Assessment Criteria for BSBMGT403 - Implement Continuous Improvement

Assessment criteria for BSBMGT403
Implement continuous improvement
In this document, you will find the foundation of what is required to become competent in this unit.
For further information on each element, you can refer to the Assessment Matrix. Included in this
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 first instance.
The final grade of ‘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. Unsatisfactory results are marked as NS.
Elements for Competency Demonstration
Elements for Competency Assessment:
1. Implement continuous improvement systems and processes
2. Monitor and review performance
3. Provide opportunities for further improvement
Performance Evidence:
Evidence of the ability to:
 Implement continuous improvement systems and provide mentoring and coaching
support to enable individuals and teams to participate in decisions, take
responsibility, show initiative and implement improvement processes
 Implement processes to inform team members about savings and
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 external
customers
 Implement, monitor and adjust improvement plans, processes and procedures to
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
 Evaluates and integrates facts and ideas to construct meaning from a range of text
types in an effort to implement continuous improvement systems and processes
Writing
 Selects vocabulary, grammatical structures and conventions appropriate to text
 Researches, plans and prepares continuous improvement documentation for
relevant stakeholders
Oral Communication
 Participates in a variety of spoken exchanges with a range of audiences using
structure and language to suit the audience
Navigate the world of work
 Monitors adherence to organisational policies and procedures and considers own
role in terms of its contribution to broader goals of the work environment
Interact the work of others
 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:
To complete the unit requirements safely and effectively, the individual must:
 Give examples of continuous improvement processes
 List typical areas of need for coaching and mentoring to support continuous
improvement
 Explain how change management techniques can support continuous improvement
and initiative
 Identify the organisation’s systems and data that can be used for benchmarking and
monitoring performance for continuous improvement.
Assessment Conditions:
Assessment must be conducted in a safe environment where evidence gathered demonstrates
consistent performance of typical activities experienced in the management and leadership field of
work and include access to:
 Relevant workplace documentation and resources
 Case studies and, where possible, real situations
 Interaction with others.
Assessors must satisfy NVR/AQTF assessor requirements.
Links:
Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes -
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. Where a student is not able to demonstrate competence in a
practical observation 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 context of his/her answers.
In some cases, you will have to adjust and amend the assessment tools, using different and varied
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 required)
Each student should be given a Learner Workbook which
will hold a number of activities, both formative and
summative, that all need to be completed in conjunction
with the appropriate sessions. The PowerPoint, Learner
Guide and instructor should provide further information
to help with the activities.
Observation/Demonstration
(To be completed for each numbered point as
stated on the checklist)
An observation should be completed for each of the
students by the instructor. If the tasks aren’t everyday
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 required)
A Major Activity is a summative assessment and can be
found in the Learner Workbook, after all of the activities
are completed. This is an extended piece of summative
assessment which should take anywhere between 1-2
hours and every student should complete this work. It is
a requirement for each unit to check knowledge and
understanding.
Skills and Knowledge Activity
(Entire completion is required)
A Skills and Knowledge Activity is a summative
assessment and is found before the Major Activity in the
Learner Workbook. This should take between 1-2 hours
and every student should complete this work. It is a
requirement for each unit to check knowledge and
understanding of the foundation skills and knowledge
evidence.
Third Party
(To be completed for each numbered point as
stated on the checklist)
A Third Party checklist is very similar to an Observation
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. The checklist can be found at the end of this
document.
Case Study
(Entire completion is required)
Not all units will have Case Studies but those that do will
be clearly stated within the PowerPoint and the Learner
Workbook. It will appear as any other activity but it will
be named ‘Case Study’ and will provide an example of a
possible real life situation for the learner to read,
interpret and then answer questions on.
Learner Guide
(To be used as an informational guide)
The Learner Guide links with the Learner Workbook as it
provides the information given during sessions and more.
It can help students to further their knowledge and to
also complete the activities.
Evidence Document
(Not a necessity for completion of unit but can
be used as an aid or to collect further evidence)
The Evidence Document lists all of the Elements and
Performance Criteria with an area for written reports etc,
to add evidence to the student’s portfolio. It can be used
for any of the performance criteria, especially those
which may not have been covered by any other
assessment tool. The student can circle a number of the
criteria that they may feel they need further evidence of
or it can be used as a guide for completing further
Observations and Third Party reports.

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Observation/Demonstration
Throughout this unit, the learner will be expected to show their competency of the elements
through observations or demonstrations. The observations and demonstrations will be completed as
well as the formative and summative assessments found in the Learner Workbook. An explanation of
demonstrations and observations:
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers
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. Each
task must be observed. You will need to ensure you provide the learner with the correct equipment
and/or materials to complete the task. You will also need to inform the learner of the time they have
to complete the task; this will once again vary, depending on the task.
Learner should be able to demonstrate they can:
 Implement continuous improvement systems and processes
 Monitor and review performance
 Provide opportunities for further improvement
Learners should also demonstrate the following skills:
 Reading
 Writing
 Oral Communication
 Navigate the world of work
 Interact the work of others

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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
exercise initiative?
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:
Not Satisfactory Satisfactory
Further Comments:
Candidate’s Signature
Assessor/Observer’s
Signature