Course Title: Facilitate continuous improvement
Part B: Course Detail
Teaching Period: Term2 2013
Course Code: MIET6332C
Course Title: Facilitate continuous improvement
School: 650T TAFE Business
Campus: City Campus
Program: C5225 - Diploma of Management
Course Contact : Sylvia Baroutis
Course Contact Phone: +61 3 9925 5469
Course Contact Email:firstname.lastname@example.org
Name and Contact Details of All Other Relevant Staff
Tel: +61 3 9925 5494
Nominal Hours: 60
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
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.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
This unit applies to managers who take an active role in managing a continuous improvement process in order to achieve an organisation’s objectives. Where managers are closely associated with the creation and delivery of products and service, they play an important part in influencing the ongoing development of the organisation.
At this level, work will normally be carried out using complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem-solving and decision-making strategies.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
BSBMGT516C Facilitate continuous improvement
1. Lead continuous improvement systems and processes
1.1. 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
2. Monitor and adjust performance strategies.
2.1. 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
3. Manage opportunities for further improvement
3.1. Establish processes to ensure that team members are informed of outcomes of continuous improvement efforts
Details of Learning Activities
Students are required to attend all classes to participate in class and online activities. The class activities provide an opportunity to develop skills and apply theory to real life situations. The learning activities students will take a role in are:
Collaborative classroom activities
Games and simulations
Reflection and discussion and debating
Reading the text book
Accessing materials on line
|Introduction to course and textbook pp iii-3||All elements||All performance criteria|
|Aspire pp 6-10
Practice task 1, p10
|Element 1: Leading continuous improvement systems & processes||1.1 Encouraging and supporting team members to participate in decision making|
|Aspire pp 11-22||Element 1: Leading continuous improvement systems & processes||1.2 Ensuring continuous improvement processes are communicated to stakeholders|
|ONLINE CLASS (TBC: to be confirmed)|
Aspire pp 11-22
Practice task 2, p22
|Element 1: Leading continuous improvement systems & processes||1.2 Ensuring continuous improvement processes are communicated to stakeholders|
|Aspire pp 23-28
Discussion topics, p27
|Element 1: Leading continuous improvement systems & processes||
1.3 Ensuring improvement processes meet sustainability requirements
Assessment 1 due online and hard copy to be handed in
|Element 1: Leading continuous improvement systems & processes||1.1, 1.2, 1.3|
|Aspire pp 32-38
Practice task 4, p38
|Element 2: Monitoring and adjusting performance strategies||2.1 Developing strategies to monitor progress and identify improvements|
|ONLINE CLASS (TBC)|
Aspire pp 39-45
Practice task 5, p43
|Element 2: Monitoring and adjusting performance strategies||2.2 Adjusting and communicating strategies to all stakeholders|
|No class||Mid-semester break|
|Assessment 2 due online and hard copy to be handed in||Element 2: Monitoring and adjusting performance strategies||2.1, 2.2|
AAspire pp 49-54
Element 3: Managing opportunities for further improvement
3.1 Informing the team of the outcomes of continuous improvement efforts
|Aspire pp 55-60|
Practice task 7, p 60
|Element 3: Managing opportunities for further improvement||3.2 Documenting work team performance to identify improvement opportunities|
|ONLINE CLASS (TBC)|
Aspire pp 61-65
Discussion topics, p 63
|Element 3: Managing opportunities for further improvement||3.3 Incorporating areas for improvement in future planning|
|Preparation for Assessment # 3 based on project in course, Manage Projects||Element 3: Managing opportunities for further improvement||3.1, 3.2, 3.3|
|Preparation for Assessment # 3 based on project in course, Manage Projects
Assessment 3 due online and hard copy to be handed in
|Element 3: Managing opportunities for further improvement||3.1, 3.2, 3.3|
|Review of course/semester|
Aspire Training & Consulting 2010, BSBMGT516A Facilitate continuous improvement, Aspire Training & Consulting, Melbourne.
Cole, K 2013, Management: theory and practice, Pearson, New South Wales (Chapter 20: Satisfying the quality and continuous improvement imperatives, pp 644-638)
Overview of Assessment
Assessment may incorporate a variety of methods including technical requirements documentation, homework, assignments, group and/or individual projects, in class exercises, written and practical assessments, problem solving exercises, presentations, direct observation of actual and simulated work practice, presentation of portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files, review of products produced through work based or course activities.
Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met. Students will be provided with feedback throughout the course to check their progress.
Assessment 1 due Week 6 online and to provide a hard copy
Elements: 1.1, 1.2. 1.3. 1.4, 1.5
Imagine that Reflective Records has decided to improve its customer service to other virtual enterprises.
a) List the actions you would take to encourage team members to contribute ideas, ie how to encourage contribution. Next, suggest ideas to improve customer service, ie how to improve the service.
b) How would you let team members know about the planned improvements?
c) Who else will need to know about the planned improvements and why?
d) How do your improvement ideas meet sustainability requirements?
e) Prepare a brief coaching and mentoring plan for team members to improve their customer service skills.
f) What knowledge management systems can be set up to capture Reflective Records’ experiences based on proceeding with the planned customer service activities?
Assessment 2 due Week 9 online and to provide a hard copy
Elements: 2.1 and 2.2
Case study: Sally Evans was recently promoted to the position of sales manager in charge of nine sales representatives and three account managers. As an account manager before her promotion, she was pretty much left to her own devices, and so long as key accounts remained happy and were continuing to spend with the organisation, her manager appeared satisfied.
In stepping into her role as manager, Sally quickly realises that her previous manager did not utilise any formal performance planning or monitoring tools. As an extremely organised and structured person, Sally’s first action is to set up a spreadsheet for each member of her team showing their sales to date against their budgeted sales figures. To encourage an open and transparent communication process amongst team members, Sally has designed each spreadsheet with a link to a team spreadsheet in which all team members can evaluate their performance against others in the team.
In the days that follow, Sally locates a list of debtor statements from key customers which reveals that many of these accounts are 90 days in arrears. This is 60 days longer than the company policy of 30 days. As the new manager, she realises that it will be her responsibility to get these outstanding debts paid and to ensure that debts are not allowed to extend beyond the recommended timeframe in the future.
- Sally’s predecessor did not set up any planning and monitoring systems. What problems could arise from that?
- Sally decided to introduce improvement ideas on how to monitor her team performance. What are her ideas and what are the pros and cons about them? What would you suggest Sally do differently?
- How would you suggest Sally communicate her improvement ideas she has made to her team and to other relevant stakeholders (make sure that you include their clients who have accounts in arrears as one of the stakeholders)?
- Explain how Sally showed her innovation and lateral thinking skills when designing her ideas for achieving work outcomes.
Assessment 3 due Week 14 online and to provide a hard copy
Elements: 3.1, 3.2 and 3.3
Peer assessments of self and individual group members will be conducted as part of the task. An individual group member who has been assessed as not contributing sufficiently to the group task will not share the group result and may risk failing the assessment, and hence, the course.
Task – (use the project that your group is working through in course, Manage Projects)
- List three methods your group has used to keep your project group members informed regarding continuous improvement efforts. Explain why these methods were used and whether they were effective.
- Explain how recording processes helped you and your group identify further opportunities for improvement.
- Describe the systems in place to
- document work performance
- report on achievements and problems
- record information for planning further continuous improvement.
- Identify mistakes that have been made while working on your project. Explain what your group has learnt from the project and list the changes you would make when planning similar projects in the future.
You are required to complete all assessments and be competent in all the Elements of Competency before being deemed to be competent in the Unit.
Critical aspects for assessment and evidence required to demonstrate competency in this unit:
Evidence of the following is essential:
• development and use of a range of strategies and approaches that improve work outcomes or organisational functioning, using continuous improvement models
• monitoring performance and customer service.
|BSBMGT516A Facilitate continuous improvement||Assessment
|• continuous improvement models|
• knowledge management systems
• quality systems
• sustainability principles
|Assessments 1, 2, 3|
|• communication skills tocommunicate opportunities for improvement|
• learning skills to coach and mentor staff, using a range of methods to cater for different learning styles
• innovation and lateral thinking skills to design better ways for achieving work outcomes
• planning skills to establish and monitor systems and process for continuous improvement
• teamwork and leadership skills to gain the confidence and trust of others
|Assessments 1, 2, 3|
|1. Lead continuous imprvement systems and processes (1.1 - 1.5)||Assessment 1|
|2. Monitor and adjust performance strategies (2.1 - 2.2)||Assessment 2|
|3. Manage opportunities for further improvement (3.1 - 3.3)||Assessment 3|
Assessment tasks need to be submitted via myRmit.
• Ensure that you submit assessments on or before the due date. If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms is available at http://rmit.edu.au/browse;ID=ls0ydfokry9rz website.
• Always retain a copy of your assessment tasks (hard copy and soft copy)
• When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for assessment is your own work. An assignment cover sheet for submission of work for assessment is available on myRmit.
• Each page of your assessment should include footer with your name, student number, the title of the assessment, unit code and title and page numbers. For example, Julie Macpherson, 324567, Task 2, OHS2345C Ensure safe workplace, Page 1 of 10.
Marking Guide (competency):
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention.
You need to demonstrate you are competent in each element of the unit of competency you are studying.
You will receive feedback on each assessment task that will inform you whether you are competent or not and how well you are performing. Once competent in all elements of the unit you receive a competency grading.
Please refer to the Final Grades table below.
Marking Guide (Grading)
After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognized against industry standards and employability skills.
The grading is according to the following criteria:
1. LEVEL OF INDEPENDENCE, INITIATIVE, ENTERPRISE AND PERFORMANCE OF WORK TASK
Create, lead and manage continuous improvement systems and processes in order to achieve organisational (Reflective Records’) objectives.
2. DEMONSTRATED BREADTH OF UNDERPINNING KNOWLEDGE AND A WILLINGNESS TO CONTINUE LEARNING
Design better ways for achieving work outcomes by thinking laterally and innovatively. Exhibit a keeness to learn by doing and reflecting.
3. TECHNIQUES & PROCESSES, TECHNOLOGY SKILLS AND PROBLEM SOLVING
Exercise discretion and judgement, using a range of problem solving and decision making strategies to achieve productivity gains.
4. WORK ORGANISATION, PLANNING AND SELF MANAGEMENT
Take responsibility for meeting deadlines, delivering quality work and contributing to team effectiveness.
5. COMMUNICATION, PEOPLE NETWORKING, LANGUAGE AND INTERPERSONAL SKILLS AND TEAMWORK
Communicate opportunities for improvement, and to coach and mentor others. Show leadership skills to gain the confidence and trust of team members.
Final Grades table:
CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved – Graded
NYC Not Yet Competent
DNS Did Not Submit for assessment
Course Overview: Access Course Overview