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Evidence Guide: MSACMG701A - Prepare for and implement change

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

 

MSACMG701A - Prepare for and implement change

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

Define the change

  1. Determine the purpose of the change
  2. Identify key change project personnel
  3. Record the current state that the change is addressing
  4. Develop a consensus view of the intended future state including indicators of a successful change
  5. Develop an agreed statement of the solution
  6. Identify the health, safety and environment (HSE) impacts of the change
  7. Determine the scope of the change project including taking into account the impact of the solution on any codes of practice, standards, contracts, commercial or industrial agreements
  8. Obtain sign off from key change project personnel
Determine the purpose of the change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify key change project personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record the current state that the change is addressing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a consensus view of the intended future state including indicators of a successful change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an agreed statement of the solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the health, safety and environment (HSE) impacts of the change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the scope of the change project including taking into account the impact of the solution on any codes of practice, standards, contracts, commercial or industrial agreements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain sign off from key change project personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify personnel required to implement the change and their roles

  1. Develop a high level change network map
  2. Identify employees, suppliers or customers who may be required to implement the change
  3. Identify other demands on these people during the change
  4. Investigate priorities, synergies and conflicts
  5. Take appropriate action to resolve conflicts
Develop a high level change network map

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify employees, suppliers or customers who may be required to implement the change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify other demands on these people during the change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate priorities, synergies and conflicts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take appropriate action to resolve conflicts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and manage the change related risks

  1. Identify organisational capacity for the change including available resources and ability to absorb any disruption during the change
  2. Clarify specific risk dimensions for this change
  3. Develop appropriate transition approach
Identify organisational capacity for the change including available resources and ability to absorb any disruption during the change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify specific risk dimensions for this change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop appropriate transition approach

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build high level change plans

  1. Develop high level involvement plan
  2. Develop high level communication plan to all stakeholders
  3. Develop high level competency development plan for all implementers
  4. Develop high level alignment plan
Develop high level involvement plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop high level communication plan to all stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop high level competency development plan for all implementers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop high level alignment plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement and sustain the change

  1. Implement change plans
  2. Check change objectives have been met
  3. Transfer ownership of post change operations from change agents where relevant
  4. Ensure support structures are in place
  5. Check alignments have been obtained
  6. Check competencies have been developed and will be maintained
  7. Ensure base line is defined for continuous improvement
  8. Review project and capture learning from the project
  9. Take action to sustain improvement by standardising
Implement change plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check change objectives have been met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Transfer ownership of post change operations from change agents where relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure support structures are in place

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check alignments have been obtained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check competencies have been developed and will be maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure base line is defined for continuous improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review project and capture learning from the project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take action to sustain improvement by standardising

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.

Overview of assessment

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

Demonstrates skills and knowledge required to:

prepare for and deliver change.

In particular look for evidence of:

communication with all stakeholders

development of consensus

development and implementation of plans.

Context of and specific resources for assessment

Assessment may occur on the job or in an appropriately simulated environment. Access is required to real or appropriately simulated situations, including work areas, materials and equipment, and to information on workplace practices and OHS practices.

Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.

Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.

Method of assessment

Assessment must satisfy the endorsed assessment guidelines of the Manufacturing Training Package.

Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of underpinning knowledge.

Assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge to ensure its correct interpretation and application.

Assessment may be applied under project related conditions (real or simulated) and require evidence of process.

Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances.

Assessment may be in conjunction with assessment of other units of competency where required.

Guidance information for assessment

Assessment processes and techniques must be culturally appropriate and appropriate to the language and literacy capacity of the candidate and the work being performed.

Required Skills and Knowledge

Required skills

decision making

communication at all levels

situation analysis

Required knowledge

competitive manufacturing principles

change management

workplace strategy and vision

methods of determining competency gaps

project planning and management

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.

Change project personnel

Change project personnel include:

the decision makers who determine if the proposed change may proceed and the key managers and implementers of the change

Current state

The current state is ideally defined by existing data. Where this is not available suitable proxies should be sought

Codes of practice/standards

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used

Health, safety and environment (HSE)

All changes implemented should be at least neutral, or preferably beneficial, in their impact on health, safety and environment

High level change network

High level change network includes groups involved in the change and who need to be committed to the change and include:

sponsors

cascading change sponsors

targets

agents

advocates

enablers

impeders

Organisation

Organisation includes:

any part of a manufacturing or service organisation

companies, government bodies or other body of people aiming to produce a product to service a customer

Key change project personnel

Key change project personnel include:

project sponsors

cascading sponsors

relevant managers

change agents

Sponsor

Project sponsors include:

those people who proposed the project and are its main supporters

Cascading sponsor

A cascading sponsor refers to:

a person who reports to a sponsor and so may be contributing on their behalf

A cascading sponsor works with delegated authority and responsibility

Risks

Risks include:

business risks for example over spending

market risk, for example, loss of market share

HSE risks

relationship risks, for example, to shareholders, employees, suppliers, customers or the community

Organisation capacity

Organisation capacity includes:

organisation history of implementing change

capability in change implementation

adaptability of people to change

demand for the change in the part of the organisation

Risk dimensions

Specific risk dimensions include:

impact of the solution - its potential for disruption to production, quality, delivery and budgets

readiness of people to accept the change including readiness to accept changes in role and responsibilities

availability of resources including financial, plant and equipment, and dedicated personnel

Transition approach

Transition approach will depend on the nature of the risks determined and will include:

transition style (top down/pilot/process focused/ delegated change)

degree of sponsorship to be cascaded

balance of engagement/involvement

internal and/or external resources

use of change to build organisation capacity

High level involvement plans

High level involvement plans aim to create ownership by involving groups in specific activities within defined constraints of:

objectives for involvement

decision parameters and

timing of involvement

The specific activities include:

problem/opportunity identification

solution design

implementation/transition planning

solution building

solution testing

solution piloting

training design

training delivery

communication roll out

solution roll out

Alignment plan

Alignment plan ensures alignment and sustainability between:

policies, processes and procedures

incentives and rewards (key performance indicators (KPIs) and intended outcomes)

consequences and penalties for non-compliance

preventing pre-change behaviours and patterns recurring

Sustaining improvement

Improvement may be sustained by including it in:

standard procedures and work instructions

standard practice

other relevant documents and practices

Team leader

Team leader may include:

any person who may have either a permanent or an ad hoc role in facilitating the function of a team in a workplace