· This summative assessment can be completed in class or at any other convenient location.
· Students are required to complete this task using digital tools and ensure to submit in an acceptable format, e.g. .docx, .pdf, .pptx, or as advised by your assessor.
· Please use the following formatting guidelines to complete this assessment task:
· Font Size : 12; Line Spacing: Double; Font Style: Times New Roman
· Assessment activities can be completed either in real workplace environment or in a simulated environment such as your classroom. In both cases, appropriate evidence of the assessment activities must be provided.
Instruction to Assessors:
· You must assess student’s assessment according to the provided Marking Criteria.
· You must complete and record any evidence related to assessment activities including role-plays and presentations using appropriate forms which must be attached with student assessment submission.
· You must provide students with detailed feedback within 10 working days from submission.
Skills Assessment (Practical Tasks)
These instructions must be followed when assessing the student in this unit. The checklist on the following page is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.
This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints.
Assessment of essential underpinning knowledge will usually be conducted in an off-site context.
Assessment is to comply with relevant regulatory or Australian standards’ requirements.
Resource implications for assessment include:
• an induction procedure and requirement
• realistic tasks or simulated tasks covering the mandatory task requirements
• relevant specifications and work instructions
• tools and equipment appropriate to applying safe work practices
• support materials appropriate to activity
• workplace instructions relating to safe work practices and addressing hazards and emergencies
• material safety data sheets
• research resources, including industry related systems information.
Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
· What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?
· The assessment process is designed to answer the question “has the participant satisfactorily demonstrated competence yet?” If the answer is “Not yet”, then we work with you to see how we can get there.
· In the case that one or more of your assessments has been marked ‘NYC’, your Trainer will provide you with the necessary feedback and guidance, in order for you to resubmit/redo your assessment task(s).
· What if you disagree on the assessment outcome?
· You can appeal against a decision made in regards to an assessment of your competency. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against specific competency standards and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent.
· You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of the unit you are appealing against the assessment of.
· You can request a form to make an appeal and submit it to your Trainer, the Course Coordinator, or an Administration Officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the form.
· What if I believe I am already competent before training?
· If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your Trainer, as you may be able to apply for Recognition of Prior Learning (RPL).
· Credit Transfer
· Credit transfer is recognition for study you have already completed. To receive Credit Transfer, you must be enrolled in the relevant program. Credit Transfer can be granted if you provide the RTO with certified copies of your qualifications, a Statement of Attainment or a Statement of Results along with Credit Transfer Application Form. (For further information please visit Credit Transfer Policy)
Using an organisation, you have access to:
(a) Determine those organisational systems and processes most critical to its success. Determine also, the performance standard required of the critical system/s or processes and any appropriate benchmarks or benchmarking opportunities. Standards are typically expressed quantitatively (in terms of numbers) to ensure that performance expectations are clear and easily measured. Quantitative standards are usually expressed in terms of one or a combination of the following dimensions:
· Physical or productivity – quantities of products/services, numbers of customers/clients, etc
· Budget or Monetary – ROI, break-even point, liquidity, labour costs, materials costs, sales revenue, gross profit, etc
· Time – scheduling, critical path timeframe, process time, waiting time (queuing), etc
Qualitative (subjective) standards also play an important role although performance is much harder to measure. These may include ‘qualified’ personnel, ‘team players’, ‘appropriate dress’, ‘satisfaction’, ‘expectations’, and the like. Determine also whether these are reflected in the organisation’s strategic or department/unit business plans. If you don’t have easy direct access to an organisation, interview a manager in an organisation you know.
(b) Use the appropriate assessment tools and associated benchmarks to analyse the performance of all critical processes within the supply or value chain of one organisational sub-system (ie, Marketing, Finance, HR, Operations, Procurement, etc). Describe the processes and discuss your own process of analysis in undertaking this task. Was performance variation identified? If positive variation (achieved/overachieved), is there a recognition mechanism used by the organisation to ensure motivation? If negative variation (under achievement), what corrective action is recommended to the organisation’s sub-system or its processes? How could innovation or continuous improvement be used to address variations and ensure efficiency and competitive advantage?
(c) determine the changing macro and market trends that most affect it. Thinking of its predicament, how could innovation be used as an opportunity to redesign or realign systems/processes and gain competitive advantage where such environmental influences are at play?
(d) Using the analysis of the performance of the organisation’s sub-system processes, together with recommendations made, contact a specialist in order to identify whether there is a technological or e-business opportunity. Provide some examples of opportunities in the following memo field together with a summary of the costs and associated benefits and the reasons for the opportunity.
(e) Based on the particular environmental factors at play, outline the need for the implementation of an innovation system within the organisation.
The system is to encapsulate an ideas management process, linked to an appropriate reward and recognition strategy that reflects the acceptance of risk informed failure (organisational values). The innovation system is also to be linked to an appropriate change process. Your paper needs to be motivating enough to instil a sense of urgency (as Kotter suggests) within your readers and gain their commitment. To support this, you may like to include a section on any impacting environmental and competitive forces.
(f) Discuss how you would advance the development of an organisational learning and a creative climate/culture for the organisation? As part of your response, address the notion of ’failure’ acceptance as critical within the innovation process.
(g) Research a couple of reward and recognition systems associated with innovative and entrepreneurial organisations. How do they acknowledge new ideas and reward entrepreneurial behaviour? Is there some commonality? Do cultural differences impact on the type of system?
(h) Following a review of two core organisational processes, write a short comparative report which includes the risk analyses and cost/benefit analyses together with recommendations for action.
(i) Document an ideas management and culling process appropriate to the organisation.
Using an appropriate presentation medium (i.e. Powerpoint, flowchart, diagrams, model, text, etc), explain how the process works to a stakeholder group of your choice.
(j) You are to develop an initial transition plan for your innovation that recognises people’s needs and the impact of change on them and the business. It will need to contain objectives, timeframes, measures and a communication plan to help manage the implementation. The supplied transition plan template can be used as a guide in developing your own plan. Ensure that your plan is representative of the organisation’s current situation and the nature of the innovation you intend to implement.
(k) Identify key areas of risk in the implementation of your innovation and their effect on the transition process.
Develop a contingency plan that encompasses all of the key areas of risk you identified. Your plan should include the scenario, the trigger (date and/or condition) together with the action that will be undertaken.
(l) Investigate and analyse an implementation failure. In the following memo field, briefly document the innovation and the reason for failure together with the lessons to be learned.
(m) As a memo, and in no more than 200 words, write a communique to your key stakeholders providing feedback on an implemented innovation and the benefits they will derive from it. Include appropriate references to the idea generator, implementation process and the project team.
Your final report must include all parts (a) to (m).
Transition Plan Template
The Transition Plan is used to describe how the changes to the business unit(s) environment will be implemented. The Implementation Plan focuses on changes that are anticipated, planned ahead of time (e.g. a reduction in the number of staff). However, other changes may result, such as those that emerge and are unintended (e.g. increased salaries). At a minimum, these changes or issues will require tracking.
1. Current Situation
Briefly describe the current situation within the business unit(s) that will be impacted by this transition plan in the areas of:
· Physical Environment
· Job Designs/Responsibilities
· Skills and Knowledge
· Workflow and Processes
The following sub-headings are intended as a guide only. Depending on the size and complexity of the project and the business environment, not all headings may be required, some may be merged, new ones created etc.
Briefly describe the current culture of the business unit(s).
Briefly describe the current physical environment of the <organisation / business>. This may include location (e.g. suburb), centralised/de-centralised localities, furniture, floor plan layout etc.
Briefly describe the current <organisation / business> structure. This may be covered by the inclusion of an organisational chart.
Job Design / Responsibilities
Briefly describe the current <organisation / business> jobs and their responsibilities e.g. position descriptions.
Skills / Knowledge Requirements
Briefly describe the current skill / knowledge requirements of the <organisation / business>.
Policies / Procedures
Briefly describe the current <organisation / business> policies and procedures.
Workflows / Processes
Briefly describe the current <organisation / business> workflows and processes. Diagrams of current processes and workflows may be included as an appendix.
2. New Situation
Describe the new situation within the business unit(s) that will be impacted by this transition plan in the same areas you identified in 1. The following sub-headings are intended as a guide only.
Briefly describe the planned culture of the business unit(s).
Briefly describe the planned physical environment of the <organisation / business>. This may include location (e.g. suburb), centralised/de-centralised localities, furniture, floor plan layout, new desktop aids etc.
Briefly describe the planned <organisation / business> structure. Some examples may be decreased management numbers, altered reporting relationships, self-managing teams, down sizing of <corporate services>, increased role for <business> etc. This may be supported by the inclusion of an organisational chart as an appendix.
Job Design / Responsibilities
Briefly describe the planned <organisation / business> jobs and their responsibilities e.g. position descriptions.
Skills / Knowledge Requirements
Briefly describe the planned skill / knowledge requirements of the <organisation / business>. The following questions are provided for assistance:
· What new skills / knowledge will be required (e.g. in-house technical expertise to administer new technology). Cross-reference to the Training Plan (are these new skills addressed?).
· Are there any skills / knowledge that will no longer be required?
· Is there a need to transfer skills?
Policies / Procedures
Briefly describe the planned <organisation / business> policies and procedures. The following questions are provided for assistance:
· Are current policies and procedures documented? Up to date?
· What policies and procedures will become redundant, require revision or new ones created? Identify resources and responsibilities (e.g. working party).
· Are new standards and best practices to be introduced?
Workflows / Processes
Briefly describe the planned <organisation / business> workflows and processes. Diagrams of proposed processes and workflows may be included as an appendix.
3. Transition – Current to New
Describe how the business unit(s) that will be impacted by this transition plan will make the necessary changes to any affected areas of:
· Physical Environment;
· Job Designs/Responsibilities;
· Skills and Knowledge;
· Workflow and Processes
· Employee Motivation / Incentives; and
· Human Resource Management.
Changes described here should provide key issues for addressing in the Communication Plan, in particular the key issues sections for applicable stakeholders; the Risk Management Plan; and the Training Plan
Describe how the planned changes for the culture of the <organisation / business>will be achieved. Some examples may be devolution, change in power bases, improved client focus, increased accountability, cost focus. It is important to recognise that cultural issues cannot be entirely manageable, but can be influenced.
Cross-reference to the Communication Plan to ensure cultural issues are included in the key communication issues.
Describe how the planned changes for the physical environment of the <organisation / business> will be achieved. Some examples may be change of location (e.g. suburb), centralising or decentralising of localities, refurbished offices, introduction of ergonomic furniture, a move to open plan, new desktop aids etc.
Describe how the planned changes for the <organisation / business> structure will be achieved. Some examples may be decreased management numbers, altered reporting relationships, self-managing teams, downsizing of <corporate services>, increased role for <business> etc.
Job Design / Responsibilities
Describe how the planned changes to <organisation / business> jobs and their responsibilities e.g. position descriptions, will be achieved.
Technology can impact dramatically on job satisfaction. The following pointers are provided:
· the nature and structure of an employee’s task changes usually for standardisation purposes. By structuring these tasks appropriately, it can have a positive effect rather than being perceived as de-skilling;
· review job tasks with employees to ensure jobs are not designed around the system(s);
· establish appropriate management practices;
· evaluate career path opportunities;
· restructure job tasks and responsibilities accordingly (i.e. ensure authority matches accountabilities); and
· during the implementation of new technology / systems, local system experts emerge and become established. These users are viewed by their colleagues as a source of system / technical reference.
Skills / Knowledge Requirements
Describe how the planned changes for the skill / knowledge requirements of the <organisation / business> will be achieved. Cross-reference to the Training Plan to ensure that all new skills and any transfer of skills are addressed.
Policies / Procedures
Describe how the planned changes for the <organisation / business> policies and procedures will be achieved.
Workflows / Processes
Describe how the planned changes to the <organisation / business> workflows and processes will be achieved.
Employee Motivation / Incentives
Describe what management strategies are planned. Often when a computer system or new technology is to be implemented within an organisation, there is a tendency to ignore the following issues that systems can cause or create for employees – personal anxiety, alienation, invasion of privacy, unemployment and displacement, loss of individuality etc.
Be aware of the following issues which can cause systems / technology to be rejected:
· workplace acceptance of the system / technology is often related to the user’s perceptions of job enhancement and increased self-esteem.
· the system / technology results in a change to the employee’s power and influence within the business unit / organisation.
Human Resource Management
Describe what changes and management strategies are planned, and how they are to be achieved. Areas of potential include:
· industrial / union issues;
· occupational health and safety;
· personnel recruitment, redeployment and redundancy; and
· staff counselling, performance review and development.
4. Transition Schedule
The strategy for the development of the transition schedule will more than likely be driven by the approach taken with the project’s plan for the output delivery stages. The preferred approach is to develop a detailed implementation schedule prior to the commencement of the implementation phase. The following table is an example of a high-level schedule (major milestones only), however other on-going tasks such as management meetings, risk reviews etc may be listed:
|Key milestones||Responsible||Start Scheduled||Scheduled Finish|
Where transition involves substantial ‘change’ to the status quo, it is recommended that the transition period be kept to as short a period of time as possible. The longer the period of transition, the greater number of problems that will have to be faced (e.g. other organisational changes will assume priority and resources).
The Communication Plan is used to describe the communications framework between:
· the staff in the business area(s); and
· the business area(s) and the stakeholders.
Some of this section may have already been addressed by an overall project communication plan, for example within the Project Business Plan. The Communication Plan may be formal, informal, detailed or broad, depending on the needs of the project. Communication is a major component of a successful project. Two leading causes of project failure are insufficient involvement of stakeholders and infrequent communication with sponsors. Therefore, ensure stakeholders have input into this document, in particular this plan
5.1 Key Communication Issues
Summarise the key communication issues for the project which have been discussed with the relevant stakeholders. Communication information can consume project resources; therefore, communication should concentrate on information which will contribute to the project’s success or where a lack of communication can lead to failure.
5.2 Communications Strategy
Broadly describe the direction and overview of the guidelines that will be used for communication. Consider any assumptions and constraints here that may need to link into the risk management section. Examples may include:
· Use of diverse means of communication with face to face as the primary method;
· Regular <define the frequency> communication;
· Information presented via a variety of medium and formats;
· Strategy for responding to unexpected information requests;
· Mechanisms established to ensure two-way communication;
Some communication technology factors to consider:
· Will project success require up to date information at a moment’s notice?
· Are communication systems currently in place appropriate?
· Are communication systems proposed compatible with staff skills and experience? (is training required?)
· Will the technology alter during the life of the project?
5.3. Stakeholder Groups
Stakeholders are often classified according to pre-defined categories. The purpose of which allows for management of and communication with groups of similar needs / interests.
· Stakeholders of the <project title> have been identified and classified <accordingly in the latest version of the Project Business Plan>.
· For the purposes of communication, these stakeholders have been grouped according to the key issues that the communication plan will need to address for that stakeholder group.
5.4. Communication Milestones
Summarise the major events that are planned to occur within the communication plan. The level of detail will depend on the current status of the project.
|Major event||Responsible||Scheduled Start||Scheduled Finish|
|<Launch of project Newsletter (within agency)>|
Full details of the work involved, resources and time frames would be included in the project plan (schedule of tasks).
The Training Plan is used to describe how the training requirements within the business area(s) will be addressed to support the transformation in business processes. The structure of this section will vary depending on the nature of the project and the business unit needs. Separate Training Plans may be required for different business units. The following list is provided as potential sub-headings for the Training Plan including some example issues:
· What is the overall objective of the Training Strategy?
· Describe the approach that will be used. This will largely depend on the implementation approach for the project (e.g. big bang, parallel, site by site).
· Ensure employees and managers are provided with the skills and information to integrate the new technology/system into their jobs and business environment. This is essential if maximum benefits are to be obtained.
· Training should be seen as a reward for good performance.
· Preparatory training needs will also require identification.
· Who is responsible for co-ordinating training activities?
· Will there be a “Train the trainer” approach?
· Who will be involved in facilitating and conducting the training -internal staff, external consultants etc.
· Ensure managers and supervisors are trained appropriately to enable them to oversee the introduction of the new technology (i.e. to have realistic expectations of what the users can learn).
· What resources are required – human, physical, financial etc
· Users frequently require more training than generally thought by vendors and management.
· What is the scope of the training to be conducted?
· Preferable if training is conducted off-site unless it is on the job training.
· Assess training conflicts with periods of high processing demands or reduced staffing levels.
· Documentation and other materials
· Describe what types of documentation (electronic and paper) and materials are required prior, during and after training. How will they be developed, supplied and maintained?
· It may be appropriate to attach the training schedule as an appendix.
· Course Structure
· Training may be accomplished through external and internal courses (e.g. team building exercises), on the job training (OJT), computer-based training and self-development (e.g. books).
· Training must be relevant to actual work.
· Ensure non-technical users are provided with the opportunity to articulate their requirements (consultation).
· Training is tailored to suit different types of users (needs analysis).
· On-going Training requirements
· Ensure that users have the capability to reinforce their learning by application usage post training.
· Ensure adequate and appropriate backup support is available to avoid reliance upon individuals.
· Establish a timetable for a minimal level of proficiency of new technology / systems to be demonstrated by impacted staff.
· Ensure that any training is assessed for relevance, effectiveness, adequacy etc after it has been provided.
· Identify the on-going training requirements for the <business unit> over the next <12 months>?
· Training Budget
· Is there to be a separate training budget detailed? It may be appropriate to include as appendix.
The Maintenance Plan is used to describe the maintenance requirements for the project outputs once they have been accepted by the Business Owner, and how they will be achieved. Maintenance requirements may include the following (examples):
· computer systems and applications;
· hardware and other peripherals;
· technical / business manuals or documents;
· communications equipment;
· externally produced manuals, methodologies etc;
· security arrangements;
Other issues that may require consideration:
· what warranty periods are required together with on-going maintenance requirements?
· what contracts and / or service level agreements will be required for internal / external suppliers?
· what processes and responsibilities will need to be established?
· For systems / applications, describe how modifications, enhancements. Effects and / or deficiencies shall be recorded (e.g. problem reports, change requests etc), actioned and managed.
· Costs associated with maintenance requirements.
Approved by: Nerida McDowallApproved Date: 10 Sep 2021Created by: Task 1Doc #: DOC11932Next Review: 10 Sep 2022Revision: 1.0Revision Date: 10 Sep 2021
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