BSBFLM309C
Support continuous improvement
system and processes
Assessment Booklet
© Copyright 2011
GP Links Wide Bay trading as
Health Industry Training
PO Box 702
HERVEY BAY 4655
Version 2: August 2012
ASSESSMENT COVER SHEET
Unit Code: BSBFLM309C
Unit Title: Support continuous improvement systems and processes
Trainer Comments:
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Student Name: ___________________________________________ Student No.: ___________________
Date Due: _____ / _____ / _____
Date Submitted: _____ / _____ / _____
Student Declaration:
I declare that I understand how assessment will take place for this unit. I also understand that work completed
towards this assessment must be verifiably my own.
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Student Name
Student signature
Date
Trainer Sign-off:
I declare the above named student was assessed by me for the above mentioned unit
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Date
BSBFLM309C Support continuous improvement systems and processes
Assessment tool
ASSESSMENT INFORMATION
Information to competency assessment
To be assessed as competent, you must, under the guidance of qualified trainers and assessors provide
evidence which demonstrates that you can perform to the necessary standard. An assessment of
competence requires learners to consistently and over time demonstrate the skills, attitude and knowledge
that enable confident completion of work tasks in a variety of situations.
In judging evidence, the trainer must ensure that the evidence is:
 Authentic (the candidate’s own work)
 Valid (directly related to the current version of the relevant endorsed unit of competency)
 Reliable (shows that the candidate consistently meets the endorsed unit of competency)
 Current (reflects the candidate’s current capacity to perform the aspects of the work covered by the
endorsed unit of competency). and
 Sufficient (covers the full range of elements in the relevant unit of competency and address the four
dimensions of competency, namely; task stills, task management skills, contingency management skills,
and job/role environment skills).
Access and equity
An individual’s access to the assessment process should not be adversely affected by restrictions placed on
the location or context of assessment beyond the requirements specified in the training package.
Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.
Adjustments include any changes to the assessment process or context that meet the individual needs of the
person with a disability, but do not change competency outcomes.
Such adjustments are considered reasonable if they do not impose an unjustifiable hardship on a training
provider or employer. When assessing people with disabilities, trainers are encouraged to apply good
practice assessment methods with sensitivity and flexibility.
Trainers should also provide alternative assessment activities to address identified specific organisation
requirements.
The assessment process must:
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Provide for valid, reliable, flexible and fair assessment
Provide for judgement to be made on the basis of sufficient evidence
Offer valid, authentic and current evidence
Include workplace requirements as suggested in the range of variables
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BSBFLM309C Support continuous improvement systems and processes
Assessment tool
UNIT INFORMATION
Unit code
BSBFLM309C
Unit title
Support continuous improvement systems and processes
Unit descriptor
This unit specifies the outcomes required to support the organisation's continuous
improvement systems and processes. Particular emphasis is on actively
encouraging the team to participate in the process, on monitoring and reporting on
specified outcomes and on supporting 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 including communication, teamwork,
problem solving, initiative and enterprise, planning and organising, self
management, learning and technology
Application of the unit
This unit replaces BSBFLM309A Support continuous improvement systems and
processes.
Frontline managers have an active role in supporting continuous improvement
processes in achieving the organisation's objectives. Their position closely
associated with the creation and delivery of products and services, means that
they have an important responsibility in influencing the ongoing development of
the organisation.
At this level, work will normally be carried out within known routines, methods and
procedures, and may also involve a number of complex or non-routine activities
that require some discretion and judgement.
Unit sector or
competency field
None specified
Pre-requisite,
co-requisite or
interdependent
assessment of units
None specified
Context of and
specific resources for
assessment
Assessment must ensure:
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Method of
assessment
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access by the learner and trainer to appropriate documentation and resources
normally used in the workplace
that this unit is assessed in the workplace or in a closely simulated work
environment
Assessment may include observation, questioning and evidence gathered from the
workplace or simulated environment
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BSBFLM309C Support continuous improvement systems and processes
Assessment tool
Critical aspects for
assessment
Evidence of the following is essential:
Examples of actions taken by the candidate to support continuous improvement
including:
 use of work performance to identify improvement
 adjusted plans to reflect changes
 effective communication to all stakeholders
 use of technology to monitor operational progress
 application of suitable recordkeeping processes
Required skills and
knowledge
Required knowledge:
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Legislation from all levels of government that affects business operation,
especially in regard to occupational health and safety and environmental
issues, equal opportunity, industrial relations and anti-discrimination
principles and techniques of:
• continuous improvement systems and processes
• benchmarking
• best practice
Benefits of continuous improvement
Quality approaches which the organisation may implement
Methods that can be used in continuous improvement
Barriers to continuous improvement
Recording, reporting and recommendation processes to facilitate continuous
Improvement applied within the organisation
Required skills:
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Ability to relate to people from a range of social, cultural and ethnic
backgrounds and physical and mental abilities
Functional literacy skills to access and use workplace information
Research, analysis, interpretation and reporting skills
Monitoring and evaluation skills
Communication skills to:
• gain the commitment of individuals and teams to continuous improvement
• deal with people openly and fairly
• use consultation skills effectively
Skills to consolidate opportunities for improvement
Coaching and mentoring skills to provide support to colleagues
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BSBFLM309C Support continuous improvement systems and processes
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Element
Performance Criteria
1. Contribute to
continuous
improvement
systems and
processes
1.1
Actively encourage and support team members to participate are in decision
making processes and to assume responsibility and exercise initiative
1.2
Communicate the organisation's continuous improvement processes to
individuals and teams
1.3
Effectively utilise mentoring and coaching to ensure that individuals/teams
are able to support the organisation's continuous improvement processes
2.1
Utilise the organisation's systems and technology to monitor team
progress and to identify ways in which planning and operations could be
improved
Apply continuous improvement techniques and processes to improve
customer service
2. Monitor and report
on specified
outcomes
2.2
3. Support
opportunities for
further improvement
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3.1
Communicate agreed recommendations for improvements in achieving
the business plan to team members
3.2
Document and use work performance to identify opportunities for further
improvement
3.3
Maintain records, reports and recommendations for improvement within the
organisation's systems and processes
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BSBFLM309C Support continuous improvement systems and processes
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ASSESSMENT TOOLS
Assessment is conducted throughout the course using different assessment tools including written/oral
assessment, projects, practical demonstrations, case studies and role plays and observation. Both skills and
knowledge are assessed in line with the requirements of the Australian Quality Training Framework (AQTF)
and the training package.
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a formal recognition of your current skills and knowledge you have
achieved outside the education and training system. RPL takes into account any previous formal study, work
and life experience and then assesses this against the elements of competency to determine if you can
receive credit toward a qualification. Students seeking recognition can apply by contacting the Manager
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Credit Transfer
Students who have completed a formal unit within their intended qualification with another Registered
Training Organisation (RTO) may be able to apply for a credit transfer or exemption. A certified copy of the
original documentation must be provided when applying for a credit transfer.
Written/oral questions assessment tool
Written/oral questions are designed to enable assessment of the required knowledge. Where appropriate
they may also enable assessment of elements and performance criteria.
As with activities responses might be drawn from:
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The theory/information contained in this resource
Additional reading and research
Supplementary materials provided by the trainer/assessor
Trainers/assessors might develop additional questions to elicit more detailed responses. Alternative
questioning methods might also be used where access and equity issues need to be considered.
Project(s) assessment tool
Project(s) are designed to enable holistic assessment of the unit of competency if possible. The
trainer/assessor should consider each project in the context of the specific industry sector and/or organization
and make adjustments or contextualize as necessary. Access and equity issues should also be considered.
Additional projects may also be required.
Other assessment activities
Other assessment activities determined by the trainer could include a range of assessment tools appropriate
for this unit to demonstrate competencies which sufficiently address:
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The relevant performance criteria
Critical aspects for assessment
The required skills and knowledge
The context and consistency of the assessment requirements
The relevant employability skills
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BSBFLM309C Support continuous improvement systems and processes
Assessment tool
To assist with demonstration of competencies and in conjunction with the assessment for this unit, the trainer
may implement additional assessments in the form of:
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practical demonstrations
case studies
role plays
observation
Trainers/assessors should ensure that the learner fully understands the assessment process and the
assessment tasks that need to be undertaken. A copy of the assessment tool must be placed on the student
record as proof of evidence.
ASESSMENT INSTRUCTIONS
Assessment format and layout
All assessments must be:
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Typed in Arial 12, single spacing with headings in bold
Header and Footer to be inserted in each page. Header to include unit code and title. Footer to include
student name and page number
All work must be referenced throughout the assessment. Referencing should include author and year of
publication and website address (if applicable). There are many referencing guides available on the
Internet to assist students.
Plagiarism
Plagiarism is the act of representing as one's own original work the creative works of another, without
appropriate acknowledgment of the author or source. In all written work submitted for assessment you must
show the sources for your material. The principle is that whenever submitted material is not your own original
work this must be referenced to acknowledge the author’s work.
It is expected that when a student submits an assessment that it is the independent work of that student and
they have written it in their own words. If a student has plagiarised another person’s work they will be asked
to resubmit their assessment. Plagiarism can lead to instant dismissal.
Submission
All assessments must be submitted in the format described. A date for submission will be set by the trainer.
Assessments must be submitted on or before this date or an extension must be granted by the trainer.
The assessment cover sheets must be detached from the assessment booklets and attached to the front of
each assessment. All sections of the cover sheet must be completed by the student prior to submission of
assessment. The bottom section of the assessment cover sheet will be retained by the trainer.
Resubmitting assessments
If a student is marked ‘not competent’ they will be provided with an alternative assessment for completion to
be able to demonstrate competency. An assessment resubmission should be treated as the original
assessment with all principles applying.
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BSBFLM309C Support continuous improvement systems and processes
Assessment tool
ASSESSMENT – BSBFLM309C Support continuous improvement systems and
processes
In your own words, answer the following questions. To be marked as competent in this unit, you must
provide sufficient responses to each question. Bullet points must only be used where applicable eg: if the
question asks you to list, name or give examples.
1. There are a number of key provisions of relevant legislation and regulations from all levels of government
that that may affect aspects of business operations, such as:
a)
b)
c)
d)
e)
f)
g)
h)
Anti-discrimination legislation.
Ethical principles.
Codes of practice.
Privacy laws.
Financial legislation.
Occupational health and safety (OHS) legislation.
Consumer law.
Credit procedures legislation and regulations.
Why is it necessary to have a working knowledge of the legislation involved in business? What is the aim
of OHS legislation and what responsibilities does it place on employers?
2. Whilst continuous improvement processes are beneficial to organisations, there are a number of barriers
to its implementation. What are 10 barriers to continuous improvement?
3. What are the quality approaches known as 'continuos improvement', 'benchmarking' and 'best practice'?
Where does information on best practice come from? What areas might benchmarking performance
criteria be created for?
4. What are the benefits of continuous improvement?
5. In the cyclical approach to quality improvement it is essential that records, reports and recommendations
pertaining to improvement are documented. Why? What are the benefits if documentation? How can the
information in these documents be communicated effectively?
6. What should you do when making recommendations for change?
7. When attempting to use continuous improvement processes to improve customer service levels, what
methods could you use to gather information about what improvements need to be made?
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BSBFLM309C Support continuous improvement systems and processes
Assessment tool
ASSESSMENT – BSBFLM309C Support continuous improvement systems and
processes
In your own words, answer the following questions. To be marked as competent in this unit, you must
provide sufficient responses to each question. Bullet points must only be used where applicable eg: if the
question asks you to list, name or give examples.
Questions
1. There are a number of key provisions of relevant legislation and regulations from all levels of government
that that may affect aspects of business operations, such as:
a.
b.
c.
d.
e.
f.
g.
h.
Anti-discrimination legislation.
Ethical principles.
Codes of practice.
Privacy laws.
Financial legislation.
Occupational health and safety (OHS) legislation.
Consumer law.
Credit procedures legislation and regulations.
Why is it necessary to have a working knowledge of the legislation involved in business? What is the aim of
OHS legislation and what responsibilities does it place on employers?
1. Whilst continuous improvement processes are beneficial to organisations, there are a number of barriers
to its implementation. What are 10 barriers to continuous improvement?
2. What are the quality approaches known as 'continuous improvement', 'benchmarking' and 'best practice'?
Where does information on best practice come from? What areas might benchmarking performance
criteria be created for?
3. What are the benefits of continuous improvement?
4. In the cyclical approach to quality improvement it is essential that records, reports and recommendations
pertaining to improvement are documented. Why? What are the benefits if documentation? How can the
information in these documents be communicated effectively?
5. What should you do when making recommendations for change?
6. When attempting to use continuous improvement processes to improve customer service levels, what
methods could you use to gather information about what improvements need to be made?
To be marked competent in this unit, students must respond to all points in the project. Answers must be
comprehensive, detailed, demonstrate appropriate research procedures and be supported by suitable
references.
Project
Choose a process within organisation with which you are familiar, to complete this project. Alternately you
may complete it hypothetically.
You are to identify and report on a process that needs to be, or can be improved. This could be an already
identified problem area, or an area where you consider changes can improve productivity and effectiveness,
pre-empting future problems.
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BSBFLM309C Support continuous improvement systems and processes
Assessment tool
Write a report on the process and its improvement by following the structure below:
Background information
Briefly describe the organisation and its core business.
If the process you have selected occurs in part of the organisation describe that section more fully.
Describe the process in its current form. Present this information in a flow chart if this is helpful.
Describe the problem with the process.
Data gathering plan
Discuss the tools that you will use to gather data about the process and why you chose these tools.
Discuss how you will analyse the data.
Improvement plan
From the data that you gathered, identify possible improvements and write them as recommendations.
Set targets for those improvements.
Apply continuous improvement techniques
Discuss the techniques and processes you will use to implement your recommendations to improve customer
service in your focus area.
Communication and support plan
Explain how you will:
 Communicate the targets for improvements to your team members
 Communicate the intended continuous improvement processes
 Encourage and support team members
 Utilise training, mentoring and coaching
Monitoring and record keeping plan
Explain how you will monitor team progress against the targets.
Discuss how you will know if your continuous improvement strategy was successful.
List the records you will need to maintain.
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