LEARNER WORKBOOK
Name of Student: Due Date:
Name of Assessment: BSBMGT516 Facilitate continuous improvement
Table of Contents
Instructions to Learner ............................................................................................................. 3 Assessment instructions .......................................................................................................... 3
Assessment requirements ....................................................................................................... 6
Reasonable Adjustment ............................................................................................................ 7
Assessment Task Coversheet .................................................................................................. 8
Observation/Demonstration ................................................................................................... 9
Third Party Guide ...................................................................................................................... 10
Activities checklist – for assessor ......................................................................................... 11
Activities ...................................................................................................................................... 12 Activity 1A .............................................................................................................................. 12 Activity 1B .............................................................................................................................. 13
Activity 1C .............................................................................................................................. 14 Activity 1D .............................................................................................................................. 14 Activity 1E .............................................................................................................................. 15 Activity 2A .............................................................................................................................. 16 Activity 2B .............................................................................................................................. 17 Activity 3A .............................................................................................................................. 17
Activity 3B .............................................................................................................................. 18
Summative Assessments ........................................................................................................ 19 Section A: Skills Activity ........................................................................................................ 20
Section B: Knowledge Activity (Q & A) ................................................................................ 22
Summative Assessments: Section B checklist ..................................................................... 24
Workplace Documentation – for learner ............................................................................ 25
Workplace documents checklist ........................................................................................... 25
Case Studies ............................................................................................................................... 26 Case Study A .......................................................................................................................... 26
Case Study B .......................................................................................................................... 26
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
? Address each question including any sub-points
? Demonstrate that you have researched the topic thoroughly
? Cover the topic in a logical, structured manner
? Your assessment tasks are well presented, well referenced and word processed ? Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
? Presenting any work by another individual as one's own unintentionally
? Handing in assessments markedly similar to or copied from another learner
? Presenting the work of another individual or group as their own work
? Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements
Assessment can either be:
? Direct observation
? Product-based methods e.g. reports, role plays, work samples
? Portfolios – annotated and validated
? Questioning
? Third party evidence.
If submitting third party evidence, the Third-Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
? Supervisors
? Trainers
? Team members
? Clients
? Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have they deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Reasonable Adjustment
As a learner, I have been advised of my rights and responsibilities regarding Reasonable Adjustment. I understand how it relates to measures or actions that can be taken by an education provider, to assist me to succeed in my training program where I have identified myself as having a disability or impairment that could prevent me from fulfilling the requirements of my chosen program.
I have indicated where necessary, on my enrolment form, those disabilities that may require a reasonable adjustment to my training schedule and I have ensured that my trainer is aware of any additional recognised issues that will require changes to the standard delivery of this program of study. Should any of these circumstances change during my study I will notify my trainer as soon as possible and my trainer will list these changes here with my signature.
I certify I have read and accept the above information as part of my responsibilities during my program of study.
Change in circumstance Date Trainer signature Student signature
Assessment Task Coversheet
Students must clearly and accurately complete an Assessment Task Coversheet for all assessment tasks and other types of evidence to be submitted for a unit(s) of competency. Original work will not be returned to students as ASMI is required to hold assessments for six months after completion for audit purposes. Students should retain a copy for their records, ASMI does not accept responsibility for work that goes missing in postage between the student and the organisation. Any students wishing to have their original work back after the six-month period should contact the administration office by email admin@asmitraining.edu.au.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
? Performing a work-based skill or task
? Interaction with colleagues and/or customers. Demonstration is off-the-job A demonstration will require:
? Performing a skill or task that is asked of you ? Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves. The reasons to use a third party may include:
? Assessment is required in the workplace
? Where there are health and safety issues related to observation ? Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third-Party section in the Observations/Demonstrations document.
Activities checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and 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.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activities been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Activities
Complete the following activities individually (as applicable to the specific activity and the assessment environment).
Activity 1A
Objective To provide you with an opportunity to develop strategies to ensure that team members are actively encouraged and supported to participate in decision-making processes, assume responsibility and exercise initiative as appropriate.
Refer to Case Study A
1. Describe the ways in which Mr Galloway might encourage the employees to adopt above the line behaviour
2. Imagine that the staff members within the Broadways café and restaurant prove reluctant to assume greater responsibility. Describe the steps which Mr Galloway could take in such an instance.
Activity 1B
Objective To provide you with an opportunity to establish systems to ensure that the organisation’s continuous improvement processes are communicated to stakeholders.
Refer to Case Study B
1. Identify three methods which Mr Jacobs might use for the purpose of communicating the continuous improvement processes to stakeholders.
2. Identify four continuous improvement processes that may be addressed when communicating with stakeholders.
Activity 1C
Objective To provide you with an opportunity to ensure that change and improvement processes meet sustainability requirements.
Give eight examples of sustainability requirements which must be met upon the implementation of change and improvement processes.
Activity 1D
Objective To provide you with an opportunity to develop effective mentoring and coaching processes to ensure that individuals and teams are able to implement and support the organisation’s continuous improvement processes.
1. Identify four differences between workplace mentors and coaches.
2. Identify four aspects which will be of importance in relation to the effectiveness of coaching or mentoring relationships.
Activity 1E
Objective To provide you with an opportunity to ensure that insights and experiences from business activities are captured and accessible through knowledge management systems.
Give eight examples of knowledge management systems which may be used for the capturing and access of business insights and activities.
Activity 2A
Objective To provide you with an opportunity to 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.
1. Identify five strategies that may be employed to ensure that systems and processes are used to monitor operational progress and to identify ways in which planning and operations could be improved.
2. Identify three factors that may be considered when assessing operational progress.
Activity 2B
Objective To provide you with an opportunity to adjust and communicate strategies to stakeholders according to organisational procedures.
Identify five methods of communicating strategies to stakeholders.
Activity 3A
Objective To provide you with an opportunity to establish processes to ensure that team members are informed of outcomes of continuous improvement efforts.
Refer to Case Study B
Identify five methods that Mr Jacobs could use for the purpose of communicating the outcomes of continuous improvement efforts.
Activity 3B
Objective To provide you with an opportunity to ensure processes include recording of work team performance to assist in identifying further opportunities for improvement and consider areas identified for further improvement when undertaking future planning.
1. Identify four ways in which work team performance may be recorded.
2. Why is it important to consult employees regarding areas of further improvement?
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
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).
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.
If necessary for the activities, you should attached 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.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following skills:
? Reading
? Writing
? Oral Communication
? Navigate the world of work ? Interact with others ? Get the work done.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. This skills-based activity will require you to refer to workplace documentation and identify information regarding the continuous improvement of your organisation. You should then identify any further actions that could be taken for compliance with legislative requirements and achievement of organisational goals. These measures should be documented in accordance with organisational expectations and communicated to relevant stakeholders. You should discuss them with the team members and account for any feedback that is given. It will also be necessary to keep the team members updated upon implementation of the continuous improvement measures.
This activity will need to be observed, and a signed record of this observation
(completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed
in, the completed actions and the overall outcome of the tasks.
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:
? Explain how systems and procedures can support effective continuous improvement
? Explain how continuous improvement systems and processes relate to other business systems and requirements including, knowledge management, quality, performance management and sustainability.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
1. How can the following knowledge management systems support continuous improvement?
? Best practice transfer
? Expert directories ? Post-project reviews ? Storytelling.
2. Can you identify three possible opportunities for the discussion of continuous improvement with employees?
3. Which performance management measures may be taken to increase the employee’s commitment to change?
Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description Document attached
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes No
If not originals, have the originals been validated or checked? Yes No
Learner’s signature
Assessor’s signature
Case Studies
Case Study A
Mr Galloway is the owner of the Broadways café and restaurant. He has been happy with the level of success and general satisfaction of the customers in recent times. However, he has been coming under stress due to the increasing popularity of the café and restaurant. He is keen for the staff members to participate to participate in decision-making processes and assume greater responsibility; particularly in relation to the choice and preparation of drinks and meals.
Case Study B
Mr Jacobs is the manager of the Merriot hotel. He has recently introduced a monthly training program as a means of enabling the development of skills and knowledge among the employees. Part of the focus is upon the cross-training of the employees so that they are able to work in a variety of roles and perform a range of functions within the hotel. This involves the employees rotating between different positions and learning how to carry out particular jobs.