and mergers are addressed by the records and information management
professional responsible for organizational programs. Records and information management
professionals are instrumental in controlling and safeguarding the information assets of the
entity. They understand how to manage the creation, access, distribution, storage, and disposition
of records and information in an efficient and cost-effective manner using records and
information management methodology, principles, and best practices in compliance with records
and information laws and regulations.

Characteristics of records
There are four characteristics of records make them different from other types of information.

1. Records are evidence of actions and transactions;

2. Records should support accountability, which is tightly connected to evidence but which
allows accountability to be traced;

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3. Records are related to processes, i.e. “information that is generated by and linked to work
processes”
4. Records must be preserved, some for very short time and some permanently.

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided
1 What is records management? (4point)
Note: Satisfactory rating – above 3 points Unsatisfactory - below 3 points
You can ask you teacher for the copy of the correct answers.
Score = ___________

Rating: ____________
Answer Sheet
Name date

Information Sheet 2 Operating Input Devices

2.2 Operating Input Devices

Introduction

An input device is any hardware device that sends data to a computer, allowing you to interact
with and control it. The picture shows a Logitech trackball mouse, which is an example of an
input device.

The most commonly used or primary input devices on a computer are

the keyboard and mouse. However, there are other devices that input data into a
computer.

• Concepts of inputs
What is input?
Input is a place where, or a device through which, energy or information enters a system.

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 • Data
Unprocessed facts, figures, and symbols
• Instructions
– Programs
– Commands
– User response
What is an input device?
An input device is any hardware device that sends data to a computer, allowing you to interact with and
control it. ... The most commonly used or primary input devices on a computer are the keyboard and
mouse. However, there are dozens of other devices that can also be used to input data into the computer.
The Keyboard
How is the keyboard divided?
• Typing area
• Numeric keypad
• Function keys
What is an ergonomic keyboard?
• Designed to minimize strain on hands and wrists. Ergonomics incorporates comfort, efficiency, and
safety into design of items in workplace.
Mouse
What is a mouse?
• Pointing device that fits under palm of hand
• Controls movement of pointer, also called mouse pointer, on screen
• Pointer on screen takes several shapes
What are common mouse operations?
• Point
• Click
• Right-click
• Double-click
• Drag
• Right-drag
• Rotate wheel
• Press wheel

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 Self-Check -2 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided
1 What is input device? (4point)

Note: Satisfactory rating – above 3 points Unsatisfactory - below 3 points

You can ask you teacher for the copy of the correct answers.

Score = ___________

Rating: ____________
Answer Sheet

Name date

Information sheet 3 Storage of data

2.3 Storage of data

Introduction
In business, there are many natural, hierarchical relationships among data. Databases (DB) are
used by organizations to collect information in one consolidated place for easy access,
management, and update. The data collected could be personal information about customers
from online store (name, address, and phone), inventory (product, quantity, and price), orders
(date, product, and shipping address) or anything the business needs to track. It’s up to the user
to determine what data needs to be aggregated and the format it will take. The most common
type of DB storage structures are Relational Databases where the data is stored in relations,
taking the form of tables made of columns (fields) and rows (records/items). These tables are
connected within a database. To access and interact with the data, the user needs database
management system (DBMS), such as Oracle DB, Microsoft SQL, IBM DB, SAP DB, etc.

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The DB market is huge and constantly growing: analysts are projecting it to reach $60B by 2022.
Given the continued expansion of the database applications, Info trend fulfils the demand for
more storage requirement. It’s of high importance for DB storage to be able to support multiple
and random real-time inquiries/transactions from clients. Online Transaction Process (OLTP)
must be highly stable, high IOPS for small block size data and random reads & writes is
required. Moreover, the storage must be expandable, i.e. show high scalability without
performance degradation. And finally, it should be highly manageable and cost-effective

2.3.1 Concepts of storage of data

Other than on the hard drive, data may also be stored on:

• floppy disks: remember that a limited amount of information can be stored here, so it is a
good idea to compress the file to accommodate large amounts of data
• CD-ROMs: suitable for large amounts of data
• back-up system: particularly important in case of computer failure to safeguard large
amounts of information
• External hard drives
• Thumb drives

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Retrieving Documents

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About Data Files

Data files are the operating system files that store the data within the database. The data is
written to these files in an Oracle proprietary format that cannot be read by other
programs. Temp files are a special class of data files that are associated only with temporary
table spaces.

Data files can be broken down into the following components:

 Segment

A segment contains a specific type of database object. For example, a table is stored in a
table segment, and an index is stored in an index segment. A data file can contain many
segments.

 Extent

An extent is a contiguous set of data blocks within a segment. Oracle Database allocates
space for segments in units of one extent. When the existing extents of a segment are full,
the database allocates another extent for that segment.

 Data block

A data block, also called a database block, is the smallest unit of I/O to database storage.
An extent consists of several contiguous data blocks. The database uses a default block
size at database creation.

After the database has been created, it is not possible to change the default block size
without re-creating the database. It is possible, however, to create a table space with a
block size different than the default block size.

Segments, extents, and data blocks are all logical structures. Only Oracle Database can determine
how many data blocks are in a file. The operating system recognizes only files and operating

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system blocks, not the number of data blocks in an Oracle Database file. Each data block maps to
one or more operating system blocks.

There are three types of table spaces:

 Permanent

You use permanent table spaces to store your user and application data. Oracle Database
uses permanent table spaces to store permanent data, such as system data. Each user is
assigned a default permanent table space.

 Undo

A database running in automatic undo management mode transparently creates and

manages undo data in the undo table space. Oracle Database uses undo data to roll back
transactions, to provide read consistency, to help with database recovery, and to enable
features such as Oracle Flashback Query. A database instance can have only one active
undo table space.

 Temporary

Temporary table spaces are used for storing temporary data, as would be created when
SQL statements perform sort operations. An Oracle database gets a temporary table space
when the database is created. You would create another temporary table space if you
were creating a temporary table space group. Under typical circumstances, you do not
have to create additional temporary table spaces. If you have an extremely large database,
then you might configure additional temporary table space

Self-Check -3 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided
1 Where we store data ?(4 point)
Note: Satisfactory rating – above 3 points Unsatisfactory - below 3 points

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You can ask you teacher for the copy of the correct answers.
Score = ___________

Rating: ____________
Answer Sheet

Name: ________________________ Date: _______________

Information sheet 4 Using training manuals tools

2.4 Using training manuals tools

Introduction

Truth be told, developing online training programs for an organization is anything but an easy
task.

Improving your skills as a trainer, on the other hand, is much easier when you know where to
start from.

Maybe a change in your mentality, training and development tools that might have flown under
your radar or some more empathy could do the trick. In any case, this is the guide you’ve been
looking for.

In this article, you’ll get to know all the necessary training skills that trainers should have in
order to transfer knowledge and enjoy a successful career in the training industry. What’s more,

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you’ll get to know the best tools for training that trainers can use to simplify their workload and
make their courses shine.

To save time, here are the essential skills for trainers:

1. Advanced research skills

2. Strong communication skills

3. Organizational skills

4. Adaptability skills

5. Enthusiasm for lifelong learning

Followed by the must-have tools for trainers in categories:

1. Learning Management System (LMS)

2. Content authoring tool

3. Video editing software

4. Social media

Let’s dive in.

The essential skills for trainers

Every trainer needs to have specific skills as well as training and development tools to be
effective. First, let’s look at the following list that includes both soft training skills and hard.

1. Advanced research skills

Searching on Google has a lot of secrets, some of which you’re going to find out in a bit. For
example, do you know how to use Boolean operators and symbols in your searches?

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This type of advanced Google searching can help you find relevant and reliable content
and create online courses in half the time. Also, you will be able to find websites that you may
haven’t heard before but feature information and content that might be useful even in the long
run.

However, you need to evaluate websites as well as critically assess research papers.

To check whether a website you are visiting is worthy of your attention, all you have to do is
browse through all menu items and check the footer for the last date it was updated.

2. Strong communication skills

Training is about people (also known as human beings). What makes us different from the rest of
the living organisms is that we have the ability to communicate with each other in a direct
manner.

This is why one of the essential trainer qualities and skills you need to be an effective trainer
is communication. In fact, it can easily make or break the learner’s experience.

3. Organizational skills
Strong organizational skills always get you far. Both as a trainer and a person.

Skills like managing your time will help you stay on track.

In learning, training, and development, trainers need to complete various tasks before they
deploy a training program. From collecting all the materials required to delivering training
efficiently, mastering organization is vital.

Another critical skill for trainers that is totally related to organization is problem-solving.

The truth is that the more organized you are, the more problems you will have solved
proactively. This will lead to an excellent learner experience since you will have taken care of
everything beforehand. Plus, less stress for you.

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4. Adaptability skills
Things don’t always turn out the way we expect.

Sometimes life gets in the way. Delays, troubles, and unforeseen circumstances can simply
happen. So, what can you do?

As a trainer, you need to be prepared for the unexpected. Which, of course, means that you have
to be adaptable? Have a plan B for almost everything, play around with your tools and see how
some features can help you prepare. Second-guess yourself and think of anything that could
possibly go wrong. Now, fix it before it even happens.

And before you even know it, adaptability will turn from a training skill into a personality trait.

5. Enthusiasm for lifelong learning

Learning should never stop for a trainer.

As part of the training industry, you must develop lifelong learning habits so that you can keep
up with all the advancements in a market that keeps changing.

But another reason why you need to invest in lifelong learning as a trainer is to be able to
empathize with your learners and put yourself in their shoes.

Sometimes when trainers build courses on a daily basis, they tend to forget what it really feels
like to be learning something new. There’s fear, frustration, excitement, fatigue (yes, it
happens!), boredom, and so much more that goes through your learners’ minds.

And, from time to time, you need to see through your learners’ eyes to be an effective trainer to
create engaging, fascinating courses.

From all these skills for trainers, this one might be the most important. Keep learning, so you
never forget what it’s like to be a learner.

The must-have training tools for trainers

Before we get into it, let’s explore the often-asked question: What are training tools?

29
Training tools are all those programs, platforms, or templates that help trainers deliver their
training to their learners. In reality, there are literally dozens (or maybe hundreds) of training and
development tools out there.

Some of them are quite specific to training (hello, LMS!) while others are tools that can also
support other professions as well (looking at you, social media!). So, in a nutshell, all those tools
that help you do a better job as a trainer better are training tools.

Here are the four main categories of training and development tools every trainer should have in
their toolbox:

1. Learning Management System (LMS)

The best training tools for trainers who want to create courses, manage users, and track the
performance of their online training and learners Management System).

Trainers should not only know how to use an LMS. They should know how to make the best out
of it without the hassle.

2. Content authoring tool

To understand the value of eLearning authoring tools, you need to understand what an authoring
tool really is.

In essence, authoring tools are software platforms that let trainers add a variety of media and
multimedia files to create engaging training. If you want to build interactive courses, for
example, an eLearning authoring tool sounds like the best way to go. However, there’s
another, easier solution.

Right now, there are many Learning Management Systems that come with built-in authoring
tools so you don’t have to switch between platforms to deliver high-quality training. You simply
create your account, access your training hub, and start building your course right away. Give it a
try.

30
3. Video editing software
One of the most overlooked training tools for trainers is video editing software. The reason why
videos are powerful is that they offer a vivid and engaging learning experience.

. Play around with various video types to rock your courses. The most common formats include:

 Talking head videos

 Screen-recordings

 Video presentations

 Documentary-like videos

 And many more.

Self-Check -4 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided

1 List training skill? (4 point)

Note: Satisfactory rating – above 3 points Unsatisfactory - below 3 points
You can ask you teacher for the copy of the correct answers.

Score = ___________

Rating: ____________
Answer Sheet
Name: ________________________ Date: _______________

31
 LIDETA MANUFACTURING COLLEGE
Marketing and seals
management
NTQF Level-II
Learning Guide-#22

32
Unit of Competence: apply Business
Technology

Module Title: applying Business

Technology

LG Code: LSA MSM2 M05 LO3

-#22

TTLM Code: LSA MSM2 M0422v1

LO 3: Maintain technology

Instruction Sheet Learning Guide #22

This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics:

 Using technology consumable

 Arranging routine maintenance

33
  Identifying faults of equipment

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to:
 Used technology consumables
 Identified and replaced in accordance with manufacturer's instructions and organizational
requirements.
 Routine maintenance is carried out and/or arranged to
 Ensure equipment is maintained in accordance with manufacturer's instructions and
organizational requirements.
 Equipment faults are identified accurately and action is taken in accordance with
manufacturer's instructions or fault is reported to designated person
Learning Instructions:

• Read the specific objectives of this Learning Guide.

• Follow the instructions described below 3 to 6.
• Read the information written in the information “Sheet 1, Sheet 2, Sheet 3 and Sheet 4”.
• Accomplish the “Self-check 1, Self-check t 2, Self-check 3 and Self-check 4” in pag6, 9,
12 and 14 respectively.

Information Sheet- 1 Using technology consumable

3.1 Using technology consumable

Introduction
Technology consumable it is important to collect baseline information on the utilization
of the health technology that is in use, as it can greatly influence the expected lifetime

34
 of the equipment. Incorrect utilization may negatively influence healthcare delivery
and the expected lifespan of the equipment, and must be rectified with user training.
Over-utilization, compared to the design capacity of equipment, will often reduce the
expected lifespan significantly. Under-utilization may not adversely influence the
lifespan, but investment cost may have been saved if the design capacity of the
equipment were closer to the actual use. Correct utilization rates reduce the capital
investment costs and care must be taken to make as accurate a calculation as possible.
Besides information on lifespan and maintenance requirements, utilization also
determines the rate at which consumables are used. If equipment is to keep
functioning, you must ensure that reasonable stocks of consumable items are held at
all times, and that these form part of recurrent budgets. You therefore need to
calculate the usage rates for equipment-related consumable items. By doing this, you
can base your recurrent budgets on the actual ‘lifetime costs’ (daily operational,
maintenance and administrative requirements) of the items in your equipment
inventory.

Recurrent budgets covering equipment-related consumable items are required to

ensure that equipment continues to function. Equipment-related consumable items are:

3.1.1 Technology consumables

Consumables (also known as consumable goods, non-durable goods, or soft goods) are goods that are
intended to be consumed. ... Consumables are products that consumers use recurrently, i.e., items
which "get used up" or discarded.

Replacing Consumables

Purchasing Items
35
 Take into account:

•Quality of products
•Quality of service
•Reliability of advice
•Promptness of delivery
•Reasonable return service when goods don’t work

Purchasing Guidelines
• What employees are allowed to purchase
• Who can approve the purchase
• Declaration by purchaser of any dealings, connections/interests in chosen supplier fairness

Technology consumables may include:

• Back-up tapes
• CD-ROM
• Floppy disks
• Print heads
• Printer ribbons and cartridges
• Toner cartridges
• Zip disks

Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided
Define technology consumables.(3 point)
Note: Satisfactory rating - 3 and above points Unsatisfactory - below 3 points
You can ask you teacher for the copy of the correct answers.
Score = ___________

36
Rating: ____________
Answer Sheet

Name: ________________________ Date: _______________

Arranging routine
Information Sheet- 2 maintenance

3.2 Arranging routine maintenance

Introduction

We are on the hunt for a talented and reliable maintenance technician to join our maintenance
department. In this position, your chief responsibility is to preserve the excellent condition and

37
 functionality of our business premises. Your duties will include conducting quality assessments,
scheduling repairs, maintaining inventory, and developing preventative maintenance procedures.

Our ideal candidate will be a jack-of-all-trades, with in-depth knowledge of maintenance

procedures, hydraulic systems, and basic tools and appliances. To excel in this position, you must be
an outstanding problem-solver with exceptional communication and organizational skills.

2.1 Concepts of routine maintenance

Routine Maintenance

• ‘Preventive maintenance’ – reduces the chance of something going wrong

• Equipment works more often and workers become more productive

Non-Routine Maintenance

• Fixing something after it is broken or not working properly

• The more you carry out routine maintenance the less likely you will have to carry out non-routine

It is important that routine maintenance of business technology is carried out on a regular basis to
ensure minimal breakdowns. Equipment should be cleaned regularly by using a damp cloth or
other approved cleaning materials. Consumables should be checked to monitor their rate of use,
and replaced when needed. Regular servicing by qualified or manufacturer-approved technicians
will ensure that all equipment is in the best condition possible to minimize breakdowns.
All employees should receive training to solve common faults, like paper jams, system failures
and low ink or toner cartridges. However, more complex problems should be reported
immediately to the person in charge of maintenance, to the manufacturer or to the service
company. A logbook of service visits must be kept. It is a good idea to have all equipment
checked regularly as part of the Occupational Health and Safety inspections.

38
 Routine maintenance may include:
• In-house cleaning and servicing of equipment according to manufacturer's guidelines
• Periodic servicing by qualified or manufacturer approved, technician
• Regular checking of equipment
• Replacing consumables

Self-Check -2 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next
page:
• What are the items to be included in routine maintenance?(3points)

Note: Satisfactory rating - 3 and above points Unsatisfactory - below 3 points

You can ask you teacher for the copy of the correct answers.

Score = ___________

Rating: ____________
Answer Sheet
Name: ________________________ Date: _______________

Information Sheet- 3 Identifying faults of equipment

3.3 Identifying faults of equipment

Introduction

39
Faults reserve the right to request that any specific remedial action be carried out (at the
Customer’s cost) prior to attending to any Equipment Fault. Faculty must provide any and all
department-approved syllabi relevant to the education abroad program to the Education Abroad
Office prior to the launch of the education abroad program's online application. Where an
Equipment Fault has been logged and CommsFM have attended Site and no Equipment Fault
exists on the Equipment then this is deemed to be an “Abortive Visit”. The BG should be
emailed from the official email id of the Authorized Signatory of the Bid. CommsFM operate an
allocation and scheduling system that priorities Equipment Faults according to severity of the
Equipment Fault and the level of cover provided. Will endeavor to attend the Equipment Fault at
the earliest opportunity within the Target Response Time.

Concepts of equipment faults

Equipment failure refers to any event in which any equipment can not accomplish its intended
purpose or task, it may also mean that the equipment stopped working, is not performing as
desired, or is not meeting target expectations.
Faults

• When an equipment fault is detected, read the manufacturer’s manual to identify the type of
fault and the steps required to fix it.

• Do not try to fix any fault where the manual specifies that the manufacturer must be
contacted. This may void the warranty or the service agreement.

• For minor faults, follow the manufacturer’s instructions closely to minimize further damage
to the equipment. If you cannot fix a minor fault, follow the procedure for major faults.

• For major faults, complete an Equipment Fault Report. Submit the Equipment Fault Report
to the Administration Officer who will notify the relevant equipment supplier.

• The Administration Officer will place an ‘Out of Order’ sign on the equipment item, showing
when the fault will be rectified. The Administration Officer retains all Equipment Fault
Reports as a record of an item’s reliability.

Identifying equipment faults may include:

40
 • Checking repairs have been carried out
• Encouraging feedback from work colleagues
• Keeping a log book of detected faults
• Preparing a maintenance program
• Regular back-ups of data
• Regular OHS inspections
• Routine checking of equipment

LAP Test Practical demonstration

Name: _____________________________ Date: ________________

Time started: ________________________ Time finished: ________________

Instructions: Given necessary templates, computer lab, tools and materials you are required to
perform the following tasks within 3day.

Task 1: identifying equipment faults

List of reference
• TTLM/CBLM-To is prepared by the trainer.
• Manuals-To be prepared by the trainer
• [Link] dictionary

41
Appendix
Answer sheet
Answer self-check 1#20

1 The application of scientific knowledge to the practical aims of human life or, as it is
sometimes phrased, to the change and manipulation of the human environment.

2
 Computer technology, such as laptops and personal computers
 Printers
 Scanners
Answer self-check 2#20

1 Ergonomics is about creating comfortable conditions to work in. It is concerned

with fitting the job to the worker, rather than the worker to the job

2
 Chair
 Desk
 Computer
 Telephone.
 Document holder
 Work Organization
Answer self-check 3#20

1 promote - the giving and receiving of systematic instruction, the process of facilitating
learning, constituted from countless methods, tools, and structures, operated by teachers and
many others – may usefully be seen as a technological phenomenon

2
 The nature of technologies prompting
 Assembly and technological evolution

42
  Faustian bargains
 Not science
 Never neutral
 Anticipation and plasticity
 Assemblies that soften or harden
 Structural patterns harder technologies
Answer self-check 1#21

The records life-cycle consists of discrete phases covering the life span of a record from its
creation to its final disposition. In the creation phase, records growth is expounded by modern
electronic systems. Records will continue to be created and captured by the organization at an
explosive rate as it conducts the business of the organization

Answer self-check 2#21

An input device is any hardware device that sends data to a computer, allowing you to interact with and
control it. ... The most commonly used or primary input devices on a computer are the keyboard and
mouse. However, there are dozens of other devices that can also be used to input data into the computer.
The Keyboard
Mouse
Answer self-check 3#21

 floppy disks: remember that a limited amount of information can be stored here, so it
is a good idea to compress the file to accommodate large amounts of data
 CD-ROMs: suitable for large amounts of data
 back-up system: particularly important in case of computer failure to safeguard large
amounts of information
Answer self-check 4#21

43
  Advanced research skills.
 Strong communication skills
 Organizational skill.
 Adaptability skills
 . Enthusiasm for lifelong learning
Answer self-check 1#22

 Consumables (also known as consumable goods, non-durable goods, or soft goods) are
goods that are intended to be consumed. ... Consumables are products that consumers use
recurrently, i.e., items which "get used up" or discarded.
Answer self-check 2#22

 In-house cleaning and servicing of equipment according to manufacturer's guidelines

 Periodic servicing by qualified or manufacturer approved, technician
 Regular checking of equipment
 Replacing consumables

44