Cert IV Frontline
Management - Course
Unit BSBMGT403A
Implement continuous
improvement
(information sourced
from NTIS website
http://www.ntis.gov.au/)
Description
This unit describes the
performance outcomes,
skills and knowledge
required to implement
the organisation's
continuous improvement
systems and processes.
Particular emphasis is
on using systems and
strategies to actively
encourage the team to
participate in the
process, monitoring and
reviewing performance,
and identifying
opportunities for
further improvements. No
licensing, legislative,
regulatory or
certification
requirements apply to
this unit at the time of
endorsement.
Employability Skills
This unit contains
employability skills.
Application Of Unit
Frontline managers
have an active role in
implementing the
continuous improvement
process to achieve the
organisation's
objectives. Their
position, closely
associated with the
creation and delivery of
products and services,
means that they have an
important role in
influencing the ongoing
development of the
organisation.
At this level, work
will normally be carried
out within routine and
non routine methods and
procedures, which
require planning and
evaluation, and
leadership and guidance
of others.
Unit Sector
No sector assigned
Performance criteria
|
Element |
|
Performance
criteria |
| 1. |
Implement
continuous
improvement
systems and
processes |
|
|
1.1 |
Implement
systems
to
ensure
that
individuals
and
teams
are
actively
encouraged
and
supported
to
participate
in
decision
making
processes,
assume
responsibility
and
exercise
initiative
|
|
1.2 |
Communicate
the
organisation's
continuous
improvement
processes
to
individuals
and
teams,
and
obtain
feedback
|
|
1.3 |
Ensure
effective
mentoring
and
coaching
allows
individuals
and
teams to
implement
the
organisation's
continuous
improvement
processes
|
|
| 2. |
Monitor and
review
performance |
|
|
2.1 |
Use the
organisation's
systems
and
technology
to
monitor
and
review
progress
and to
identify
ways in
which
planning
and
operations
could be
improved
|
|
2.2 |
Improve
customer
service
through
continuous
improvement
techniques
and
processes
|
|
2.3 |
Formulate
and
communicate
recommendations
for
adjustments
to those
who have
a role
in their
development
and
implementation
|
|
| 3. |
Provide
opportunities
for further
improvement |
|
|
3.1 |
Implement
processes
to
ensure
that
team
members
are
informed
of
savings
and
productivity/service
improvements
in
achieving
the
business
plan
|
|
3.2 |
Document
work
performance
to aid
the
identification
of
further
opportunities
for
improvement
|
|
3.3 |
Manage
records,
reports
and
recommendations
for
improvement
within
the
organisation's
systems
and
processes
|
|
Skills and Knowledge
Required skills
Required knowledge
Range statement
The range statement
relates to the unit of
competency as a whole.
It allows for different
work environments and
situations that may
affect performance. Bold
italicised wording, if
used in the performance
criteria, is detailed
below. Essential
operating conditions
that may be present with
training and assessment
(depending on the work
situation, needs of the
candidate, accessibility
of the item, and local
industry and regional
contexts) may also be
included.
|
|
|
|
|
Systems
may refer to:
|
|
|
|
Participation in
decision making
processes
may include:
|
|
|
|
Continuous
improvement
processes
may include:
|
|
-
cyclical
audits and
reviews of
workplace,
team and
individual
performance
-
evaluations
and
monitoring
of
effectiveness
-
implementation
of quality
systems,
such as
International
Standardization
for
Organization
(ISO)
-
modifications
and
improvements
to systems,
processes,
services and
products
-
policies
and
procedures
which allow
the
organisation
to
systematically
review and
improve the
quality of
its
products,
services and
procedures
-
seeking
and
considering
feedback
from a range
of
stakeholders
|
|
Mentoring and
coaching
may refer to:
|
|
-
providing
assistance
with
problem-solving
-
providing
feedback,
support and
encouragement
-
teaching
another
member of
the team,
usually
focusing on
a specific
work task or
skill
|
|
Technology
may include:
|
|
-
computerised
systems and
software
such as
databases,
project
management
and word
processing
-
telecommunications
devices
-
any other
technology
used to
carry out
work roles
and
responsibilities
|
|
Customer service
may be:
|
|
|
|
Processes to
ensure that team
members are
informed of
savings and
productivity/service
improvements
may refer to:
|
|
|
Evidence guide
The evidence guide
provides advice on
assessment and must be
read in conjunction with
the performance
criteria, required
skills and knowledge,
range statement and the
Assessment Guidelines
for the Training
Package.
|
|
|
|
| Overview
of assessment |
|
|
| Critical
aspects for
assessment and
evidence
required to
demonstrate
competency in
this unit |
|
Evidence of
the following is
essential:
-
taking
active steps
to
implement,
monitor and
adjust
plans,
processes
and
procedures
to improve
performance
-
supporting
others to
implement
the
continuous
improvement
system/processes,
and to
identify and
report
opportunities
for further
improvement
-
knowledge
of
principles
and
techniques
associated
with
continuous
improvement
systems and
processes.
|
| Context
of and specific
resources for
assessment |
|
Assessment
must ensure:
|
| Method of
assessment |
|
A range of
assessment
methods should
be used to
assess practical
skills and
knowledge. The
following
examples are
appropriate for
this unit:
-
assessment
of written
reports
-
direct
questioning
combined
with review
of
portfolios
of evidence
and third
party
workplace
reports of
on-the-job
performance
by the
candidate
-
observation
of
presentations
-
oral or
written
questioning
to assess
knowledge of
principles
and
techniques
associated
with change
management
-
review of
how the
organisation's
continuous
improvement
processes
was
communicated
to
individuals
and teams
-
review of
documentation
of work
performance.
|
| Guidance
information for
assessment |
|
Holistic
assessment with
other units
relevant to the
industry sector,
workplace and
job role is
recommended, for
example:
|
|
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