- MSACMG800A - Analyse data for relevance to organisational learning
Assessor Resource
MSACMG800A
Analyse data for relevance to organisational learning
Assessment tool
Version 1.0
Issue Date: April 2024
This unit is intended for managers, team leaders and people with a similar sphere of influence and scope of authority and responsibility. It covers the capturing of knowledge from data generated within organisation systems and takes a largely quantitative view of information. The unit applies to individuals who are familiar with the application and use of statistics in manufacturing. Where this is not the case the unit MCMT452A Apply statistics to processes in manufacturing may be completed to supply the necessary skills.
For a more qualitative approach of capturing and analysing data and applying the knowledge deduced from that to organisational learning see MSACMG708A Capture learning from daily activities in a manufacturing organisation.
This unit may also be applied to service organisations applying competitive manufacturing principles.
This unit covers the analysis of data generated from formal information monitoring and management systems such as SPC and six sigma or Systems Control and Data Acquisition (SCADA) software and determining its relevance for organisational learning.
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 | Assessment of this unit should demonstrate competence in an operating/processing/work environment. The unit will be assessed in as holistic a manner as is practical and may be integrated with the assessment of other relevant units of competency. Assessment will encompass a range of situations which may be typical or atypical. Evidence may be acquired from activities actually undertaken in the workplace or from workplace based projects which have been designed to provide the required evidence and also provide some benefit to the employing organisation. This unit of competency includes a body of knowledge which will be assessed through questioning and/or other techniques which provide evidence of the required knowledge. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Competence must be demonstrated in the ability to recognise, extract and record learning from workplace generated data. In particular look for evidence of: translation of data into useful information ongoing additions to the learning system use of the learning system |
Context of and specific resources for assessment | Assessment will require access to a workplace over an extended period of time, or a suitable method of gathering evidence of competency over a range of situations. A bank of scenarios/case studies/what ifs will be required as will a bank of questions which will be used to probe the reasoning behind the observable actions. |
Method of assessment | It may be appropriate to assess this unit concurrently with other relevant units. |
Guidance information for assessment | Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed. |
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.
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Required skills |
The required skills for the unit include: problem solving root cause analysis communication at all levels use of organisation knowledge system data manipulation |
Required knowledge |
The required knowledge for the unit include: competitive manufacturing principles organisational goals and processes continuous improvement communication methods root cause analysis maths and statistics expected range of performance for process types of knowledge capture and retrieval systems and their applicability |
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. | |
Data systems | Data systems to include HSE and maintenance systems along with process and quality systems |
Codes of practice/ standards | Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used. |
Health, safety and environment (HSE) | All changes implemented are expected to be at least neutral, or preferably beneficial, in their impact on health, safety and environment. |
Data | Data may come from any or all of a range of internal and value chain sources including: Statistical Process Control (SPC) processes 6 sigma processes Quality processes plant instrumentation and control data |
Causes of data events | Data events need to be analysed to separate causes of changes in data from those which may coincidentally be chronologically correlated. |
Performance not to expectation/norm | Performance outside the normal range (good or bad) may be expected to have an assignable cause which when identified can add to knowledge. |
Other value stream members | Other value stream members includes internal and external suppliers and customers |
Learning | Learning is something which can be passed on and is a recordable event or method etc. which leads to change in practice |
Systems for the capture of knowledge | Systems for the capture of knowledge may be paper based electronic or other and may include: clip boards on the line problem solving templates procedures templates white boards/other notice boards data bases and other electronic records incident reports maintenance requests They may have as part of them a method of knowledge retrieval and possibly of searching, filing and cataloguing |
Record | Appropriate records include systems which ensure knowledge: is not just retained by an individual is available to others survives beyond the departure of individual has an allocated a level of importance. |
Stakeholders | Stakeholders include work team members, value chain members as well as other stakeholders. |
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 |
|---|---|---|---|
| Obtain data from appropriate data systems | |||
| Examine data for discontinuities, trends and other possible signs of assignable cause | |||
| Examine selected data events to determine root causes of data events | |||
| Communicate root causes of data event(s) to relevant stakeholders | |||
| Identify data which is or could be available from other value chain members | |||
| Identify data which might be useful but is not available and seek access to it | |||
| Obtain and examine available data for discontinuities, trends and other possible signs of assignable cause | |||
| Examine selected data events to determine root causes of data events in liaison with appropriate value chain personnel | |||
| Communicate root causes of data events to relevant stakeholders | |||
| Review root causes to determine implications for organisational learning | |||
| Ensure learning is captured by organisation's systems | |||
| Obtain involvement and required approvals from relevant process/system owners | |||
| Check that learning flows to all relevant stakeholders | |||
| Review management systems for their impact on organisational learning | |||
| Brief relevant process/system owners on changes and obtain required approvals | |||
| Check learning is used in daily operations | |||
| Review use of learning in liaison with appropriate value chain personnel and update in knowledge system | |||
| Identify implications for training and procedures | |||
| Recommend improvements to value chain/organisation knowledge system. |
Forms
Assessment Cover Sheet
MSACMG800A - Analyse data for relevance to organisational learning
Assessment task 1: [title]
Student name:
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
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Assessment Record Sheet
MSACMG800A - Analyse data for relevance to organisational learning
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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