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Evidence Guide: CUVICS01B - Contribute to workplace improvements

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUVICS01B - Contribute to workplace improvements

What evidence can you provide to prove your understanding of each of the following citeria?

Identify areas for improvement.

  1. Own role and others are clearly identified.
  2. Opportunities for improvement are identified.
  3. Area for improvement is carefully checked and clarified.
Own role and others are clearly identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities for improvement are identified.

Completed
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Area for improvement is carefully checked and clarified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate ideas for improvement.

  1. A range of ideas/solutions is generated.
  2. Information relevant to ideas is gathered.
  3. Ideas are reviewed for relevance and practicality.
  4. Suitable idea/s are developed further.
A range of ideas/solutions is generated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information relevant to ideas is gathered.

Completed
Date:

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Ideas are reviewed for relevance and practicality.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suitable idea/s are developed further.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss idea/s with others.

  1. People who can contribute to the idea/s for improvement are identified.
  2. Appropriate communication method is selected.
  3. Feedback on idea/s is sought, discussed and considered.
  4. Proposed idea/s for improvement is reviewed and developed in response to feedback.
People who can contribute to the idea/s for improvement are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate communication method is selected.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback on idea/s is sought, discussed and considered.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Proposed idea/s for improvement is reviewed and developed in response to feedback.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the idea/s for improvement.

  1. Process for implementing idea/s is planned and explored.
  2. Idea/s for improvement is presented to appropriate people.
Process for implementing idea/s is planned and explored.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Idea/s for improvement is presented to appropriate people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the proposed improvement.

  1. Process for development and implementation of idea/s is reviewed.
Process for development and implementation of idea/s is reviewed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The following evidence is critical to the judgement of competence in this unit:

observation of problems and development ideas/suggestions for improvements to processes, procedures or systems in the workplace

understanding of own role and the role of others

ability to develop and evaluate own ideas and consult with relevant others.

Context of and specific resources for assessment

The assessment context must provide for:

interaction with others to reflect the collaborative nature of the improvement process.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

direct observation of the candidate participating in discussions and other collaborative activities to develop ideas

oral or written questioning to assess knowledge of processes for developing and implementing ideas for improvement within the workplace

presentation of a collection of relevant information, planning, and steps to implement identified improvements.

This competency standard should be assessed with other standards that make up a specific job function for a specific context within the cultural industries. Standards may include the following:

CUFRES401A Conduct research

FNSICGEN402B Participate in negotiations

BSBCMM401A Make presentations

CUVPHI04B Apply photoimaging lighting techniques

CUVCRS08B Document the work progress

CUVCRS02B Select sites and plan work

Please note: the above is a generic list which may apply across the cultural industries. Some of the units may not be included in this particular Training Package.

Required Skills and Knowledge

Required skills:

literacy skills to read and interpret workplace procedures and work instructions

communication, interpersonal and customer service skills in a socially diverse context

ability to accept positive and negative feedback

ability to observe details and changes

ability to experiment with ideas

presentation skills

ability to recognise limitations and ask for help where needed

ability to listen to ideas and opinions of others with an open mind.

Required knowledge:

knowledge of organisational structure

health and safety procedures

cultural difference

evaluation and review procedures

creative thinking techniques.

Range Statement

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.

Checking the area for improvement involves:

asking questions

observing problems

understanding current procedures and processes.

Ideas/solutions might be generated by:

developing checklists and/or plans

talking to colleagues or supervisors

using brainstorming techniques

visualising different ways of working.

Ideas might be developed by:

the resources needed

thinking through all aspects of the idea/s

time required and so on.

People who may contribute include:

those who can challenge, support, fund, promote or provide technical knowledge for the idea/s.

Communication methods may include:

by email

by telephone

face to face

in a meeting

in writing.

Seeking, discussing and considering feedback refers to:

actively listening

asking questions

clarifying understanding and accepting the opinions and ideas of others

occupational health and safety considerations should be taken into account as well as cross-cultural implications.

Planning the process includes:

identifying all the steps required for implementing the idea/improvement.

Reviewing the process might involve:

aspects that worked really well

identifying possible solutions for future action

identifying problems that were encountered.