Contribute to continuous improvement for achieving excellence in food operations
CITY AND GUILDS OF LONDON INSTITUTE
Vocational
This subtopic focuses on the principles of continuous improvement within food manufacturing operations, emphasizing the systematic identification, communication, and implementation of incremental enhancements. Learners explore how to evaluate workplace processes, propose viable improvements, and collaborate with colleagues to test and refine changes that drive excellence in areas such as food safety, quality, waste reduction, and operational efficiency.
20
Learning Outcomes
44
Assessment Guidance
45
Key Skills
22
Key Terms
50
Assessment Criteria
Assessment criteria
City & Guilds Level 2 Certificate for Proficiency in Food Manufacturing Excellence (QCF)
City & Guilds Level 2 Award for Proficiency in Food Manufacturing Excellence (QCF)
City & Guilds Level 2 Diploma for Proficiency in Food Manufacturing Excellence (QCF)
City & Guilds Level 2 Award for Proficiency in Baking Industry Skills
City & Guilds Level 2 Certificate for Proficiency in Fish and Shellfish Industry Skills (QCF)
City & Guilds Level 2 Certificate for Proficiency in Baking Industry Skills
City & Guilds Level 2 Award for Proficiency in Food Industry Skills
City & Guilds Level 2 Certificate for Proficiency in Food Industry Skills
City & Guilds Level 2 Award For Proficiency in Meat and Poultry Industry Skills (QCF)
City & Guilds Level 2 Diploma for Proficiency in Food Industry Skills
City & Guilds Level 2 Certificate for Proficiency in Meat and Poultry Industry Skills
City & Guilds Level 2 Diploma for Proficiency in Meat and Poultry Industry Skills
Topic Overview
The City & Guilds Level 2 Award for Proficiency in Baking Industry Skills is a vocational qualification designed for individuals working in or aspiring to join the baking industry. It covers essential practical skills and theoretical knowledge required for producing a range of baked goods, including bread, cakes, pastries, and biscuits. The qualification emphasizes safe working practices, ingredient knowledge, and quality control, ensuring learners can meet industry standards.
This award is part of the Manufacturing & Engineering suite and is recognized by employers across the UK. It provides a solid foundation for further study, such as the Level 3 Diploma in Professional Bakery, or direct entry into roles like bakery assistant or production operative. By mastering techniques such as dough handling, oven control, and finishing, students gain the confidence to produce consistent, high-quality products in a commercial environment.
The qualification is assessed through practical observations and a written exam, testing both hands-on skills and understanding of baking science. It is ideal for those who learn best by doing, as it combines real-world tasks with underpinning knowledge. Successful completion demonstrates competence in key areas like hygiene, weighing, and mixing, which are critical for efficiency and safety in any bakery setting.
Key Concepts
Core ideas you must understand for this topic
- →Ingredient functions: Understand the role of flour (gluten formation), yeast (fermentation), fats (shortening), and sugars (caramelisation) in baked goods.
- →Dough development: Master the stages of mixing, kneading, proving, and shaping to achieve desired texture and volume.
- →Oven control: Learn how temperature, steam, and baking time affect crust colour, crumb structure, and moisture content.
- →Hygiene and safety: Follow food safety regulations (e.g., COSHH, HACCP) to prevent contamination and ensure product quality.
- →Quality checks: Use sensory evaluation (appearance, taste, texture) and measurements (weight, volume) to maintain consistency.
Learning Objectives
What you need to know and understand
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify potential improvements in fish and shellfish handling, processing, or hygiene practices to enhance operational efficiency and food safety.
- Present ideas for improvement clearly to relevant colleagues and supervisors using appropriate communication channels.
- Negotiate and agree an actionable improvement plan with team members, including measurable objectives and timelines.
- Implement the agreed improvement plan in a controlled test phase, documenting processes and outcomes.
- Evaluate the effectiveness of the improvement against pre-defined success criteria and report findings.
- Identify inefficiencies and potential hazards in a baking production environment.
- Propose practical improvement ideas using appropriate communication channels.
- Collaborate with team members to agree on an improvement plan.
- Conduct a trial of an improvement initiative and collect relevant data.
- Evaluate the outcomes of an improvement trial against agreed criteria.
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating the ability to identify a specific improvement opportunity in a food production process, supported by evidence such as process observation, data analysis, or feedback.
- For effective communication of ideas: clear verbal or written presentation of the improvement idea, including rationale, benefits, and potential impact on key performance indicators (e.g., quality, safety, cost).
- For agreeing and testing: evidence of collaborative agreement with relevant personnel (e.g., supervisor, quality team) and a structured test plan with success criteria.
- For evaluation: systematic assessment of the test results against criteria, with recommendations for full implementation or further refinement.
- Award credit for demonstrating the ability to systematically observe operations and identify a specific area for improvement, backed by evidence such as production logs or quality data.
- Assessors should look for clear communication methods when sharing improvement ideas, including verbal presentations, written suggestions, or visual aids, and ensure the idea aligns with food safety and quality standards.
- Expect learners to collaborate with relevant team members and supervisors to agree on an actionable improvement plan, outlining clear objectives, responsibilities, and timelines.
- Credit should be given for actively participating in testing the improvement, recording results using appropriate metrics (e.g., waste levels, throughput, audit scores), and evaluating the success against predetermined criteria.
- Award credit for evidence of using systematic problem-identification techniques, such as root cause analysis or fishbone diagrams, to pinpoint improvement opportunities related to food safety, quality, or productivity.
- Credit given for a clearly documented improvement plan that includes specific, measurable objectives, resource implications, and a realistic timeline for implementation and testing.
- Acknowledge demonstration of effective communication by presenting ideas through appropriate channels (e.g., team meetings, suggestion schemes, shift handovers) and actively seeking feedback from relevant stakeholders.
- Evidence of collaboration in agreeing a test plan, including defining success criteria and methods for data collection, should be rewarded, especially when it aligns with key performance indicators like waste reduction or line efficiency.
- Assessors should look for a structured evaluation of the tested improvement, showing analysis of results against baseline data and documented lessons learned, regardless of the outcome.
- Award credit for clearly documenting a specific workplace improvement opportunity with supporting evidence such as observation notes or photos.
- Evidence of effective communication of improvement ideas through a structured format like a logbook, meeting minutes, or presentation.
- Demonstration of a collaborative agreement process with a supervisor or team, such as a signed action plan.
- Practical testing of the improvement, recorded with data collection (e.g., before-and-after measurements, taste test results).
- Evaluation of the test outcomes against planned criteria, with a reflective note on lessons learned and next steps.
- Award credit for a log or record of identified improvements with clear justification based on observed workplace issues or data.
- Expect evidence of communication (e.g., meeting notes, email trails, presentation slides) demonstrating the sharing of ideas with others.
- Assess active participation in agreeing the plan, such as signed agreements or minutes showing contribution to setting criteria.
- Look for a documented test phase with monitoring, demonstrating that changes were trialled systematically.
- Credit evaluation reports that compare results against original criteria and suggest further refinements.
- Award credit for demonstrating a systematic approach to identifying improvement opportunities (e.g., using observation, data analysis, or feedback).
- Credit should be given for clear documentation of the improvement idea, including rationale and expected benefits.
- Evidence of effective team communication, such as meeting minutes or witness testimonies, must be present.
- The learner must show how they tested the improvement and gathered measurable evidence (e.g., before-and-after comparisons).
- Award marks for reflective evaluation identifying successes, challenges, and further refinements.
- Award credit for systematically observing and recording a specific operational issue, clearly distinguishing between symptoms and root causes using simple tools (e.g., five whys, fishbone diagram).
- Award credit for presenting an improvement idea in a logical format (e.g., PDCA) that includes realistic success measures, required resources, and potential impact on key metrics like yield, downtime, or safety.
- Award credit for conducting a fair evaluation of the trial improvement, comparing baseline data to post-implementation results, and documenting lessons learned even when outcomes are partial or negative.
- Award credit for demonstrating systematic identification of improvement opportunities using workplace data, observations, or feedback.
- Award credit for clearly communicating improvement ideas using appropriate formats and engaging relevant colleagues or managers.
- Award credit for collaboratively agreeing a SMART (Specific, Measurable, Achievable, Relevant, Time-bound) improvement plan.
- Award credit for conducting a structured test of the plan, including clearly defined success criteria and data collection methods.
- Award credit for critically evaluating trial outcomes against baseline performance and suggesting further refinements.
- Award credit for demonstrating a systematic approach to identifying areas for improvement, directly linking observations to recognized workplace standards (e.g., hygiene, yield, waste reduction).
- Expect evidence of clear, professional communication of improvement ideas to relevant team members or supervisors, using appropriate terminology and channels (e.g., shift handovers, suggestion schemes, team briefings).
- Assessors should look for documented agreement on a test plan with measurable success criteria, a practical trial conducted under normal operating conditions, and an evaluation report that honestly appraises outcomes and proposes further refinement.
- Award credit for demonstrating clear identification of a specific workplace improvement opportunity, with evidence such as a written observation or process map highlighting a bottleneck or waste.
- Credit for effectively sharing and communicating the improvement idea using appropriate communication methods (e.g., team meeting, suggestion system, visual display), showing clarity and relevance.
- Credit for collaborating to agree on a realistic test plan, including measurable success criteria, resource requirements, and timeline.
- Credit for systematically evaluating the trial’s outcomes against agreed criteria and proposing next steps based on evidence.
- Award credit for clearly articulating specific workplace inefficiencies (e.g., bottlenecks in evisceration, excessive trimming waste) supported by observed evidence.
- Expect evidence of sharing ideas through structured channels such as team briefings, suggestion logs, or continuous improvement boards, demonstrating effective communication.
- Assess for involvement in agreeing a trial plan, including defining success metrics (e.g., reduction in downtime, improved yield) and participating in its execution.
- Credit for evaluating the trial using data (e.g., before-and-after measures) and providing a reasoned conclusion on whether to adopt, adapt, or abandon the change.
- Award credit for demonstrating the ability to systematically observe workplace processes and pinpoint specific inefficiencies or non-conformances that could impact product quality, safety, or productivity.
- Look for evidence of clear, structured communication of improvement ideas to relevant colleagues or supervisors, using appropriate terminology and formats (e.g., verbal suggestions, written logs, team meetings).
- Assess the learner's involvement in trialling and evaluating an agreed improvement, including setting success criteria, collecting data, and reviewing outcomes against objectives to confirm effectiveness.
Assessment Guidance
Guidance for achieving higher grades
- 💡When identifying improvements, link them directly to operational excellence goals like reducing waste, improving hygiene, or enhancing productivity.
- 💡Provide concrete, work-based examples in your evidence, such as before-and-after metrics, photos, or sign-off sheets from team leaders.
- 💡Use a structured format (e.g., Plan-Do-Check-Act) to document the improvement cycle, as this aligns with industry best practice and assessment criteria.
- 💡Ensure you clearly separate the identification, sharing, agreement, testing, and evaluation stages in your portfolio, as assessors will look for distinct evidence for each.
- 💡In assessments or portfolio evidence, clearly document each stage of the improvement cycle: identify, communicate, plan, test, and evaluate, using structured templates where possible.
- 💡Use real workplace examples or realistic scenarios to evidence your competence; generic answers may not meet the required standard.
- 💡When evaluating an improvement, quantify the impact using before-and-after data to demonstrate tangible benefits.
- 💡Ensure communication of ideas is professional and targeted—consider the audience and tailor your approach to gain buy-in.
- 💡When compiling your portfolio, use the Plan-Do-Check-Act (PDCA) cycle as a framework to structure each improvement activity; assessors explicitly look for this logical progression.
- 💡Ensure that your evaluation of any tested improvement includes at least one quantifiable outcome—such as a percentage reduction in waste, seconds saved per cycle, or improvement in hygiene audit scores—to demonstrate tangible impact.
- 💡Include examples of both successful and unsuccessful improvement efforts, with clear analysis of why they succeeded or failed, to show deeper learning and continuous improvement mindset.
- 💡Reference recognised continuous improvement terminologies (e.g., Kaizen, 5S, SMED) appropriately to demonstrate underpinning knowledge and professional competence.
- 💡Always link each improvement idea to a specific baking operation (e.g., mixing, proving, baking) and explain how it impacts quality, waste, or safety.
- 💡Use a reflective log or diary to record all steps, as continuous improvement evidence is often assessed holistically across the qualification.
- 💡When testing, take photographs, record measurements, and get witness testimonials to strengthen your portfolio.
- 💡Be prepared to discuss your improvement journey in an interview or professional discussion—practice explaining the rationale and outcomes.
- 💡Build a portfolio of small improvement projects, each clearly illustrating the full plan-do-check-act cycle.
- 💡Use workplace templates for continuous improvement submissions to ensure all stages are covered.
- 💡Gather feedback from supervisors and peers on your improvement ideas before finalising the plan.
- 💡When evaluating, always link results back to original objectives and include any unexpected outcomes.
- 💡Stay involved in your organization's suggestion scheme and document your contributions for assessment.
- 💡When documenting improvement ideas, use the PDCA (Plan-Do-Check-Act) framework to structure your evidence.
- 💡In assessments, always link your improvement suggestions to specific operational benefits such as reduced waste, improved safety, or enhanced customer satisfaction.
- 💡Ensure you provide concrete evidence of communication, like emails, presentation slides, or signed-off meeting records.
- 💡For the evaluation stage, include quantitative data where possible (e.g., production timings, defect rates) and a reflective commentary on the process.
- 💡Always structure your improvement plan using the Plan-Do-Check-Act cycle, and within the 'Check' phase, specify exactly which data you will collect (e.g., before-and-after timings, waste weights) to provide objective evidence.
- 💡When evaluating your trial, even if the outcome is unsuccessful, clearly articulate what you learned and how you would adapt the idea—assessors value reflective practice as much as outright success.
- 💡Use standard workplace documentation (e.g., Standard Operating Procedure change forms, shift handover notes) to record your improvement activity, demonstrating integration with real-world systems.
- 💡Provide concrete evidence of involvement in a real improvement cycle, such as meeting notes, data logs, or photographs, to strengthen your portfolio.
- 💡Use industry-standard terminology (e.g., KPI, waste reduction, yield, lean, root cause) when describing your improvement activity.
- 💡Show how your improvement idea aligns with organisational goals, such as reducing costs, enhancing safety, or meeting customer specifications.
- 💡Include reflection on what worked and what didn't during the test phase, demonstrating a thorough understanding of the evaluation process.
- 💡Always anchor your improvement ideas in real workplace data (e.g., customer complaints, micro results, downtime records) to demonstrate a proactive, evidence-based approach.
- 💡Use a structured format such as PDCA (Plan-Do-Check-Act) or DMAIC for your assignment write-up to show a logical flow from problem identification to sustainable solution.
- 💡Include photographs, charts, or signed witness statements as evidence to strengthen your portfolio and prove you have actively contributed to testing and evaluating your improvement plan.
- 💡Always use a structured format like PDCA (Plan-Do-Check-Act) when documenting improvement activities to ensure all stages are covered.
- 💡When sharing ideas, evidence of two-way communication is essential—record feedback from colleagues or supervisors.
- 💡Ensure that evaluation includes quantitative data where possible, and explicitly state whether the improvement should be adopted, adapted, or abandoned.
- 💡In workplace assessments, maintain a log or portfolio of your improvement suggestions, including the rationale, execution photos, and feedback to demonstrate competency.
- 💡During professional discussions, use the language of continuous improvement models (e.g., Plan-Do-Check-Act) to structure your responses and show systematic thinking.
- 💡Always link your improvement ideas to business benefits such as cost savings, waste reduction, or increased throughput to meet grading criteria for impact.
- 💡Be prepared to answer questions on how you ensured compliance with food safety and quality standards when implementing changes.
- 💡When documenting an improvement idea, always link it back to core operational goals such as reducing waste, enhancing hygiene, or increasing throughput to demonstrate strategic thinking.
- 💡Use real work-based examples wherever possible to show authentic engagement; for evaluation, include measurable outcomes (e.g., time saved, defect reduction) to prove the improvement’s impact.
- 💡In practical assessments, focus on timing and organisation. Prepare your workstation and ingredients before starting, and clean as you go. Examiners award marks for efficient workflow and hygiene.
- 💡For the written exam, use technical vocabulary correctly (e.g., 'aeration' instead of 'air', 'fermentation' instead of 'rising'). This shows deeper understanding and can push you into higher mark bands.
- 💡When answering 'explain' questions, give reasons behind processes. For example, don't just state 'knead the dough' – explain that kneading develops gluten, which traps gas and gives bread its chewy texture.
Common Mistakes
Common errors to avoid in your coursework
- Confusing continuous improvement with one-off major changes; failing to recognise that small, incremental adjustments are the focus.
- Proposing improvements without considering food safety regulations (e.g., HACCP) or standard operating procedures, leading to non-compliance.
- Inadequate documentation of the improvement process, making it difficult to demonstrate evidence for assessment.
- Not engaging others or failing to gain necessary approvals before testing an idea, resulting in unauthorised changes.
- Failing to link proposed improvements to measurable business outcomes, such as cost savings, waste reduction, or increased productivity.
- Overlooking food safety and hygiene regulations when suggesting changes, potentially introducing hazards or non-compliance.
- Not involving key stakeholders (e.g., quality assurance, maintenance) early in the process, leading to resistance or impractical plans.
- Confusing a temporary fix with a permanent improvement, neglecting root cause analysis.
- Failing to link improvement suggestions to established Key Performance Indicators (KPIs) such as Overall Equipment Effectiveness (OEE), customer complaints, or internal audit scores, making it difficult to justify or evaluate impact.
- Assuming that all improvements require formal management approval without first considering low-cost, low-risk pilot tests that can be conducted within existing team authority.
- Overlooking the importance of engaging with colleagues who will be directly affected by the change, leading to resistance or incomplete implementation.
- Presenting vague ideas without clear rationale or evidence of the perceived problem, reducing credibility and chances of acceptance.
- Neglecting to document the testing process and outcomes, which leaves no objective evidence for the portfolio and hinders reflective learning.
- Submitting improvement ideas that are too vague or not directly related to their own work area, failing to provide concrete evidence.
- Failing to involve others in the agreement and testing phases, treating it as a solo task without team buy-in.
- Not collecting measurable data during testing, relying solely on opinion rather than objective evidence.
- Confusing continuous improvement with one-off problem-solving, leading to lack of iterative review.
- Failing to communicate ideas to the right people or assuming verbal suggestion is sufficient without documentation.
- Skipping the agreement phase and implementing changes independently, which may conflict with team or regulatory standards.
- Evaluating improvements subjectively without objective, measurable criteria.
- Neglecting to record the test process, making it impossible to trace success or failure.
- Failing to link improvement ideas to actual workplace needs or data; proposing changes without clear justification.
- Neglecting to involve relevant stakeholders when communicating ideas, leading to resistance or lack of support.
- Conducting a test without a clear plan or measurable success criteria, making evaluation impossible.
- Assuming the improvement is complete without considering ongoing monitoring or standardization.
- Jumping to solutions without proper observation or data collection, leading to changes that do not address the true root cause.
- Failing to link proposed improvements to measurable business targets (e.g., Overall Equipment Effectiveness, complaint reduction), making it difficult to demonstrate value.
- Overlooking the importance of stakeholder communication—neglecting to brief team members or secure buy-in before piloting a change, causing resistance or inconsistent application.
- Failing to differentiate between a one-off problem fix and a sustainable continuous improvement activity.
- Proposing improvements without consulting the team or considering the impact on other parts of the operation.
- Implementing changes without a proper test phase or evaluation plan, leading to unverified claims of improvement.
- Ignoring regulatory or food safety constraints when developing improvement ideas.
- Not documenting the improvement cycle, making it difficult to demonstrate learning or replicate successes.
- Proposing improvements that conflict with mandatory hygiene or safety regulations without conducting a risk assessment (e.g., bypassing a CCP).
- Failing to involve key operational staff when testing a new procedure, leading to resistance or incorrect implementation.
- Submitting vague suggestions without actionable steps or measurable targets, making it impossible to evaluate success.
- Learners often propose vague improvements without specific, measurable outcomes, or fail to link the idea to actual operational data.
- Many learners forget to document the communication process, missing evidence of sharing ideas effectively.
- A common error is implementing a change without a formal evaluation, leading to unsupported claims of success.
- Proposing changes without considering food safety, hygiene, or animal welfare regulations, rendering the idea impractical.
- Confusing personal preference with evidence-based improvements, lacking objective data to support the suggestion.
- Failing to document the improvement cycle, such as not recording the plan, test results, or evaluation, which hinders traceability and assessment evidence.
- Neglecting to involve key stakeholders (e.g., quality assurance, maintenance) early, leading to resistance or unforeseen complications during testing.
- Learners often propose improvements without fully considering the resource implications or potential knock-on effects on other processes, leading to impractical suggestions.
- A common error is failing to involve key stakeholders early in the communication process, resulting in resistance or lack of buy-in when implementing changes.
- Misconception: More yeast always makes bread rise faster. Correction: Excess yeast can cause over-proofing, leading to a collapsed loaf with an alcoholic smell. Yeast quantity must be balanced with flour, water, and time.
- Misconception: All flours are the same for baking. Correction: Strong bread flour has higher protein (12-14%) for gluten development, while cake flour has lower protein (7-9%) for tenderness. Using the wrong flour affects structure.
- Misconception: Opening the oven door doesn't affect baking. Correction: Opening the door lets out steam and heat, causing cakes to sink and bread to form a hard crust. Only open when necessary, and use the oven light to check.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for CITY AND GUILDS OF LONDON INSTITUTE Contribute to continuous improvement for achieving excellence in food operations
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic food hygiene knowledge (e.g., Level 2 Food Safety) is helpful but not mandatory.
- •Numeracy skills for weighing ingredients and adjusting recipes (e.g., scaling up or down).
- •No formal baking experience required, but an interest in food production and attention to detail are beneficial.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Workplace improvement identification
- Effective communication of ideas
- Collaborative plan agreement
- Plan testing and evaluation
- Continuous improvement culture
- Excellence in food operations
- Workplace Improvement Identification
- Communication and Collaboration
- Plan-Do-Check-Act Cycle
- Evaluation Methods
- Food Safety and Quality Enhancement
- Team Involvement
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
- Identify improvements in the workplace, Share and communicate own ideas for improvement, Agree, test and evaluate plan for improvements
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