Assessment Criteria for BSBMGT403 - Implement Continuous Improvement

This document outlines the assessment criteria for BSBMGT403 - Implement Continuous Improvement, including elements for competency demonstration, performance evidence, foundation skills, and knowledge evidence. It also includes information on assessment conditions, reassessment, and observation and third party checklists.

Assessment criteria for BSBMGT403
Implement continuous improvement
n this document you will fi nd the foundation of what is required to become competent in this unitI , .
or further information on each element you can refer to the Assessment Matri ncluded in thisF , x. I
document are the elements for the unit foundation skills assessment requirements as well as an, ,
assessment tool definition list and the crucial observation and third party check lists As well as all of the.
areas covered here each student must also complete all workbook activities case studies and major, ,
activities where stated to become competent within this unit, , .
NOTE – Re-assessment:
Students will have a maximum of two (2) reassessments attempts if competency is not achieved in
the fi rst instance.
he fi nal grade ofT ‘C’ for Competent or ‘NC’ for Not Competent is only given at the completion of the
unit of competency when all components or parts of the assessment are graded as ‘S’ for
Satisfactory. nsatisfactory results are marked asU NS.
Elements for Competency Demonstration
Elements for Competency Assessment:
1. mplement continuous improvement systems and processesI
2. Monitor and review performance
3. rovide opportunities for further improvementP
Performance Evidence:
vidence of the ability toE :
 mplement continuous improvement systems and provide mentoring and coachingI
support to enable individuals and teams to participate in decisions take,
responsibility show initiative and implement improvement processes,
 mplement processes to inform team members about savings andI
productivity service improvements achievements/
 Communicate effectively to support the continuous improvement system and
implementation of improvements
 Apply continuous improvement to customer services including internal and e ternalx
customers
 mplement monitor and adjust improvement plans processes and procedures toI , ,
improve performance
 Document performance to identify further opportunities for improvement

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 Manage records and reports within the organisation s systems and procedures’ .
Foundation Skills:
Reading
 valuates and integrates facts and ideas to construct meaning from a range of te tE x
types in an effort to implement continuous improvement systems and processes
ritingW
 Selects vocabulary grammatical structures and conventions appropriate to te t, x
 Researches plans and prepares continuous improvement documentation for relevant,
stakeholders
ral CommunicationO
 articipates in a variety of spoken e changes with a range of audiences usingP x
structure and language to suit the audience
avigate the world of workN
 Monitors adherence to organisational policies and procedures and considers own
role in terms of its contribution to broader goals of the work environment
nteract the work of othersI
 Selects and uses appropriate conventions and protocols when communicating with
diverse individuals to seek or share information
 Collaborates with others to achieve joint outcomes playing an active role in facilitating,
effective group communication influencing direction and taking a leadership role on,
occasion

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Knowledge Evidence:
o complete the unit requirements safely and effectively the individual mustT , :
 ive e amples of continuous improvement processesG x
 ist typical areas of need for coaching and mentoring to support continuousL
improvement
 plain how change management techniques can support continuous improvementEx
and initiative
 dentify the organisation s systems and data that can be used for benchmarking andI ’
monitoring performance for continuous improvement.
Assessment Conditions:
Assessment must be conducted in a safe environment where evidence gathered demonstrates
consistent performance of typical activities e perienced in the management and leadership fi eld of workx
and include access to:
 Relevant workplace documentation and resources
 Case studies and where possible real situations, ,
 nteraction with othersI .
Assessors must satisfy VR A assessor requirementsN / QTF .
Links:
Companion volumes available from the SA website http www ibsa org au companion volumesIB : :// . . . / _ -
http www ibsa org au companion volumes:// . . . / _

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Any observations and practical assessments must be recorded in the observation checklist All practical.
tasks should be demonstrated during the length of the course As the instructor you must maintain. ,
a record demonstrating the date of the practical activities and any comments relevant to the performance
of each student here a student is not able to demonstrate competence in a practical observation. W
activity further questioning should be put in its place, .
As the instructor you could be assessing the student s literacy numeracy and language skills as well, ’ , ,
as the content and conte t of his her answersx / .
n some cases you will have to adjust and amend the assessment tools using different and variedI , ,
methods such as oral assessment to allow students to be assessed according to their needs and( ),
abilities.

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Assessment Tool Definitions
Assessment Tool How is it used? What is it?
Learner Workbook Activities
Entire completion is re uired( q )
ach student should be given a earner orkbook whichE L W
will hold a number of activities both formative and,
summative that all need to be completed in conjunction,
with the appropriate sessions he ower oint earner. T P P , L
uide and instructor should provide further information toG
help with the activities.
Observation/Demonstration
o e completed for each num ered point as(T b b
stated on the chec listk )
An observation should be completed for each of the
students by the instructor f the tasks aren t everyday. I ’
actions a simulated environment is acceptable or a,
demonstration can be set up An observation checklist can.
be found at the end of this document.
Major Activity
Entire completion is re uired( q )
A Major Activity is a summative assessment and can be
found in the earner orkbook after all of the activities areL W ,
completed his is an e tended piece of summative. T x
assessment which should take anywhere between 1-2
hours and every student should complete this work t is. I
a requirement for each unit to check knowledge and
understanding.
Skills and Knowledge Activity
Entire completion is re uired( q )
A Skills and nowledge Activity is a summative assessmentK
and is found before the Major Activity in the earnerL
orkbook his should take between hours andW . T 1-2
every student should complete this work t is a. I
requirement for each unit to check knowledge and
understanding of the foundation skills and knowledge
evidence.
Third Party
o e completed for each num ered point as(T b b
stated on the chec listk )
A hird arty checklist is very similar to an bservationT P O
Checklist in its format but it can be completed by,
someone who works with the learner and has witnessed
them completing tasks which coincide with the elements
of the unit he checklist can be found at the end of this. T
document.
Case Study
Entire completion is re uired( q )
ot all units will have Case Studies but those that do willN
be clearly stated within the ower oint and the earnerP P L
orkbook t will appear as any other activity but it will beW . I
named Case Study and will provide an e ample of a‘ ’ x
possible real life situation for the learner to read interpret,
and then answer questions on.
Learner Guide
o e used as an informational guide(T b )
he earner uide links with the earner orkbook as itT L G L W
provides the information given during sessions and more .
t can help students to further their knowledge and toI
also complete the activities.
Evidence Document
ot a necessity for completion of unit ut can e(N b b
used as an aid or to collect further evidence)
he vidence Document lists all of the lements andT E E
erformance Criteria with an area for written reports etcP ,
to add evidence to the student s portfolio t can be used’ . I
for any of the performance criteria especially those,
which may not have been covered by any other
assessment tool he student can circle a number of the. T
criteria that they may feel they need further evidence of
or it can be used as a guide for completing further
bservations and hird arty reportsO T P .

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Observation/Demonstration
hroughout this unit the learner will be e pected to show their competency of the elementsT , x
through observations or demonstrations he observations and demonstrations will be completed as well. T
as the formative and summative assessments found in the earner orkbook An e planation ofL W . x
demonstrations and observations:
Demonstration is off-the-job
A demonstration will require:
 erforming a skill or task that is asked of youP
 ndertaking a simulation e erciseU x
Observation is on-the-job
he observation will usually requireT :
 erforming a work based skill or taskP
 nteraction with colleagues and or customersI /
he observation demonstration will take place either in the workplace or the training environmentT / ,
depending on the task to be undertaken and whether it is an observation or demonstration ach task. E
must be observed ou will need to ensure you provide the learner with the correct equipment. Y
and or materials to complete the task ou will also need to inform the learner of the ti me they have/ . Y
to complete the task this will once again vary depending on the task; , .
Learner should be able to demonstrate they can:
 mplement continuous improvement systems and processesI
 Monitor and review performance
 rovide opportunities for further improvementP
Learners should also demonstrate the following skills:
 Reading
 ritingW
 ral CommunicationO
 avigate the world of workN
 nteract the work of othersI

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Observation/Demonstration Checklist
Candidate’s Name
Assessor or Observer’s Name
Unit of Competence
(Code and Title)
Date of Assessment
Location
Demonstration Tasks
Materials and Equipment
Tasks to be observed, demonstrated or
simulated if appropriate
Yes No Comment
1. Implement Continuous Improvement
Systems and Processes:
Did the learner demonstrate they
could implement systems to ensure
that individuals and teams are actively
encouraged and supported to
participate in the decision making
processes assume responsibility and,
e ercise initiativex ?
2. Implement Continuous Improvement
Systems and Processes:
Did the learner demonstrate they
could communicate the organisation s’
continuous improvement processes to
individuals and teams and obtain,
feedback?
3. Implement Continuous Improvement
Systems and Processes:
Did the learner demonstrate they
could ensure effective mentoring and
coaching allows individuals and teams
to implement the organisation s’
continuous improvement process?
4. Monitor and review performance:
Did the learner demonstrate they
could use organisation s systems and’
technology to monitor and review
progress and to identify ways in which
planning and operations could be
improved?
5. Monitor and review performance:
Did the learner demonstrate they
could improve customer service
through continuous improvement
techniques and processes?

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6. Monitor and review performance:
Did the learner demonstrate they
could formulate and communicate
recommendations for adjustments to
those who have a role in their
development and implementation?
7. Provide opportunities for further
improvement:
Did the learner demonstrate they
could implement processes to ensure
that team members are informed of
savings and productivity service/
improvements in achieving the
business plan?
8. Provide opportunities for further
improvement:
Did the learner demonstrate they
could document work performance to
aid the identification of further
opportunities for improvement?
9. Provide opportunities for further
improvement:
Did the learner demonstrate they
could manage records reports and,
recommendations for improvement
within the organisation s systems and’
processes?
The candidate’s
performance was:
ot SatisfactoryN Satisfactory
Further Comments:
Candidate’s Signature
Assessor/Observer’s
Signature

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Support Questions for observation checklist
Candidate’s Name
Assessor or Observer’s Name
Unit of Competence
(Code and Title)
Date of Assessment
Location
The candidate’s performance was: ot SatisfactoryN Satisfactory
Client Feedback
Candidate’s Signature
Assessor/Observer’s Signature

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Third Party Reports
he hird arty Report should be completed by a senior member of staff i e a supervisor or managerT T P . . ,
where possible he report should cover the points below with a description to show that the tasks. T ,
have been witnessed over ti me while working with the learner amples ti mes dates etc should be, . Ex , , .
included if possible, .
As this unit is about implementing continuous improvement you will need to have witnessed the,
learner within a working or training environment:
1. mplementing continuous improvement systems and processesI
2. Monitoring and reviewing performance
3. roviding opportunities for further improvementP .
icking yes no ne t to the tasks is required as well as an accompanying reportT / x , .

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Third Party Checklist
Candidate’s Name
Assessor or Observer’s Name
Unit of Competence
(Code and Title)
Date of Assessment
Location
Demonstration Tasks
Materials and Equipment
Tasks to be simulated if not witnessed over time: Yes No
1. Did the learner implement systems to ensure that individuals and
teams are actively encouraged and supported to participate in the
decision making processes assume responsibility and e ercise initiative, x ?
2. Did the learner communicate the organisation s continuous’
improvement processes to individuals and teams and obtain,
feedback?
3. Did the learner ensure effective mentoring and coaching allows
individuals and teams to implement the organisation s continuous’
improvement process?
4. Did the learner use organisation s systems and technology to monitor’
and review progress and to identify ways in which planning and
operations could be improved?
5. Did the learner improve customer service through continuous
improvement techniques and processes?
6. Did the learner formulate and communicate recommendations for
adjustments to those who have a role in their development and
implementation?
7. Did the learner implement processes to ensure that team members
are informed of savings and productivity service improvements in/
achieving the business plan?
8. Did the learner document work performance to aid the identification of
further opportunities for improvement?
9. Did the learner manage records reports and recommendations for,
improvement within the organisation s systems and processes’ ?

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The candidate’s
performance was:
ot SatisfactoryN Satisfactory
Further comments:
Candidate’s Signature
Assessor/Observer’s
Signature

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Third Party Evidence
Confidential Information
Name of Candidate
RTO:
Unit(s) of Competence
As part of the assessment for the units of competency we are seeking evidence to support a,
judgment about the candidate s competence As part of the evidence of competence we are seeking’ .
reports from the supervisor and other people who work closely with the candidate.
Name of the supervisor:
Workplace:
Address:
Phone:
Do you understand which evidence tasks the candidate has/ Yes No
provided performed that you are required to comment on/ ?
As the assessor e plains the purpose of the candidatesx Yes No
assessment?
Are you aware that the candidate will see a copy of this form? Yes No
Are you willing to be contacted should further verification of this Yes No
statement be required?
What is your relationship to the
candidate?
How long have you worked with the
person being assessed?
How closely do you work with the
candidate in the area being
assessed?
What is your technical experience
and/or qualification (s) in the area
being assessed? (Include any
assessment or training
qualifications.)
Does the candidate:
erform tasks to the industry standardsP ? Yes No

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Managed job tasks effectively? Yes No
mplement safe working practicesI ? Yes No
Solve problems on the job? Yes No
ork well with othersW ? Yes No
Add that to new tasks? Yes No
ith unusual or non routine situationsW - ? Yes No
Overall do you believe the
candidate conforms to the
standard required by the unit
of competency on a consistent
basis?
Identify any training needs for the candidate:
Assessment Matrix
Any other comments:

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UNIT CODE S MB B GT403 MEUNIT NA mplement continuous improveI
ELEMENTS & PERFORMANCE CRITERIA
Learner workbook
Activity
Evidence Sheet
1. mplement continuous improvement systems and processesI
1.1
mplement systems to ensure that individuals and teams are activelyI
encouraged and supported to participate in the decision making processes ,
assume responsibility and e ercise initiativex
A C1 -1 ,
A2
1.1
1.2 Communicate the organisation s continuous improvement processes to’
individuals and teams and obtain feedback,
A C A1 -1 , 2 1.2
1.3 nsure effective mentoring and coaching allows individuals and teams toE
implement the organisation s continuous improvement process’
C1 1.3
2. Monitor and review performance
2.1 se organisation s systems and technology to monitor and review progress andU ’
to identify ways in which planning and operations could be improved
A1 -1B,
A C2 , 3
2.1
2.2 mprove customer service through continuous improvement techniques andI
processes
A C1 , 2B, 2
2.2
2.3 ormulate and communicate recommendations for adjustments to those whoF
have a role in their development and implementation
- 2.3
3. Provide opportunities for further improvement
3.1 mplement processes to ensure that team members are informed of savingsI
and productivity service improvements in achieving the business plan/
A C1 -1 ,
A2
3.1
3.2 Document work performance to aid the identification of further opportunities for
improvement
A1 -1B,
C3B, 3
3.2
3.3 Manage records reports and recommendations for improvement within the,
organisation s systems and processes’
C1B, 3
3.3
Performance evidence

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vidence of the ability toE :
 mplement continuous improvement systems and provide mentoring andI
coaching support to enable individuals and teams to participate in
decisions take responsibility show initiative and implement improvement, ,
processes
A C A1 -1 , 2 1.1-1.3
 mplement processes to inform team members about savings andI
productivity service improvements achievements/
A C A1 -1 , 2 3.1
 Communicate effectively to support the continuous improvement system and
implementation of improvements
A C A1 -1 , 2 1.1-1.3, 2.3
 Apply continuous improvement to customer services including internal and
e ternal customersx
A C1 , 2B, 2 2.2
 mplement monitor and adjust improvement plans processes andI , ,
procedures to improve performance
A C1 -3 1.1-3.3
 Document performance to identify further opportunities for improvement
A1 -1B,
C3B, 3
3.2
 Manage records and reports within the organisation s systems and’
procedures.
C1B, 3
3.3
Foundation skills
Reading
 valuates and integrates facts and ideas to construct meaning from aE
range of te t types in an effort to implement continuous improvementx
systems and processes
A C1 -3 1.1-3.3
ritingW
 Selects vocabulary grammatical structures and conventions appropriate,
to te tx
 Researches plans and prepares continuous improvement,
documentation for relevant stakeholders
A C1 -3 1.1-3.3
ral CommunicationO
 articipates in a variety of spoken e changes with a range of audiencesP x
using structure and language to suit the audience
A C1 -1 ,
A2
1.1-1.3, 2.3
avigate the world of workN
 Monitors adherence to organisational policies and procedures and
considers own role in terms of its contribution to broader goals of the work
environment
A C1 -1 1.1-3.3

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nteract the work of othersI
 Selects and uses appropriate conventions and protocols when
communicating with diverse individuals to seek or share information
 Collaborates with others to achieve joint outcomes playing an active role in,
facilitating effective group communication influencing direction and taking a,
leadership role on occasion
A C1 -1 1.1-3.3
et the work doneG
 akes responsibility for planning and organising own workload toT
achieve required outcomes
 ses systematic analytical processes in comple non routine situationsU , x, - ,
setting goals gathering relevant information and identifying and evaluating,
options against agreed criteria
 valuates effectiveness of decisions in terms of how well they meetE
stated goals
 ses digital applications to access and fi lter data e tract organiseU , x , ,
integrate and share relevant information
 Recognises the potential of new approaches to enhance work practices
and outcomes
A C1 -1 1.1-3.3
Knowledge evidence
o complete the unit requirements safely and effectively the individual mustT , :
 ive e amples of continuous improvement processesG x A C1 -3 1.1-3.3
 ist typical areas of need for coaching and mentoring to support continuousL
improvement C1 1.3
 plain how change management techniques can support continuousEx
improvement and initiative A C1 -3 1.1-3.3
 dentify the organisation s systems and data that can be used forI ’
benchmarking and monitoring performance for continuous improvement.
A1 , 1B,
A C2 , 3B, 3
2.1, 2.3,
3.1, 3.2

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BSBMGT403
Implement Continuous
Improvement
Learner Workbook

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Table of Contents
Table of Contents.............................................................................................................................2
Candidate Details.............................................................................................................................3
Assessment S M mplement continuous improvement– B B GT403: I ..................................................3
Competency Record to be completed by Assessor........................................................................4
Activities...........................................................................................................................................6
Activity A1 ........................................................................................................................................6
Activity 1B........................................................................................................................................7
Activity C1 ........................................................................................................................................8
Activity A2 ........................................................................................................................................9
Activity 2B......................................................................................................................................10
Activity C2 ......................................................................................................................................11
Activity D2 ......................................................................................................................................12
uestionnaire SurveyQ / ..................................................................................................................13
lan of ActionP .................................................................................................................................14
Activity A3 ......................................................................................................................................14
Activity 3B......................................................................................................................................16
Activity C3 ......................................................................................................................................17
Skills and nowledge ActivityK .........................................................................................................18
MajorActivity.................................................................................................................................19

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Candidate Details
Assessment – BSBMGT403:Implement continuous improvement
lease complete the following activities and hand in to your trainer for marking his forms part of yourP . T
assessment for S M mplement continuous improvementB B GT403:I .
ameN : _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
mailE : _____________________________________________________________
mployerE : _____________________________________________________________
Declaration
declare that no part of this assessment has been copied from another person s work with theI ’
e ception of where have listed or referenced documents or work and that no part of this assessmentx I
has been written for me by another person.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below;
his activity workbook has been completed by the following persons and we acknowledge that it wasT
a fair team effort where everyone contributed equally to the work completed e declare that no. W
part of this assessment has been copied from another person s work with the e ception of where we’ x
have listed or referenced documents or work and that no part of this assessment has been written for
us by another person.
earnerL 1: ____________________________________________________________
Signed: ____________________________________________________________
earnerL 2: ____________________________________________________________
Signed: ____________________________________________________________
earnerL 3: ____________________________________________________________
Signed: ____________________________________________________________

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Competency Record to be completed by Assessor
earner ameL N : _______________________________________________________
Date of Assessment: _______________________________________________________
he learner has been assessed as competent in the elements and performance criteria and theT
evidence has been presented as;
Assessor Initials
Authentic
Valid
Reliable
Current
Sufficient
Learner is deemed: COMPETENT NOT YET COMPETENT(Please circle)
If not yet competent, date for re-assessment: ____________________________________
Comments from Trainer / Assessor:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Assessor Signature:
________________________________________________________

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Observation/Demonstration
hroughout this unit you will be e pected to show your competency of the elements throughT , x
observations or demonstrations he observations and demonstrations will be completed as well as the. T
formative and summative assessments found in the earner orkbook An e planation of demonstrationsL W . x
and observations:
Demonstration is off-the-job
A demonstration will require:
 erforming a skill or task that is asked of youP
 ndertaking a simulation e erciseU x
Observation is on-the-job
he observation will usually requireT :
 erforming a work based skill or taskP
 nteraction with colleagues and or customersI /
he observation demonstration will take place either in the workplace or the training environmentT / ,
depending on the task to be undertaken and whether it is an observation or demonstration ach task. E
must be observed.
You should be able to demonstrate they can:
 mplement continuous improvement systems and processesI
 Monitor and review performance
 rovide opportunities for further improvementP
Learners should also demonstrate the following skills:
 Reading
 ritingW
 ral CommunicationO
 avigate the world of workN
 nteract the work of othersI
Activities

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Activity 1A
Estimated Time 15Minutes
Objective o give participants an opportunity to think about the continuousT
improvements systems that may be in place at their organisation.
Activity n small groups or in pairs ask the participants to brainstorm theI ,
following questions;
Does your organisation have a system in place to allow staff to
participate in the decision making process?
No
If not, how could team members be encouraged to participate in the
decision making processes?
Employees can be encouraged to participate in the decision
making process in various ways including:
a. The Board Level: Generally referred to as democracy,
board level participation of employees plays an important
role in the protection of employees’ interests, with the
representative being able to place all the employees’ issues
and problems on the managements’ knowledge and guide
the members of the board on investing on schemes for
employee benefit.
b. Through ownership: The method basically converts
employees to become the company’s shareholders by
involving them in advancing loans, buying equity shares,
offering assistance to them financially with an aim of
enabling them to buy equity shares.
c. Through collective bargaining: employees can participate
in decision making through collective agreements and by

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adhering to set regulations and rules.
d. Through suggestion schemes: the method involves
encouraging employees to bring new ideas to the
organization on various matters including reward system,
safety measures, waste management, and cost cutting.
e. Through complete control: the system is also referred to
as the self management system where the union of workers
acts as the management with the acquiring of the
management’s full control through elected boards.
How could your organisation ensure that team members could
take some responsibility for the Continuous Improvement
Process at your organisation?
Team members can have some responsibility in the continuous
improvement process through the delegation of duties, having a
well laid-out team structure, providing them with required tools
and training required for their role, and other benefits which are
the management’s role.

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Activity 1B
Esti
mat
ed
Tim
e
30 Minutes
Obj
ecti
ve
o give participants an opportunity to discuss how continuous improvements changes areT
communicated at their organisation.
Acti
vity
Ac
tivi
ty
n small groups or in pairs ask the participants to discuss the following questionsI , ;
How does your organisation currently communicate its continuous
improvement process to individuals and teams?
The management consistently and clearly communicates why the continuous
improvement process is beneficial to the organization. Additionally, it
embeds communication and functional expertise in the implementation team,
driving employee solution ownership, developing track competence,
effective training and reference materials, ensuring leaders lead by
example, and by communicating reward effort and success.
Is it an effective method of communication? Why or why not?
It is an effective method of communication as it builds motivation through
momentum, effective leadership, sustainability and ownership.
Can you suggest a better way for the communication to take place? What
could be done to improve the way information is communicated?
Continuous improvement process can be better communicated through
email communication, teleconferencing, video conferencing, and other
messaging methods including instant messaging.

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Develop a form for the organisation to use as a template for provided
feedback on the continuous improvement process.

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Activity 1C
Estimated Time 15 Minutes
Objective o give participants an opportunity to discuss the coaching and mentoringT
process and how it applies to them.
Activity n pairs ask the participants to discuss the following questionsI , ;
Have you ever been part of a coaching or mentoring process? Were
you the person delivering the coaching or mentoring or receiving it?
Was it effective? Why or why not?
I had been assigned the responsibility of coaching the day shift
dietary staff on the importance of working as a team. After
coaching, I arrived the next day at 9:00 a.m. and found the
department to be very busy with no evidence of teams having been
formed. After locating the departmental manager for an update on
the team work arrangement process, he responded that team work
would be scheduled on another day since the department was
working short. Moreover, he explained that he had made the
assignments for each individual and was going to follow the
normal way of managing processes and, therefore, the coaching I
had delivered seemed to be ineffective since the management was
still rigid to change and preferred running things the old way.
If it wasn’t effective, what would you do differently next time to
improve the process?
I would display confidence in the willingness and ability of
employees in solving the issues and describe in detail the problems
of performance when each employee is working individually.
Additionally, I would determine whether problems limiting the
ability of employees in the performance of tasks and
accomplishment of objectives are existing. I would discuss the
applicability and importance of teamwork in solving issues related
with performance and advice on improvement actions to be taken.
Lastly, I would initiate a written agreement which will serve as an

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action plan listing what the manager and employees should do in
order to form teams to improve the situation and correct problems.
I would then follow-up to confirm if the action plan has been
implemented.

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Activity 2A
Estimated Time 30 Minutes
Objective o give participants an opportunity to discuss ways to improve planningT
and operations in their organisation.
Activity n pairs ask the participants to discuss the following questionsI , ;
hat other factors can influence performance in a working environmentW ?
hy would these situation influence performance and how can they beW
best managed?
Factors like organisational culture, inadequate resources, heavy
workloads, poor leadership, management style, lack of
transparency, lack of clarity about accountability, outdated
technology and perceived discrimination affects the performance
significantly as they are associated with low profit margin of the
organisation (Shalley, Gilson, & Blum, 2009). These situations
influences the organisation as a result of some workers not
motivated and others not competent in their daily job roles.
Furthermore inadequate resources and technology lead to poor
performance as the business process of organisation may lack
accuracy and be time consuming. In order to manage the
situations, the organisation should hire qualified staff, adopt the
latest technology, and review employees’ salaries to motivate
employees and do benchmarking with competing companies.
Furthermore, the organisation should review the SWOT and
PESTLE analysis and strategies on how it can survive these factors
and treats which may lead to underperformance in the
organisation.
rainstorm ideas and come up with suggestions for systems that yourB

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organisation can put into place to monitor and review the performance of
its staff.
Appraisals can be dispersed by human resource staff to review the
performance and assess the key areas which needs improvement.
Benchmarking is also another way the organisation can compare
performance with other competing organisation to determine
whether the staff are performing. Setting of target reviews the
performance of employees so individual performances can be
identified and rewards done on employees with high performance.
Feedback system that can review employees and customer’s
satisfaction of organisational products by checking complains
from staff as well as suggestions.
hat systems can be implemented to assist with planning andW
improvements?
Quality control systems
Rewards and recognition systems
Organisation performance appraisal

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Activity 2B
Estimated Time 15Minutes
Objective o give participants an opportunity to brainstorm who the customers areT
in their organisation.
Activity n small groups ask the participants to brainstorm the followingI , ;
ho are the internal and e ternal clients are in your organisationW x ?
Internal
According to Raza & Hanif (2013), internal customers are the
clients who are directly connected to the firm and they are usually
internal to organisation. They can even be members of my
organisation who are consuming products and accessing the
various services. In my organisation internal customers include
sales representatives, investors, suppliers and other employees
who purchase products internally
External
According to Bergman & Klefsjö (2010), external customers are
people who use the services and products of the organisation but
they are not part of organisation. In my organisation my external
customers includes End users and stakeholders.

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Activity 2C
Estimated Time 30Minutes
Objective o give participants an opportunity to brainstorm who the customers areT
in their organisation.
Activity ndividually or in pairs ask the participants to research the followingI , ;
Research C D or C Continuing rofessional ducation oints for variousP PE ( P E P )
industries your own industry or an industry you are interested in,
working in.
f your organisation is not required to be involved in this process how canI ,
you implement something similar to make sure that your staff are
constantly learning and maintaining their knowledge base?
First I will perform an appraisals to determine whether staff are
performing or underperforming then I negotiate will strategic
management to come up with something similar to CPD or CPE
like team building and benchmarking that will brainstorm the staff.
The team building will be providing learning outside the working
environment leading to interaction between employees which
tightens working relationship. I will also communicate to staff
about change implementation and providing them with conducive
change environment. Weekly training and conferences will still
maintain constant learning among the staff.
rainstorm the following in a groupB ;
What does Customer Service mean to you?
According to Wu & Liang, (2009) the main purpose of customer
service is to satisfy the wants and needs of a customers. Good
customer service to means having thorough knowledge of my
organisation inventory, experience with my product and being able
to assist my customers to be able to make right choices hence

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satisfying their needs.

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Activity 2D
Estimated Time 45Minutes
Objective o give participants an opportunity to develop a questionnaire and plan ofT
action for communication.
Activity ndividually or in pairs ask the participants to complete the followingI , ;
se the space provided to develop a questionnaire or survey that you canU
put together for both internal and e ternal customers to check forx
satisfaction in customer service.
Develop a system to communicate the fi ndings to the relevant staff are–
you going to communicate this via newsletter regular meetings company, ,
meetings client visits etc Detail the plan of action below also, . .

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Questionnaire / Survey
1. Overall, are you very satisfied with the products the organization is offering?
Strongly Disagree
Somewhat Disagree
Neither Agree nor Disagree
Somewhat Agree
Strongly Agree
How often do you normally use the organization product?
Once a year
Daily
Weekly
Once a month
Every 2-3 months
2-3 times a year less often
Do not use
Have you ever contacted customer service of this organization?
Yes
No
If you contacted the customer service, have all problems been resolved to your complete satisfaction?
Yes, by the company or its representatives.
Yes, by me or someone outside the company
No, the problem was not resolved
Based on your experience with the products, how likely are you to buy it again?
Definitely will
probably will
Might or might not

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Probably will not
Definitely will not
Based on your experience with the product, would you recommend this product to a friend?
Definitely will
Probably will
Might or might not
Probably will not
Definitely will not

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Action plan

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Activity A3
Estimated Time 20 Minutes
Objective o give participants an opportunity to brainstorm ideas for improvementsT
in their organisations.
Activity n pairs or small groups ask the participants to complete the followingI , ;
rainstorm some ideas for implementing processes to inform staff ofB
productivity and service improvements in your organisation.
In order to implement processes, the organization should consider
upgrading coaching and monitoring process to be more effective in
order to keep track of employee’s performance and recognise the
most performing employee. The staff should also be rewarded with
bonus and overtime incentives which will motivate and inform
them that their efforts have led to increased market share.
Answer the following questions;
as your company or a company you have ever worked for managedH
change management in a positive way hat made it positive? W ?
The organisation managed changed in positive way by setting
expectations that change is inevitable hence providing employees
with enough time for them to adapt. According to Justenlund &

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Rebelo, (2012, March) the organisation that expects the change to
take time usually succeeds in implementation of change on
employees in their workforce. The change was positive as
employees contributed effectively in into their workforce despite
few challenges from some employees.
as your company or a company you have worked for managed changeH
in a negative way hat do you think the company did wrong hat? W ? W
could they have done to improve the way in which change was
managed?
The organisation did wrong in managing the change by not
monitoring change effectively after implementation resulting to
some employees losing focus on change and therefore going back
to their initial ways or cultures. In order to improve the change,
the organisation should also inform the employees about the
impacts of change and how it will beneficial for both organisation
and themselves. Furthermore, organisation should also support
employees after change so that they are in position of adapting to
change effectively and survive challenges experience by the change
in the new environment.

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Activity 3B
Estimated Time 20 Minutes
Objective o give you an opportunity to discuss the M or similar process atT P P ( )
your workplace.
Activity n pairs or small groups discuss the followingI , ;
Discuss whether your organisation has a M or similar process in placeP P .
f so is it beneficial to staff f not do you think it would be beneficial toI , ? I ,
have one in place hy or why not? W ?
The organisation has PMP which helps to breakdown roles and
responsibilities of employees hence making the project in progress
manageable. The PMP process also improves the employee’s
project management skills and knowledge of how to handle various
workforce projects and hence guides them to achieve their set
targets and goals. Furthermore, PMP is crucial determinants of
company progress as its assist in planning, initiating and
implementation of budgets which meets all the organisational
financial wants (Kerzner & Kerzner, 2017).

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Activity 3C
Estimated Time 20 Minutes
Objective o give you an opportunity to discuss record keeping processes orT (
similar process at your workplace) .
Activity n pairs or small groups discuss the followingI , ;
Does your organisation have a record keeping procedure in place f so? I ,
do you feel it is working well?
My organisation has recording keeping procedure. Despite a few
challenges of the procedures being long and tedious, the record
keeping procedure are working well as document and reports are
well backed up and kept in secure manner away from unauthorised
personnel. According to Hayes & Ninemeier, 2009). A good record
keeping system must be accurate and accessible and therefore the
organisation procedures of company have meet the two key
essentials hence its effective.
hat records are you required to maintain for your organisationW ?
The records I need to keep include attendance list, feedback forms,
self-evaluations, contact list of other stakeholders, display set up,
referrals, list of where all resources came from, injury reports,
hazard reports, incident reports, formal assessment details and
consent forms.
Can you think of a better way to keep accurate records?
The best way for keeping records accurate will be making sure all
activities are computerised and data entry clerk is keen on what he
or she Is keying into the computer system. Furthermore, any
income should be recorded immediately and electronic payment

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mode should be used. The research on trending technology that
can keep document more accurately will make the organisation
implement or upgrade records system to enhance more accuracy.
s your organisation using version control in managing records reportsI ,
and documents f so is it an efficient system? I , ?
My organisation issuing version control in managing records,
reports and documents. The system is effectives as documents and
reports which requires amendments can be easily changed by
different users and track which user made the amendments
although the changes may not be immediately apparent.
Furthermore the system maintains due silence and coordinates the
teams.
Skills and Knowledge Activity
Estimated Time 60 Minutes
Objective To provide you with an opportunity to demonstrate your knowledge of the
required skills, knowledge and critical aspects of assessment.
Activity Complete the following individually and attach your completed work to your
workbook.
he answers to the following questions will enable you to demonstrate yourT
knowledge of:
 Reading
 ritingW
 ral CommunicationO
 avigate the world of workN
 nteract the work of othersI
 Continuous improvement processes
 ypical areas of need for coaching and mentoring to support continuousT
improvement
 Change management techniques and how they can support continuous
improvement and initiative
 rganisation s systems and data that can be used for benchmarking andO ’

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monitoring performance for continuous improvement.
Think of an existing problem in your workplace which can be streamlined
and / or improved upon, in terms of fluidity and ease, in order to secure and
maintain the smooth flowing of the business. Create a report detailing the
issue you have selected and your proposition for a solution. Write a
paragraph explaining an effective and enjoyable method of introducing your
solution to your colleagues.
A REPORT ON THE MANAGEMENT OF EMPLOYEE
RELATION IN THE WORKPLACE: A CASE OF TESCO PLC
Introduction
Employee relation refers to the relationship between various
employees in the organization related to their work and which may affect
their productivity and the relation between the employer and employees
(Sy et al., 2006). Employers may supervise the activity of employees so as
to ensure that work has been done according to the requirements and
expectations. Poor employee relation can affect company productivity.
Therefore, the report examines the employee relation at Tesco PLC.
Company Overview
Tesco PLC is a British Multinational company which boasts of
being the largest corporation in the world. Founded in 1999, the
company runs business in more than twenty-two companies throughout
the world (Brannen et al., 2013).
Main Players in Employee Relations
The main players for employee relations at Tesco PLC include
employers, managers, trade unions, and the government. The method of
supervision by the managers may affect their relationship with employees

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whereby the manager may be pushing the employees beyond their limits
hence causing work stress. Additionally, although trade unions work to
improve employee relation, some aspects may not be reported and may
go unnoticed. Trade unions ensure that the workewrs’ dignity and job
security at Tesco PLC has been protected. Moreover, Tesco has to adhere
to the regulations of the UK government so as to maintain the stipulated
trade guidelines. The government protects the rights of the employees and
develops business expansion.
Poor Employee Relation at Tesco
Tesco employees have poor relations in the workplace which is
affecting how duties are being carried out. There is evident lack of
teamwork, with several employees raising personal issues and concerns
in the workplace.
Proposed Solutions for Employee Conflict at Tesco PLC
The aspects of resolving poor employee relation at Tesco PLC
include resolving, forcing, avoiding the conflict, and compromising.
Compromising can solve the employee relation which does not have any
basis. Avoiding can be used to solve poor employee issues which have
been noted before they can occur. Forcing may be the best solution to end
some serious employee relations which are poor by forcing the employees
to adhere to company rules and regulations. Lastly, resolving will serve
as the last option where the poor employee issues are resolved either
internally or with the use of a mediator.

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Conclusion and Recommendation
Training the employees on the importance of healthy employee
relation can boost the performance of employees hence improving
organizational effectiveness. Having a good and effective work relation is
the foundation of integrity and trust which leads to teamwork hence a
successful organization.
Major Activity
Estimated Time 60 – 120 Minutes
Objective To provide you with an opportunity to revise the unit.
Activity This is a major activity – your instructor will let you know whether you
will complete it during class or in your own time.
Attach your completed answers to the workbook.
ou must individually answer the following questions in full to show yourY ,
competency of each element:
1. mplement continuous improvement systems and processesI
2. Monitor and review performance

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3. rovide opportunities for further improvementP
Use your workplace to assist in this or a work place that you are
familiar with to answer the following questions and generate a report
from your answers.
1) n order to ensure successful continuous improvement allI ,
departments within an organisation should be involved hy. W
does the involvement of all departments contribute to
successful improvement and what is a possible issue of a failure
to achieve this?
The involvement of all departments will ease the decision
making process in the organisation. Different departments
may experience the common problems and therefore when
all departments are involved in improvement process they
can be able to come to solution of problems. For example,
if the operations manager is not working in accordance to
organisational culture the involvement of departments can
provide collaborative solution to the management.
Furthermore a research by Han, Chiang & Chang (2010)
indicates that organisation which involves all employees in
the implementation of decision faces no challenges when
implementing change. Involvement of employees will also
make the department feel valued and part of organisation
therefore booting morale and motivating employees to
improve productivity.
hat are three ways of obtaining feedback from staff regarding aW ,
recent change or improvement?
Regular employees performance reviews
Team meetings

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Suggestion box
Regular employees surveys
2) ote the beneficial effects of workplace coaches mentors whoN /
are:
 rustworthyT
The workplace coaches who are honesty develops the
confidence among the employees and therefore they training
can be trusted.
 amiliar with principlesF
The workplace coaches who are familiar with their
principle facilitate to smooth flow of training by keenly
following all process.
 perienced within their own roleEx
The workplace coaches who are experienced in
workforce solves the similar problems which had
occurred earlier and advices on ways of curbing
preventing occurrence of those problem in future.
3) ow could you use the organisation s own e isting systems andH ’ x
technology to ensure that all staff have received their required
training?
I will conduct a survey which will assist me to collect
information about what employees are saying about the
existing system whether they are user friendly and
satisfying the organisational needs. Furthermore, I will
check the rate if errors which have occurred in the system,
if the errors are high then it means that the employees did

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not get enough training.
4) ow can the company ensure that they are providing the bestH
possible customer service?
I will make sure the employees first have a good knowledge
about the product they are offering to the market.
Furthermore, the company should ensure that customer
service staff are well trained and dedicated toward the goal
of satisfying customers.
5) hat possible negative effects could be caused by communicatingW
recommendations to a particular individual or department within
your organisation and how could you avoid this?
The other staff or departments may look at it as bias and
discriminations and this may lead to internal organisation
conflicts. To avoid this problem the organisation need to
inform every individual about the recommendations. The
best way to facilitate the communication by emailing all
employees or using the manager of department.
6) hy could not handling change in a good way damage aW
business?
Lack of handling change well may lead to low profits in the
business as employees may fail to adapt to change as expected
and therefore fail to perform as expected.
7) Suggest a method of documenting work performance among staff
and describe how it may be implemented.
The coaching and counselling can document employee’s
performance as supervisors can be in a position of

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discussing the work performance improvements with
employee and therefore it’s not considered as disciplinary
process. The method can be implemented during the
regular, monthly review session or objective setting
meeting.
8) hy is it important to keep a record of who has accessed fi lesW
and when ow could you implement this? H ?
Keeping records of people who access the files, it can be
possible to track down the users which have done amendments
in case of any issues which might arise concerning the file. I
will implement through using version software for keeping
records that will track down changes by users.
References
Bergman, B., & Klefsjö, B. (2010). Quality from customer needs to
customer satisfaction. Studentlitteratur AB.
Brannen, M. Y., Moore, F., & Mughan, T. (2013, September).
Strategic ethnography and reinvigorating Tesco Plc:
Leveraging inside/out bicultural bridging in multicultural
teams. In Ethnographic Praxis in Industry Conference
Proceedings (Vol. 2013, No. 1, pp. 282-299).
Wiley/Blackwell (10.1111).
Han, T. S., Chiang, H. H., & Chang, A. (2010). Employee
participation in decision making, psychological ownership
and knowledge sharing: mediating role of organizational
commitment in Taiwanese high-tech organizations. The

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International Journal of Human Resource Management,
21(12), 2218-2233.
Hayes, D. K., & Ninemeier, J. D. (2009). Human resources
management in the hospitality industry. John Wiley &
Sons.
Justenlund, A., & Rebelo, S. (2012, March). Corporate social
responsibility as an agent for social change. In CAUTHE
2012: The new golden age of tourism and hospitality; Book
2; Proceedings of the 22nd Annual Conference (p. 310). La
Trobe University.
Kerzner, H., & Kerzner, H. R. (2017). Project management: a
systems approach to planning, scheduling, and controlling.
John Wiley & Sons.
Raza, S. A., & Hanif, N. (2013). Factors affecting internet banking
adoption among internal and external customers: a case of
Pakistan. International Journal of Electronic Finance, 7(1),
82-96.
Shalley, C. E., Gilson, L. L., & Blum, T. C. (2009). Interactive
effects of growth need strength, work context, and job
complexity on self-reported creative performance. Academy
of Management Journal, 52(3), 489-505.
Sy, T., Tram, S., & O’Hara, L. A. (2006). Relation of employee
and manager emotional intelligence to job satisfaction and
performance. Journal of vocational behavior, 68(3), 461-
473.

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Wu, C. H. J., & Liang, R. D. (2009). Effect of experiential value on
customer satisfaction with service encounters in luxury-
hotel restaurants. International Journal of Hospitality
Management, 28(4), 586-593.