- MEM14004A - Plan to undertake a routine task
Assessor Resource
MEM14004A
Plan to undertake a routine task
Assessment tool
Version 1.0
Issue Date: April 2024
This unit covers essential skill and knowledge that underpin all units within the Metal and Engineering Training Package.
Instructions, such as standard operation sheets, are provided. Clear specifications and requirements, including quality and time allowances are also provided. The task and associated planning activity are carried out under supervision. The plan may or may not be documented. The task involves one or more steps or functions carried out routinely on a regular basis. The planning activity does not require judgment to be made in relation to priorities or time limitations.
Band: A
Unit Weight: There is no unit weighting for this unit.
This unit covers a person planning their own work where tasks involve one or more steps or functions and are carried out routinely on a regular basis. It includes the concepts of following routine instructions, specifications and requirements.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | A person who demonstrates competency in this unit must be able to plan to undertake a routine task. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts. |
Context of and specific resources for assessment | This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with planning to undertake a routine task or other units requiring the exercise of the skills and knowledge covered by this unit. |
Method of assessment | Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials. |
Guidance information for assessment | |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills |
Look for evidence that confirms skills in: obtaining instructions for tasks from correct source of information (job card, supervisor, work colleagues and others) clarifying tasks and required outcomes with appropriate personnel where necessary identifying relevant specifications from documentation, job cards, or other information source preparing plans for tasks sequencing activities comparing planned steps against specifications and task requirements communicating and interpreting information appropriate to the scope of this unit |
Required knowledge |
Look for evidence that confirms knowledge of: correct sources of information for a particular task procedures for obtaining instructions and clarification specifications for the task hazards and established control measures associated with the routine task, including housekeeping safe work practices and procedures |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Specifications | Specific product or process information, such as: outcome and performance requirements quality requirements and checks quantity Specifications are conveyed verbally or on familiar standard forms, such as on job sheets |
Requirements | General requirements necessary to carry out routine tasks, such as: dedicated tools and equipment materials and parts work procedures completion time safety measures and equipment Requirements and instructions are supplied verbally or on familiar standard forms, such as on job sheets. Instructions are carried out under supervision and in accordance with established procedures |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Instructions and procedures are obtained, understood and where necessary clarified. | |||
| Relevant specifications for task outcomes are obtained, understood and where necessary clarified. | |||
| Task outcomes are identified. | |||
| Task requirements such as completion time and quality measures are identified. | |||
| Based on instructions and specifications provided, the individual steps or activities required to undertake the task are understood and where necessary clarified. | |||
| Sequence of activities is identified. | |||
| Plan is checked to ensure it complies with specifications and task requirements. | |||
| Effectiveness of plan is reviewed against specifications and task requirements. | |||
| If necessary, plan is revised to better meet specifications and task requirements. |
Forms
Assessment Cover Sheet
MEM14004A - Plan to undertake a routine task
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
MEM14004A - Plan to undertake a routine task
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: