BSBSTR601 - Task No 2

LEARNER’S GUIDE
RII50520 Diploma of Civil Construction Design
BSBSTR601
Manage Innovation and Continuous
Improvement
Mode | Classroom Delivery
BSBSTR601 Manage Innovation and Continuous Improvement
Supporting: RII50520 Diploma of Civil Construction Design; May also support other qualifications based on respective packaging rules
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ACN: 153 650 894
Validation History
Date &
Validation Team Summary Outcomes Action Responsibility
Place
BSBSTR601 Manage Innovation and Continuous Improvement | V 1.1| May 2023 Page 1 of 37
A complete validation report is filed and available for reference.
Version History
Implemented
Date Version Changes in this Version Authority
on
Table of Contents
1. Introduction......................................................................................................................................................................... 4
2. Unit Overview..................................................................................................................................................................... 4
3. Competency Standards........................................................................................................................................................5
AQF Descriptor.................................................................................................................................................................. 5
4. Delivery Plan....................................................................................................................................................................... 8
Delivery Arrangement........................................................................................................................................................8
Delivery Conditions............................................................................................................................................................ 8
Lesson Topics and Plan...................................................................................................................................................... 8
Suggested Learner Resources...........................................................................................................................................10
5. Assessment Plan................................................................................................................................................................ 17
Assessment Method.......................................................................................................................................................... 17
Submission of Work.........................................................................................................................................................18
6. Assessment Tasks.............................................................................................................................................................. 20
Assessment Task 1:...........................................................................................................................................................20
Assessment Task 2:...........................................................................................................................................................22
Assessment Task 3:...........................................................................................................................................................25
Assessment Task 4:...........................................................................................................................................................30
7. Academic Policies and Processes......................................................................................................................................35
Assignment Cover Sheet........................................................................................................................................................37
Unit of Competency : BSBSTR601 Manage Innovation and Continuous

Improvement
Total Delivery Hours : Sixty (60)
Schedule : Refer to the timetable
Cluster/Term : Refer to the timetable
1. Introduction
Welcome to the learner’s guide for this unit of competency for the qualification RII50520 Diploma of Civil
Construction Design. This guide provides you with essential information on competency standards, delivery
plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.
The purpose of this learner’s guide is to:
▪ Provide you with information on delivery schedule and plan of this unit
▪ Ensure that you understand how students will be assessed in this unit
▪ Provide information on assessment methods, strategies, and evidence requirements
▪ Provide information on learning activities and assessment tasks
▪ List resources which may assist in student learning and assessment tasks
2. Unit Overview
This unit describes the skills and knowledge required to sustain and develop an environment in which
continuous improvement, innovation and learning are promoted and rewarded.
The unit applies to individuals with managerial responsibilities who aim to build a better and more effective
work environment. Continuous improvement and innovation have links with the model of the learning
organisation and people working at this level play an important role in building the culture, values and
attitudes of the organisation.
Learning Outcomes
On successful completion of this unit, the learner/trainee will be able to;
▪ Establish ways of working within team

▪ Identify improvements
▪ Implement innovative processes
▪ Develop workplace culture and tools for continuous improvement, innovation and learning
As well as demonstrating the performance criteria, to be assessed as competent, the learner must
demonstrate their ability to apply the required knowledge and skills in a range of situations. These are
summarised in the Competency Standards section below.
Prerequisite Requirements
This unit does not have a pre-requisite.
Skill Recognition and Credit Transfer
Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of
evidence of successful completion of the same unit in an equivalent or higher qualification. Under the
Australian Qualifications Framework, this qualification recognises competencies achieved as part of a
Nationally Recognised Qualification from other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the
required skills and knowledge in the specific areas of competency through work/industry experience and/or
completed eligible assessments in equivalent or higher qualification.
Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy
is available either through the faculty coordinator or college’s website.
3. Competency Standards
This unit is derived from the Resources and Infrastructure Industry Training Package (RII) for packaging of the
qualification RII50520 Diploma of Civil Construction Design.
Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview),
performance criteria, required skills, required knowledge, embedded employability skills components,
assessment requirements and evidence guide.
They can also be viewed at:
View Unit
The learners must familiarise themselves with all the competency requirements for this unit of competency
and ensure that they have received all the relevant information and support from the trainer and assessor that
might be detrimental to their academic performance and outcomes.
AQF Descriptor
The Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake
advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of a Diploma will
have specialised and integrated technical and theoretical knowledge with depth within one or more fields of
work and learning.
Graduates at this level will have a broad range of cognitive, technical and communication skills to select and
apply methods and technologies to:
▪ Analyse information to complete a range of activities

▪ Interpret and transmit solutions to unpredictable and sometimes complex problems
▪ Transmit information and skills to others
Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined
responsibility in contexts that are subject to change and within broad parameters to provide specialist advice
and functions.
Performance Criteria
The following performance criteria specify the required level of performance for each of the elements of
competency:
Element Performance Criteria
1.1 Identify relevant team members and communicate ways of

working objectives, expectations and desired outcomes
1.2 Identify and establish strategies to monitor and evaluate
performance and sustainability of key systems and processes 1.3
1. Establish ways of working within Consult and seek advice from stakeholders, to identify
team opportunities for improvement
1.4 Communicate with and mentor team members on ways of
working that contribute to continuous improvement
1.5 Communicate with and coach team members how they can
be innovative
2.1 Analyse performance reports and variance from

organisational plans within workplace
2.2 Identify and analyse changing trends and opportunities
2. Identify improvements
relevant to the workplace
2.3 Collect data and analyse areas for improvement in supply
chains, and operational and service systems
2.4 Conduct a gap analysis of supply chains, and operational and
service systems and identify improvement needs and
opportunities
2.5 Communicate with and agree on team members identified
improvement needs and opportunities
2.6 Identify learning opportunities for team members
3.1 Confirm objectives, timeframes, measures and

communication plans are in place to manage implementation
3.2 Address the impact of change and consequences for people
and implement transition plans
3.3 Implement contingency plans in the event of
3. Implement innovative processes
nonperformance
3.4 Follow up failure by investigation and analysis of causes and
manage emerging challenges and opportunities
3.5 Confirm that learnings from activities are captured and
managed using relevant knowledge management system
4.1 Evaluate continuous improvement systems and processes

and innovation on a regular basis
4.2 Identify and communicate with stakeholders costs and
4. Develop workplace culture and benefits of innovations and improvements
tools for continuous improvement, 4.3 Establish rewards for continuous improvement, innovation
innovation and learning and learning
4.4 Seek and respond to feedback from relevant stakeholders’

systems and processes for continuous improvement, innovation
and learning
Performance Evidence
Evidence of the ability to:
▪ Manage and promote innovation and continuous improvement for an organisation or work area on at
least one occasion.
In the course of the above, the candidate must:
▪ Identify opportunities for improvement

▪ Consult with stakeholders
▪ Promote the value of creativity, innovation and sustainability and recognising successes
▪ Support testing and trialling of new ideas
▪ Undertake risk management and cost-benefit analysis for options
▪ Plan for and implement improvements using organisation’s processes for approvals, project
management and change management
▪ Facilitate contributions to and communications about continuous improvement and innovation
▪ Capture insights, experiences and ideas for improvements and incorporate them into the
organisation’s knowledge management systems and future planning.
Knowledge Evidence
The following knowledge must be assessed as part of this unit:
▪ Cost-benefit analysis methods
▪ Knowledge management systems
▪ Continuous improvement systems and processes
▪ Creativity and innovation theories and concepts
▪ Organisational learning principles
▪ Quality management and continuous improvement theories
▪ Relevant risk management concepts
▪ Key aspects of supply chains, and operational, product and service systems
▪ Method for conducting gap analysis
▪ Changing trends and opportunities in workplace.
4. Delivery Plan
Delivery is in the form of instructor-led, classroom-based training sessions supported by simulated learning
and/or project sessions. Within the class room environment, delivery is supported by classroom-based
activities, tasks, lectures and structured lessons. Strategies for classroom-based learning focus on development
of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading,
feedback, and practical examples of the theory.
Delivery Arrangement
The unit will be delivered over a prescribed period (term/semester) in a class-room training environment
through a structured learning program comprising of (but not limited to) lectures, presentations, case studies,
practical projects, group discussion and class-room based activities. Delivery schedule of this unit of
competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each
academic term and posted on the notice board and college’s website.
It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are
relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be
on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity
to gain an insight into key technological processes, professional environment and workplace practices.
Delivery Conditions
▪ Learners are required to attend the prescribed delivery sessions, in particular where assessment plan,
schedule, projects, and in-class activities and tasks are planned
▪ On commencement, the learners should review and understand all the course related information
including course structure, prerequisites and competency requirements for each unit of competency
▪ This unit of competency must be completed within the prescribed duration at the beginning of this
document. Due dates for the assessments will be set by respective assessors on commencement of
the unit and must be adhered to by all the learners
▪ The learners have the responsibility to maintain the required attendance and participate in all the
inclass activities and assessment/project tasks to be able to develop the required skills and
knowledge.
▪ The learners must keep record of their activities, assessments and research and take an active interest
in exploring new concepts and ideas
▪ On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any
assessments or the learning materials and must apply for a course extension. Learners should also
refer to other prevailing terms and conditions of delivery and assessment of this course and contact
the administration for further information if required.
Lesson Topics and Plan
The following lesson plans are planned for this unit. According to session times, trainers may expand these
lesson plans into their own session plans. Trainers must take a special note of the activities planned in the
right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not
marked (assessed) but they contribute towards learning that prepares them for summative tasks.
The following topics are covered in the classroom training sessions. The topics for this unit include;
Lesson Topics Activities
Unit overview, assessment information, assessment conditions Examples of supply

Key concepts and definitions chain management
Understanding business processes
1
The concept of supply change management Cast study:
Operational, product and service delivery systems in organisations Identifying Walmart
key result and performance areas
Creativity and innovation theories and concepts Kaizen examples

Organisational learning principles and case studies:
2 Quality management and continuous improvement theories: TQM, Kaizen, The Toyota Way
MBO, JIT
Concept, principles and theories of continuous improvement Class discussion
Organisational performance measures, assessment tools and techniques SMAIC Model:

Keeping pace with changing market conditions Examples and
External environment analysis tools and techniques applications
The concept of innovation
Innovation theories Innovation case
study: GE:
Continuous improvement theories and models: Discussion
3-4
Systems thinking
McKinsey’s 5S Model
KAIZAN
Six Sigma
Business Process Re-engineering
Root Cause Analysis
Theory of Constraints (TOC)
5-6
Supporting and fostering creative ideas Early thoughts:
Linking innovation outcomes to performance Schumpeter’s
Understanding the innovation approach: the cultural mindset theory
Facilitating resources for innovation
Testing and trialling ideas: Cost-benefit analysis methods Managing Case study: Lego
risks
Sustaining and disruptive innovations
Continuous and dynamically continuous innovations
Identifying innovation opportunities
Creating and encouraging an innovative environment
Integrating continuous improvement in business processes Six Sigmas: Concept

Preparing for and managing change and application
Implementing improvement and innovation processes
Engaging staff for a change Diffusion of
Developing and fostering innovation culture innovation:
7-8 Establishing a feedback and evaluation system Examples
Learning from mistakes and setbacks
Continuous improvement processes:
Cyclical audits and reviews of workplace, team and individual performance
Evaluations and monitoring of effectiveness

Modifications and improvements to systems, processes, services and products
Policies and procedures that allow an organisation to systematically review and
improve the quality of its products, services and procedures Seeking
and considering feedback from a range of stakeholders
The concepts of business ethics and sustainability Video presentation:

Theories of and debate on business ethics and sustainability An Inconvenient
Environmental and resource sustainability challenges Truth
Environmental management systems: ISO 14001:1996
Referencing standards, guidelines and approaches Class discussion
9 Developing strategies for continuous improvement

Developing strategies for sustainable practices
Implementing continuous improvement processes: Establishing work groups
and teams
Training and up-skilling staff
Developing and maintaining knowledge management systems Monitoring
and evaluating organisational performance
Review and revision Assessment

10 Students Q&A feedback and
follow up
Suggested Learner Resources
Anthony S.D., 2011, The Little Black Book of Innovation: How It Works, How to Do It, Harvard Business Review
Press
Adair J., 2009, Leadership for Innovation: How to Organize Team Creativity and Harvest Ideas, Reissue Edition,
Kogan Page, Philadelphia
Berkun S., 2010, The Myths of Innovation (1st Ed.), O'Reilly Media
Silverstein D., Samuel P., and DeCarlo N., 2008, The Innovator's Toolkit: 50+ Techniques for Predictable and
Sustainable Organic Growth, O'Reilly Media
Hipple E.V., 2006, Democratizing Innovation, The MIT Press
General References:
Innovation theories: http://en.wikipedia.org/wiki/Innovation

http://www.innovation.gov.au/Pages/default.aspx
http://innovationzen.com/blog/2006/07/29/innovation-management-theory-part-1/
http://www.triz-journal.com/archives/2008/04/06/
http://en.wikipedia.org/wiki/Disruptive_innovation http://blogs.hbr.org/hbr/on-innovation/
Continuous Improvement: http://www.emu.edu.tr/~oyagiz/MGMT585/kaizen_COLOR.pdf

http://www.emu.edu.tr/~oyagiz/MGMT585/kaizen_COLOR.pdf
http://www.mindtools.com/pages/article/newTMM_98.htm TQM:
http://www.isixsigma.com/methodology/total-quality-management-tqm/eight-elements-tqm/
http://www.wiley.com/college/sc/reid/chap5.pdf
Referencing Guide
Harvard Referencing Generator: http://www.harvardgenerator.com/
http://www.citethisforme.com/au/referencing-generator/harvard
Misc. Videos and Online Educational Channels (General ref)
List of some of the online educational channels. Search for the relevant topics and concepts.
Khan Academy Channel https://www.youtube.com/user/khanacademy
#Education https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g
TED Talks https://www.youtube.com/user/TEDtalksDirector/channels
TED ED https://www.youtube.com/user/TEDEducation
Massachusetts Institute of Technology (MIT) https://www.youtube.com/user/MIT

Channel
Google for Education https://www.youtube.com/user/eduatgoogle
Big Think https://www.youtube.com/user/bigthink/videos
CrashCourse https://www.youtube.com/user/crashcourse/videos
Microsoft Education https://www.youtube.com/user/Microsoftedu
Stanford University Channel https://www.youtube.com/user/StanfordUniversity/videos
Management Skills Courses https://www.youtube.com/channel/UChA8eZOWYhdLsv8HlBrJcg/videos
Harvard Business Review https://www.youtube.com/user/HarvardBusiness/videos
5. Assessment Plan
Assessments for this unit have been developed by taking into account assessment guidelines as provided in the
training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing
process of gathering evidence to determine what each student/learner knows, understands and can do in
order to inform teaching and support learning of the intended curriculum.
The purposes of this assessment are;
▪ To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy
skill, knowledge and employability skills requirements
▪ To provide feedback to the learners/trainees indicating the areas of improvement and professional
development
▪ To measure the effectiveness of the delivery plan and evaluate the learning outcomes
The required assessment criteria are provided in each assessment task for learner’s information.
Assessment Method
Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency
and the training package. The evidence is generated through summative assessment tasks. However, the role
of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative
tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on
the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student
needs.
These tasks and activities usually take place throughout the unit and planned in accordance with the
summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks.
Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be
used by students as an evidence of participation or example of work completed as part of their learning.
Formative tasks are not assessed.
For summative tasks, the following assessment methods are available to collect the aforementioned evidence
to demonstrate satisfactory performance in this unit;
▪ Written Assessment Tasks

▪ Practical/Analytical Tasks
▪ Test/Examinations
▪ Projects
▪ Observation
▪ Integrated Assessment
The Written Assessment Tasks and Tests have been developed to address various parts of Performance
Criteria as well as Required Knowledge.
The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and
activities are mostly designed as in-class assessments, enabling the trainers to observe the work being
undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use
of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally
provided within the task description. However, trainers/assessor may set certain conditions for conducting and
observing these tasks.
The Project (Individual or Group based) addresses various aspects of competency standard including
Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is
to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of
instructions and learning in the prescribed delivery period by assessing the overall performance of the
students/trainees for the purpose of grading/final results.
The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It
may also be used to reinforce learning and test specific aspects of other part of competency where knowledge
of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task
description. Examinations are conducted under set conditions.
Observation forms part of in-class activities, participation in designated group processes, presentation and
provides an option where specific skills need to be demonstrated to the assessor.
Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in
one unit/task to determine competency in another unit/task. The concept behind the design of the integrated
assessment is to limit repetitive tasks that test the same or similar competency elements in different units of
competency.
Optional/Supplementary Assessments
In addition to the above assessment instruments, the following methods can be used, if required, in the
context of assessment for this unit of competence, especially in the circumstances where assessment involved
components of online learning as well as actual workplace activities and/or performance.
▪ Workplace Verification through RPL application

▪ Competency Conversation at completion of the unit
To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed
as indicated in the Competency Standards (2).
Assessment can be both a formative and summative process. Formative assessment is used to provide
feedback to students and teachers to promote further learning. Summative assessment contributes to the
judgement of student learning for competency/award purposes.
Submission of Work
All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by
the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should
be signed by the student and must contain student details and date of submission. Assessment Cover Sheets
are available at the reception.
Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects,
etc. must contain student’s name, ID (if available), address and contact details. Within the context of these
assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted
for “approval” within this context must demonstrate care and attention to detail, such that the student
inspires confidence that the work is being undertaken competently.
Where soft copy/electronic files are submitted, students are encouraged to name the files according to
established procedure. This would typically include a course or unit code, assessment or submission code, and
in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted
within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar.
Follow submission guidelines in each assessment task for specific instructions.
Assessment Tasks and Schedule
The following assessments are planned for this unit;
# Assessment Task/Activity Type Assessment Method

1 Case Study: Corus: Continuous Improvement as a Business Strategy Individual Written
Written and
2 Team: Develop a Continuous Improvement Proposal Team
Observation
Written and
3 Team Project: Product Innovation Team
Observation
4 Knowledge Test Individual Written
These assessment tasks/activities have been described in detail in the following section.
Task schedule to be advised by trainer/assessor based on the lesson and session plans.
6. Assessment Tasks
Assessment Task 2:
Team Project: Develop and Present a Continuous

Assessment Task
Improvement Proposal
Schedule TBA
Performance Criteria:
1.1 ,1.2, 1.3, 1.5, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.2, 4.3, 4.4
Outcomes Assessed
Addresses some elements of required skills and knowledge
as shown in the Assessment Matrix
Description:
This assessment task is given as a group project to be undertaken by a group of maximum four learners.
Ideally, the groups should be formed at the beginning of the academic term to allow for group development
and interaction.
As part of assessment criteria for this task, equal and active participation from all groups will be required. Each
group will need to submit a group statement, signed by all group members, outlining their respective role and
contribution in the project. Any problems or non-contribution from ant group members should be reported to
the trainer/assessor at the earliest.
In a sustainability report published by renowned and global consulting firm KPMG, Expect the Unexpected:
Building Business Value in a Changing World, states that population growth, exploitation of natural resources,
climate change and other factors are putting the world on a development trajectory that is not sustainable
(KPMG, 2021). In other words, if we fail to alter our patterns of production and consumption, things will begin
to go badly wrong. In the report, KPMG have emphasised that “companies need to understand 10
sustainability mega forces that will impact each and every business over the next 20 years. These forces do not
act alone in predictable ways. They are interconnected. They interact”.
A complete report can be accessed here;
https://assets.kpmg/content/dam/kpmg/pdf/2012/08/building -business-value-part-1.pdf
For the purpose of this assessment task, your team will assume the role of a CI reference group advising a CI
strategy unit within a case organisation of your choice. A past or current workplace can also be chosen for this
task. You may choose an organisation of any size or type depending on consensus of the group members.
However, the group should be mindful that selection of a larger organisation will involve more details and
work. Groups must consult with the trainer/assessor before finagling the case organisation to ensure that no
other group has selected the same organisation.
Assume that your team has been given the responsibility to research the current CI practices and make
recommendations to the CI strategy unit for implementation of a CI initiative at the company as part of its
strategic planning. Using this report as a guide, prepare a Continuous Improvement Proposal that includes;
▪ 1.Company information
Kiichiro Toyoda founded Toyota Motor Corporation, a renowned Japanese multinational

automaker with its headquarters in Toyota City, Japan, in 1937. Toyota is renowned for its
widespread presence and produces a wide range of vehicles under the Toyota, Lexus, Daihatsu,
and Hino brands, including hybrids, trucks, SUVs, and passenger cars. The effective Toyota
Production System (TPS), a cutting-edge strategy in lean manufacturing and just-in-time
production, is credited with the company's performance. The legendary Toyota Prius serves as an
example of Toyota's expertise in hybrid electric automobiles. Toyota is dedicated to sustainability,
and as such, it continues to make investments in eco-friendly technologies and is a significant
player in the rapidly changing automotive sector.
▪ 2.Business overview (summary of key business activities and operations)

▪
Toyota Motor Corporation is a well-known international automaker that creates, develops,

produces, and sells a variety of vehicles. A number of brands are used by the business, including
Toyota, Lexus, Daihatsu, and Hino. Its product line includes hybrid electric vehicles, trucks, SUVs,
and passenger automobiles. Toyota is renowned for its dedication to efficiency and innovation,
which is exemplified by the well-known Toyota Production System (TPS), a lean manufacturing
strategy. The business has extensive global reach because to its manufacturing facilities and sales
networks, which serve a variety of markets and clientele. Toyota's sustained dominance in the
fiercely competitive automotive business is fueled by its emphasis on sustainability and technical
breakthroughs.
▪
▪
3.Purpose and background (why the need for CI and why this proposal is made – changing trends)
Background:
Continuous improvement has always been a guiding principle at Toyota. Kiichiro Toyoda, the
company's founder, highlighted the significance of "making ever-better cars" through
continuous improvement and innovation. Toyota has continually worked to enhance the
effectiveness of its production procedures, the caliber of its products, and all aspects of its
business operations.
The Need for Constant Development:
Changing Consumer Demands: In the automotive sector, consumer preferences and

expectations are always shifting. Toyota needs to modify its products and services to satisfy
these changing demands in order to remain relevant and keep customers.
The automotive industry is quite competitive, with new players and technological
developments appearing frequently. Toyota must always improve in order to stay one step
ahead of rivals and keep its market-leading position.
technology Advancements: Electric cars, autonomous driving, and connection features are
among the biggest technology disruptions now affecting the automotive sector. For Toyota to
successfully integrate these technologies, it must continuously improve both its products and
business practices.
Operational Efficiency: Toyota is able to streamline its production processes, cut waste, and
improve operational efficiency through continuous improvement. As a result, the business is
able to offer higher-quality goods at reasonable pricing.
Proposal for Continuous Improvement:
Toyota's dedication to excellence and innovation is intended to be strengthened through this

plan for continual development. Toyota aims to involve all staff members in locating areas for
improvement, putting new procedures into place, and exchanging best practices by promoting
a kaizen culture throughout the business. The business may develop a staff that is proactive in
looking for better ways to do things by providing continuing employee training and
empowerment. Toyota can respond to shifting consumer demands, produce better goods, and
maintain its position as a leader in the automobile industry by adopting continuous
improvement as a core value.
▪ 4.The concept of Continuous Improvement and
The Toyota Production System (TPS), a business philosophy, and the idea of continuous
improvement, sometimes known as "kaizen," are both based on this idea. Kaizen is a Japanese
term that means "change for the better" or "continuous improvement". The emphasis is on the
constant pursuit of small adjustments that benefit the organization's people, processes, and
products.
Employee Involvement: Toyota regards its workers as the engine that propels ongoing
development. Every employee is encouraged to actively participate in recognizing problems,
suggesting solutions, and putting them into action, from front-line staff to senior management.
Respect for People: Toyota bases its kaizen concept on treating its staff with dignity and respect. It
promotes a culture where workers feel empowered to share their ideas and take charge of projects
for development.
Elimination of Waste: A major goal of kaizen is to locate and get rid of waste, or "muda" as it is
known in the TPS. This comprises wasteful procedures, excess output, hold-ups, a surplus of
inventories, and flaws.
Standardization: After changes are made, Toyota emphasizes the value of standardizing procedures
and best practices. The best practices are regularly used throughout the company thanks to
standardization.
Kaizen stresses producing incremental, continual improvements rather than seeking out major,
disruptive changes. Toyota thinks that over time, these little, cumulative improvements provide big
gains.
Plan-Do-Check-Act (PDCA) Cycle: Toyota uses the PDCA cycle as a continuous improvement
process. Planning, putting changes into practice, reviewing the outcomes, and adjusting accordingly
to create additional advancements are all part of this iterative cycle.
Quality and Customer Focus: At Toyota, continuous improvement is fuelled by a steadfast

dedication to creating high-quality products and providing outstanding customer satisfaction.
▪
▪ 5.A brief summary of key CI models and theories
Continuous Improvement has been the focus of various models and theories aimed at achieving
operational excellence and organizational effectiveness. Here is a brief summary of some key
Continuous Improvement models and theories:
Plan-Do-Check-Act (PDCA) Cycle: The PDCA cycle, also known as the Deming Cycle or Shewhart
Cycle, is a simple yet powerful Continuous Improvement model. It involves four stages: Plan
(identify the problem and develop a solution), Do (implement the solution on a small scale), Check
(evaluate the results and gather data), and Act (make necessary adjustments and standardize
improvements). The cycle is iterative, promoting continuous learning and refinement.
Total Quality Management (TQM): TQM is a management strategy that aims to continuously
enhance the quality of products and processes in order to better serve customers. It places a
strong emphasis on teamwork among employees, client happiness, process uniformity, and a
dedication to quality across the board.
Six Sigma: Six Sigma is a data-driven methodology that aims to reduce process flaws and variability.
To find and eliminate error-causing factors, it uses statistical analysis. It aims for a process output
of just 3.4 failures out of every million chances. Six Sigma initiatives frequently employ the DMAIC
(Define, Measure, Analyze, Improve, Control) approach.
Lean Thinking: Lean Thinking, which was influenced by the Toyota Production System (TPS), is an
approach that aims to minimize waste, improve flow, and maximize customer value. It places a
strong emphasis on values like respect for people, continuous flow, pull systems, and just-in-time
production. Lean seeks to boost productivity and customer satisfaction by producing more value
with fewer resources.
The Japanese word "kaizen" means "change for the better" or "continuous improvement." It is a
mindset that supports constant, minor advancements made by all staff members across the entire
organization. Kaizen encourages a culture of ongoing learning, problem-solving, and employee
empowerment to take part in improvement initiatives.
Theory of Constraints (TOC): TOC is a management theory that tries to maximize the performance
of a process by identifying the most important limiting factor (constraint). TOC seeks to enhance
the performance and throughput of the system by concentrating on the constraint.
5 Whys: To determine the underlying source of a problem, apply the 5 Whys methodology, a
straightforward problem-solving method. It entails asking "why" repeatedly until the root cause is
identified. Organizations may put effective solutions in place and stop problems from recurring by
addressing the fundamental cause.
Organizations can improve their processes, achieve improved quality, cut waste, and continuously
adapt to shifting market demands by using the many frameworks and tools provided by these
Continuous Improvement models and theories. Based on their unique requirements and goals,
organizations frequently blend and personalize various approaches.
▪ 6.Proposed solution (your recommended CI model and a detailed explanation of why)
Plan-Do-Check-Act (PDCA) Cycle and Lean Thinking are combined to form Toyota's suggested
Continuous Improvement approach. This model offers a thorough strategy to promote continuous
improvement throughout the firm and is in line with Toyota's current philosophy and practices.
Lean Thinking: Justification Lean Thinking is focused on reducing waste, enhancing flow, and
providing value to customers. It was influenced by Toyota's Toyota Production System (TPS). The
emphasis Toyota places on effectiveness, quality, and customer satisfaction is well aligned with this
strategy. Toyota can improve its production procedures even more, shorten lead times, and make
better use of its resources by adopting lean thinking. The focus on waste reduction is consistent
with Toyota's dedication to reducing inefficiencies, overproduction, and unneeded inventory.
Cycle of Plan-Do-Check-Act (PDCA):

Explanation: Lean Thinking is enhanced by the PDCA Cycle, also known as the Deming Cycle, which
offers a methodical and iterative approach to issue solving. Toyota may design and carry out small-
scale improvements (design-Do), then assess their effects (Check), utilizing the PDCA methodology.
If the changes are successful, Toyota can standardize them and apply them throughout its
processes. Toyota has the option to make necessary corrections and modify the strategy if the
improvements fall short of expectations (Act). The PDCA Cycle makes sure that organizational
processes for continuous improvement are systematic and ongoing.
How come this model?
Compliance with the Philosophies of Toyota: The kaizen, JIT, and continuous improvement tenets
of Toyota are strongly aligned with the suggested model of lean thinking and the PDCA cycle. It
strengthens a culture of problem-solving, staff involvement, and customer attention by building on
the company's basic competencies.
Holistic Approach: Toyota develops a thorough and organized method for continuous development
by merging the PDCA Cycle and lean thinking. Lean Thinking focuses on reducing waste and
delivering value, while the PDCA Cycle makes sure that improvements are carefully planned,
carried out, and evaluated for effectiveness.
Employee Engagement and Empowerment: The suggested model gives employees of all ranks the
ability to take part in initiatives for ongoing improvement. Employee engagement and ownership
are promoted by Lean Thinking, which motivates them to spot waste and inefficiencies, and the
PDCA Cycle, which gives them the capacity to implement and assess improvements.
Continuous Learning: The PDCA Cycle's cyclical structure supports Toyota's dedication to ongoing
learning and adaptation. Toyota is capable of effectively adjusting to shifting trends and difficulties
by continually evaluating and enhancing development efforts.
Toyota will be able to maintain its competitive edge, increase operational effectiveness, produce
high-quality goods, and satisfy changing customer expectations by implementing Lean Thinking and
the PDCA Cycle as the Continuous Improvement model.
Overall, Toyota has a strong Continuous Improvement approach that is well-suited to its business
philosophies, organizational cultures, and the dynamic automotive industry thanks to the marriage
of Lean Thinking and the PDCA Cycle. Toyota can strengthen its position as a market leader in the
automotive industry by adopting this strategy, offering ever-better products, and exceeding
customer expectations.
▪ 7.Expected Benefits/Impact (in areas of productivity, knowledge management and sustainability)
Toyota expects that adopting the suggested Continuous Improvement approach, which combines
Lean Thinking and the PDCA Cycle, will have a favourable effect on productivity, knowledge
management, and sustainability.
Productivity: Waste Reduction: Lean Thinking's emphasis on eliminating waste will result in simpler
procedures, shorter wait times, and better resource usage. As a result, Toyota's operational and
production processes will be more productive and economical.
Production Efficiency: Toyota can quickly identify and fix bottlenecks, inefficiencies, and process
gaps by putting the PDCA Cycle into practice. Operations will run more smoothly, with shorter lead
times, and throughput will grow thanks to ongoing improvement initiatives.
Employee Empowerment: The suggested methodology places a strong emphasis on involving and
involving employees in finding possibilities for development. Employees that feel empowered are
more likely to offer creative suggestions.
Knowledge Management: Ongoing Education: The PDCA Cycle's iterative structure encourages
Toyota to have a culture of ongoing learning and information sharing. Teams gain knowledge over
time from both successful and poor attempts at improvement.
Toyota will be able to identify and codify best practices by using standardized processes based on
effective improvement programs. This would provide uniform quality throughout various activities
and improve knowledge management.
Employee Skill Development: The suggested methodology supports the actual use of employees'
problem-solving and analytical skills during improvement projects. This will increase their level of
skill and help create a workforce with more knowledge.
Sustainability: Waste Reduction: By reducing environmental effect, Lean Thinking's emphasis on

waste reduction is in line with sustainability aims. Less resources being used, which results in less
energy being used, fewer pollutants, and less waste being produced.
Environmental Focus: Toyota may implement eco-friendly practices and enhance its
environmental performance by using Lean principles and the PDCA Cycle to pinpoint
environmental inefficiencies.
Long-Term Impact: Toyota's operations will incorporate sustainability principles thanks to efforts
to improve continuously that are based on the suggested model. The business will be better able to
adjust to shifting laws and customer demands for environmental sustainability.
In conclusion, Toyota anticipates a wide range of advantages and favorable effects from the
adoption of the suggested Continuous Improvement model in terms of productivity, knowledge
management, and sustainability.
▪ 8.Supply chain analysis (using the product life cycle) and continuous improvement opportunities
(e.g., achieving better suitability outcomes)
Analysis of the supply chain utilizing the product life cycle:
The product life cycle is an effective framework for conducting a supply chain analysis because it
identifies key points in the life of a product and the ramifications for the supply chain that follow.
Let's look at how Toyota may assess its supply chain using the product life cycle to find chances for
continuous improvement:
Market research, product development, and early production are the supply chain's main concerns
during the introduction stage of a new car model. Opportunities for continuous development at
this point could include:
improving communication between the R&D and supply chain teams to guarantee a successful
product launch and effective sourcing of raw materials.
Finding possible providers for new parts and materials will help you source them more cheaply
without sacrificing quality.
Growth Stage: The supply chain must be scaled appropriately when demand grows as a result of
the product's increased market acceptance. Opportunities for continuous improvement could
include: lowering carrying costs, reducing the risk of obsolescence, and optimizing inventory
management systems to satisfy rising demand without carrying too much inventory.
To maintain a steady supply of materials and components, strengthening supplier relationships and
putting risk management plans into action are necessary.
use cutting-edge technology, such as Internet of Things (IoT) sensors, to track the supply chain in
real-time and spot any bottlenecks or interruptions.
period of Maturity: During the period of maturity, sales steady and competition picks up.
Opportunities for continuous development at this point could include:
Putting Lean techniques into practice will improve cost-efficiency and sustainability by streamlining
processes and reducing waste throughout the supply chain.
investigating possibilities for regional sourcing or supplier consolidation to reduce spending on
transportation and procurement.
enhancing inventory planning and lowering the cost of keeping inventory by using data analytics
and demand forecasts.
Decline Stage: As a product nears the conclusion of its life cycle, demand declines during this
phase. Opportunities for continuous development might be found in:
adopting a reverse logistics plan to manage product returns, recycling, or disposal in an effective
manner.
To reduce the negative effects on the environment, developing sustainable end-of-life product
management procedures. To lessen the effects of diminishing demand, companies can diversify
their product lines or look into new markets.
Improving Sustainability Results:
Opportunities for ongoing sustainability-related improvement in Toyota's supply chain could

include:
Putting in place ecologically friendly purchasing procedures to find sustainable sources of supplies
and components.
lowering energy use and greenhouse gas emissions by using effective distribution and
transportation techniques.
collaborating with suppliers to improve sustainable practices in the upstream supply chain and
lessen their environmental impact.
implementing circular economy strategies to extend the life cycle of products and reduce waste,
such as remanufacturing or recycling.
▪ 9.Key Performance Indicators (KPIs: to measure CI effectiveness)
Toyota may track and keep an eye on a number of Key Performance Indicators (KPIs) in many areas
of its operations in order to assess the success of Continuous Improvement programs. Toyota can
use the following important KPIs to determine whether their efforts at continuous improvement
have been successful:
Overall Equipment Effectiveness (OEE): OEE evaluates the performance, availability, and quality of
manufacturing equipment to determine how effective it is. A high OEE score means that the
production machinery is running at peak efficiency, with little downtime and high-quality output.
Defect Rate: This KPI measures the proportion of flawed goods or parts that are produced. A
declining defect rate shows that efforts to improve Continuous Improvement are producing
products with improved quality and less waste.
Cycle Time Reduction: The duration of a process from beginning to end is measured by the cycle
time. Cycle times that are shorter show increased productivity and process efficiency.
Lead Time: From the time an order is placed until the product is delivered, lead time tracks how
long it takes for a product to travel through the supply chain. Improving responsiveness and agility
in satisfying client requests is indicated by shorter lead times.
Employee Engagement: Measuring employee engagement through surveys or other feedback

mechanisms enables organizations to see how enthusiastic and involved their workforce is with CIP
projects. More successful improvement efforts are frequently associated with higher staff
engagement.
Cost Savings: Monitoring cost savings brought about by Continuous Improvement projects provide
verifiable proof of their influence on the organization's bottom line. This can involve decreased
waste, better resource utilization, or increased efficiency.
Customer contentment and Net Promoter Score (NPS): From the viewpoint of the end-users,
customer satisfaction and NPS numbers help assess the efficacy of Continuous Improvement
activities. Higher NPS and satisfaction numbers show that customers are responding favorably to
the improvements.
The number of improvement projects that have been implemented during a given time period
demonstrates the level of dedication and forward motion in attempts to promote continuous
improvement.
Training and skill development for employees: Keeping track of how many staff members have
access to training and chances for skill development in Continuous Improvement approaches
demonstrates the organization's commitment to creating a culture of improvement.
Performance of the Supplier: Metrics of supplier performance, such as on-time delivery, product
quality, and responsiveness, can shed light on the extent to which Continuous Improvement is
applied to the supply chain.
It's crucial to remember that KPIs must be in line with the organization's unique Continuous
Improvement goals and that they must be reviewed frequently to gauge development. Toyota can
evaluate the success of its Continuous Improvement projects, pinpoint areas that still need work,
and keep improving its operational excellence and customer value delivery by tracking these KPIs.
▪ 10.CI Implementation (how the proposed CI model will be implemented)
Lean Thinking and the Plan-Do-Check-Act (PDCA) Cycle are combined in the proposed Continuous
Improvement (CI) model, and its implementation calls for a methodical approach and dedication
from all levels of the company. Here is a step-by-step manual on how Toyota can successfully apply
the CI model:
Top leadership: must publicly support the model and its guiding principles in order to show a
strong commitment to CI. They ought to emphasize the value of CI across the board and set aside
funds to ensure its effective implementation.
Training and Education: Make sure that all staff members receive training and workshops on the
concepts of PDCA, CI, and lean thinking. Employees will be given the tools and skills they need to
actively participate in CI initiatives as a result of the creation of a common understanding and
language for these efforts.
Create CI Teams: Assemble CI teams that are cross-functional and made up of personnel from
multiple departments. These teams will be in charge of finding areas for improvement, making
adjustments, and keeping track of results.
Identify Process Improvement Needs: CI teams should thoroughly evaluate their processes to find
areas where they can improve. To identify areas that require attention, they can employ strategies
like value stream mapping, the five whys, and root cause analysis.
Establish goals and metrics: For each improvement endeavor, specify precise goals and
quantifiable indicators. Metrics should properly track progress and results, and objectives should
line up with Toyota's strategic goals.
Implementing PDCA:
a. Plan: CI teams should create thorough improvement plans that specify the actions, supplies, and
timetables required for the modifications.
b. Carry out: Put the suggested changes into practice as a pilot project or on a limited scale to see
how well they work.
c. Check: Assess the pilot project's outcomes based on existing metrics and data. Examine the
results to find areas that worked well and those that need improvement.
d. Take action: Implement the necessary corrections and standardize effective changes across the
organization in light of the evaluation.
Encourage CI teams to communicate their achievements, failures, and lessons learned with other
teams and departments to promote continuous learning. Foster a culture of knowledge sharing
and ongoing learning to encourage a shared commitment to CI.
Employee Appreciation and Rewards: Thank and honor staff members for their contributions to CI
initiatives. Celebrate accomplishments and thank individuals, groups, and teams for their creative
suggestions and efforts.
Conduct regular evaluations of the progress of CI initiatives to make sure that gains are maintained
and that new possibilities are discovered. To maintain momentum and involvement, keep workers
updated on the status of your CI activities.
Feedback and Modification: Evaluate the CI model's efficacy using input from stakeholders and
employees, and make any necessary modifications. The CI implementation procedure itself should
be covered by the concept of continuous improvement.
Scalability and sustainability: As CI efforts show promise, broaden the use of those initiatives
across the enterprise. Make sure CI is ingrained into Toyota's company culture and is preserved
over time.
Toyota may successfully embrace the suggested CI model, promote a culture of continuous
improvement, and continue to succeed in improving productivity, quality, and customer happiness
throughout its operations by adhering to this implementation strategy.
▪
▪ 11.Training and Resources (required for implementation of CI initiative)
Toyota's Continuous Improvement (CI) project demands a thorough approach to training and
resource allocation in order to be implemented successfully. The following are the essential
components for offering the required instruction and materials:
Training programs for CI:

Lean Thinking: Hold training workshops to inform staff about the principles of Lean and how
Toyota's operations may benefit from them. This covers ideas like continuous flow, waste
reduction, and value stream mapping.
PDCA Cycle: Train staff members in PDCA process so they are aware of iterative problem-solving
and how to use it in improvement initiatives.
Employee involvement in CI efforts and the value of tiny, incremental gains are stressed in kaizen
philosophy training for staff members.
Leadership Education: Managers and executives should take part in specific training on CI
leadership and how to promote a continuous improvement culture within their organizations.
Training for leaders should emphasize empowering staff, supporting CI initiatives, and fostering an
atmosphere where suggestions for improvement are welcomed and valued.
Cross-Functional Workshops: Arrange meetings where staff members from several departments
can work together on CI initiatives.
These workshops support information exchange, inspire original problem-solving, and support an
all-encompassing strategy for improvement projects.
Implement on-the-job training (OJT) programs where CI practitioners with more expertise coach
and guide less experienced staff members in the use of Lean tools and CI approaches.
OJT expedites the acquisition of CI skills and promotes hands-on learning.
Obtaining CI resources:
Access to case studies, references, and best practices for CI and Lean approaches should be made
available.
Create a common repository for CI resources so that staff members may access data and resources
to aid in their improvement initiatives.
Encourage staff :members to participate in CI and Lean Thinking-related courses, seminars, and
conferences to increase their expertise and keep current on best practices in the sector.
Offer staff certification courses in Lean or CI to help them advance their careers.
Technology and data analytics: Spend money on technologies for data analytics and performance
monitoring that support CI projects. Use data analytics to find areas for improvement, evaluate the
results of CI initiatives, and come to informed judgments.
Budget Allocation: Allocate enough money to support CI training courses, workshops, and
resources, so that they are efficient and widely accessible.
A long-term investment in CI can provide significant gains in productivity and customer satisfaction.
Toyota can give its staff the information and skills they need to successfully implement CI projects
by offering thorough training and resources. To successfully implement a culture of continuous
improvement and maintain continued success in operational excellence, a well-trained and
empowered team is crucial.
▪ 12.CI Communication Plan (how the proposed solution will be communicated to all the
stakeholders)
A thorough communication strategy will be used to inform all stakeholders about Toyota's
suggested Continuous Improvement (CI) solution. The strategy will start by identifying key players,
such as executives, managers, staff members, vendors, and clients. The goals and advantages of
the CI effort in line with Toyota's purpose and strategic goals will be highlighted in a clear and
succinct statement. To reach a large audience, a variety of communication methods will be used,
including emails, intranet announcements, newsletters, films, and town hall meetings. Support and
supervision will be ensured through the establishment of a cross-functional CI steering committee
and leadership endorsement.
Employees will learn about Lean Thinking, the PDCA Cycle, and CI techniques through training
sessions, workshops, and frequent communication updates. Engagement and a culture of continual
improvement will be encouraged via ongoing feedback and rewards for accomplishments. The plan
will be modified as needed to enable the effective adoption and distribution of the CI effort
throughout the company through monitoring and assessing involvement.
▪
▪ 13.Feedback and Evaluation (how continuation feedback will be used for further improvements)
Continuous feedback and evaluation will be essential to Toyota's Continuous Improvement (CI)
initiative's success. To obtain feedback from all interested parties, including staff members,
managers, clients, and suppliers, a formal feedback structure will be set up. Surveys, suggestion
boxes, focus groups, and regular meetings will all be used to gather feedback. To find chances for
improvement, potential problems, and areas for improvement in the CI implementation process,
the input will be thoroughly reviewed and evaluated. Decisions will be guided by data-driven
insights from the feedback, allowing for modifications to the CI model and communication
strategy.
While complaints and difficulties will be proactively addressed to sustain stakeholder engagement,
positive feedback and triumphs will be acknowledged to highlight the importance of CI. Toyota will
make sure that its continuous improvement program is dynamic and responsive by employing
feedback as a continuous loop, which will result in continued improvements and developments.
These are not the exact headings but can be used as a guide in structuring your proposal. Ensure that you
address all of the above areas in your proposal.
The proposal should be written as a formal business document – a formal proposal – that resembles a real-life
practice. Sample and existing documents can be used as guides and references. However, any risk of plagiarism
should be avoided by using an appropriate referencing system (e.g. Harvard Referencing System). Other than
company information, business overview and information on CI models and theories, all other information
must originally be developed by the group. The proposal should be a clear, and a distinct document written in
own words and style.
Equal contribution from each member of the group is anticipated and the group will need to demonstrate
group interaction and performance in a group statement.
Assessment Criteria
The following assessment criteria will be used for marking this assessment task. Ensure that you have
addressed all of the criteria in your work. The assessment will include both individual and group assessment.
Both, individual and group criteria must be met for successful completion of this task. Group formation process
must be completed in presence of an assessor. Group work and interaction completed during the sessions will
be observed throughout the project duration. Your group must also maintain a group portfolio and keep
records of all group meetings and communications.
Individual:
▪ Participated in group formation process and joined a project group
▪ Communicated effectively with the group members and clarified own roles and responsibilities
▪ Actively participated and contributed to group discussion
▪ Completed own tasks as delegated by the group
Group:
▪ Maintained a group folder that contains evidence of group formation, communication and workings
▪ Signed group statement provides a clear account of group member’s roles and responsibilities,
contributions, constraints and problem resolution and collective performance of the group
▪ Identified and itemised project tasks
▪ Delegated tasks to group members based on their skill and knowledge sets ▪ Used/developed a
profile/introduction of the organisation used in the task
▪ Developed a Continuous Improvement Proposal for the chosen organisation
▪ The proposal is appropriately structured and presented as an official document reflecting a real-life
example
▪ Appropriate headings and sub-headings are used to structure the contents
▪ The content flow covers all the required elements of the proposal and contains a logical sequence of
the topics
▪ Described key business activities and/or areas to develop a CI context and needs
▪ Identified and analysed changing trends and opportunities relevant to the product and the workplace
▪ Needs to continuous improvement is analysed within the contexts of productivity, knowledge
management and sustainability
▪ The concept of continuous improvement is articulated based on existing theories and models
▪ Key knowledge management and sustainability principles are discussed to support the proposed
solutions
▪ Likely benefits to the company cover broad areas of impact such as cost savings, environmental
protection, waste reduction, knowledge creation and increased efficiency
▪ A tangible and realistic model of continuous improvement is proposed a CI solution or the company
▪ The proposed solution is supported by a detailed rationale with real-life examples
▪ Appropriate strategies are developed to address the proposal goals and outcomes
▪ Strategies are realistic and provide a viable mechanism for CI implementation with the given business
environment
▪ Appropriate supply chains are identified and analysed – in supporting the innovative projects – and
any gaps that may exist in supply
▪ Key Performance Indicators (KPIs) are developed to measure effectiveness of each strategic initiative
and include both quantitative and qualitative measures
▪ Implementation process includes organisation-wide consultation, communication and participation
options to encourage a collaborative approach and culture
▪ The communication plan outlines processes/methods to communication the CI initiatives across the
organisation and engage the employees at all levels
▪ Required resources needed for implementation of CI are identified and justified
▪ Internal training, mentoring or development need of employees to successfully participate in CI
process is clearly articulated
▪ Explained how the CI will lead to expected business improvement and performance
▪ Mechanisms for continuous feedback, evaluation and use of feedback data for improvement purposes
is developed as part of the proposal
▪ All external sources are acknowledged and cited using an appropriate referencing system
Submission Guidelines
Submit:
▪ A formal Continuous Improvement Proposal for the given organisation in hard and electronic copies ▪
Signed group statement
▪ Group portfolio containing meet records, communication and draft work/references
Electronic versions of the assessment task and email/electronic submission arrangements are at further
discretion of the trainer/assessor.

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LEARNER’S GUIDE

RII50520 Diploma of Civil Construction Design

© Skillworks Australia Pty Ltd, 2021

Skillworks Australia Pty Ltd

Unit of Competency : BSBSTR601 Manage Innovation and Continuous

The purpose of this learner’s guide is to:

On successful completion of this unit, the learner/trainee will be able to;

▪ Establish ways of working within team

This unit does not have a pre-requisite.

Skill Recognition and Credit Transfer

They can also be viewed at:

▪ Analyse information to complete a range of activities

Element Performance Criteria

1.1 Identify relevant team members and communicate ways of

2.1 Analyse performance reports and variance from

3.1 Confirm objectives, timeframes, measures and

4.1 Evaluate continuous improvement systems and processes

4.4 Seek and respond to feedback from relevant stakeholders’

Evidence of the ability to:

▪ Identify opportunities for improvement

The following knowledge must be assessed as part of this unit:

Lesson Topics Activities

Unit overview, assessment information, assessment conditions Examples of supply

Creativity and innovation theories and concepts Kaizen examples

Organisational performance measures, assessment tools and techniques SMAIC Model:

Integrating continuous improvement in business processes Six Sigmas: Concept

Continuous improvement processes:

Cyclical audits and reviews of workplace, team and individual performance

Evaluations and monitoring of effectiveness

The concepts of business ethics and sustainability Video presentation:

9 Developing strategies for continuous improvement

Review and revision Assessment

Suggested Learner Resources

Hipple E.V., 2006, Democratizing Innovation, The MIT Press

Innovation theories: http://en.wikipedia.org/wiki/Innovation

Continuous Improvement: http://www.emu.edu.tr/~oyagiz/MGMT585/kaizen_COLOR.pdf

Misc. Videos and Online Educational Channels (General ref)

TED Talks https://www.youtube.com/user/TEDtalksDirector/channels

Massachusetts Institute of Technology (MIT) https://www.youtube.com/user/MIT

Google for Education https://www.youtube.com/user/eduatgoogle

Big Think https://www.youtube.com/user/bigthink/videos

Microsoft Education https://www.youtube.com/user/Microsoftedu

Stanford University Channel https://www.youtube.com/user/StanfordUniversity/videos

Management Skills Courses https://www.youtube.com/channel/UChA8eZOWYhdLsv8HlBrJcg/videos

Harvard Business Review https://www.youtube.com/user/HarvardBusiness/videos

The purposes of this assessment are;

Formative tasks are not assessed.

▪ Written Assessment Tasks

▪ Workplace Verification through RPL application

Assessment Tasks and Schedule

The following assessments are planned for this unit;

# Assessment Task/Activity Type Assessment Method

Team Project: Develop and Present a Continuous

A complete report can be accessed here;

Kiichiro Toyoda founded Toyota Motor Corporation, a renowned Japanese multinational

▪ 2.Business overview (summary of key business activities and operations)

Toyota Motor Corporation is a well-known international automaker that creates, develops,

The Need for Constant Development:

Changing Consumer Demands: In the automotive sector, consumer preferences and

Proposal for Continuous Improvement:

Toyota's dedication to excellence and innovation is intended to be strengthened through this

▪ 4.The concept of Continuous Improvement and

Quality and Customer Focus: At Toyota, continuous improvement is fuelled by a steadfast