Assessment Cover Sheet
Assessment Cover Sheet Please fill out the necessary information, and sign and date where required Training & Assessment Guide for Unit of Competency BSBMGT516C Facilitate Continuous Improvement Student Name: Starting Date: Finishing Date: Date Submitted: Due Date: After receiving your booklet, It should take you a maximum of 4 weeks to complete. I DECLARE THAT : no part of this book (i.e. Answers to Questions, Documentation etc) has been copied from another person’s work except where referenced accordingly no other person has written any part of this book/assessment, except where such collaboration has been authorized by Queensland Polytechnic I hold a copy of the documentation within this book, which can be produced should the original be lost or damaged, or is deemed necessary the signature is my own and/or the email that I have sent, which includes this book, is my own personal email address this book has not been submitted for any other study requirements ADDITIONALLY: I have completed a pre-training review and have contributed to development of my training plan / qualification I am aware that this assessment item/book can be adapted to meet my individual needs if required I am aware that I can apply for RPL or RCC based on my previous experience of expertise I am aware that this assessment approach is negotiable and by undertaking this ‘book’, I have agreed upon this format I am aware of my responsibilities with regards to assessment items BSBMGT516C Facilitate Continuous Improvement Name & Signature of Student: ________________________________________ Or, if submitted electronically, the receipt of the email is sufficient for electronic submission. Page 1 of 23 Student Number (if known): Student Contact Details Phone: Email: Name & Signature of Assessor Marking of Assessment: Karen Lamkin Attempt 1 - Successful Unsuccessful Attempt 2 - Successful Unsuccessful ________________________________________ (Can be handwritten or electronic) Was a Re-submission granted? Yes No N/A By signing the Assessment Cover Sheet, the student agrees that if a resubmission is required, they will make the suggested improvements Resubmission Date Due: _______________ Was an extension granted? Yes No N/A Extension Due Date: __________________ Assessment Summary / Final Checklist Assessment 1, Oral/Written Questions Successful Unsuccessful Assessment 2, Documentation/Evidence Requested Successful Unsuccessful Assessment 3, Practical Observation by Trainer or Third Party Successful Unsuccessful Final Result - Competent Not Yet Competent Name & Signature of Student:____________________________________ Name & Signature of Assessor ____________________________________ Feedback / Comments Please note, all assessment items are kept by Queensland Polytechnic. Constructive Feedback will be provided by either phone call / email. By signing the Assessment Cover Sheet, the student agrees that feedback will be provided in this manner. This guide and all related learning resources contain material copied in reliance upon the Educational Copying Agreement between the Copyright Agency Ltd and Queensland Polytechnic/ACIL Training under Part VB of the Copyright Act 1968. Distribution is limited to enrolled students of Queensland Polytechnic/ACIL Training and their partners. BSBMGT516C Facilitate Continuous Improvement Page 2 of 23 USING THIS BOOK The Certificate IV in Business consists of 10 units of competency (subjects). The Diploma of Management consists of 8 units. One unit within the Certificate IV in Business may be from a Diploma level. One unit within the Diploma of Management may be from the Advanced Diploma or Certificate IV level. The Diploma of Management is broken down into a number of booklets – generally it is one book per unit, however at times, you may have a book that covers two units. You will be given one book at a time to complete. Within this book you will find all the materials you need to undertake your study i.e. hand-written question and answers, supervisor and trainer third party observation forms, readings, and documentation/evidence that you need to collect and/or further assessment instructions. If you haven’t already got a load of documents/evidence, you have created throughout your career at Thrifty Car Rentals, or at other positions/organisations, you may need to jump on a computer and word-process a document, create a spreadsheet using Excel or a PowerPoint Presentation. When you do this, the document you create, will need to be attached to your booklet in the appropriate place (ready for marking). The books and the time it should take you to complete each one, varies considerably, depending on the requirement of the unit, your skills levels and/or previous experience and qualifications. WELCOME TO QUEENSLAND POLYTECHNIC Queensland Polytechnic is committed to providing you with quality training and assessment and assisting you in furthering your career and reaching your goals. Our trainers and assessors are highly qualified, have extensive experience in their industry, and are here to support you in your training program. The qualification you are enrolled in is made up of units of competency (units) – such as this one-- which have been determined by the relevant industries and categorised into National Competency Standards for specific industries. The standards provide a framework for training and assessment and specify what competencies an employee at a particular level within a particular industry can be reasonably expected to achieve. A competency is a skill that you have obtained or could obtain. A competency is made up of a number of elements – normally you demonstrate competency in a skill by demonstrating competence in each element that makes up that skill. Competency-based assessment involves collecting evidence and making judgements about whether competency has been achieved. Outlined below, are a number of areas that are relevant to Competency Based Learning / Qualifications. You may have already read about this in the Student Handbook, however, it is always good to re-revisit this information to ensure you understand it, and its relevance to you, each time you undertake a Unit of Competency. If you have any questions, concerns or issues with any of the information, please feel free to contact your Trainer / Assessor. Recognised Prior Learning (RPL) The purpose of Recognised Prior Learning (RPL) is to help Trainees / Students to claim credit towards national competency standards that form part of the program they are undertaking. Queensland Polytechnic recognises that skills and knowledge are gained through work, educational, and life experience regardless of how, when or where it was acquired, provided that the learning is relevant to the competency outcomes in a unit. Credit for these skills and knowledge may be given by Queensland Polytechnic towards unit and/or programs it currently offers. Recognition will be given to any applicant who has successfully completed units of competency which give equivalence into training programs offered by Queensland Polytechnic, and/or which have been gained with another recognised training organisation, eg TAFE. Queensland Polytechnic’s RPL Policy and practices are equitable and culturally inclusive. The Rules of Evidence (Sufficiency, Validity, Authenticity and Currency) and the Principles of Assessment apply to RPL applications just as they do to any other assessment. All RPL assessments are of the similar rigour when compared to other assessment tools and processes. Queensland Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide reassessment on appeal to any RPL applicant, if requested. If you believe, you have a case for your previous experience to be recognised, please contact your Trainer / Assessor. Exemptions, National Recognition and Credit Transfer If a student/trainee (you) has completed units from another course/program, and the content is very similar to what has been studied, an application for an exemption in that unit can be achieved. An assessment of the equivalence to the required learning outcomes, competency outcomes or standards in a qualification will be undertaken by a qualified Trainer / Assessor before credit transfer can be obtained. An application can be made for any of the above when the student believes that they have already attained the necessary skills and competencies. If you believe, you have a case for your previous experience to be recognised, please contact your Trainer / Assessor. BSBMGT516C Facilitate Continuous Improvement Page 3 of 23 Flexible Delivery Flexible delivery means providing training when it best suits the participant and employer. Flexible delivery focuses on learning rather than teaching and to provide the best possible learning experience for the student. This means that the student (you) has greater control over what, when and how you learn. Rules of Evidence AQTF Standards state that assessment must be based on what is sometimes termed the 'rules of evidence' - validity, reliability, fairness and flexibility. Refer to Table 2, below. This is also good teaching and assessment practice and ensures the best learning outcomes for students. Table 2, Rules of Evidence Validity This means that the evidence relates to the unit competency, addresses essential skills and knowledge, dimensions of competency and employability skills A valid assessment assesses what it claims to assess Reliability This means that the assessment tool and process will produce consistent outcomes when applied by a range of assessors in a range of contexts. Thus, ‘consistent’ outcomes are achieved in assessment regardless of who does the assessment, when it is conducted and in whatever context it was conducted Evidence collected is relevant to the activities and demonstrates that the performance criteria have been met Fairness Flexibility This means that the assessment will not disadvantage any person and will take into account the Assessment Tasks and the Assessment Tools are structured so that they do not disadvantage This means that the assessment tool and process allows for assessment in a range of assessment contexts Assessment practices and methods are equitable to all learners and their characteristics Participants will be able to have their previous experience or expertise recognized (RPL or RCC) Assessment procedures and the criteria for judging performance are made clear to all learners The assessment approach can be adapted to meet the needs of all participants and workplaces Opportunities will be provided to allow participants to challenge assessments and have the opportunity of reassessment The assessment strategy adequately covers both the on and off-the-job components of training Where practical and appropriate, assessment will be negotiated and agreed between the assessor and the student Types of Evidence Evidence is information upon which an Assessor makes a judgement of competency. Evidence you may be asked to may include: Direct demonstration/observation Indirect demonstration Products Workplace documents Questions - written and oral Assignments Third party reports Self-assessment Simulation Portfolios BSBMGT516C Facilitate Continuous Improvement Performance of a task, or range of tasks, either in the workplace or in a simulated work environment, witnessed directly by an Assessor Use of photographs, videos, etc. showing performance of a task when the Assessor cannot be present Models, items, objects that have been made, fixed or repaired by the student Rosters, budgets, reports, standard operating procedures etc. developed by the student Asking the student about real or hypothetical situations to check understanding, task management and contingency management skills. May be short answer, discussion, multiple choice, etc. Projects, reports, essays, etc, relevant to the learning, literacy and numeracy (LLN) requirements of the unit of competency Documented and verified reports from supervisor, colleague, subject expert, Trainer or others A student’s personal statement on their performance (not generally sufficient in isolation) Simulated activity to accommodate difficult to demonstrate criteria e.g. emergencies, contingencies, difficult behaviors etc. Collections of evidence compiled by the student Page 4 of 23 Equity Groups and Reasonable Adjustment 'Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment is designed to ensure that all students are treated equally in the assessment process – this means that, wherever possible, "reasonable", adjustments are made to the assessment process to meet the individual needs of students.' Equity groups may include, but are not limited to: Students with English as a second language Students with literacy or numeracy difficulties Indigenous students and/or students in remote locations Women in non-traditional industries Students with sensory impairment and/or students with physical or intellectual disabilities Reasonable adjustment may mean: Making learning materials and methods accessible Adapting the physical environment and equipment Making adjustments to the procedures for conducting assessment Making adjustments to the evidence gathering techniques In the event that you have difficulties understanding the requirements for the assessment outlined in this unit, due to language or any of the other difficulties, Queensland Polytechnic will attempt to make reasonable adjustments to the assessment in order to afford you every opportunity to achieve competency. This may include oral questioning or demonstration of skills and knowledge in another format. If you believe, you have a case for your needs to be adapted, please contact your Trainer / Assessor. Withdrawal from a Unit of Competency / Qualification If you wish to withdraw from a unit of competency / qualification / traineeship this may be negotiated between the student, employer and Queensland Polytechnic at any time. Quality Improvements Queensland Polytechnic is constantly looking for ways to improve its training and assessment services, its materials and its processes. From time to time materials may change due to improvement. Learner Surveys / Questionnaires Queensland Polytechnic requires all course participants to complete an AQTF Learner survey, once a year. The survey takes approximately 5 minutes to complete, and will be distributed at the end of each year, or at the end of your studies. The survey focuses on whether you have engaged in activities that are likely to promote high-quality skill outcomes and includes your perceptions of the quality of your competency development and of the support that you have received during your training. Data collected from the surveys, will help support continuous improvement processes ensuring that: Queensland Polytechnic continue to provide quality training and assessment across all our operations Queensland Polytechnic adhere to principles of access and equity and continue to maximise outcomes for our clients Queensland Polytechnic’s Management systems continue to be responsive to the needs of our clients (you), staff and stakeholders UNIT DESCRIPTION This unit describes the performance outcomes, skills and knowledge required to lead and manage continuous improvement systems and processes. Particular emphasis is on the development of systems and the analysis of information to monitor and adjust performance strategies, and to manage opportunities for further improvements. This unit applies to individuals who take an active role in managing a continuous improvement process in order to achieve an organization’s objectives. Where managers are closely associated with the creation and delivery of products and services, they play an important part in influencing the ongoing development of the organization. Details of the competencies of this unit can be accessed at: http://www.training.gov.au BSBMGT516C Facilitate Continuous Improvement Page 5 of 23 EMPLOYABILITY SKILLS Employability Skills are defined as "skills required not only to gain employment, but also to progress within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions". Hence, skills that applies across a variety of jobs and life contexts. These are also sometimes referred to as generic skills, capabilities, enabling skills, key competencies, key skills, core skills, life skills, essential skills, necessary skills, and transferable skills. Industry's preferred term is Employability Skills. An Employability Skills Framework was developed in 2002 by the Business Council of Australia and the Australian Chamber of Commerce and Industry, in consultation with other peak employer bodies. This framework, includes eight (8) ‘skill grouping’ Employability Skills, which are outlined in Table 1, below. Table 1, Employability Skills Communication Teamwork Problem Solving Initiative & Enterprise Planning & Organising Self-Management Learning Technology that contribute to productive and harmonious relations between employees and customers that contribute to productive working relationships and outcomes that contribute to productive outcomes that contribute to innovative outcomes That contribute to long term and short term strategic planning that contribute to employee satisfaction and growth that contribute to ongoing improvement and expansion in employee and company operations and outcomes; that contribute to effective execution of tasks More information about employability skills for these units can be accessed at: http://employabilityskills.training.com.au/. TRAINER / ASSESSOR Trainer / Assessor: Karen Lamkin, [email protected] Mobile: +61 439 817 361 MATERIALS & RESOURCES REQUIRED All readings, samples, information contained within this Training & Assessment Guide plus the “Introduction to Thrifty Training Manual” available on the intranet. Additional readings and examples/templates relating to this unit can be found on the intranet and/or requested by yourself (for the trainer to send to you via email). All students are advised of the need for regular access to the internet, intranet and CarsPlus, and a reliable calculator, printer and computer/laptop with Microsoft Word, Excel, PowerPoint, Outlook and Internet Explorer (or similar) software applications, for completion of the Certificate IV in Business and/or the Diploma of Management Access to Thrifty’s policies and procedures as well as relevant legislation is also required. If you have problems accessing this, please contact your Trainer or immediate supervisor, ASAP During the Assessment Process, if sample documentation is required, and it is either not provided in this book or you cannot locate it in the workplace, please contact your immediate supervisor and/or Trainer/Assessor, so that this can be provided to you Regular access to your Trainer/Assessor and supervisors at Thrifty Car Rentals BSBMGT516C Facilitate Continuous Improvement Page 6 of 23 AUSTRALIAN CORE SKILLS FRAMEWORK (ACSF) Each activity/assessment in this booklet has been aligned to the ACSF’s “indicators” of competence so that they are at the levels appropriate to the delivery of language, literacy and numeracy skills underpinning the unit of competency. Units of Competency and minimum required levels of reading, writing, numeracy, oral communication and learning skills The following table provides the level of reading, writing, oral communication and numeracy that is required for the Units of the Certificate IV in Business and the Diploma of Management. UNIT CODE & TITLE: BSBMGT516C Facilitate continuous improvement PERFORMANCE LEVEL 4 ACSF Reading Skills Level ACSF Writing Skills Level EXAMPLE OF ACTIVITIES AT THIS LEVEL - - WORKPLACE & EMPLOYMENT APPLICATION Read text and prepare a presentation. Read and comment on an article about a contemporary issue - Write a report on a topic of interest Write procedures on minute taking - - - - - ACSF Oral Communication Skills Level - - - - ACSF Numeracy Skills Level - Communicate with people from diverse backgrounds. Prepare and lead a discussion Understands vocabulary specific to a topic Follows oral texts which include vocabulary that creates shades of meaning Responds to cues such as change of pace and particular words which indicate a new or important point is about to be made Reflects on the effectiveness of the interaction as it occurs requesting clarification, and/or variation in volume and pace as necessary Interprets gestures and other non-verbal features Responds to topic shifts and points of clarification, and gives non-verbal feedback Calculate and compare annual income options. Calculate area of an office - - - - - - - BSBMGT516C Facilitate Continuous Improvement Analyses, compares and contrasts information gained from tables and charts, e.g. information on products and materials in order to determine the suitability for use in different locations Demonstrates understanding of texts describing interrelationships of events, e.g. reviews conflicting incident reports to identify key issues and possible follow up action Prepares an induction manual or standard operating procedures to be used in the workplace Documents roles, responsibilities and timeframes for a project plan Compiles a report (e.g. on sales figures) with input from a range of sources Writes clear and detailed instructions organised sequentially, for individual members of a group in order to complete a group activity Prepares data for a team/group using graphs to compare production or activity over a period of time, and includes recommendations for improvements Gathers information from a range of sources and rewrites using headings, instructions and layout that meet the needs of the audience and purpose of the text, e.g. job instructions or evacuation instructions Writes an instruction manual for a new piece of equipment or machinery Creates a range of formal texts incorporating specific workplace proformas and language and maintains records on a computer, e.g. memos, letters to clients, agendas, minutes, emails or reports Demonstrates understanding of a text describing complex interrelationships of events, e.g. writes a letter to a customer apologising for a lost item or prepares a report for a manager detailing a problem and steps taken to address it Explains technological concepts to a work group unfamiliar with the concepts involved, using visual aids such as photos and diagrams Leads a discussion with a focus group to explore solutions to a complex workplace problem Determines customer requirements through open-ended questioning, active listening, paraphrasing and summarising Expresses own values, ideas and attributes through language choice as appropriate to various contexts, e.g. job interview or group discussion Negotiates a win-win outcome with a work colleague, demonstrating conflict resolution skills Leads and/or facilitates group discussion which explores solutions to specific problems with new technology, e.g. implementation issues arising from changing work practices as a result of installation of a new computer system Uses aids (e.g. machine/equipment parts, photos, diagrams or scaled models) to explain technological concepts or scientific phenomena to an audience or work group Collects, represents, summarises and interprets a range of statistical data appropriately, e.g. in tables, spreadsheets, graphs, plots, measures of central tendency (mean, median, mode) and simple measures of spread Works in a group to investigate and report on the options and costs for the use of a fleet of vehicles for the running of a business, e.g. comparing the use of cars versus motor bikes for a courier service or comparing leasing cars versus outright purchase Works in a team to plan and develop an operating budget for a task or project, including the income from different sources (e.g. government funding, membership fees or sales) and expenses (e.g. staffing, materials, marketing, overheads, travel, training or IT support) Collects and accurately records data (e.g. measurements, quantities or digital outputs) on to an appropriate device (e.g. graph, chart, spreadsheet or handheld device), interprets results and outcomes, identifies anomalies or errors and can respond appropriates by acting to correct processes or inputs Page 7 of 23 - - - - ACSF Learning Skills Level Identify and document career goals - - Interprets and uses ratios and scales to read and discuss the design and dimensions on the plan of a property (e.g. building, workplace, office or shop) in order to allocate working space and furniture Represents statistical system information and data (e.g. customer satisfaction survey results, phone enquiry data or customer profiles), and analyses and interprets the data using graphical and numerical processes (e.g. graphs, charts or averages) to show different interpretations and influences Calculates, compares and interprets the probabilities of some given or described events in both numerical and qualitative terms, e.g. production numbers or faults, or accidents Organise own workplace professional development/training plan to achieve a negotiated outcome with consideration of personal priorities and demands on time Actively seeks feedback from others as a way of improving performance, e.g. approaches peers, manager or customers Makes changes to work routine to meet deadlines, drawing on insights gained from previous experiences Uses organisational file sharing and storage systems Actively encourages others to learn Initiates team problem solving sessions Participates in and contributes to change management in the workplace PERFORMANCE VARIABLES These variables may influence the individual’s performance at any time Support Context Works independently and initiates and uses support from a range of established resources Range of contexts, including some that are unfamiliar and/or unpredictable Text Complexity Task Complexity Complex texts Embedded information Includes specialised vocabulary Includes abstraction and symbolism Complex task organisation and analysis involving application of a number of steps Processes include extracting, extrapolating, inferencing, reflecting, abstracting EXAMPLE OF TEXT DOCUMENTS WITHIN 3 DOMAINS OF COMMUNICATION Text Type Personal & Community Workplace & Employment Education and Training Procedural Recipe Standard operating procedures Instructions for completing assessment task Persuasive Email to local council complaining about cat registration bylaws Informative Club newsletter Creative Report for CEO presenting argument and recommendations for a particular piece of new equipment Report of different approaches to risk management used in the industry Oral presentation on an issue in area of study/expertise Research paper on main developments in OHS in the last 20 years Poem Design project Advertising copy or short story Technical Explanation of parts of a camera Instruction manual for a new piece of equipment Report on advantages of new computer system in library Regulatory Council planning permission form Industry standards list Course completion requirements Descriptive Recount of trip to botanic gardens Memo outlining new office furniture Essay comparing two paintings ASSESSMENT REQUIREMENTS Assessments must be handed in on time. Please note, Progression Reports will be provided to your supervisor on a three (3) monthly basis. Signed assessment cover sheets (the front page of this book), must accompany each assessment/book. Students must complete all assessment activities for this unit/book to a satisfactory level in order to be deemed competent in the unit. Students will be allowed one resubmission of each assessment providing they have made a reasonable attempt on the first submission. Queensland Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide reassessment on appeal to any applicant, if requested. BSBMGT516C Facilitate Continuous Improvement Page 8 of 23 ASSESSMENT INSTRUCTIONS & DETAILS Part of your assessment for this unit is that you demonstrate you can meet designated timelines. This means submitting work within the timeline indicated in your study schedule, outlined below. You will also have the chance to develop and practice employability skills such as communication, teamwork, problem solving, initiative and enterprise, planning and organizing, selfmanagement, learning, and technology. In order to achieve Competency for this unit, this book, and all of its all assessment tasks must be completed to a satisfactory level. An acceptable or satisfactory performance level for assessments will be based on what would be expected of a person completing a similar task in the workplace. You may request feedback and advice from your Trainer/Assessor at any time prior to submitting the completed book. The assessment tasks for this unit will require you to complete the following: Assessment 1, Oral/Written Questions: answer a number of questions / scenario case studies and provide examples, comments or explanations to particular incidents/activities that occur within Thrifty Car Rentals. Provide as much detail as you can since the more knowledge you show, the less time it will take you to be deemed competent in the unit. Assessment 2, Documentation: Requested throughout this Guide. Assessment 3, Practical Observation by Trainer Third Party: have your immediate supervisor sign off on your competence in the relevant areas, after observing you in a relevant workplace situation. ASSESSMENT MARKING It is acceptable for different students to undertake the same Assessment Task in different ways and to format their finished work differently. Answers to questions throughout this book, may be completed in a variety of ways, appropriate to the specific question, including: writing continuous paragraphs of text using headings and sub-headings to organise text using bullet points rather than, (or as well as, continuous text providing examples and illustrations from experience – particularly relevant work experience submitting workplace documents that are examples of work completed in the workplace Your Trainer / Assessor will make a decision about whether an Assessment Task has been satisfactorily completed based on the following considerations: all parts of the Assessment Task outlined in book, have been completed to a standard that satisfactorily meets the competency requirements set out for the unit, on the training.gov website ie. all Elements of the Performance Criteria, Required Skills, Required Knowledge, Critical Aspects have been meet your work is of a standard to be acceptable in the workplace, as deemed by your immediate supervisor your work is has acceptable formatting, expression, language, spelling and grammar the Assessment Task is your own work, except where appropriately acknowledged by the use of referencing . Please note, while it is not essential for VET students to include the ideas and work of others in assessment tasks – particularly practical tasks - it is good practice to do so when appropriate to the task. It is highly likely to be necessary to refer to texts and learning materials when answering questions which focus on knowledge and how to apply it to specific situations. Learning to reference appropriately also helps student develop skills that will be essential should they decide to go on to higher education/university, later. If you are deemed ‘not yet competent’ for an assessment item, a sample/indicative answer will be shown to you, to help you determine competency in the assessment item. BSBMGT516C Facilitate Continuous Improvement Page 9 of 23 STUDY SCHEDULE & RESOURCE LIST You will participate in a face-to-face introductory workshop and/or online conversation in Week 1, which will get you oriented and started on the Assessment items for this unit. At this time, your Trainer/Assessor will go through this book and the Assessment requirements/tasks. Should you not fully understand a question and/or assessment, please ask for assistance. The remaining weeks, you will complete your study by working through the activities within this booklet and attaching the required evidence, as instructed. NOTE: There is no need to word process your answers to the Questions within this book. In the last week of your program, you will need to submit this booklet to your Trainer, in hard copy format. Make sure that all the evidence/documentation is attached to the booklet where required/indicated. The following schedule will tell you what you need to complete each week and what resources you need to review. If you follow this schedule to complete and hand in your work you will have no trouble finishing the unit. It should take you about 50 hours of study over a 4 week period to complete the reading and assessment activities. Please note however, the time you will need to spend on your learning for this unit will also vary depending on your reading skills, computer skills, modem speed and writing skills. Please don’t hesitate to contact your Trainer / Assessor immediately if you have any difficulties. Problems have a way of growing bigger over time – so your Trainer who is assessing your work would much rather hear from you early so any issues can be solved and you can move ahead with your learning. Your Trainer / Assessor will reply within one day. BSBMGT516C Facilitate Continuous Improvement Page 10 of 23 ASSESSEMENT 1: BSBMGT516C FACILITATE CONTINUOUS IMPROVEMENT READINGS & QUESTIONS Topic Covered What is Continual Improvement? Resources and Assessments A continual improvement process, also often called a continuous improvement process (abbreviated as CIP or CI), is an ongoing effort of employees/teams/organizations to improve information, materials, products, services, or processes. These efforts generally seek small step "incremental" improvement over time or larger quick "breakthrough" improvement and change to improve customer value and reduce non value adding activities thus reducing costs, increasing delivery and remaining competitive or relative in a changing global environment. Continuous improvement has employees constantly questioning and evaluating the current state of work for an improved future state design and improvement implementation. Continuous improvement is essential to keep pace with the changing environment in which we operate today. Can you identify some areas within your organisation that need improvement and future consideration when undertaking workplace planning? PC3.3 Critical aspect Can you identify how your organisation monitors its performance and customer service? BSBMGT516C Facilitate Continuous Improvement Page 11 of 23 Model for Continuous Improvements A simple ‘Model for Continuous Improvement’ illustrates the basic and ongoing ‘reflection/feedback’ process that must be applied to all areas of the Workplace. Critical aspect Using the diagram of the two continuous improvement models (above) outline what you think is involved in continuous improvement in your own words. BSBMGT516C Facilitate Continuous Improvement Page 12 of 23 What kind of strategies and/or systems are used/developed in your organisation to ensure that team members are (i) encouraged to participate in the decision-making processes and use their initiative to recommend improvements, and (ii) improvement suggestions/recommendations are communicated throughout the company? Lead continuous improvement systems and processes PC1.1 , 1.2 PC 1.3 Hint: use of intranet, forums, newsletters, meetings, reports or email to facilitate communication, a mentoring/buddying system, a rewards or recognition programs, training programs, polices & procedures. How can you ensure that the improvements recommended within your organization, meet the sustainability requirements of the future? Such sustainability requirements could include: addressing environmental initiatives complying with corporate social responsibility considerations determining the organisation's most appropriate waste treatment, including waste to landfill, recycling, re-use, recoverable resources and wastewater treatment implementing ecological footprinting 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 reducing emissions of greenhouse gases reducing use of non-renewable resources BSBMGT516C Facilitate Continuous Improvement Page 13 of 23 PC 1.4 PC1.5 How would you go about developing an effective mentoring and coaching processes to ensure that individuals/teams within your organisation are able to implement and support continuous improvement? How would you go about ensuring that insights and experiences from your organization’s business activities are captured and made accessible to everyone? HINT: think of cross-project learning/training, mentoring, knowledge management systems BSBMGT516C Facilitate Continuous Improvement Page 14 of 23 Example of how you use the continuous improvement model (outlined BELOW). BSBMGT516C Facilitate Continuous Improvement Page 15 of 23 ASSESSMENT 3: BSBMGT516C Facilitate continuous improvement Trainer/Assessor & Third Party Workplace Observation / Discussion Form Information for Thrifty Car Rental Staff Member - Workplace Observations are a critical part of each student/trainee’ training. They provide evidence that verifies competency within the workplace. As the trainee’s immediate supervisor, you can contribute in a meaningful manner to the training process through the accurate and timely recording of observations. It is important that evidence gathering through observation takes places over a number of shifts, and under a range of circumstances and at various times. Observation may be undertaken in either a formal or informal setting. A ‘formal’ setting occurs when you and student/trainee arrange a fixed time when observation will take place. ‘Informal’ settings provide opportunities for you to observe the student/trainee under a variety of conditions ranging from the ‘normal day’ to situations of ‘stress’. It is the student/trainees’ right to be provided with timely feedback on performance. Based on the observation, you may ask the student/trainee additional questions or prompt them for clarification if they are close to the correct response, and you believe they have the knowledge/skills to show competency in the unit. The trainee should be given every reasonable chance to show you they have the skills and knowledge through their responses. Note to Observer & Assessor – The main areas of competence as per current job role will be: The trainee/employee has the skills and knowledge required to lead/manage continuous improvement systems/processes within the organisation. Particular emphasis is on the development of systems, the analysis of information to monitor and adjust performance strategies, and to manage opportunities for further improvements. Within the organisation, this involves the Trainee helping develop ‘strategies’ (ie. Emailing, putting noticeboard announcements up on the intranet, mentoring, training, arranging meetings, following processes & procedures) to ensure team members are actively encouraged and supported to participate in the decision making process, assume responsibly and exercise initiative as appropriate. Such continuous improvement processes within the organisation, could range from: participating in the internal or external WHS or financial audits, looking at the feedback coming in from the customer complaints & seeing what needs to be improved upon, overseeing the amount of staff accidents and seeing how this area could be improved. budgetary requirements/cost saving areas such as printing and stationary supplies, the recycling of printer cartridges or old computers/laptops, the use of water and how this can be managed in times of droughts or water restrictions. Student/Trainee’s Name: Student/Trainees Job Position: Dates/Shifts/Times: Observer (i.e. Supervisor or Senior Co-worker): Assessor (ie. QP’s marker): BSBMGT516C Facilitate Continuous Improvement Page 16 of 23 Performance Element Lead continuous improvement systems and processes Performance Criteria Can the trainee develop “strategies” to ensure that team members are actively encouraged and supported, to: participate in decision-making processes, assume responsibility exercise initiative as appropriate? Strategies may refer to: clarification of job roles and branch expectations the use/improvement/development of communication devices and processes, such as intranet noticeboard announcements and emails alerts to all branches/relevant departments to facilitate input into workplace decisions long-term or short-term plans that request ‘team’ input from Thrifty as a whole, not just from individual departments or locations mentoring and 'buddy' systems across all locations/areas to support thrifty staff members to participate in decision making performance plans for all staff reward and recognition programs for high performing staff across all of Jonday/Thrifty – even Thrifty Aust wide – eg. Customer Service Award of the Year training and development activities – internally, externally, outsourced, from Kingmill Can the trainee establish systems to ensure that Thrifty’s continuous improvement processes are communicated to stakeholders? Systems may refer to: online intranet forums / noticeboard announcements, area/dept/branch meetings branch manager reports policies and procedures outlined on the intranet document library electronic communication devices. Eg. Emails, texts, bat phone, internal phones, messaging BSBMGT516C Facilitate Continuous Improvement S or US Comments S or US S or US Page 17 of 23 Continuous improvement processes may include: Jonday/Kingmill audits, management’s reviews of workplace, team and individual performance evaluations and monitoring of effectiveness modifications and improvements to systems, processes, services and products policies and procedures that allow Thrifty to systematically review and improve the quality of its vehicles, customer service or any other procedures seeking and considering feedback from a range of stakeholders such as: - businesses, commercial clients, city councils - individuals within the work team - professional associations ie. NRMA, RACQ - senior management Can the trainee ensure that change and improvement processes meet sustainability requirements? Sustainability requirements may include: addressing environmental and resource sustainability initiatives, such as environmental management systems, action plans, green office programs (Recycling paper, printer cartridges), surveys and audits waste management in the workplace determining the best way to use water for the vehicle detailing areas eg. Recycling water, implementing tanks, using buckets, using the local car wash service improving resource and energy efficiency eg. Computers turn off after X amount of hours, lights aren’t used all the time & natural light is used where possible focus is placed on energy consumption within each department/branch introducing green purchasing when it comes to vehicles & petrol where possible reducing emissions of greenhouse gases BSBMGT516C Facilitate Continuous Improvement S or US Page 18 of 23 Monitor and adjust performance strategies Can the trainee develop effective mentoring and coaching processes to ensure that individuals and teams are able to implement and support Thrifty’s continuous improvement processes? Can the trainee ensure that insights and experiences from business activities are captured and accessible through Jonday’s knowledge management systems? Knowledge management systems may include: cross-project / department learning finding information from experts directories mentoring performance management comparing Kingmill/corporation and Jonday and other franchisee network stories S or US Can the trainee develop strategies to ensure that systems and processes are used to monitor operational progress and to identify ways in which planning and operations could be improved? S or US S or US Operational progress may refer to: customer service indicators eg. No. of complaints WHS indicators eg. No of accidents in vehicles productivity gains eg. No of walk up sales success in meeting agreed goals and performance indicators Manage opportunities for further improvement Can the trainee adjust and communicate strategies to stakeholders according to Thrifty’s procedures? S or US Can the trainee establish processes to ensure that team members are informed of outcomes of continuous improvement efforts? Can the trainee ensure processes include recording of work team performance to assist in identifying further opportunities for improvement? S or US S or US Recording of work team performance may include: performance plans with a large amount of notes for record keeping purposes BSBMGT516C Facilitate Continuous Improvement Page 19 of 23 Required Skills Required Knowledge quantitative data, such as sales/budget figures recommendations for improvement records and reports that are relevant to the individual/team/branch Is the trainee able to consider areas identified for further improvement when undertaking future planning? Can the trainee use their communication skills to communicate opportunities for improvement? S or US S or US Can the trainee coach and mentor staff, using a range of methods to cater for different learning styles? S or US Is the trainee able to use innovation and lateral thinking skills to design better ways for achieving work outcomes? S or US Can the trainee make plans to establish and monitor systems and process for continuous improvement? S or US Does the trainee use teamwork and leadership skills to gain the confidence and trust of others Does the trainee understand continuous improvement models? Eg. Plan, do, check, act (as outlined in this book) Does the trainee understand the concept of knowledge management systems? S or US Knowledge management systems (KMS) are anything/anyone that has the ‘knowledge’ within the Thrifty system, and the individual has to learn from him/her/the system: eg. KMS can be: cross-project / department learning finding information from experts mentoring performance management comparing Kingmill/corporation and Jonday and other franchisee network stories Does the trainee understand “quality” systems? BSBMGT516C Facilitate Continuous Improvement S or US S or US Page 20 of 23 Does the trainee understand “sustainability” principles & how they relate to Thrifty? Eg. addressing environmental and resource sustainability initiatives, such as environmental management systems, action plans, green office programs (Recycling paper, printer cartridges), surveys and audits waste management in the workplace determining the best way to use water for the vehicle detailing areas eg. Recycling water, implementing tanks, using buckets, using the local car wash service improving resource and energy efficiency eg. Computers turn off after X amount of hours, lights aren’t used all the time & natural light is used where possible focus is placed on energy consumption within each department/branch introducing green purchasing when it comes to vehicles & petrol where possible reducing emissions of greenhouse gases Critical Aspects (Evidence Required) S or US Can the trainee develop and use of a range of strategies and approaches that improve work outcomes or organisational functioning, using continuous improvement models? S or US Can the trainee monitor performance and customer service? S or US QUEENSLAND POLYTECHNIC’S STAFF MEMBER TO FILL OUT THRIFTY CAR RENTAL’s SENIOR STAFF MEMBER TO FILL OUT The trainee is competent in the unit: The trainee is competent in this unit. Satisfactory Unsatisfactory Satisfactory Unsatisfactory Assessor: KAREN LAMKIN Thrifty Staff Member: Signature: .................................................Date: .............................. Signature: ..........................................Date: .............................. BSBMGT516C Facilitate Continuous Improvement Page 21 of 23 Assessment Method Y/N Performance Criteria / Elements Underpinning Skills (RS) Underpinning Knowledge (RK) Critical Aspects (CA) Employability Skills √ √ ALL √ √ √ √ Job Role Environment Skills √ √ Contingency Planning Skills ALL √ Task Management Skills (Variables) √ Task Skills √ Technology √ Learning Y Partial Self Management Assessment 2 Planning & Organising Oral/Written Questions 1.1, 1.2, 13, 1.4, 1.5, 3.3 Initiative & Enterprise Y Teamwork Communication Assessment 1 Problem Solving Mapping Matrix – BSBMGT516C Facilitate Continuous Improvement Dimensions of Competency √ √ √ Documentation Evidence Assessment 3 Y ALL ALL ALL √ √ √ √ √ Practical Observation by Trainer & Third Party BSBMGT516C Facilitate Continuous Improvement Page 22 of 23 Please ATTACH the following evidence to this document. This evidence is critical to you gaining competency within this unit. Please provide any evidence/documents that show that you/your team has developed ideas/approaches to improve work outcomes / the function of the organisation Please provide any evidence that shows you are able to use a wide range of strategies to improve your work outcomes / organisation. Any evidence that shows you can review, moderate or evaluate work outcomes/the organisation’s functions. Please provide any evidence/documents that you use to monitor performance of continuous improvement ideas/implementation Please provide any evidence/documents that you use to monitor customer service dissatisfaction / satisfaction levels BSBMGT516C Facilitate Continuous Improvement Page 23 of 23
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