Assessor Resource

MSS405022A
Design a process layout

Assessment tool

Version 1.0
Issue Date: April 2024


This unit provides the skill for a technical expert to apply the principles of competitive systems and practices to process design layout as distinct from volume production layout. While the application of the unit may be for an initial layout, in many cases it is likely to be for the redesign of an existing layout.

The unit is written on the assumption that there is an existing process. Where this is not the case, then additional competency in equipment/process design and selection will also be required through units from an appropriate technical qualification or Training Package.

This unit requires the application of skills associated with problem solving, initiative, enterprise, planning and organising in order to design a process for the manufacture of enterprise products that incorporates team operations, product flow, infrastructure and the layout of the physical environment and related technology. This unit has a strong emphasis gathering, analysing and applying information.

This unit of competency covers the skills and knowledge required to design a process layout, typically a cellular flow, for either a jobbing shop or a continuous process manufacturer.

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 their ability to:

analyse products, operations and equipment and determine efficiencies that can be achieved by improved layout

determine OHS and regulatory impacts on a layout

supervise implementation of layouts

analyse implemented layouts and suggest further 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 a combination of the following to generate evidence:

demonstration in the workplace

workplace projects

suitable simulation

case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, 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:

communicating at all levels in the organisation and to individuals of different levels of literacy and numeracy

undertaking self-directed problem solving and decision-making on issues of a broad and/or highly specialised nature and in a wide variety of contexts

producing process flow maps

analysing the relationship between equipment, components, products, services and operators for existing and future layouts

problem solving layout-related problems to root cause

planning and organising implementation plans, including communication to stakeholders and any necessary training

calculating and estimating size, volume and area and other layout related measures

Required knowledge

Required knowledge includes:

typical customer requirements, including:

order size

order pattern

processing requirements of products and jobs

capabilities and maintenance requirements (e.g. access and services) of equipment

abilities and skills of workforce

OHS and regulatory requirements that may affect layout

business requirements from layout

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

Profiles

Profiles of products may include:

components/materials needed to manufacture

equipment/technology/processes required to manufacture

volume of activity to manufacture forecast amount

Compatible families

Compatible families include:

products/classes requiring identical or similar operations equipment, technology or processes

Required resource times

Required resource times may include:

set-up time

equipment time

person time

process time

Lot size

Lot size may include:

external lot size

internal lot size

transfer batch size

kanban size

Viability

Viability includes:

appropriate calculated processing times

adequacy of equipment utilisation

acceptable maintenance implications

ability to meet OHS requirements

ability to meet environmental requirements

compliance with any legislative and regulatory requirements

acceptable to stakeholders

Stakeholders

Stakeholders include:

customers

employees

equipment suppliers and contractors (especially if new equipment required)

Depending on the process and location, stakeholders may also include:

regulatory authorities

local community representatives

utilities (e.g. water and power)

Physical infrastructure

Physical infrastructure may include:

containers

material handling equipment

utilities supply (e.g. steam, air, gas, electricity and water)

Information and control infrastructure

Information and control infrastructure may include:

quality assurance

statistical process control (SPC)/six sigma

planning systems/software

data collection and control systems/software

Work organisation

Work organisation includes:

number of personnel

skills mix of workforce

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 or develop a process map of the existing process 
Identify all/main products/classes of products 
Obtain forecast sales and sales pattern of products/classes 
Obtain profiles of products/classes 
Group the products/classes into compatible families 

Forms

Assessment Cover Sheet

MSS405022A - Design a process layout
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

MSS405022A - Design a process layout

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: