- BSBMGT608C - Manage innovation and continuous improvement
Manage innovation and continuous improvement
Issue Date: June 2020
This unit applies to people with managerial responsibilities, including for building a better and more effective work environment. Continuous improvement and innovation have links with the model of the learning organisation and people working at this level play an important role in building the culture, values and attitudes of the organisation.
Links may be made between continuous improvement and formal quality systems, such as International Organization for Standardization (ISO) or quality software. However it is not assumed that formal quality systems or software are in the workplace.
Innovation is seen as an important attitude and set of practices, which should be fostered by people working at this level in teams and across the organisation.
This unit describes the performance outcomes, skills and knowledge required to sustain and develop an environment in which continuous improvement, innovation and learning are promoted and rewarded.
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:
demonstration of consultation processes to introduce or evaluate an existing continuous improvement process or system, including suggested actions or an action plan
generation of an idea or concept that exhibits creative thinking and offers the possibility of benefiting the organisation
demonstration of how the concept or idea was introduced, tested and evaluated,which does not have to have been shown to work or to be adopted by the business
application of knowledge of quality management and continuous improvement theories.
Context of and specific resources for assessment
Assessment must ensure access to appropriate documentation and resources normally used in the workplace.
Method of assessment
The following assessment methods are appropriate for this unit:
analysis of responses to case studies and scenarios
assessment of 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 creativity and innovation theories and concepts
evaluation of strategies established to monitor and evaluate performance of key systems and processes
review of briefing of groups on performance improvement strategies and innovation
review of documentation communicating costs and benefits of innovations and improvements to relevant groups and individuals.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
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.
analytical skills to identify improvement opportunities in relation to:
concepts and ideas developed
services or products delivered
flexibility and creativity skills to think laterally
learning skills to develop options for continuous improvement
teamwork and leadership skills to foster a commitment to quality and an openness to innovation
cost-benefit analysis methods
creativity and innovation theories and concepts
organisational learning principles
quality management and continuous improvement theories
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.
Sustainability may include:
addressing environmental and resource sustainability initiatives, such as environmental management systems, action plans, green office programs, surveys and audits
applying the waste management hierarchy in the workplace
complying with regulations and corporate social responsibility considerations for sustainability to enhance the organisation's standing in business and community environments
determining organisation's most appropriate waste treatment, including waste to landfill, recycling, re-use, recoverable resources and wastewater treatment
implementing ecological footprint
implementing environmental management systems, e.g. ISO 14001:1996 Environmental management systems life cycle analyses
implementing government initiatives, e.g. Australian government's Greenhouse Challenge Plus
improving resource and energy efficiency
initiating and maintaining appropriate organisational procedures for operational energy consumption
introducing a green office program - a cultural change program
introducing green purchasing
introducing national and international reporting initiatives, e.g. Global Reporting Initiative
introducing product stewardship
reducing emissions of greenhouse gases
reducing use of non-renewable resources
referencing standards, guidelines and approaches, such as sustainability covenants and compacts or triple bottom line reporting
supporting sustainable supply chain.
Supply chains include:
network of facilities that procures raw materials, transforms them into intermediate products or services and then finished goods or service, and delivers them through a distribution system
procurement, production and distribution, viewed as interlinked not as discrete elements.
Performance reports may include:
budget or cost variance
other operating parameters.
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|
|Establish strategies to monitor and evaluate performance and sustainability of key systems and processes|
|Undertake detailed analyses of supply chains, and operational, product and service delivery systems|
|Identify performance measures, and assessment tools and techniques, and evaluate their effectiveness|
|Analyse performance reports and variance from plans for key result areas of the organisation|
|Identify and analyse changing trends and opportunities relevant to the organisation|
|Seek advice from specialists, where appropriate, to identify technology and electronic commerce opportunities|
|Brief groups on performance improvement strategies and innovation as an essential element of competition|
|Foster creative climate and organisational learning by promoting interaction within and between work groups|
|Encourage, test and recognise new ideas and entrepreneurial behaviour where successful|
|Accept failure of an idea during trialling, and recognise, celebrate and embed success into systems|
|Undertake risk management and cost-benefit analysis for each option or idea approved for trial|
|Approve innovations through agreed organisational processes|
|Promote continuous improvement and sustainability as essential to doing business|
|Address impact of change and consequences for people, and implement transition plans|
|Ensure objectives, timeframes, measures and communication plans are in place to manage implementation|
|Implement contingency plans in the event of non-performance|
|Follow up failure by prompt investigation and analysis of causes and manage emerging challenges and opportunities effectively|
|Ensure that learnings from activities are captured and managed to inform future work|
|Regularly evaluate continuous improvement systems and processes|
|Communicate costs and benefits of innovations and improvements to relevant groups and individuals|
Assessment Cover Sheet
BSBMGT608C - Manage innovation and 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
BSBMGT608C - Manage innovation and 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