BSBMGT608 Manage innovation and continuous improvement Learner Workbook Table of Contents Table of Contents1 Instructions to Learner3 Assessment instructions3 Assessment requirements6 Candidate...

BSBMGT608
Manage innovation and continuous improvement
Learner Workbook
Table of Contents

Table of Contents    1
Instructions to Learner    3
Assessment instructions    3
Assessment requirements    6
Candidate Details    7
Assessment – BSBMGT608: Manage innovation and continuous improvement    7
Observation/Demonstration    8
Third Party Guide    9
Third party details (required information from the learner)    9
Activities    10
Activity 1A    10
Activity 1A checklist – for assessor    11
Activity 1B    12
Activity 1B checklist – for assessor    13
Activity 1C    14
Activity 1C checklist – for assessor    15
Activity 1D    16
Activity 1D checklist – for assessor    17
Activity 1E    18
Activity 1E checklist – for assessor    19
Activity 1F    20
Activity 1F checklist – for assessor    21
Activity 2A    22
Activity 2A checklist – for assessor    23
Activity 2B    24
Activity 2B checklist – for assessor    25
Activity 2C    26
Activity 2C checklist – for assessor    27
Activity 2D    28
Activity 2D checklist – for assessor    29
Activity 2E    30
Activity 2E checklist – for assessor    31
Activity 2F    32
Activity 2F checklist – for assessor    33
Activity 3A    34
Activity 3A checklist – for assessor    35
Activity 3B    36
Activity 3B checklist – for assessor    37
Activity 3C    38
Activity 3C checklist – for assessor    39
Activity 3D    40
Activity 3D checklist – for assessor    41
Activity 3E    42
Activity 3E checklist – for assessor    43
Activity 3F    44
Activity 3F checklist – for assessor    45
Summative Assessments    46
Section A: Skills Activity    47
Summative Assessments: Section A checklist    50
Section B: Knowledge Activity (Q & A)    51
Summative Assessments: Section B checklist    52
Section C: Performance Activity    53
Summative Assessments: Section C checklist    55
Workplace Documentation – for learner    56
Workplace documents checklist    56
Supplementary Oral Questions (optional) – for assessor    57
Competency record to be completed by assessor    60
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly
· Cover the topic in a logical, structured manner
· Your assessment tasks are well presented, well referenced and word processed
· Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
· Presenting any work by another individual as one's own unintentionally
· Handing in assessments markedly similar to or copied from another learner
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
· Direct observation
· Product-based methods e.g. reports, role plays, work samples
· Portfolios – annotated and validated
· Questioning
· Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
· Supervisors
· Trainers
· Team members
· Clients
· Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Candidate Details
Assessment – BSBMGT608: Manage innovation and continuous improvement
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBMGT608: Manage innovation and continuous improvement.
Name:         _____________________________________________________________
Address:    _____________________________________________________________
        _____________________________________________________________
Email:        _____________________________________________________________
Employer:    _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
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:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1:    ____________________________________________________________
Signed:        ____________________________________________________________
Learner 2:    ____________________________________________________________
Signed:        ____________________________________________________________
Learner 3:    ____________________________________________________________
Signed:        ____________________________________________________________
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
Performing a work based skill or task
Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
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. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
Assessment is required in the workplace
Where there are health and safety issues related to observation
Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Third party name:    ______________________________________________________________
Position of third party:    ______________________________________________________________
Telephone number:    ______________________________________________________________
Email address:        ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature:    _____________________________________ Date: ___________________
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Activity 1A
    Estimated Time
    20 Minutes
    Objective
    To provide you with the opportunity to describe different methods of analysing and evaluating the performance and sustainability of your key systems and processes.
    Activity
    Describe five different methods of analysing and evaluating the performance and sustainability of your key systems and processes.
The five different methods of analysing and evaluating the performance and sustainability of my key systems and processes are:
1. Benchmarking: This is a method of comparing a firm's goods, services, or procedures to those of another organisation in order to uncover internal potential for development. This entails comparing my company to competitors both within and outside your target market. Any systems and procedures that have been installed should be evaluated for their relative strengths and weaknesses. Performance levels should be monitored over a set length of time.

2. Financial analysis: This is a method of assessing the performance and appropriateness of enterprises, projects, budgets, and other financial operations. We can assess the influence of important systems and processes by calculating debts, liquidity, and net profit margin.
3. Questionnaires and interviews: This is a method through which many folks (questionnaires) and individuals collect information (interview). We may ask customers and workers for insights into our business performance. They may offer comments on appropriate ways to improve efficiency or fulfil certain requirements.

4. Social media monitoring: It is a method of gathering relevant social media discussions, such as social mentions, as well as tracking keywords, hashtags, and URLs that they are interested in. We may establish a presence on a variety of social media platforms and monitor the profiles of your company's consumers for performance evaluation.
5. Business meetings: We should hold frequent meetings with our personnel and encourage them to share their thoughts on business efficiency and performance. They could notice grounds for worry and remedies that they had not explored before.
Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
    Learner’s name
    
    Assessor’s name
    
    Unit of Competence
(Code and Title)
    
    Date(s) of assessment
    
    Has the activity been answered and performed fully, as required to assess the competency of the learner?
     Yes No
(Please circle)
    Has sufficient evidence and information been provided by the learner for the activity?
     Yes No
(Please circle)
    Comments
    Provide your comments here:
    The learner’s performance was:
    Not yet satisfactory
    Satisfactory
    If not yet satisfactory, date for reassessment:
    
    Feedback to learner:
    Learner’s signature
    
Activity 1B
    Estimated Time
    15 Minutes
    Objective
    To provide you with the opportunity to outline the stages of the supply chain.
    Activity
    Outline the stages of the supply chain process relative to your business.
Plan, Source, Make, Deliver, and Return are the five steps of the SCOR supply chain model.
Stage 1: Plan
Planning entails a wide variety of tasks. Companies must first decide on a strategy for their operations. It's a big decision whether to make a product or acquire a component from a source. Companies must consider the benefits and drawbacks of the many foreign supply chain solutions available.
Options include:
· Production of a domestic product component.
· Production in a foreign market of a component, by establishing international production plants.
· Buying a foreign supplier component.
· Buy a domestic supplier component. When corporations make items, they have to select how they are manufactured.
Planning also include laying up a network of industrial plants and warehouses, setting production levels, and planning transportation patterns between locations. It also entails determining ways to enhance the global supply chain and management methods. Before beginning planning, organisations should ensure that their supply chain management strategies correspond with their company strategy, that communication plans for the whole supply chain are formed, and that means for assessing performance and obtaining data are developed.
Stage 2: Source
Organizing the acquisition of raw materials and components is a part of supply chain management. The acquisition of products and services at the best possible price, in the correct amount, and at the correct time is referred to as procurement. Companies must negotiate contracts and organise delivery after suppliers have been chosen and validated. Supplier performance must be evaluated, and payments to suppliers must be made as necessary. Companies will only operate with a network of suppliers in a few instances. Working with this network, maintaining inventories and corporate assets, and ensuring that export and import criteria are satisfied are all part of this job.
Stage 3: Make
The scheduling of manufacturing operations, product testing, packing, and release are all part of this stage. Companies must also handle performance rules, data storage requirements, facility requirements, and regulatory compliance.
Stage 4: Deliver
The delivery stage includes everything from receiving client questions to deciding on distribution methods and modes of transportation.
Companies must also manage storage and inventory, or pay for these responsibilities to be handled by a third party. Customers or retail locations must be billed and money collected during the delivery stage, and corporations must manage import and export procedures for the final goods.
Stage 5: Return
Return is concerned with handling all defective product returns, which includes identifying product condition, allowing returns, arranging product shipments, replacing defective items, and issuing refunds. End-of-life products are those that have reached the end of their product lifespan and for which a vendor will no longer advertise, sell, or promote the product, as well as restricting or terminating support.

Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
    Learner’s name
    
    Assessor’s name
    
    Unit of Competence
(Code and Title)
    
    Date(s) of assessment
    
    Has the activity been answered and performed fully, as required to assess the competency of the learner?
     Yes No
(Please circle)
    Has sufficient evidence and information been provided by the learner for the activity?
     Yes No
(Please circle)
    Comments
    Provide your comments here:
    The learner’s performance was:
    Not yet satisfactory
    Satisfactory
    If not yet satisfactory, date for reassessment:
    
    Feedback to learner:
    Learner’s signature
    
Activity 1C
    Estimated Time
    20 Minutes
    Objective
    To provide you with the opportunity to identify and describe performance measures within your organisation.
    Activity
    Describe the use of three methods which may be used to measure performance within your organisation.
The methods that may be used to measure performance within my organization, are the following:
1. 360 Degree Feedback
Managers obtain anonymous input from persons with whom they engage often in the course of everyday operations via 360-degree feedback performance reviews. Customers, bosses, direct reports, subordinates, vendors, and salesmen are examples of internal and external stakeholders. Evaluators are trained in the right interpretation of multiple-choice survey questions and written replies by a human resources representative or an independent consultant. To avoid distorted results, evaluators are picked at random from the above categories. Due to the secret nature of 360 feedback reviews, managers frequently believe the replies. Responders are free to deliver honest responses without fear of retaliation as a result of this.

2. Balanced Scoreboard
This method combines quantitative data, such as sales targets and budgetary needs, with position-specific performance criteria. It employs key performance indicators to measure how successfully an individual has met short- and long-term goals. These take into account the employee's professional development and adherence to the organization's best practises. The balanced scorecard technique to performance measurement is most commonly utilised at the top of the corporate ladder, although it may also be employed by middle management.

3. Management by objective
Managers meet with direct reports and come up with short- and long-term goals for the year that are aligned with the company's primary goals using this methodology. Managers evaluate their workers' achievements against these goals at the end of the year. In the 1950s, when the corporate environment was very different than it is now, Peter Drucker invented the term "management by aim." For the staff, he advised rigid, static goals and objectives, but in today's high-tech environment, fluid and dynamic goals work best. Many firms can still utilise this approach for performance monitoring since it allows for periodic adjustment of the initial goals.

4. Self-Evaluation
Employees can use self-evaluation tools to compare themselves to similar or same criteria used by their boss. Frequently, both qualitative and quantitative criteria are used. This strategy can increase the procedure's credibility in the eyes of the employee, especially when the employee's self-assessment score matches the supervisors. When the ratings differ somewhat, this programme provides discussion mechanisms that allow these disparities to be explored in a safe and constructive manner.
Activity 1C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
    Learner’s name
    
    Assessor’s name
    
    Unit of Competence
(Code and Title)
    
    Date(s) of assessment
    
    Has the activity been answered and performed fully, as required to assess the competency of the learner?
     Yes No
(Please circle)
    Has sufficient evidence and information been provided by the learner for the activity?
     Yes No
(Please circle)
    Comments
    Provide your comments here:
    The learner’s performance was:
    Not yet satisfactory
    Satisfactory
    If not yet satisfactory, date for reassessment:
    
    Feedback to learner:
    Learner’s signature
    
Activity 1D
    Estimated Time
    20 Minutes
    Objective
    To provide you with the opportunity to outline the analytical steps that you should follow when considering the amount of variation from the plans and key result areas of your organisation.
    Activity
    What are the analytical steps that you should follow when considering the amount of variation from the plans and key result areas of your organisation?
The following are the analytical steps that we should follow when considering the amount of variation from the plans and key result areas of our organisation:
Step1: Get Oriented
As business analysts, we are frequently expected to get right into a project and begin contributing as soon as possible in order to make a meaningful effect. Occasionally, the project is already under progress. There are other instances when there are just hazy ideas about what the project is or why it exists. As business analysts, we deal with a lot of uncertainty, and it's our responsibility to immediately explain the scope, needs, and business goal. That does not, however, mean that we should go right into the details of the criteria right now. Doing so will almost certainly result in a rapid start in the wrong direction. Taking some time to become oriented, whether it's a few hours, a few days, or at the absolute least a few weeks, will ensure that you're not just moving rapidly, but also capable of contributing effectively and confidently to the project.
Step 2: Find out what the most important business goals are
It's typical for business analysts and project managers to begin establishing the project's scope right away. This, however, might result in unneeded hassles. The shortest way to a successful project is to discover and agree on the business needs early in the project, before the scope is set. Discovering the core business goals paves the way for scope definition, ensuring that you don't wind up with a solution that solves the incorrect problem or, worse, a solution that no one can tell is successful or not.
Step 3: Define Scope
A clear and comprehensive declaration of scope gives your project team the direction they need to fulfil the company's goals. Scope makes the business requirements real in such a way that numerous project team members can see their role in the project's development and implementation. Scope is not an implementation plan, but it is a compass that directs all following phases of the business analysis approach as well as duties performed by other project participants.

Step 4: Make a plan for our business study
Our business analysis plan will help to clarify the business analysis process that will be utilised to identify the project's particular needs. For myself and my project team, our business analysis strategy will provide answers to a slew of questions. In the absence of a credible and practical strategy, we may be given a set of expectations, which are frequently unreasonable since they do not fully comprehend everything that goes into establishing particular criteria.

Step 5: Define the Specifications in Detail
Our implementation team will have all the information they need to implement the solution thanks to detailed requirements. They enable scope to be implemented. Implementation teams frequently struggle and fail to connect the dots in a way that delivers on the project's initial business case due to a lack of clear, succinct, and actionable specific requirements. Successful business analysts plan out their deliverables so that they are as effective as possible in moving the project ahead. When it comes to sequencing your deliverables, pay attention to the project's critical path, reduce ambiguity and complexity, and generate fast wins.

Step 6: Support the Implementation of Technical Solutions
A technical implementation team, which builds, customises, and deploys software, is a significant aspect of a typical project including a business analyst. There are various useful support jobs for you to engage in during the technical implementation that will help drive the project's success and ensure the business goals are reached. All of these activities aid the implementation team in realising the project's planned benefits and ensuring a favourable return on investment.
Step 7: Assist the company in putting the solution in place
Our technology team can build a beautiful, shiny new solution that satisfies the business goals in theory, but if your business users don't use it as intended and return to business as usual, your project will fall short of its aims. To assist the business, business analysts are increasingly becoming involved in this last phase of the project. This stage ensures that all members of the business community are willing to accept the modifications that have been outlined as part of the project.
Step 8: Examine the value that the solution generates
During the course of a project, a lot may happen. The outcomes of the business are addressed. Details are ironed out. Problems of all sizes are solved.
Relationships take time to develop. Change is controlled. Technology is being used. Business users are taught how to adjust their working habits. It's easy to lose sight of the broad picture in the frenzy of activity and concentration on delivery. A track record of successful initiatives generates greater positive momentum inside a company. It's probable that after finishing this phase, you'll find other ways to enhance the firm, which will lead to new initiatives. As a result, the cycle repeats itself.
Activity 1D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
    Learner’s name
    
    Assessor’s name
    
    Unit of Competence
(Code and Title)
    
    Date(s) of assessment
    
    Has the activity been answered and performed fully, as required to assess the competency of the learner?
     Yes No
(Please circle)
    Has sufficient evidence and information been provided by the learner for the...