- BSBMGT403A - Implement continuous improvement
Implement continuous improvement
Issue Date: March 2014
Frontline managers have an active role in implementing the continuous improvement process to achieve the organisation's objectives. Their position, closely associated with the creation and delivery of products and services, means that they have an important role in influencing the ongoing development of the organisation.
At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.
This unit describes the performance outcomes, skills and knowledge required to implement the organisation's continuous improvement systems and processes. Particular emphasis is on using systems and strategies to actively encourage the team to participate in the process, monitoring and reviewing performance, and identifying opportunities for further improvements.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
This unit contains employability skills.
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
taking active steps to implement, monitor and adjust plans, processes and procedures to improve performance
supporting others to implement the continuous improvement system/processes, and to identify and report opportunities for further improvement
knowledge of principles and techniques associated with continuous improvement systems and processes.
Context of and specific resources for assessment
Assessment must ensure:
access to appropriate documentation and resources normally used in the workplace.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
assessment of written reports
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
observation of presentations
oral or written questioning to assess knowledge of principles and techniques associated with change management
review of how the organisation's continuous improvement processeswascommunicated to individuals and teams
review of documentation of work performance.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
other units from the Certificate IV in Frontline Management.
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
communication skills to:
coach and mentor team members
gain the commitment of individuals and teams to continuously improve
innovation skills to design better ways of performing work.
principles and techniques associated with:
continuous improvement systems and processes
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Systems may refer to:
newsletters and reports
organisational policies and procedures
web-based communication devices
Participation in decision making processes may include:
feedback in relation to outcomes of the consultative process
processes which ensures all employees have the opportunity to contribute to organisational issues
Continuous improvement processes may include:
cyclical audits and reviews of workplace, team and individual performance
evaluations and monitoring of effectiveness
implementation of quality systems, such as International Standardization for Organization (ISO)
modifications and improvements to systems, processes, services and products
policies and procedures which allow the organisation to systematically review and improve the quality of its products, services and procedures
seeking and considering feedback from a range of stakeholders
Mentoring and coaching may refer to:
providing assistance with problem-solving
providing feedback, support and encouragement
teaching another member of the team, usually focusing on a specific work task or skill
Technology may include:
computerised systems and software such as databases, project management and word processing
any other technology used to carry out work roles and responsibilities
Customer service may be:
internal or external
to existing, new or potential clients
Processes to ensure that team members are informed of savings and productivity/service improvements may refer to:
email/intranet, newsletters or other communication devices
newsletters and bulletins
staff reward mechanisms
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
|Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice||Yes||No||Comments/feedback|
|Implement systems to ensure that individuals and teams are actively encouraged and supported to participate in decision making processes, assume responsibility and exercise initiative|
|Communicate the organisation's continuous improvement processes to individuals and teams, and obtain feedback|
|Ensure effective mentoring and coaching allows individuals and teams to implement the organisation's continuous improvement processes|
|Use the organisation's systems and technology to monitor and review progress and to identify ways in which planning and operations could be improved|
|Improve customer service through continuous improvement techniques and processes|
|Formulate and communicate recommendations for adjustments to those who have a role in their development and implementation|
|Implement processes to ensure that team members are informed of savings and productivity/service improvements in achieving the business plan|
|Document work performance to aid the identification of further opportunities for improvement|
|Manage records, reports and recommendations for improvement within the organisation's systems and processes|
Assessment Cover Sheet
BSBMGT403A - Implement continuous improvement
Assessment task 1: [title]
I declare that the assessment tasks submitted for this unit are my own work.
Result: Competent Not yet competent
Feedback to student
Assessment Record Sheet
BSBMGT403A - Implement continuous improvement
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent