This unit describes the performance outcomes, skills and knowledge required to lead and manage continuous improvement systems and processes. Particular emphasis is on the development of systems and the analysis of information to monitor and adjust performance strategies, and to manage opportunities for further improvements.
BSBMGT516A Facilitate continuous improvement
At the end of this course students will be able to develop strategies and establish systems to lead, monitor and manage continuous improvement opportunities.
Students are required to attend all classes to participate in class and online activities. The class activities provide an opportunity to develop skills and apply theory to real life situations. The learning activities students will take a role in are:
•Case studies
•Project work
•Collaborative classroom activities
•Team activities
•Peer interaction
•Games and simulations
•Reflection and discussion and debating
•Reading the text book
•Accessing materials on line
Week beginning Weekly Schedule Performance Criteria/ References
06 Jul Introduction and Course Overview Introducing Assessment 3 Learning contract
Managing for ever-improving customer service
1.2 Establish systems to ensure that the organisation’s continuous improvement processes are communicated to all stakeholders
2.2 Adjust and communicate strategies to all stakeholders according to organisational procedures
Cole Ch 14
Customer service, customer support and skills training guide, standards and customer service code of practice, and complaints handling tips, and poor customer service case study
Assessment will incorporate a variety of methods including business reports, in class exercises, written tests, problem solving exercises, presentations, and role plays. Students are required to attempt all assessment tasks and be rated as competent against all performance criteria. Students are required to attempt ALL assessment tasks and be rated as competent against all performance criteria and gain at least 50% mark value overall to pass the course. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met. All assessments are graded.
The teacher may assess a student verbally. A student may be asked to meet with the teacher and discuss their assignment to clarify material, or validate the underpinning skills and knowledge required for competency assessment.
Assessment 1 A written TEST Value 30%
Competences assessed: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3
In class - Week 9
The test will focus on students’ underpinning knowledge of ever-improving customer service, quality and continuous improvement. It is a CLOSED book test and is conducted during the class.
The test contains 7 short answer discussion questions and a case study with additional 3 short answer questions. Each answer is worth 3 marks. Total number of marks is 30. Students must attain a pass mark of 15 to pass this assessment.
Assessment 2 Continuous Improvement Report Value 50%
Written report 30%, Due Week 14 on class day
Oral Presentation 20% in Weeks 14,15&16
•Identify systems, processes, procedures, services or products that need modifications and improvements within their workplace;
•Justify them by explaining how they support the organisation’s strategic goals or fit with current operational plans;
•Recommend strategies for managing the introduction of systems, processes, procedures, services, and products that need modification or improvement;
•Establish systems to ensure that the organisation’s continuous improvement processes and outcomes are communicated to all stakeholders;
•Develop strategies and effective mentoring and coaching processes to ensure that individuals and teams are encouraged and supported to participate in decision making processes to be able to implement and support the organisation’s continuous improvement processes;
•Develop strategies to ensure that systems and processes are used to monitor operational progress to identify ways in which planning and operations could be improved;
•Ensure processes include documentation of work team performance to aid the identification of further opportunities for improvement.
Students will write a continuous improvement report. This report should be used as part of your Executive Report for BUSM6234C Manage Projects. Each student must write this assignment on an individual basis and the final assignment must be all the student’s own work. However, it is expected that the student will establish a “buddy” system in the first class and seek the advice or ideas of workplace mentors, a buddy and other students.
Students will give a Continuous Improvement Report to one manager at their work who is familiar enough with the proposed improvement to be able to comment, evaluate and provide feedback. Students will also mark their own and buddy’s continuous improvement report.
Assignment 2 must be word processed (font Arial or New Times Roman, font size 12, and 1.5 line spacing), presented in a Business Report Format, properly referenced by using Harvard referencing system. Do not put it into any presentation folders, binders or plastic sheets, just use a cover sheet and staple it.
There is no word limit. Students can take as many or as few words to express themselves without being penalised. However, just as a guide, expectation is it to be within 1500-2000 words range.
Students will establish a “buddy” system in the very first class to support, mentor and coach each other throughout this course. Each student will deliver a 10 minute class presentation about their buddy’s Continuous Improvement Report. During oral presentations, students will demonstrate the skills of stage management plus the ability of speaking to groups. Power Point presentations will give an added impression of confidence and ability. The presentation will be based on a student as a change agent presenting to a board of directors. This will give the impression of the presentation being a professional presentation rather than just a talk.
Assessment 3 Learning contract Value 20%
Competences assessed: 1.2, 1.3, 2.2,3.1
At the beginning of the semester students will negotiate and sign a learning contract. The learning contract will address students’ attitude, participation, commitment, and reliability towards learning experience in this course. Students’ performance against the contract obligations fulfilment will be assessed and evaluated.
Students will be assessed directly against a mixture of the elements and performance criteria listed in Key Competencies Unit
Element Task1 Task2 Task3
1. Lead continuous improvement systems and processes X X X
2. Monitor and adjust performance strategies X X X
3. Manage opportunities for further improvement X X X
Consultation times will be made available to you in the first week of classes. Consultations may also be arranged via email.
Self Managed Learning
Students will be required to undertake research and assessment practice outside of regular class times. Exercises are provided to students to facilitate their learning in a self-paced manner and form part of the overall achievement of the competencies in this course. Students are reminded that they are expected to spend an equal amount of time outside of class, furthering their understanding of the concepts being taught, as they do in class to be deemed competent in this course.
Academic Administration Procedures
Students who require general assistance should, in the first instance, approach their class teacher. Secondly, students should contact the course coordinator and lastly, the program coordinator.
Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data and oral presentation. Plagiarism occurs when the origin of the material used is not appropriately cited. It also occurs through enabling plagiarism, which is the act of assisting or allowing another person to plagiarise or to copy your own work. Please make sure you consider this carefully in completing all your work and assessments in this course and if you are unsure about whether you might have plagiarised, seek help from your teacher.
Examples of plagiarism include:
• Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
• Piecing together text from one or more sources and adding only linking sentences;
• Copying or submitting whole or parts of computer files without acknowledging their source;
• Copying a whole or any part of another student’s work; and
• Submitting work as your own that someone else has done for you.
For further information including “Plagiarism (and how to avoid it): Resources for Students” please refer to the Plagiarism section of the RMIT Policies, available at . in the Plagiarism section.
For information relating to the penalties for plagiarism and cheating, please refer to Regulation 6.1.1 Student Discipline, available at http://www.rmit.edu.au/browse;ID=1db54sd7vspz;STATUS=A;SECTION=2;PAGE_AUTHOR=Andrea%20Syers
Penalties include official reprimand, recording of a failure result or expulsion from the University.
The originality verification software Turnitin (see ), may be used on assessments in this course.
Note, if requested by your teacher, you must complete a hardcopy of the RMIT coversheet with your assessment submissions: 
To support you with issues associated with the honesty and full referencing of external work presented in assignments, please visit the University website for Academic Integrity: http://www.rmit.edu.au/academicintegrity
Specifically, support resources for yourself as a student to ensure that your submitted assessment accurately represents your work are provided at: 
Submission of written work/assessment
All of your written work must conform with RMIT’s guidelines “Written Reports And Essays: Guidelines For Referencing And Presentation In RMIT Business” which can be found at: http://mams.rmit.edu.au/s9sx559hurvc.rtf
All of your written assessment must be lodged by the due date in the format specified for the particular assessment task. Written assessment must have a footer containing: student number, student name, course code, title of assessment and teacher’s name.
Staple your assignment. Please do not place in plastic binders or plastic pockets.
Attach a signed Assignment Cover Sheet to each submission of written work or assessment. Cover Sheets are available near the lifts on Level 13 or from http://mams.rmit.edu.au/7ksj9bbov094.doc
You must keep a copy of your assignment/written work, which can be produced if the original is lost or damaged.
Supervised Assessment
Unless otherwise instructed by your class teacher, course coordinator or invigilator, the following conditions apply to your supervised assessments:
• All answers are written in blue or black pen only. Answers written in other colours or pencil will not be marked, excluding diagrams.
• The only materials which may be brought into the assessment room are blue or black pens, pencil, eraser and correction fluid. Items such as electronic dictionaries, mobile phones, electronic devices, written material and paper are not to be brought into the assessment room. It is a breach of assessment conditions to have any unauthorized materials or equipment in the assessment room.
• Assessment papers, questions and other material provided by the University are not to be removed from the assessment room.
• There is no communication of any kind with any person either inside or outside the assessment venue, apart from the assessment supervisor/invigilator or course teachers.
Special Consideration
Special Consideration is a process that enables the University to take account of unexpected circumstances such as illness, injury or bereavement that affect a student’s performance in assessment. Special Consideration can be applied for to obtain a classroom-based deferred assessment, eg: test or a role play.
You may apply for special consideration up to and no later than 48 hours (2 working days) after the date of the classroom based assessment. Forms are available from BTS Reception on Level 13 or from 
Grounds for special Consideration may include illness, accident, bereavement, hardship/trauma. All supporting documentation must be included with your application. Completed forms must be addressed submitted to the Hub on Level 4 Building 108. Further information can be accessed from http://www.rmit.edu.au/students/specialconsideration
Special Consideration for extension of time for submittable tasks can be submitted to Program Coordinator, Seymour Jacobson, up to 7 days from the due date of the assessment. After 7 days, the application must go to the Special Consideration Committee. The criteria for this special consideration are no different to those for classroom-based applications. These applications are to be submitted on an Application for Extension of Submittable Work form.
Non and Late Submission of Work
If you do not attempt an assessment or meet an assessment deadline and have not been granted Special Consideration, you will not receive a mark for the assessment and be deemed NYC (Not Yet Competent).
Appealing Assessment
You are entitled to appeal assessment results. Any appeal should be submitted to the Course Co-ordinator Student Liaison, Seymour Jacobson not more than 10 days after receiving notice of the result for the assessment. Please refer to RMIT Policy – Appeal Against Assessment Result available at .in the Teaching and Learning Policy area.