Assessor Resource

MSS403035A
Implement the visual workplace

Assessment tool

Version 1.0
Issue Date: April 2024


This unit applies to an individual who, as part of their work role, will implement a visual workplace, either their own workplace or another’s workplace. The implementation will usually occur in conjunction with the implementation of other competitive systems and practices. It applies to manufacturing, office, logistics or other service environments along any part of the value stream. It includes the development of the visual concepts and the implementation of the visual workplace. The unit does not cover the generation of the content to be included in visual devices or displays.

The person will typically be a team leader, manager, senior operator or other person who has this role. They will work with others in the development of the visual workplace either as part of a formal team or otherwise. They will liaise and communicate with these others as required.

This unit of competency covers the skills and knowledge required to implement improvements to an existing visual workplace or undertake initial implementation of a visual workplace.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person who demonstrates competency in this unit must be able to provide evidence of the ability to:

develop and locate appropriate visual displays

facilitate the use of visual workplace

analyse feedback and data from visual workplace and make improvements.

Context of and specific resources for assessment

Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices.

Access may be required to:

workplace procedures and plans relevant to work area

specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee

documentation and information in relation to production, waste, overheads and hazard control/management

reports from supervisors/managers

case studies and scenarios to assess responses to contingencies.

Method of assessment

A holistic approach should be taken to the assessment.

Competence in this unit may be assessed by using some combination of the following to generate evidence:

demonstration in the workplace

workplace projects

suitable simulation

case studies/scenarios (particularly for assessment of contingencies, improvement scenario, and so on)

targeted questioning

reports from supervisors, peers and colleagues (third-party reports)

portfolio of evidence.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge.

Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.

Guidance information for assessment

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate 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.

Required skills

Required skills include:

locating and using information

communicating with relevant people and asking leading questions about their information requirements

visualising information and instructions

analysing advantages and disadvantages of particular visual displays and devices

Required knowledge

Required knowledge includes:

key variables leading to success in the workplace

range of visual devices which may be deployed

infrastructure required for different visual devices

preferred locations for visual devices

methods of converting data into easily interpreted visual displays

methods of mocking up a visual display to allow for trying out

updating needs, techniques and costs (including personnel time) for visual devices

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.

Competitive systems and practices

Competitive systems and practices may include, but are not limited to:

lean operations

agile operations

preventative and predictive maintenance approaches

monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems

statistical process control systems, including six sigma and three sigma

Just in Time (JIT), kanban and other pull-related operations control systems

supply, value, and demand chain monitoring and analysis

5S

continuous improvement (kaizen)

breakthrough improvement (kaizen blitz)

cause/effect diagrams

overall equipment effectiveness (OEE)

takt time

process mapping

problem solving

run charts

standard procedures

current reality tree

Competitive systems and practices should be interpreted so as to take into account:

the stage of implementation of competitive systems and practices

the size of the enterprise

the work organisation, culture, regulatory environment and the industry sector

Information needs

Information needs include anything which needs to be known in order to complete the job in full, on time and to the agreed standard and may include, but are not limited to:

workplace metrics

quality metrics

scheduling/priority information

procedures/aide memoir

Procedures

Procedures may include:

work instructions

standard operating procedures

work manuals

operating protocols

formulas/ recipes

batch sheets

temporary instructions and similar instructions provided for the smooth running of the operation or process

good operating practice as may be defined by industry codes of practice (e.g. good manufacturing practice (GMP) and responsible care)

government regulations

Procedures may be:

written, verbal, computer-based or in some other format

Directions

Directions include:

all communication aimed at telling workplace personnel what to do and when to do it

Controls

Controls includes all feedback which may be provided by any means and typically is feedback related to, but not limited to:

timeliness/timelines

volume/number required

quality/specification/standard to me met

Statement of needs

Statement of needs includes everything which it is desirable to display visually in the workplace and may include, but is not limited to:

information

procedures and standards

directions

controls

Primary and secondary locations

A primary location is:

a location where workplace personnel have easy and direct line of sight and where they can easily observe what the visual device is displaying

A secondary location is:

a location where the visual access is not as convenient and so should not be used for displaying key items

Visual devices

A visual device is any device which provides information, direction, and so on, without the use of an aural communication channel and may include, but is not limited to:

graphs

diagrams

photos

colour codes

lines and zones

tape

markings

flags

andon lights

charts

words and numbers

A visual device may be:

a static display

a manually updated display

an automatically updated display

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
Identify information needs of personnel in each visual workplace area 
Identify relevant procedures and standards 
Identify directions required in workplace 
Determine controls required in the workplace 
Draft a statement of needs for the workplace 

Forms

Assessment Cover Sheet

MSS403035A - Implement the visual workplace
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

MSS403035A - Implement the visual workplace

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: