Activities
Activity 1A
Objective To provide you with an opportunity to identify quality objectives and standards with input from relevant stakeholders.
Equipment needed ? Access to peers
? Suitable space for a roleplay.
This activity will need to be observed. The assessor has a checklist of criteria they will base your assessment on.
This is a roleplay activity to be conducted in groups of four.
You are playing the role of project manager while your colleagues will play the role of three different stakeholders. You are holding a meeting to identify two quality objectives/standards from each stakeholder.
You must:
? Introduce yourself
? Explain the reason for the meeting
? Identify the stakeholders’ roles
? Identify a total of six quality objectives/standards to be implemented (two from each stakeholder)
? Communicate effectively and efficiently
? Guide the meeting and encourage all participants to provide input.
Person A: Customer
You have been a customer for over ten years but are fed up with the number of product recalls issued over the past year. You are losing faith in the company as customer service has been very dismissive of your complaints. Your quality objectives are zero product recalls and an improvement in customer service (maintain a customer satisfaction rate of 90%).
Person B: Manager
Operational efficiency has been negatively impacted over the last 12 months. You have recently hired in the workforce but want to see an overall improvement in operational efficiency by 15%. Defects must also be decreased, and you want to see a huge drop in the percentage of products sent out with issues (send out fewer than 5% of products with defect).
Person C: Sponsor
You are becoming increasingly frustrated by the product’s performance. Competitors are showing 20 hours of use where your company is at 15. You would like to see this increased to at least 18 hours as soon as possible. You have also heard that deliveries have been delayed recently, it would improve company reputation they could achieve 95% of on-time deliveries.
Activity 1A Checklist
This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Task #1 – Activity 1A
The student is required to demonstrate ALL components from the list below Assessment Reassessment Comments
Date: Date:
Did the student:
Tick S NS S NS Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria
1 Identify quality objectives and standards with input from relevant stakeholders:
? Confidently play the role of project manager leading a meeting with stakeholders
? Act professionally at all times
? Encourage all members of the meeting to share their feelings and input
? Introduce themselves clearly and concisely
? Explain the reason for the meeting, i.e. to gather input from stakeholders to form a project quality management plan
? Correctly identify the stakeholders’ roles, i.e. customer, manager and sponsor
? Identify two quality objectives/standards from each stakeholder and make a record of them:
o customer – safety: zero product recalls, customer service: maintain a customer satisfaction rate of 90%
o manager – defects: send out fewer than 5% of products with a defect, operational efficiency: improve operational efficiency by 15%
o sponsor – performance: increase product performance to 18 hours of use, delivery: achieve 95% of on-time deliveries
? Effectively and efficiently communicate. 0
0
0
0
All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed:
0 Satisfactory 0 Not Satisfactory
Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:
Assessor Declaration: I declare that I have observed the student perform this task. The task has been conducted as per assessment procedures and the instructions provided for this assessment task. I have provided appropriate feedback to the student.
Assessor Name:
Assessor Signature:
Date Marked:
Activity 1B
Objective To provide you with an opportunity to develop quality metrics for the project and any product output in a quality management plan.
This activity does not require observation.
Develop and document relevant metrics, standards and criteria for the six quality objectives identified in Activity 1A.
Activity 1C
Objective To provide you with an opportunity to select quality management methods and tools for resolving quality issues.
This activity does not require observation.
Select the appropriate quality management tools and methods for resolving the different stages of quality issues. Put an ‘X’ in the relevant box if the tool or technique can help with the stated process improvement step.
Tool/Technique Process Improvement Methodology Step
Select Understand Performance Review Change Capture
Mapping
Flowcharting
Force field
Cause and effect
Mind mapping
Pareto analysis
SPC
Scattergrams
Matrix analysis
Dot plot
Histogram
Activity 1D
Objective To provide you with an opportunity to consult with project team and stakeholders on quality requirements.
Equipment needed ? Access to peers
? Suitable space for a roleplay.
This activity will need to be observed. The assessor has a checklist of criteria they will base your assessment on.
This is a roleplay activity to be conducted in groups of five. You are playing the role of project manager, and the other participants will make up the project team and stakeholders.
Refer to Case Study A – Quality requirements
You are holding a meeting to consult the project team and stakeholders on quality requirements. Using the information from the case study, identify seven requirements that are essential to the success of this project. Ensure you lead the meeting efficiently and communicate effectively, and document your findings.
Activity 1D Observation Checklist
This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Activity 1D
The student is required to demonstrate ALL components from the list below Assessment Reassessment Comments
Date: Date:
Did the student:
Tick S NS S NS Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria
1 Consult with project team and stakeholders on quality requirements:
? Confidently play the role of project manager during a meeting to discuss quality requirements
? Encourage responses from both the project team and stakeholders, and show respect for their input
? Consult all participants to correctly identify seven quality requirements:
o consistency: units to be internally consistent
o availability: units to be available in major outlets across the country
o customer experience: flavours to be improved and branding to be reviewed
o reliability: enduring and consistent performance in real-world situations, i.e. transport
o performance: packaging to be easy to open and reseal
o look: target audience to be identified
o ingredients: quality to be improved with organic alternatives explored
? Speak clearly, concisely and professionally at all times
? Guide the meeting to discuss all seven points. 0
0
0
0
All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed:
0 Satisfactory 0 Not Satisfactory
Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:
Assessor Declaration: I declare that I have observed the student perform this task. The task has been conducted as per assessment procedures and the instructions provided for this assessment task. I have provided appropriate feedback to the student.
Assessor Name:
Assessor Signature:
Date Marked:
Activity 1A-1D Checklist
This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Activity 1A-1D
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
Activity 2A
Objective To provide you with an opportunity to perform quality assurance audit of project processes for compliance with agreed plans.
This activity does not require observation.
Refer to Case Study B – Quality assurance
You are halfway through Bob and Jenny’s quality management project, and it is time to perform a quality assurance audit of project processes for compliance with agreed plans.
As a reminder, these are the agreed plans:
? Consistency: units to be internally consistent
? Availability: units to be available in major outlets across the country
? Customer experience: flavours to be improved and branding to be reviewed
? Reliability: enduring and consistent performance in real-world situations, i.e. transport
? Performance: packaging to be easy to open and reseal
? Look: target audience to be identified
? Ingredients: quality to be improved with organic alternatives explored.
Read the feedback and summarise overall conformance to the plan, highlighting any lessons learned and continuous improvement plans to be implemented.
Activity 2B
Objective To provide you with an opportunity to identify how to assess quality control of project and product output according to agreed quality specifications.
This activity does not require observation.
1. Identify five quality control methods that you could implement in the workplace.
2. How might you assess quality control? Give four methods.
3. Following on from Activity 2A, how is quality control of the project carried out and are project deliverables meeting quality specifications?
Activity 2C
Objective To provide you with an opportunity to identify causes of variance to quality metrics and undertake remedial action.
This activity will not require observation.
With reference to the project that you have worked on in Activities 1D to 2B, provide an example of a variance that could occur within the project.
You should include the following details:
? What the variance is
? How you would identify the variance
? How the variance could affect the project’s quality.
Suggest an appropriate remedial action that could be taken.
Activity 2D
Objective To provide you with an opportunity to maintain a quality management system for timely recording of quality audit data.
This activity will not require observation.
For one aspect of the project seen from Activity 1D to 2C, explain how you would maintain a quality management system (QMS) to record audit data accurately and in good time.
Activity 2A-2D Checklist
This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Checklist
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
Activity 3A
Objective To provide you with an opportunity to review processes and implement agreed changes continually throughout the project life cycle.
This activity will not require observation.
Refer to Case Study B – Quality assurance
Review the project processes to assess continuous quality improvement through the project life cycle.
Identify any changes that may be needed and prepare a short plan on how you would implement these. (Your plan should be attached to your workbook if produced on separate paper).
Activity 3B
Objective To provide you with an opportunity to review project outcomes against performance requirements.
This activity will not require observation.
Refer to Case Study C – Project outcomes
Review the project outcomes against the performance requirements to evaluate if quality management processes and procedures were successful. Write down your conclusions as a short report and ensure you cover the following points:
? Are the deliverables functioning as expected?
? Are any error rates low enough, and are they fit for purpose?
? Is the deliverable functioning well, and are users adequately supported and trained?
? Are there enough skilled, confident people in place?
? Are there necessary controls and systems in place, and are they working sufficiently?
? What routine activities are required to support the project’s success?
? If there are problems, how will they be addressed?
? How do the end results compare with the original project plan, e.g. quality, schedule and budget?
Activity 3C
Objective To provide you with an opportunity to identify and document lessons learned and recommended improvements.
This activity does not require observation.
Refer to Case Study C – Project outcomes
Reflect on the project feedback and identify two lessons that you have learned about managing project quality. You should explain what these are, and suggest one or more improvements that you could make.
Activity 3A-3C Checklist
This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Checklist
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge, and performance may be termed as:
? Skills – skill requirements, required skills, essential skills, foundation skills
? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
? Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). In some cases, skills will be demonstrated in writing, where the criteria fits.
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios, or any evidence of competency to this workbook.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
? Reading:
o identifies, analyses and assesses textual information obtained from a range of sources and determines how content may be applied to requirements
? Writing:
o develops and documents quality requirements for project plan
o records results of quality audits according to organisational requirements
? Oral communication:
o participates in verbal exchanges using clear language and appropriate non-verbal features to provide and seek relevant information
o uses active listening and questioning techniques to elicit views and opinions of others
? Numeracy:
o interprets information to determine measurable objectives
o interprets numerical information to measure outcomes against objectives
o uses analytical skills to review and evaluate process and decide on future improvements
? Self-management:
o takes responsibility for identifying and following policies, procedures and standards
? Teamwork:
o selects and uses appropriate communication practices in a range of work contexts
o collaborates with others to foster shared understanding of quality requirements
? Planning and organising:
o sequences and schedules complex activities, monitors actions against goals, adjusting plans and resources where necessary
? Technology:
o uses digital applications to access, organise, integrate and share relevant information in effective ways.
Answer the activity in as much detail as possible.
Equipment needed
? Project documentation that includes quality criteria
? Access to a computer and the internet
? Access to peers
? Suitable space for roleplays and workplace activities.
Question 3 will need to be observed. The assessor has a checklist of criteria they will base your assessment on.
1. Identify and access three different texts on quality management projects in your industry. Your assessor will provide you with examples where required.
2. Summarise two quality objectives and two standards from each text.
3. This activity will need to be observed.
This is a roleplay activity to be conducted in groups of three or four. Hold a discussion with the other participants to collaborate and gather input on quality requirements for the objectives and standards identified in Question 2.
Ensure you use clear language and positive body language to provide and seek relevant information, and actively listen to all participants during the interaction. You will need to question each person equally and respectfully to elicit their views and opinions.
4. Document the six quality objectives and standards from the original texts alongside the ideas and opinions from the interaction in Question 3. At this point, all suggestions should be considered and noted in the documentation.
5. Using relevant documentation and the internet, identify any standards, policies and procedures that are necessary to implement for all six of the quality requirements.
6. Create an email that summarises the information from Questions 4 & 5 and send to your roleplay colleagues. Ensure the body of the email is clear, concise, professional and easy to understand.
7. Refer to Case Study C – Project outcomes
Using the data from the year’s sales, create an appropriate chart to represent the information.
From this, identify:
? Two relevant measurable objectives for future projects
? The outcome against the sales objective
? Two possible future improvements to the overall process.
8. Refer to Case Study C – Project outcomes
Using the audit data on content volume, complete an audit report with the following requirements:
? Audited activity
? Audit date
? Process owners
? Audit criteria
? Auditor(s)
? Observations
? Findings and corrective action requests.
9. Refer to Case Study D – Design team issues
Read the problems that have arisen from the third-party design team and complete the following:
? A sequenced schedule of activities to be completed with their timeframes
? A list of methods to monitor actions against goals
? Contingency plans and further resources (where possible).
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
? Quality management theory
? Relevant project quality standards that apply in the organisation
? Quality assurance and control techniques, key tools and methodologies
? Roles and responsibilities of quality management personnel
? Methods for managing continuous improvement.
Answer each question in as much detail as possible.
1. Briefly summarise ‘lean management’ and give nine characteristics of an effective ‘lean leader’.
2. Briefly describe the role of ISO 9001 in all project quality standards and identify the seven quality principles it includes from ISO 9001:2015.
3. What is ‘quality assurance’? (Maximum 100 words)
4. List five aspects of a quality assurance audit.
5. Describe the three steps of implementing quality assurance.
6. Summarise the main differences between the roles and responsibilities of project managers and quality managers.
7. Fill in the missing information of the PDCA model in quality management:
1. Plan 2. Do
? Planning ahead (analysing and _____ results)
? Identifying _____ and _____
? Developing _____ solutions
? Developing _____ plans ? _____ the plan
? Taking steps to _____ the plan
? _____ the changes
? Monitoring and _____ the plan
3. Check 4. Act
? Checking the _____ outcomes
? Comparing results with _____ outcomes
? Identifying _____ improvements ? Taking action to _____ the process
? Developing _____
? Identifying further opportunities _____
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
? Manage project quality on at least two occasions.
In the course of the above, the candidate must:
? Document a quality-management plan
? Implement quality control and assurance processes for a defined project using a range of tools and methodologies.
Answer the activity in as much detail as possible.
Equipment needed
? Relevant project documentation including quality criteria, evidence of quality monitoring and improvement practices
? Access to peers and suitable workspaces for activities.
Questions 1 & 3 will need to be observed. The assessor has a checklist of criteria they will base your assessment on. Question 2 requires submission of documentation.
1. As a real or simulated workplace activity as directed by the assessor, you must work with two colleagues on two separate quality management projects. These projects should be relevant to your business industry and experience.
For both projects, you must:
? Discuss quality requirements to identify short-term and long-term goals which are achievable and realistic
? Consult stakeholders when establishing objectives and standards
? Develop quality metrics for the project working alongside the relevant personnel
? Select appropriate quality management methods and tools to resolve quality issues.
2. Working with your team, develop a quality management plan that will be appropriate for each of your projects. Once this has been decided, you must then be responsible for producing a document of this according to organisational policy and procedures (examples to be provided by the assessor). Once completed, the plans should be attached to your workbook.
Your plans must contain:
? What the project is
? What it aims to achieve
? How the project will work
? The deliverables
? Other values.
3. Implement quality control and assurance processes from your quality management plans for both projects. Ensure you utilise a range of appropriate tools and methods to conduct audits and make the necessary assessments.
For both projects, you must:
? Perform a quality assurance audit of the project processes
? Check for compliance with the agreed plans
? Assess quality control and product output according to agreed quality specifications
? Identify causes of variance to quality metrics
? Undertake remedial action (where required)
? Maintain a quality management system for the timely recording of quality audit data.
Case Studies
Case Study A – Bob and Jenny’s
Background
Bob and Jenny’s is a Richmond, Melbourne-based business. The company produces a wide variety of luxury ice cream, using high-quality ingredients such as milk and other dairy products from family farmers who do not treat their cows with the synthetic hormones, and produce eggs from hens on cage-free farms.
Founded in 1999 by Bob Smith and Jenny Adams, the company now has just over 200 employees and nearly 70 stockists country-wide, with manufacturing and production operations at facilities in Melbourne and Sydney. Offering flavours such as Vanilla Pod, Cherry Cola, Banana Blitz, and more, Bob and Jenny’s products are distributed in supermarkets, smaller stores, restaurants, and other venues.
Company objectives
Bob and Jenny feel that their branding has become boring compared to competitors and are ready to make some big changes. There has been some negative feedback over the past year, and stakeholders have been consulted in order to identify quality issues and potential solutions.
INFORMATION FOR STAKEHOLDERS ONLY
Investigations have revealed that portion sizes are not consistent within the tubs, there is a lack of availability in particular areas of the country, and customers feel the flavours are not very interesting. There does not seem to be any excitement about the product, and sales show a strong preference for the main competitors.
INFORMATION FOR PROJECT TEAM ONLY
Quality in ice cream means reliability and that it arrives at its destination in perfect condition. Reports have shown some journeys have caused the product to melt and had a negative impact on the packaging, making it difficult to open and reseal. The look of the branding does not appeal to adults or children, and there have been comments on the lack of organic ingredients.
Case Study B – Quality assurance
A six-month progress review
Bob and Jenny are happy overall with the changes they have seen so far. There has been a positive atmosphere in the workplace, and everyone is feeling more optimistic about the future of the company.
Feedback includes:
? Colleagues are satisfied with your management of the project but comment that progress could be quicker
? All workers have demonstrated an interest in the project and taken steps to implement the plan in their everyday activities
? Packaging tests have shown a drastic improvement in being easier to open and reseal – around 90% of tests have been a success
? Random audits have shown consistency levels to be unsatisfactory, with only 60% of tubs holding the right amount of ice cream
? Negotiations have started with local farmers to exclusively use organic milk and other dairy products required
? Flavour tests conducted with random samples and a range of audiences, but results are inconclusive at this time
? Production managers have stated that a change in flavours would be too costly at this point
? The branding and look of the tubs has not changed, but ideas are being drawn up by a third-party company
? Colleagues have complained about a lack of communication from management on project progress and the outcomes of their input
? Availability has increased by 25%, with a concentrated rise in tourist hotspots
? All products transported to these locations have arrived in perfect condition.
Case Study C – Project outcomes
A 12-month review
The project has reached its completion date, and you now have access to a wealth of information on how the quality management plan succeeded. Bob and Jenny remain optimistic and have been pleased with the changes implemented so far, but they feel the next year should build on these achievements.
The number of employees has increased as profits have risen and this will provide more opportunity for future improvement plans.
Feedback includes:
? Sales have increased in warmer months as follows: December – 30,111, January – 32,039, February – 33,019, March – 35,829, and remained steady in the colder months: April – 22,492, May – 20,602, June – 18,902, July – 18,339, August – 17,394, September – 17,021, October – 16,672, November – 19,302
? Annual sales goal: 300,000 units
? Number of employees increased by 12%, and all have been fully trained in the quality management project
? Workers have commented that the speed of change has sped up due to the latest intake of employees
? Audits have revealed 94% of workers implementing changes in their everyday activities
? All packaging tests have been positive, with only negative feedback from damage in transit (transporter liability)
? Tub volume amounts from random audits (objective 465ml):
Audit number Volume (ml)
1 463ml
2 467ml
3 301ml
4 378ml
5 400ml
6 445ml
7 450ml
8 465ml
? The switch to local, organic dairy products would use up 85% of the increased profits
? Focus groups conducted across the country which resulted in new flavours being recommended, and the target audience decided as adults (in line with the luxury branding)
? Third-party company still working on branding design and have overrun on the agreed timeframe
? Design team have miscommunicated their progress and cost the company $5000 by missing the deadline (they were recommended from a previous workplace)
? Colleagues have commented on your management style and appreciate your open and honest approach. However, they would like to receive more personal progress updates during a project
? Two communication channels now available for the sole purpose of discussing the quality management plan: email and intranet forum (two employees hired to maintain this communication)
? Availability has increased by 50% with a concentrated rise in tourist hotspots, especially Sydney beaches.
Case Study D – Design team issues
The third-party company working on branding design for Bob and Jenny’s have overrun on the agreed timeframe. They miscommunicated their progress and cost the company $5000 by missing the agreed deadline.
Activities to be completed:
? Meeting with head of the marketing department to finalise quality objectives
? Final review and sign-off
? Contact current design team and get an update on progress
? Determine new timeframe and completion dates
? Find a back-up design company
? Look at target audience and competitor designs
? Meet to discuss sample finalised product.
Deadlines:
? Project completion timeframe – 6 months
? First drafts – 1 month
? Review meeting – 1 month
? Alterations to be made – 3 months
? Second review meeting – 4 months
? Final review meeting – 5 months.
Potential problems:
? The design company do not finish the re-branding component of the project
? Further miscommunications on timeframes
? No further funding available from Bob and Jenny for the marketing department.
Competency record to be completed by the assessor
This section should be completed by the trainer/assessor to document the overall outcomes of the learner’s assessments in Learners Workbook. The table below indicates whether the learner is deemed competent or not competent
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date
Has the learner completed all required assessments in this workbook to a satisfactory standard? Yes No
(Please circle)
Comments from trainer/assessor:
Learner is deemed Not competent Competent
Assessor’s signature
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