AURAMA006 Contribute To Planning and Implementing Business Improvement in An Automotive Workplace

BRIGHTON
INSTITUTE
Brighton Institute of Technology
OF TECHNOLOGY
AUR50116 Diploma of Automotive Management
CRICOS Provider Code 02552G RTO No 21438
STUDENT ASSESSMENT
WORKBOOK
Unit Code: AURAMA006

Unit Name: Contribute to planning and
implementing business improvement in
an automotive workplace
Version 1.1 July 2017,Next Review July 2018 BIT AURAMA006 Student Assessment Work Book (AUR50116)
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Table of Contents
GETTING STARTED ................................................................................................................................. 7
THE OBJECTIVE OF ASSESSMENT TASKS .................................................................................................. 7
ASSESSMENT FOR LEARNING (FORMATIVE) ............................................................................................ 7
ASSESSMENT FOR CERTIFICATION (SUMMATIVE) .................................................................................... 7
PRINCIPLES OF ASSESSMENT .................................................................................................................. 8

VALIDITY REQUIRES THAT......................................................................................................................................... 8
RELIABILITY ........................................................................................................................................................... 8
FAIRNESS .............................................................................................................................................................. 8
FLEXIBILITY ............................................................................................................................................................ 8
UNDERSTANDING THE ASSESSMENT GRADING SYSTEM .......................................................................... 9
SUBMISSION DETAILS AND INSTRUCTIONS ............................................................................................. 9
DECISION MAKING RULES..................................................................................................................... 10
ASSESSMENT FEEDBACK ....................................................................................................................... 10
ASSESSOR PARTICIPATION AND INTERVENTION .................................................................................... 10
RE-ASSESSMENT .................................................................................................................................. 11
REASONABLE ADJUSTMENT.................................................................................................................. 11
APPEALING AN ASSESSMENT OR OTHER DECISION................................................................................ 12
PLAGIARISM AND COLLUSION .............................................................................................................. 12
REFERENCING YOUR WORK .................................................................................................................. 12
SUPPORTING YOU IN THE ASSESSMENT PROCESS ................................................................................. 13
RECORDING AND REPORTING REQUIREMENTS ..................................................................................... 13
UNIT APPLICATION ............................................................................................................................... 14
THIS UNIT DESCRIBES THE PERFORMANCE OUTCOMES REQUIRED TO CONTRIBUTE TO THE BUSINESS
IMPROVEMENT OF AN AUTOMOTIVE WORKPLACE. IT INVOLVES CONTRIBUTING TO THE BUDGET
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PROCESS, MANAGING EXPENSES IN ORDER TO MAINTAIN LEVELS OF PROFITABILITY IN THE SPECIFIC

AREA OF RESPONSIBILITY, AND REVIEWING AND CONTRIBUTING TO THE PLANNING OF BUSINESS
PROMOTIONS AND IMPROVEMENTS. ................................................................................................... 14
IT APPLIES TO THOSE WORKING IN THE AUTOMOTIVE SALES AND SERVICE INDUSTRY. .......................... 14
NO LICENSING, LEGISLATIVE, REGULATORY OR CERTIFICATION REQUIREMENTS APPLY TO THIS UNIT AT

THE TIME OF PUBLICATION. ................................................................................................................. 14
UNIT SECTOR ....................................................................................................................................... 14
INTERNET LINK TO UNIT ....................................................................................................................... 14
PRE-REQUISITE..................................................................................................................................... 14
FOUNDATION SKILLS ............................................................................................................................ 14
ELEMENTS AND PERFORMANCE CRITERIA............................................................................................. 15
MANDATORY EVIDENCE ....................................................................................................................... 16
PERFORMANCE EVIDENCE .................................................................................................................... 16
KNOWLEDGE EVIDENCE........................................................................................................................ 17
ASSESSMENT CONDITIONS ................................................................................................................... 18
RESOURCES.......................................................................................................................................... 18
PURPOSE OF ASSESSMENT ................................................................................................................... 18
RECOMMENDED LEARNING HOURS ...................................................................................................... 19
ASSESSMENT OUTLINE ......................................................................................................................... 19
ASSESSMENT TASK 1 ACTIVITIES ........................................................................................................ 21

ASSESSMENT OBJECTIVE........................................................................................................................................ 21
TIMEFRAME FOR ASSESSMENT TASKS ...................................................................................................................... 21
DELIVERABLES ..................................................................................................................................................... 21
STUDENT INSTRUCTIONS ....................................................................................................................................... 21
ACTIVITIES: ......................................................................................................................................................... 21
ASSESSMENT TASK 2 PROJECT .............................................................................................................. 25

DELIVERABLES ..................................................................................................................................................... 25
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ASSESSMENT REQUIREMENTS...................................................................................................................... 26
ASSESSMENT TASK 3 WRITTEN QUESTIONS ........................................................................................ 31

DELIVERABLES ..................................................................................................................................................... 32
QUESTIONS: ........................................................................................................................................................ 32
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ASSESSMENT SUMMARY SHEET

The section below is to be filled in by the student
Student Name:
Student ID No:
Completion Date:
Unit Code and name
Student Declaration: I declare that the work submitted is

my own, and has not been copied or plagiarized from any
person or source, apart from where I have listed or
referenced documents. I have been provided with all the
pre-training information related to this unit. I have read and Name:
understood all the information and I am ready to be _______________________
assessed. I am aware that I will be provided with the Signature:
feedback on the outcome of the unit after 14 days of the _______________________
submission. I am also aware of my appeal rights. Date: ____/_____/___
The section below is to be filled in by the Trainer/Assessor
Legends used: S = Satisfactory, NS = Not Satisfactory, Result
Assessment Task 1 S | NS
Final Assessment Result for this unit C / NYC
Feedback:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible
assessment with this student, and I have provided appropriate feedback. I also declare that I
have done the plagiarism and authenticity check.
Name:______________________ Signature: _________________Date: ____/_____/_____
Administrative use only

Entered onto Student Initials ___________ Date___________
Management Database
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Getting Started
All students have access to and will be provided with the resources and equipment and/or
technology required to complete this unit. Attendance of timetabled classes is required to get a
full and sufficient understanding of this unit and to provide you with an appropriate range and
variety of situations, examples of different real or simulated work situations, research tasks and
resources, and give you a variety of methodologies to deal with these situations
Class attendance during this unit will also allow your trainer and assessor to inform you of any
problems encountered throughout the assessment process and give you valuable feedback for
the rectification of these problems.
Please read all the information given to you before you start any assessment task. If you do not
understand some or all of the questions, please ask your trainer / assessor for assistance.
The Objective of Assessment Tasks

The primary objective of assessment tasks is to support and encourage student learning and
establish if the student has achieved the learning objective against an applied criteria. Assessing is
the process of gathering and judging evidence in order to decide whether the student has achieved
a set standard or objective. All VET assessments are competency based.
Assessment results are also used as an indicator to the Trainer and Assessor as to what a student
has learnt, how well they have engaged in the unit delivery and where performance can be
improved. Students at Brighton Institute will be assessed using two assessment methods
Assessment for Learning (Formative)

The purpose of a Formative Assessment is to provide students with feedback on how they are going.
The aim is to help students improve their performance and make their next assessment task work
better. It is developmental or formative in nature; hence the term "Formative Assessment. The
feedback students receive from their trainer and assessor is the key component of formative
assessments. Feedback is intended to help student identify weaknesses and build on strengths to
improve the quality of their next assessment. The focus is on feedback for improvement and not
awarding grades.
Assessment for Certification (Summative)

The key purpose of assessment tasks is to gather evidence to make a judgment about a student's
level of performance against the specified learning objectives and grading the student accordingly.
Students are usually assessed at the end of an element of learning, such as the end of a unit or
cluster of units, however assessment may be conducted during a unit. Students are recognized as
been deemed either competent or not yet competent in that assessment task. This judgmental
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"summative" process formally provides the evidence, to verify or certify which students have
satisfactorily may progress to the next assessment task, unit or level of their studies.
Principles of Assessment
The following four principles of assessment are followed in assessment tasks for each Student's
evidence of competence. The four principles are:
Validity
Reliability
Flexibility
Fairness
Validity requires that

assessment against the unit(s) of competency and the associated assessment requirements
covers the broad range of skills and knowledge that are essential to competent
performance;
assessment of knowledge and skills is integrated with their practical application;
assessment to be based on evidence that demonstrates that a Student could establish
these skills and knowledge in other similar situations; and
Judgment of competence is based on evidence of Student performance that is aligned to
the unit/s of competency and associated assessment requirements.
Reliability: Evidence presented for assessment is consistently interpreted and assessment results
are comparable irrespective of the assessor conducting the assessment.
Fairness: The individual Students needs are considered in the assessment process. Where
appropriate, reasonable adjustments will be applied by the BIT to take into account the individual
Students needs. BIT informs the Student about the assessment process, and provides the Student
with the opportunity to question the result of the assessment and be reassessed if necessary.
Flexibility: Assessment Tasks are flexible to the individual Student by:
reflecting the Students needs;
assessing competencies held by the Student no matter how or where they have been
acquired; and
Drawing from a range of assessment methods and using those that are appropriate to the
context, the unit of competency and associated assessment requirements, and the
individual.
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Understanding the Assessment Grading System

Assessments for all vocational education and training qualification at BIT are competency based.
This means Students are assessed against the unit of competency requirements and assessment
results will be recorded as follows:
Satisfactory (S) result: The students submitted work satisfies the learning requirements
and competency standards for the Assessment Task.
Not Satisfactory (NS) result: The students submitted work does not demonstrate the
understanding of competency standards in the Assessment Task. Incomplete or not
submitted work will also be awarded this grade
Competent (C) result: Once a Student receives a satisfactory result for all required
Assessment Tasks, as per the learning requirements and all competency standards for
the unit (in accordance with the unit of competency details on the National Register
www.training.gov.au), a (C) outcome will be awarded for the entire unit.
Not Yet Competent (NYC) result: If any of the Assessments Tasks in unit is NS, a Student
will receive NYC outcome. The student will receive written feedback from a
trainer/assessor, clearly outlining where the gaps are. The Student will then be
required to rectify these gaps and re-submit his/her assessment for marking.
Submission Details and Instructions

For you to achieve competency in this unit, you are required to complete all the tasks and submit
on the due date as per your time table or training plan. You have to submit the assessment to your
respective trainer. In case your trainer is not available, you can submit the assessment at BIT
reception. Students are required to ensure all assessment sections are signed and dated including
a completed Assessment Cover Sheet. Ensure it is signed as this is your assessment receipt. The
students will be provided with the receipt of assessment submission and the students must keep
the receipts for their own record. The Student instructions for each task will describe what you must
complete to achieve a satisfactory ratings on all tasks. Completed assessment tasks must be
submitted to your trainer and may include written activities, presentations, practical tasks,
observation and role plays. Students can access the printer in office area besides the reception for
printing their assessments and must keep a copy of their assessment task if possible to do so.
In addition to this please ensure that

At each submission of your assessment, you must declare that the work submitted is your
own and has not been plagiarised or copied. Not signing this will result in the assessment
work being returned thus delaying the assessment marking.
Make sure you have access to all supporting resources prior to commencing and completing
any of the questions, activities or tasks in this assessment workbook. The students must also
read the student handbook for policies, procedure and other assessment related
information.
If you are unsure of the requirements of a question, activity or project please contact your
Trainer/Assessor, for clarification.
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Reasonable adjustment options are available, however, this must be arranged with the
Training Manager prior to assessment or resubmission.
You must ensure that you have attempted and completed all assessment tasks in this
Student Assessment Workbook prior to submitting for assessing. Failure to do this will result
in your work being returned to you as not satisfactory, delaying the assessment of your tasks.
Written questions require in-depth responses and answers must comply with the
instruction provided with each question.
Decision making rules

The assessors role is to make a decision, or series of decisions, about whether the person(s) being
assessed has achieved the required competency. Brighton Institute of Technology provides a
Marking Guide for assessments task indicating the required answer(s), or the standards that must
be satisfied to achieve a satisfactory grade. These guides are directly mapped against the unit of
competency, enabling assessors to make valid judgements based on the rules of evidence and
principles of assessment.
To satisfactorily complete the assessment task you will need to complete all tasks correctly and
demonstrate you have achieved the required skills or knowledge. These tasks are designed to assess
your understanding of the unit, as well as your underpinning skills and knowledge and all
assessment methods at Brighton Institute of Technology require 100% satisfactory achievement in
all assessments, to be deemed competent in the task or unit been assessed.
Assessment Feedback
The results from both formative and summative assessments can help you track how you are
going throughout your courses. All assessors need to provide feedback to the student on
assessment outcome and be able to justify any appeals etc. Closely looking at the results can help
you identify any patterns of difficulties or misunderstandings you might have. This in turn allows
you to ask questions and your trainer may change their approach to teaching and adjust their style
accordingly. For example, you may identify that you need to a more detailed explanations or be
provided additional resources in a particular area.
Assessor Participation and Intervention
Within the context of the assessment tasks, the assessor may fill in the role of client, manager or
supervisor as applicable. There might be other assessors or other students required by the
assessment tasks e.g. where additional role plays are required and one person is not enough to fit
the roles in a set of tasks. You will be advised of this in the specific assessment task instructions
If at any time during the assessment process, the trainer or assessor considers that the safety of
you or any person is at risk, they will be required to stop the session immediately and make the
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necessary intervention. Once it is considered safe to continue the assessment will re commence or
be repeated
Re-assessment
If the result of your Unit Assessment Task is Not Satisfactory (NS) or Not Yet Competent (NYC), you
will be given an opportunity for re-assessment. Each Student has three (3) attempts to achieve a
competent outcome, including two re-submission attempts. You will only work on the component(s)
of the Task(s) that were marked Not Satisfactory. Please note that BIT will provide these 3
assessment attempts at no cost and students will be accommodated in other groups if required to
complete the task. Your Individual reassessment involving perishables or consumables resources
may incur a fee for these resources only
If you are not able to achieve competency with all of these opportunities, a fee of AUD $250 will
apply.
For each re-submission, you will need to either update your existing assessment by deleting the
incorrect answers and replacing them with your new responses or resubmit a new assessment task
with the changes. In case of practical tasks like role-plays or demonstrations, students will redo the
task by arranging the time and date with their Trainer/Assessor.
Reasonable adjustment
In the case that the assessment tool may need adapting to meet the specific needs of students, the
trainer and/or the Training Manager may provide extra support, allow extra time and/or provide
the student with aids with assessment.
Resources and facilities provide students with the opportunity to complete each unit of competency
successfully and these may be changed or adjusted providing that it does not alter or change the
assessment requirements of the task or unit
This may include but not limited to:
Visual difficulty; we can assist by making adjustments such as larger print of documents,
assessment tools and forms
Physical disabilities; assessment may be broken down into shorter/longer lengths of time,
where applicable
Sick leave or a medical condition, a due date extension can be provided
LLN Support
Examples of reasonable adjustment in assessment may include but not limited to:
Submission of an oral assessment task for a written one
Provision of extra time
Complete a re-assessment using another media
An intervention plan
Use of an interpreter if able to do so
Use of adaptive technology
Submission via post instead of online submission
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The requirements for special needs must be established and an appropriate record will be kept of
the efforts made to establish special need and the outcomes of these efforts.
Appealing an Assessment or other decision

Where a Student disagrees with a decision made by BIT regarding outcome of an assessment, a unit,
plagiarism or cheating, the student should first discuss this issue with their trainer and assessor.
Students may pursue appeal proceedings in accordance with the BIT Complaints and Appeals
process given in Complaints and Appeals Policy and Procedure, as you have the right to appeal the
final decision. More information about this process can be found in the Student Handbook or can
be obtained from the Student Support Services.
Please refer to the Brighton Institute of Technology Policies and Procedures Assessment Policy and
Guidelines for a detailed guide to appealing an assessment outcome
Plagiarism and Collusion
Plagiarism and collusion are both a form of cheating. It is taking and using someone elses ideas,
writings or information and representing them as your own. Plagiarism is a serious act and may
result in a participants exclusion from a unit or a course. When you have any doubts about
including the work of other authors in your assessments, please consult with your trainer and
refer to the BIT Student Handbook. The following list outlines some of the activities for which a
participant can be accused of plagiarism:
Presenting any work by another individual as ones own either deliberately or unintentionally
Handing in assessments copied from another student
Presenting the work of another individual or group as their own work.
Handing in assessments without the adequate acknowledgement of sources used, including
assessments copied totally or in part from the internet.
Not referencing the source of information either deliberately or unintentionally
Referencing your work

The Students are required to use the right sources in their work. By doing proper referencing, you
are acknowledging that you have used someone elses information or work. BIT encourages its
Students to use APA 6th referencing Style. You can visit http://guides.lib.monash.edu/citing-
referencing/apa for the style information or visit https://www.refme.com/au/referencing-
generator/apa/ for APA style references. You must reference all sources that you use in your
assignment, including words and ideas, facts, images, videos, audio, websites, statistics, diagrams
and data.
There are two parts to every referencing system:
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In-text reference - a reference to a source of information placed within the body of the work.
The reference list - a list of all sources referred to in the work, located at the end of the work.
Please ask your trainer if you do not know how to reference your evidence. Ensure your work is
referenced to prevent plagiarism. For more information on plagiarism and referencing, refer to the
Student Handbook.
Supporting you in the Assessment Process

During the assessment processes your trainer and assessor will provide you with the appropriate
level of support. While some students will not require a great deal of support, there will be others
with particular needs. If your trainer and assessor is aware of these needs, they will be better able
to assist students to improve their skills and knowledge. Students will then feel more supported
during the assessment process. Please ask your trainer, consult the Student Handbook or Student
Support Services for more information
Trainer and Assessor Assistance
Adequately brief the student(s) and provide all resources as required

Make sure sufficient evidence is gathered by ensuring all instructions are followed
correctly
Make sure assessment is fair and objective
Make notes of evidence if unsure or seek guidance from another assessor
Make an assessment decision in accordance with Brighton Institute of Technology Policies
and Procedures
Inform the participant of the assessment decision and discuss with them
Provide clear and constructive feedback to students regardless of the outcome
Provide the student with guidance and support on further goals etc.
Advise the student of reassessment opportunities and/or the appeals process (if
applicable)
Record the evidence/assessment results in accordance with Brighton Institute of
Technology requirements
Maintain the confidentiality of the assessment outcomes
Seek feedback from the student
Recording and Reporting requirements

Assessors must ensure that Student names, IDs and dates are all completed and correct
where required.
All Assessments must be marked accurately.
All assessments must be marked in RED pen.
Every question must be ticked.
1. All assessments will be corrected /marked within 14 days of assessment completion.
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2. Where the Student(s) performance fails to achieve a satisfactory outcome, assessor must
discuss the results with the student, identify any extra training needs and support and
allow for re-assessment (at a different date)
Instructions to Students
This Student Assessment Workbook for AURAMA006 - Contribute to planning and implementing
business improvement in an automotive workplace contains details of your assessment works and
the guidelines for you to be able to complete the assessment.
Unit Application
This unit describes the performance outcomes required to contribute to the business
improvement of an automotive workplace. It involves contributing to the budget process,
managing expenses in order to maintain levels of profitability in the specific area of responsibility,
and reviewing and contributing to the planning of business promotions and improvements.
It applies to those working in the automotive sales and service industry.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of
publication.
Unit Sector
Management, Leadership and Supervision
Internet link to unit
http://training.gov.au/Training/Details/ AURAMA006
Pre-requisite
There is no pre-requisite for this unit.
Foundation Skills
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Description
Skills
Learning skills to: locate appropriate sources of information efficiently
evaluate appropriateness of information for its purpose.
Reading skills to: interpret literature containing different forms, including text,
diagrams, charts and graphs, and pictures
evaluate text in business plan and associated literature to
determine its ability to impart intended meaning to others.
Writing skills to: integrate information and ideas from a range of technical
information, using appropriate support material and embedded
information in a range of sources
logically convey and present textual and numerical information
in a structured format appropriate to the audience.
Oral communication skills participate effectively in verbal exchanges using questioning and
to: active listening to convey and clarify information about business
KPIs and financial targets
summarise and clearly present key points of information in
discussions with others about business improvements.
Numeracy skills to: use mathematical operations to calculate percentages and ratios
and interpret trends in financial data
interpret numerical information embedded in cost-benefit
analyses.
Digital literacy skills to: use digital systems and tools to access, filter, extract and organise
numerical information.
Planning and organising sort and sequence relevant financial data and information to
skills to: support a position and to present to others.
Problem solving skills to: identify and rectify issues within own control to meet KPIs.
Teamwork skills to: liaise collaboratively with management and staff to contribute to
discussions and planning processes.
Technology skills to: select and use business technology to prepare and communicate
business information.
Elements and Performance Criteria

Performance Criteria
Elements
Performance criteria describe the performance needed to demonstrate
Elements describe the
achievement of the element. Where bold and italicised text is used,
essential outcomes.
further information is detailed in the range of conditions section.
1. Review business plan and 1.1 Goals and key performance indicators (KPIs) specified in workplace
business performance business plan are analysed and relevance to operational area is
assessed
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Performance Criteria
Elements
Performance criteria describe the performance needed to demonstrate
Elements describe the
achievement of the element. Where bold and italicised text is used,
essential outcomes.
further information is detailed in the range of conditions section.
1.2 Gaps and risks to achieving business goals and KPIs are identified
1.3 Risk management strategies to meet business goals and KPIs are
identified and developed
1.4 Contingency plan to address possible areas of non-conformance with
the plan is developed
2. Assist in developing, 2.1 Key business products or services are analysed to determine a suitable
implementing and focus for marketing and promotional activities, according to the
monitoring marketing and objectives of the business plan
promotional strategies 2.2 Costs and benefits of using different distribution channels and
providing different levels of customer service are analysed to
determine the appropriate marketing mix
2.3 Agreed marketing and promotional strategies are agreed and
implemented
2.4 Marketing activities are monitored and business performance is
evaluated according to the objectives and targets of the business plan
3. Seek continuous 3.1 Business development strategies are regularly reviewed with
improvement supervisor
opportunities 3.2 Operational plans are reviewed to determine possible improvements
to business
3.3 New ideas or activities are presented as a business case and discussed
with line manager
3.4 Approval is sought from line manager before implementing new ideas
and activities
Mandatory Evidence
Evidence of the following under the heading Performance and Knowledge evidence is Mandatory.
Performance Evidence
Before competency can be determined, individuals must demonstrate they can perform the
following according to the standards defined in this units elements, performance criteria and
foundation skills:
review the performance of an automotive workplace against its business plan over twelve
months
analyse the effectiveness of the business marketing strategies against sales over twelve months
develop a strategy to improve business performance based on the above review and analysis.
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Knowledge Evidence
Individuals must be able to demonstrate knowledge of:
key features of a business plan, including:
purpose of business plan
types of business planning, including:
feasibility studies
strategic, operational, financial and marketing planning
setting short, medium and long-term goals and objectives

role of key performance indicators (KPIs) and targets
key components of financial statements, including:
cash flow
trends
areas of risk
principles and factors to consider in setting budgets, including:
setting targets and stretch targets
business profit margins
expenditure, including fixed and variable costs
calculating service and hourly rates
contingency and unplanned events
stock holding costs
rework components and costs
subcontracting costs
business development principles, and strategies for improving business performance, including:
stages in business development
basic marketing concepts and principles
promotional activities
ways to reduce costs and address budget deficits
report formats for preparing a business case, including financial analysis.
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Assessment Conditions
Competency is to be assessed in the workplace or a simulated environment that accurately reflects
performance in a real workplace setting.
Assessment must include direct observation of tasks.
Where assessment of competency includes third-party evidence, individuals must provide evidence
that links them to having contributed to business planning processes and improvement activities in
an automotive workplace, e.g. business plans.
Assessors must verify performance evidence through questioning on skills and knowledge to ensure
correct interpretation and application.
The following resources must be made available:

automotive workplace or simulated workplace
financial information for an automotive workplace budget over a period of 12 months
workplace business plan
computer, office equipment and technology to prepare financial and written reports.
Resources
1. Student Book AURAMA006.
2. Access to appropriate documentation and resources at BIT.
3. Access to a range of workplace documentation and personnel, information and resources
(Simulated workplace environment provided by BIT, such as compliance obligations,
organisational plans, work responsibilities).
4. PowerPoint Presentation provided BIT.
For additional/general resources, please refer to the Training & Assessment Resource list which can
be accessed from the website and /or Student handbook.
Purpose of Assessment
Assessment is the process of gathering and judging evidence in order to decide whether has
achieved a standard or objective and it is a competency based assessment.
The purpose of this unit is to evaluate Students ability to demonstrate the knowledge and skill to
manage people performance.
Successful completion of three assessment tasks will contribute to the competency attainment of
the following unit:
AURAMA006 - Contribute to planning and implementing business improvement in an automotive
workplace in Diploma of Automotive Management (AUR50116).
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Recommended Learning Hours

This unit totals 80 hours of training and assessment in class room via face to face mode of delivery.
It is recommended that Student should give time to learning for at least 10 hours a week, for four
weeks. Students will need to submit the assessments as per the due dates mentioned on the time
table.
Methods of assessments
The following methods are used for assessing competency in this unit:
Activities on real life scenario at the workshop.
Project
Written Questions
Assessment Outline
Task Number Method of Assessment Due Date
Assessment Task 1 Activities on real life scenario at As per the time table
the workshop.
Assessment Task 2 Project As per the time table
Assessment Task 3 Written Questions As per the time table
The mode of delivery is face to face in class rooms at Campus. Students will be provided with a time
table on the day of orientation which will have all the start and end dates of each unit and the name
of Trainer/Assessor and Venue. If there are any changes in the time table, the students will be
informed prior to scheduled class.
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Assessment Task 1 Activities
Assessment Objective
You must demonstrate knowledge of handling the real work life scenario in regards to basis accounting
knowledge related to development of the organisation.
Timeframe for Assessment Tasks

- As specified in your time table.
Deliverables
Complete all the activities as mentioned satisfactorily.
You must be graded satisfactory in all activities to be graded satisfactory in Assessment Task 1.
Student Instructions
Provide answers to the following activity questions.

Answer all questions.
Type the answers in a word document.
Students can take the assessment at home and complete it but need to submit as per the
due date on the time table.
Ask your assessor if you do not understand a question. Whilst your assessor cannot tell you
the answer, he/she may be able to re-word the question for you.
Response to activity questions require in-depth responses and answers must comply with
the word count provided with each question
Do not cheat. Anyone caught cheating will automatically be marked Not Yet Competent for
this unit. There are NO EXCEPTIONS to this rule.
Part A
Activities:
1. Identify the following as a Trading (T), Manufacturing (M) or a Service (S) business.
a. a grocery store
b. a furniture wholesaler
c. a legal firm
d. a plumber
e. a dentist
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f. a bakery
g. a food processing factory
h. a restaurant
i. a supermarket
j. a doctors surgery
k. a shoe store
2. What is meant by accrual accounting?
3. Calculate the profit or loss from the following figures.
Revenue Expenses Profit Loss
$3569 $2,873
$5840 $6,138
$8766 $8,766
$10467 $9,868
4. Calculate the missing figures in the table below.
Assets Liabilities Owners Equity

18146 12,456 .
19367 15,790
10,578 8,636
16040 7,340
Indicate by a tick which of the following items are assets and which are liabilities:
Items Asset Liability

Inventory _______ _______
Office Furniture _______ _______
GST payable _______ _______
Land & Buildings _______ _______
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Cash at Bank _______ _______

Accounts Payable _______ _______
Loan from Bank _______ _______
Machinery _______ _______
Computer _______ _______
Accounts Receivable _______ _______
5. Use the accounting equation to determine the owners equity.
A L O/E
Grocery Shop
Accounts Receivable
6,000
Cash at bank
16,000
Bank Loan
24,000
Accounts Payable
14,000
Motor Vehicle
30,000
Cash in Hand
4,000
Inventory
22,000
Owners Equity
6. a. If a business has $200 000 of assets and owes outsiders $130 000, what is the
owners investment in it?
b. if a business has $150 000 of assets and the owner has invested $80 000, what is the
liability of the business to outsiders?
c. If the owner has invested $300 000 in the business and borrowed $90 000, what is the
value of the business assets?
7. What accounts would be affected by each of the following transactions? Indicate which
account will be debited and which credited.
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a. Sold goods for cash for $3,000

b. Sold goods on credit to A. Smith for $2,000
c. Paid salaries of $10,000
d. Paid business rent of $2,500
e. Purchased goods on credit for $7,000 from C.Carter.
(All amounts exclude GST)
8. Calculate the profit or loss given the following revenue and expenses:
Item $ Revenue Expenses
Sales 50,000
Purchases 24,000
Salaries 12,000
Rent 1,800
Electricity 300
Telephone 450
Advertsiing 800
Profit Loss
Totals
9. From the following ledger balances, prepare a trial balance:

$
Cash at Bank
6,000
Capital
17,600
Accounts Payable
1,600
Accounts receivable
4,000
Electricity
800
Furniture
6,400
Office expenses
1,200
Sales
30,000
Purchases
Salaries 20,000
10,800
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10. How does cash-basis accounting differ from accrual-basis accounting?
Part B:
As the manager, review the business plan which you are familiar with. If you dont have access to
the any business plan, ask your trainer and then address the following:
Analyze the goals key performance indicators (KPIs) specified in workplace business plan
Identify the gaps and risks to achieve business goals and KPIs
Develop the risk management strategies meet business goals and KPIs
Develop the contingency plan to address areas of non-conformance.
Assessment Task 2 Project
You must demonstrate skills and knowledge about break even, operational performance and financial
statements.

Deliverables
Your Trainer and Assessor will be requiring evidence of;
You address assessment requirements.
You must complete this task satisfactorily to demonstrate competency in this unit.
You must address each of the following mentioned assessment requirements.
You can use your own templates or templates given by BIT.
Assessment needs to be submitted as per the due date specified in the time table.
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There is no specific word count required for this assessment. A general rule of thumb is to
use as many words as you need in order to demonstrate your full understanding of the
knowledge and/or skill component. This may differ greatly between candidates in line with
varying individual language and literacy skills.
Assessment Requirements
Project
1. Breaking Even
Following your success in assisting the Home Grown Timber Company to control its costs by
identifying cost items as direct or indirect and controllable or uncontrollable, the company
approaches you again. It now wishes to analyse its sales to determine the profitability of a new
product.
The company plans to produce this new product in a new purpose-built building and the
operations will be scheduled from its other normal activities. Hence, it is easy to plan costs.
After extensive discussions with the chief executive officer, the marketing director and the
management accountant, the following are agreed upon:
Units expected to be sold $12,000

Cost of material per unit $100
Cost of labour per unit $60
Average Sales price per unit $250
The annual fixed costs on the building and other fixed contract service costs are expected to be
$900,000.
Using your experience in break-even analysis, draft a report for the CEO of the Home Grown
Timber Company advising the company on the volume of sales at which it will break-even and
the profit expected if the company sells 12,000 units as planned. In your report, suggest the
volume of sales required to break even, if the selling price (a) drops by 10%; or (b) increases
by 10%.
Also calculate the volume of sales that must be reached if the company desires a profit of
$360,000.
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Gillian Roley Target CRICOS Provider
Actual Code 02552G
Variance RTO%No 21438
Variance
Direct materials required for
production quota 50 10U 25%
Direct labour hours required for
production quota 10 9 1F 10%
2. Operational Performance
Part 1:
Josema Sebeksi pondered the operating results for the period. The results reflected the last
operating period. Figures were supplied for the various aspects of the production process that
required further monitoring.
Internal Frames Unit
Target Actual Variance Variance %
Production 200 150 50F
production 100 10U 10%
Direct labour hours for production 75 60 20%
Josema was also faced with the following table of information on individual managers and their
use of materials and direct labour. The best performer in each operating period was the worker
who minimized variances between actual results and the plan, and each winner was awarded
dinner for two at a local restaurant. Nothing happened to the loser except a feeling of deep
discomfort and the silent treatment from other staff.
James Koch Target Actual Variance Variance %

production quota 30 28 2F
Direct labour hours required for 20 6F 30%

production quota
Nigel Cochrane Target Actual Variance Variance %

production quota 30 32 7%
Direct labour hours required for
production quota 45 8F 17%
Complete the missing items in the tables above. Comment on the general performance of the
section and the performance of the various staff managers using 5% as an acceptable measure
of variation.
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Who is the winner of the individual competition? Why? What could make it unfair to select
the award winner each month on the basis of the figures provided?
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3.Operational Performance (cont)
Part 2:
The following information on the current year trading results was given to Josema:
Statement of Financial Performance

20X1 20X2
Sales 230,000 250,000
Cost of goods sold 83,000 91,000
Gross Profit 147,000 159,000
Sales & Advertising expenses 3,400 2,800
Financial Expenses 3,600 3,000
Administration expenses 2,800 2,950
Salaries and wages 40,000 49,800 40,000 48,750
Net Profit 97,200 110,250
Statement of Financial Position

20X1 20X2
Shareholders funds:
Paid up capital 54,010 54,010
Retained profits 324,900 378,910 435,150 489,160
Represented by:
Current Assets:
Accounts receivable 23,400 42,100
Inventory 13,100 12,300
Cash 32,560 69,060 38,650 93,050
Less: Accounts Payable 20,050 41,000
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49,010 52,050
Less: Investment shares 18,900 17,400
6,910 69,450
Plus: Non-current assets
Equipment 333,000 429,210
Vehicles 58,500 391 500 53,500 482,710
459 410 552,160
Less Non-current liabilities
Mortgage 80,500 80,500 63,000 63,000
Shareholders funds 378,910 489,160
Calculate the appropriate ratios from these figures.
Comment on areas of performance that have improved and identify areas of performance where
improvement is required.
Part 3
As the manager of the business you are familiar with, you have to assist the business in developing,
implementing and monitoring marketing and promotional strategies. Your assessor will be looking for:
Key business products or services are analysed to determine a suitable focus for marketing
and promotional activities, according to the objectives of the business plan
Costs and benefits of using different distribution channels and providing different levels of
customer service are analysed to determine the appropriate marketing mix
Agreed marketing and promotional strategies are agreed and implemented
Marketing activities are monitored and business performance is evaluated according to the
objectives and targets of the business plan
Assessment Task 3 Written Questions
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You must demonstrate knowledge of contribute to business improvment.

Deliverables
Answer all questions completely.
You must be graded satisfactory in all questions to be graded satisfactory in the assessment task.
Provide answers to the following questions.

Answer all questions.
Type the answers in a word document.
Students can take the assessment at home and complete it but need to submit as per the
due date on the time table.
Ask your assessor if you do not understand a question. Whist your assessor cannot tell you
the answer, he/she may be able to re-word the question for you.
Written questions require in-depth responses and answers must comply with the word
count provided with each question
Do not cheat. Anyone caught cheating will automatically be marked Not Yet Competent for
this unit. There are NO EXCEPTIONS to this rule.
Questions:
1. What is the difference between real and nominal accounts?
2. Define each of the following: assets, liabilities, and equity accounts
3. Describe each of the three sections, accounts, and purpose of the income statement.
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4. Describe the three parts and purpose of the balance sheet.
5. What is book value?
6. What is the difference between cash basis and accrual basis accounting?
7. What is the purpose of depreciation?
8. What is the purpose of a merchandize inventory worksheet?
Part B
As the manager of the business, discuss how you will be:
Seeking feedback
Reviewing Business development strategies with supervisor
Reviewing Operational plans to determine possible improvements to business
Presenting New ideas or activities as a business case and discussed with line manager
Gaining approval from line manager before implementing new ideas and activities
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Page 34 of 34

AURAMA006 Contribute To Planning and Implementing Business Improvement in An Automotive Workplace

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AURAMA006 Contribute To Planning and Implementing Business Improvement in An Automotive Workplace

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BRIGHTON

Unit Code: AURAMA006

GETTING STARTED ................................................................................................................................. 7

THE OBJECTIVE OF ASSESSMENT TASKS .................................................................................................. 7

ASSESSMENT FOR LEARNING (FORMATIVE) ............................................................................................ 7

ASSESSMENT FOR CERTIFICATION (SUMMATIVE) .................................................................................... 7

PRINCIPLES OF ASSESSMENT .................................................................................................................. 8

UNDERSTANDING THE ASSESSMENT GRADING SYSTEM .......................................................................... 9

SUBMISSION DETAILS AND INSTRUCTIONS ............................................................................................. 9

DECISION MAKING RULES..................................................................................................................... 10

ASSESSMENT FEEDBACK ....................................................................................................................... 10

ASSESSOR PARTICIPATION AND INTERVENTION .................................................................................... 10

APPEALING AN ASSESSMENT OR OTHER DECISION................................................................................ 12

PLAGIARISM AND COLLUSION .............................................................................................................. 12

REFERENCING YOUR WORK .................................................................................................................. 12

SUPPORTING YOU IN THE ASSESSMENT PROCESS ................................................................................. 13

RECORDING AND REPORTING REQUIREMENTS ..................................................................................... 13

UNIT APPLICATION ............................................................................................................................... 14

PROCESS, MANAGING EXPENSES IN ORDER TO MAINTAIN LEVELS OF PROFITABILITY IN THE SPECIFIC

NO LICENSING, LEGISLATIVE, REGULATORY OR CERTIFICATION REQUIREMENTS APPLY TO THIS UNIT AT

UNIT SECTOR ....................................................................................................................................... 14

INTERNET LINK TO UNIT ....................................................................................................................... 14

FOUNDATION SKILLS ............................................................................................................................ 14

ELEMENTS AND PERFORMANCE CRITERIA............................................................................................. 15

MANDATORY EVIDENCE ....................................................................................................................... 16

PERFORMANCE EVIDENCE .................................................................................................................... 16

ASSESSMENT CONDITIONS ................................................................................................................... 18

PURPOSE OF ASSESSMENT ................................................................................................................... 18

RECOMMENDED LEARNING HOURS ...................................................................................................... 19

ASSESSMENT OUTLINE ......................................................................................................................... 19

ASSESSMENT TASK 1 ACTIVITIES ........................................................................................................ 21

ASSESSMENT TASK 2 PROJECT .............................................................................................................. 25

ASSESSMENT TASK 3 WRITTEN QUESTIONS ........................................................................................ 31

ASSESSMENT SUMMARY SHEET

Unit Code and name

Student Declaration: I declare that the work submitted is

Final Assessment Result for this unit C / NYC

Administrative use only

The Objective of Assessment Tasks

Assessment for Learning (Formative)

Assessment for Certification (Summative)

Validity requires that

Understanding the Assessment Grading System

Submission Details and Instructions

In addition to this please ensure that

Decision making rules

Assessor Participation and Intervention

Appealing an Assessment or other decision

Plagiarism and Collusion

Referencing your work

Supporting you in the Assessment Process

Adequately brief the student(s) and provide all resources as required

Recording and Reporting requirements

It applies to those working in the automotive sales and service industry.

Internet link to unit

Elements and Performance Criteria

setting short, medium and long-term goals and objectives

Assessment must include direct observation of tasks.

The following resources must be made available:

Recommended Learning Hours

Assessment Task 1 Activities

Timeframe for Assessment Tasks

Provide answers to the following activity questions.

Cash at Bank _ _