Assessor Resource

MSS408008A
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 operations. Where this is not the case the unit MSS404052A Apply statistics to operational processes 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 MSS407008A Capture learning from daily activities in an organisation.

This unit may also be applied to service organisations applying competitive systems and practices principles.

This unit of competency covers the skills and knowledge required to analyse data generated from formal information monitoring and management systems, such as statistical process control (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)

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.

Overview of assessment

Competence must be demonstrated in the ability to recognise, extract and record learning from workplace generated data.

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:

sort relevant from irrelevant data, including establishing correlations

find and collate data from less obvious sources

translate data into information relevant to operational and improvement activities

make ongoing additions to the learning system

use the learning system to validate data-based improvement activities.

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:

undertaking self-directed problem solving and decision-making

communicating across all levels in an organisation

preparing reports and recommendations

researching and collating data from a variety of organisation systems and sources, including:

data presented at tool box and other regular team, section and area meetings

data available through ad hoc discussions/meetings with team members, sales and marketing employees, other employees, value stream members, regulators and visitors

data available from interviews with employees and external organisation representatives

operations records which may include data from:

clip boards on the line

problem solving templates

procedures templates

whiteboards or other noticeboards

computers or terminals that allow access to data bases and other electronic records

maintenance records

quality records

warranty and other returns

data from continuous improvement and breakthrough improvement activities (kaizen and kaizen blitz)

complaints from customers, employees and members of the community

equipment down time/maintenance records

non-obvious sources

determining significant data correlations and changes from those which may coincidentally be chronologically correlated

analysing data-related problems and events to root cause

determining value of data for organisational learning, including establishing procedures for monitoring effectiveness of improvement actions based on data

capturing learning through paper-based, electronic or other means (e.g. film and video)

Required knowledge

Required knowledge includes:

competitivesystems and practicestools, including:

value stream mapping

5S

Just in Time (JIT)

mistake proofing

process mapping

establishing customer pull

kaizen and kaizen blitz

setting of key performance indicators (KPIs)/metrics

identification and elimination of waste (muda)

organisational goals, strategies, operations and processes

continuous improvement strategies and processes

communication methods using arrange of media

root cause analysis (RCA)

mathematics and statistics

expected range of performance for operations and processes, including any KPIs

types of knowledge capture and retrieval systems used in the organisation and their applicability, including where used:

SPC processes

six sigma processes

quality processes

plant instrumentation and control data (e.g. SCADA) systems

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 SCADA software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems

statistical process control systems, including six sigma and three sigma

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

Data systems

Data systems are to include:

health, safety and environment (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

HSE

All changes implemented are expected to be at least neutral, or preferably beneficial, in their impact on HSE

Data

Data may come from any or all of a range of internal and value stream sources, including:

SPC processes

six 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 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

whiteboards/other noticeboards

databases 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 may include:

work team members

value stream members

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 events to relevant stakeholders 

Forms

Assessment Cover Sheet

MSS408008A - Analyse data for relevance to organisational learning
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I declare that the assessment tasks submitted for this unit are my own work.

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Assessment Record Sheet

MSS408008A - Analyse data for relevance to organisational learning

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Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

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Overall assessment result: Competent Not yet competent

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