Contents Before you begin vii Topic 1: Review programs, systems and processes 1 1. 1A Establish strategies to monitor and evaluate key systems and processes 2 2. 1B Analyse supply chains and operational, product and service delivery systems 15 3. 1C Identify and evaluate performance measures, assessment tools and techniques 21 4. 1D Analyse performance reports and variance from plans 29 5. 1E Identify and analyse trends and opportunities, seeking advice from specialists, where appropriate 33 Summary 40 Learning checkpoint 1: Review programs, systems and processes 41 Topic 2: Develop options for continuous improvement 45 1. 2A Brief groups on performance improvement strategies, innovation and competitive advantage 46 2. 2B Foster creativity and promote organisational learning 49 3. 2C Determine the feasibility of new ideas 56 4. 2D Understand approaches to implementing innovation initiatives 64 Summary 70 Learning checkpoint 2: Develop options for continuous improvement 71 Topic 3: Implement innovation and improvement processes 75 1. 3A Develop transition plans 76 2. 3B Support change during transitional phases 87 3. 3C Monitor innovations and improvements 95 4. 3D Evaluate continuous improvement systems 100 Summary 104 Learning checkpoint 3: Implement innovation and improvement processes 105 Final assessment Assessment information and scope Are you ready for assessment? Final assessment overview Assessment plan Final assessment tasks Record of outcome 109 110 111 112 113 114 143 Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting v Before you begin is learner guide is based on the unit of competency BSBMGT608 Manage innovation and continuous improvement, Release 1. Your trainer or training organisation must give you information about this unit of competency as part of your training program. You can access the unit of competency and assessment requirements at: www.training.gov.au. How to work through this learner guide is learner guide contains a number of features that will assist you in your learning. Your trainer will advise which parts of the learner guide you need to read, and which practice tasks and learning checkpoints you need to complete. e features of this learner guide are detailed in the following table. Feature of the learner How you can use each feature guide Learning content Read each topic in this learner guide. If you come across content that is confusing, make a note and discuss it with your trainer. Your trainer is in the best position to offer assistance. It is very important that you take on some of the responsibility for the learning you will undertake. Examples and case studies Examples of completed documents that may be used in a workplace are included in this learner guide. You can use these examples as models to help you complete practice tasks, learning checkpoints and the nal assessment. Case studies highlight learning points and provide realistic examples of workplace situations. Practice tasks Practice tasks give you the opportunity to put your skills and knowledge into action. Your trainer will tell you which practice tasks to complete. Video clips Where QR codes appear, learners can use smartphones and other devices to access video clips relating to the content. For information about how to download a QR reader app or accessing video on your device, please visit our website: www.aspirelr.com.au/help Summary Key learning points are provided at the end of each topic. There is a learning checkpoint at the end of each topic. Your trainer Learning will tell you which learning checkpoints to complete. These checkpoints checkpoints give you an opportunity to check your progress and apply the skills and knowledge you have learnt. The nal assessment provides you with the opportunity to Final demonstrate all of the learning that you have undertaken for this assessment unit of competency. Your trainer/assessor may ask you to undertake the nal assessment tasks. Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting vii Topic 1 Review programs, systems and processes Sustainability through innovation in and continuous improvement of key organisational areas, systems and processes is critical for organisations competing in today's dynamic and global environment. An organisation's success is a result of its ability to manage and integrate customer service, marketing, production, delivery, information and nance - to deliver products and services to customers. e key to creating and sustaining this success is based on continuous improvement models and practices. In this topic you will learn how to: 1. 1A Establish strategies to monitor and evaluate key systems and processes 2. 1B Analyse supply chains and operational, product and service delivery systems 3. 1C Identify and evaluate performance measures, assessment tools and techniques 4. 1D Analyse performance reports and variance from plans 5. 1E Identify and analyse trends and opportunities, seeking advice from specialists, where appropriate Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting 1 1 A Establish strategies to monitor and evaluate key systems and processes 2 BSBMGT608 Manage innovation and continuous improvement Continuous improvement has become one of the most important processes of management. It now operates in conjunction with the long-standing processes of planning, organising, operating and controlling. Continuous improvement is a philosophy used to create opportunities for ongoing positive change and sustainability of key systems and processes. In this section, we explore organisations' approaches and methods to achieve sustainability, with a focus on excellence frameworks and continuous improvement models and approaches. You will nd that these approaches and methods, and strategies to implement them, are identi ed in your organisation's plans, such as the strategic, business and operational plans relating to key areas such as production, marketing and logistics. Continuous improvement e concept of continuous improvement is derived from a Japanese approach called kaizen, which literally means 'change for the better'. Kaizen-type improvement typically involves small, incremental changes with a limited cost, and involves e ort by everyone in the organisation, rather than one major change. Continuous improvement has evolved beyond the incremental kaizen approach to incorporate innovation, sustainability and change-management processes. is enables an organisation to respond to the rapid changes of today's business environment. Innovation In business, innovation refers to the process of implementing a creative idea to improve a product, service, system or process; to create value for the organisation or customer; and, ultimately, to achieve organisational sustainability. Innovation may involve developing or redeveloping organisational systems, making improvements to organisational processes, or introducing or improving products and services. Watch the 2012 TEDx presentation ' e new rules of innovation' in which Carl Bass, president and chief executive o cer of Autodesk, Inc., a leader in 3D design, engineering and entertainment so ware, discusses the meaning of innovation, its importance and how it works in organisations. is video is available at: www.youtube.com - search for 'TEDx Carl Bass'. The learning organisation e term 'learning organisation' was developed by Peter Senge (a systems scientist) in 1990 to describe an organisation that has the ability to continuously adapt to changes in the environment through the development and sharing of new knowledge. Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting BSBMGT608 Manage innovation and continuous improvement BSC bene ts According to Kaplan and Norton, the Balanced Scorecard: measures the processes that drive performance and identi es the processes that are strategic complements nancial measures of past and current performance with measures of the drivers of future performance captures critical value-creation activities translates a strategy into measurable objectives can drive organisational change, providing a focus and integration for continuous improvement can be used as a management system for long-term growth, therefore creating sustainability. BSC perspectives Kaplan and Norton believe an organisation should be viewed from four perspectives: nancial, customer/stakeholder, internal business processes and learning growth. Managers should develop objectives, measures and metrics; collect data; and analyse the data for each perspective. The argument is that improving performance in the learning and growth perspective enables the organisation to improve its internal process perspective objectives, which in turn enables the organisation to create desirable results in the customer and nancial perspectives. Example: applications of the Balanced Scorecard For examples of the application of the Balanced Scorecard, see: Australian Taxation Of ce, Literature review: measuring compliance effectiveness 2007, at: www.ato.gov.au - search for the report title and download the pdf Queensland Government, Department of Infrastructure, Local Government and Planning, 'Strategic planning frameworks', at: www.dsdip.qld.gov. au/councils-toolbox/strategic-planning-frameworks. html - select '3.5 The Balanced Scorecard' The Balanced Scorecard Institute, 'Examples & success stories', at: www.balancedscorecard.org - click on 'Resources' then 'Examples & success stories' 4 Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting BSBMGT608 Manage innovation and continuous improvement Principle 4 Engaging people's enthusiasm, resourcefulness and participation improves organisational performance. Principle 5 Innovation and learning in uence the agility and responsiveness of the organisation. Principle 6 Effective use of facts, data and knowledge leads to improved decisions. Principle 7 Variation impacts predictability, ability and performance. Principle 8 Sustainable performance is determined by an organisation's ability to deliver value for all stakeholders in an ethically, socially and environmentally responsible manner. Principle 9 Leaders determine the culture and value system of the organisation through their decisions and behaviours. Source: SAI Global, GB 002-2011 The Australian Business Excellence Framework 4 5 6 7 8 9 6 Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting Topic 1 Review programs, systems and processes Continuous improvement models and approaches Continuous improvement practices vary depending on the goals and culture of the organisation, and the model it is following. Make sure you are familiar with your organisation's continuous improvement policy and the approaches used to identify areas for improvement, which may include improvement models and their processes such as process mapping, quality planning, problem-solving, and auditing and evaluations. A typical improvement cycle is Deming's cycle, more commonly known as the 'plan, do, check, act' (PDCA) cycle, also known as the Deming cycle. Deming created the cycle in 1950s. e cycle involves the following: Plan: Identify an opportunity and plan for change. Do: Implement the change on a small scale. Check: Use data to analyse the results of the change and determine whether it made a di erence. Act: If the change was successful, implement it on a wider scale and continuously assess results. Begin the cycle again if the change did not work, or there are factors in organisation's external or internal environments that a ect the program, system or process. For example, there may be improvements in technology that will enable the organisation to improve its product delivery e ciency. Identify the organisation's approach Many organisations have designated teams responsible for establishing improvement through quality management processes. Other organisations include responsibility for improvement in management roles, so the implementation and accountability for quality is spread across the whole organisation. Some organisations develop strategies for monitoring and evaluating systems and processes following a particular method to the letter; others develop approaches using elements of a variety of methods, and incorporating other standards such as the ISO 9000 international standards to develop and manage quality systems. ree popular approaches - Six Sigma, total quality management (TQM) and lean management - are presented in this topic. You should also nd out about your organisation's approach. Six Sigma approach Six Sigma seeks to improve the quality of process outputs by identifying and removing the causes of defects and variability in the development of products and services in order to reduce waste and improve e ciency. In the Six Sigma philosophy, all work is viewed as processes that can be de ned, measured, analysed, improved and controlled. Further information is available at the American Society for Quality's site at: www.asq.org - click on 'Knowledge Center' and then 'Six Sigma'. Six Sigma uses a structured method known as the DMAIC methodology (de ne, measure, analyse, improve, control) to improve current processes as shown below. Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting 9 Topic 1 Review programs, systems and processes System analysis involves identifying business systems, and mapping the systems and their activities to identify how they work, how they relate to each other, and the external environment. Issues need to be identi ed and their root causes established, so improvements can be made. Process analysis e process approach, a central aspect of TQM, Six Sigma, lean management and ISO standards, involves de ning processes or organisational programs, determining organisational areas and identifying members as owners of the processes for control and measurement. To analyse processes, begin by mapping the process. Process mapping involves breaking down or decomposing a process into individual steps or activities, gathering information from guidelines and procedures, and consulting managers and team members. Example: a mapped process The map is actually a ow chart showing the relationships between steps or activities. Consider where there are issues or where improvements can be made. These may relate to shortening the length of time each step takes or even eliminating unnecessary steps. The following is a basic example of a process for procurement. Identify and plan Approach Finalise Contract management De ne the need, the scope and the requirement Categorise the procurement process Check for existing procurement Determine the procurement method Investigate the business case Send procurement to market Develop request documentation Forecast procurement approach Solicit procurement submissions Report on procurement submissions and tenders Enter into a contractual agreement Seek, delegate and exercise approved commitment Evaluate offers and suppliers Manage procurement acceptance, delivery and payment Monitor the progress and take appropriate action Evaluate the procurement process Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting 11 BSBMGT608 Manage innovation and continuous improvement Cause and effect diagram One way to capture and tease out ideas on the root causes of a problem is to construct a cause and effect diagram. Also known as a shbone, this diagram allows you to visualise the many potential causes for a speci c problem. It is particularly useful in a group setting and for situations in which little quantitative data is available for analysis. To construct a shbone, use the following steps as a guide: 1. Start with the head of the sh by stating the problem in the form of a question, such as 'Why have customer complaints risen in the last six months?' 2. The rest of the shbone then consists of one line drawn across the page, attached to the problem statement, and several lines (or bones) coming out vertically from the main line. These branches are labelled with categories chosen by team members. 3. Once you have the branches labelled, begin brainstorming possible causes and attach them to the appropriate branches. For each cause identi ed, continue to ask 'Why does that happen?' and attach that information as another bone of the category branch. This will help get you to the true drivers of a problem. Control chart A control chart can be used to show the variation of a measure over time. The chart will help to demonstrate the consistency of a process and whether it needs adjusting, and to compare process performance to requirements, highlighting where improvement may be made. For more information on developing control charts, visit the American Society for Quality (ASQ) site at: http://asq.org/learn- about-quality/data-collection-analysistools/overview/control-chart. html. Run chart A run chart is used to show the behaviour of a variable over time. It is useful for identifying trends and predicting future outcomes. For more information on developing run charts, visit the ASQ site at: http://asq.org/service/body-of-knowledge/tools-run-chart. 26 Evaluate the e ectiveness of measures, tools and techniques To ensure their e ectiveness, measures, tools and techniques need to be evaluated. You need to make sure you are measuring the right thing, at the right time to enable an objective assessment of performance. Should the measures be not appropriate to the objective, or the wrong tools and techniques used, you risk missing opportunities for improvement. Consider the following questions when evaluating the e ectiveness of measures, tools and techniques. Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting v1155 BSBMGT608 Manage innovation and continuous improvement Summary 1. Continuous improvement is used to create opportunities for ongoing positive change and sustainability of key systems and process. 2. Continuous improvement requires a commitment to learning and the development of skills and knowledge to implement new ideas. 3. Innovation refers to the process of implementing a creative idea to improve a product, service, system or process; to create value for the organisation or customer; and to achieve organisational sustainability. 4. Organisations' approaches and methods to achieve sustainability include excellence frameworks and continuous improvement models and approaches. 5. Supply chain analysis and value chain analysis enable an organisation to analyse operational, product and service delivery systems. 6. Performance measures are used to understand an organisation's systems and processes and their ability to meet objectives. 7. To convert data into performance measures, a variety of tools and techniques are used, including the Balanced Scorecard, Six Sigma, nancial ratios and benchmarking. 8. By analysing key area performance reports, speci cally variance reports, you can identify the actual performance and compare it with the projected, forecast or planned performance. 9. Analysis of the external environment, combined with expert advice, allows organisations to identify trends, their potential impact, and opportunities to achieve sustainability. 40 Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting Topic 1 Review programs, systems and processes is learning checkpoint allows you to review your skills and knowledge in reviewing programs, systems and processes. Part A 1. What makes Deming's cycle for continuous improvement a cycle, and not a merely a process? Learning checkpoint 1 Review programs, systems and processes 2. When undertaking supply chain analysis, why is it important to consider relationships with suppliers? 3. Explain the purpose of variance analysis. 4. To identify trends in Australian consumer behaviour, what sources of information might you consult? Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting 41 BSBMGT608 Manage innovation and continuous improvement To ensure that the innovations or improvements are successfully embedded in the organisation, a transition plan is required. Whether the innovation or improvement idea is run as a project or as a change management initiative, a transition plan is essential to achieving competitive advantage and therefore organisational sustainability. Process for developing a transition plan ere are several approaches to developing a transition plan; the appropriate approach is determined by an organisation's policies, procedures and practices, and the size and nature of the innovation or improvement project. Here is one process for developing a transition plan. Transition planning Identify likely effects of change What will the consequences of change be? You should: identify gaps between the current and desired situation, including the skills and knowledge staff need to implement the change and to work in the desired situation identify barriers to change conduct a risk analysis and develop treatments, including contingency plans (recall that 'change the consequences' treatment involves developing contingency plans). Determine change readiness Determine how ready organisation members are for change, and identify potential barriers to successful implementation by using surveys and interviews to garner feedback. Analysis of ndings will identify potential member ownership of the change; group, team or individual resistance; and organisation system and process barriers to the implementation. To view an example of a change readiness questionnaire, download the Northumberland County Council's Change management toolkit at: jisc.cetis.ac.uk/crm-tools/documents/change-management-toolkit-v2.doc 3 A Develop transition plans 1 2 76 Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting Topic 3 Implement innovation and improvement processes 10 Prepare the nal plan for approval The plan needs to include the following elements: Explanation of the reasons for change, the change vision and strategy Time lines or schedule for activities and activity responsibilities Resources required for the change, including training needs and all associated costs Risk management and contingency plans How requirements will be communicated Explanation of how the change will be monitored and evaluated Ensure audience needs are taken into account, by matching the style of writing to purpose and audience. For example, the plan requires a formal tone, and should be structured to ensure requirements and justi cations are clear for managers. Ensure activities take into account and promote sustainability practices It is widely accepted that climate change and environmental degradation caused by human practices are altering the ecosystem of the planet. Environmental sustainability - the ability to manage our planet's resources economically and environmentally - has emerged as a key factor. Sustainability is a worldwide movement that involves a conscious and committed approach to reducing and o setting consumption. In the workplace, this requires a move from traditional economic values that rate pro t and e ciency above all else, to reporting that includes accounting for environmental and social activities as well. Sustainability must now be considered a crucial part of any continuous improvement process. When considering any changes, organisations should refer to their sustainability policy to ensure that improvement and innovation initiatives meet sustainability requirements. e organisation's environmental policy should re ect legislative and social requirements. Leaders need to ensure that organisation members have a full understanding of the need to meet these requirements and the organisational sustainability bene ts of doing so. Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting 79 BSBMGT608 Manage innovation and continuous improvement Ensure managers and team leaders become change agents For managers and change leaders to become change agents, they may need training on implementing the change, and managing barriers, including resistance from team members. Here are some ideas for managing change. Workshops on developing a change action plan speci c to their area or team Workshops for implementing organisational strategies to manage barriers, including interventions to manage resistance Coaching and mentoring to enable managers to develop the leadership and communication skills required to enable change in their areas or teams Example: meet sustainability requirements Eric is the production manager in a small company that manufactures storage products. He has recently developed changes to work practices that are designed to improve ef ciency and reduce costs. Eric knows that any proposed changes must meet the organisation's newly developed sustainability policy in regard to reducing energy consumption, reducing waste and improving the staff's awareness of environmental responsibility. Eric checks relevant legislation and organisational policy and consults with other organisations that have successfully managed changes in line with environmental concerns. He develops the following table. Introduce green purchasing Consideration The sustainability policy states that the organisation is to use the list of preferred suppliers of products. Use local suppliers to reduce transport costs. Use local suppliers with a good environmental record. Purchases should include recycled paper; recyclable toner cartridges and equipment with the international 'Energy Star' rating. Refuse excess packaging. Ensure the entire value chain supports sustainability. continued ... 84 Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting BSBMGT608 Manage innovation and continuous improvement Final assessment overview To demonstrate your competency using this nal assessment you must successfully complete three assessment tasks. Part A - Questioning Complete the following task You will demonstrate a sound knowledge of the unit requirements in your responses. Part B - Project: Managing innovation and continuous improvement at BizOps Enterprises You will demonstrate your skills and knowledge by completing a scenario-based project. Select and complete one of the following OR Part C - Project: Managing innovation and continuous improvement at work You will demonstrate your skills and knowledge by completing a project in your workplace. Part D - Observation Your work performance will be documented while being observed by an assessor. Select and complete one of the following OR Part E - Third-party report Your work performance will be documented using a thirdparty report completed by a relevant supervisor. 112 Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting BSBMGT608 Manage innovation and continuous improvement Final assessment tasks Part A - Questioning Purpose You will demonstrate a sound knowledge of the unit requirements in your responses. Instructions All questions must be answered satisfactorily for Part A to be completed satisfactorily. to the candidate There is no restriction on the length of the question responses, or time restriction in completing the assessment. You must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as needed. Resources required The question responses section is the only resource required for this questioning assessment to be completed. Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership eld of work and include access to: Assessment conditions relevant workplace documentation and resources case studies and, where possible, real situations Reasonable adjustment interaction with others. Assessors must satisfy NVR/AQTF assessor requirements. If you do not wish to respond to the questions in written form, an interview may be used as an alternative approach if negotiated with your assessor. Candidate to complete Candidate name: Date of assessment: Assessment declaration: I declare that no part of this assessment has been copied from another person's work, except where clearly noted on documents or work submitted. I declare that no part of this assessment has been written for me by another person. I understand that plagiarism is a serious offence that may lead to disciplinary action by my training organisation. Candidate signature: 114 Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting Final assessment BSBMGT608 Manage innovation and continuous improvement Question Explain the difference between creativity and 1: innovation. Answer: Marking: Satisfactory Unsatisfactory What frameworks, models or approaches might you use to develop Questio strategies to monitor and evaluate the performance and sustainability of n 2: key organisational system and processes? Answer: Marking Satisfactory Unsatisfactory : Question Discuss how the DMAIC process supports Six Sigma 3: philosophy. Answer: Marking: Satisfactory Unsatisfactory Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting 115 BSBMGT608 Manage innovation and continuous improvement Part E - Third-party report Purpose Your work performance will be documented using a third-party report completed by a relevant supervisor. Instructions Please provide the following third-party report to your relevant to the workplace representative to be completed. candidate Instructions to the thirdparty observer Thank you for taking the time to undertake a third-party report for the candidate, who is undertaking a nationally recognised course. Evidence is often collected by a quali ed assessor. However, third parties - other people such as supervisors, trainers or other team members - can report what they see or hear to the assessor. Evidence collected in this manner is called third-party evidence. As part of the candidate's assessment for this unit, we are seeking evidence to support a judgment about the candidate's competence. As part of the process of gathering evidence, we are seeking reports from a supervisor and/or other people who work closely with the candidate. This report will be used to validate the skills and experience of the candidate, in different contexts and with repeated performance of skills over time. Use the following checklist to judge and record your observations of the candidate in workplace situations. Record your observations of the candidate's performance directly onto the checklist. You may record your observations during and/or after periods of workplace observation. The checklist has a series of items related to the unit of competency that form the evidence criteria. Instructions on how to make an overall judgment of the satisfactory performance of the candidate are provided within the checklist. The checklist provides the opportunity for you to record that you have had the opportunity to observe the candidate applying these skills and knowledge. All items on the checklist must be observed in order for the assessor receiving this third-party report to record a satisfactory performance. You need to meet the following conditions: The necessary materials and resources must be provided to the candidate, and any concerns or questions the candidate has must be clari ed or answered before the observation commences. The period of observation should be over a work period suf cient to observe all the skills outlined in the checklist provided and to ensure that the candidate's performance is captured in full. This must be negotiated and agreed to by workplace colleagues to minimise interruptions to the everyday activities and functions of the workplace environment, as well as to the observation being undertaken. The candidate must complete the observation task unassisted by the observer or other personnel. 138 Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting Final assessment BSBMGT608 Manage innovation and continuous improvement The following materials are required for this observation to be undertaken: Relevant workplace documentation and resources Business technology, including a computer and internet access Specialists from whom to seek advice Work groups to brief Resources required A workplace, work placement or simulation scenario Colleagues and stakeholders with whom to interact and collaborate Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership eld of work and include access to: Assessment conditions relevant workplace documentation and resources case studies and, where possible, real situations interaction with others. Assessors must satisfy NVR/AQTF assessor requirements. Reasonable If the candidate is unable to undertake the observation through this adjustment third-party report arrangement, the candidate may consider undertaking an alternative assessment if negotiated with their assessor. Third-party observer to complete Name of third party: Phone number: Contact email: Candidate name: Date: continued ... Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting 139 Final assessment BSBMGT608 Manage innovation and continuous improvement Record of outcome Training organisation name: Candidate name: Unit code and title: BSBMGT608 Manage innovation and continuous improvement, Release 1 Assessor name: Assessor email: Assessor phone number: Satisfactorily completed Part A - Questioning Assessment tasks: Part B - Project: Managing innovation and continuous improvement at BizOps Enterprises OR Part C - Project: Managing innovation and continuous improvement at work Part D - Observation OR Part E - Third-party report Declaration: In completing this assessment, I con rm that the candidate has demonstrated all unit outcomes through consistent and repeated application of skills and knowledge with competent performance demonstrated in multiple instances over a period of time. Evidence collected has been con rmed as: Valid Current Suf cient Authentic Final result: Result date: Assessor signature: Unit release 1 (Aspire Version 1.1) Aspire Training & Consulting 143