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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Identify potential learning opportunities
  2. Extract learning from opportunities
  3. Capture and disseminate learning
  4. Review use of learning

Evidence Required

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

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

Demonstrates skills and knowledge required to

recognise extract and record learning from daily activities

In particular look for evidence of

ongoing additions to the learning system

use of the learning system

Context of and specific resources for assessment

Assessment may occur on the job or in an appropriately simulated environment Access is required to real or appropriately simulated situations including work areas materials and equipment and to information on workplace practices and OHS practices

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

Access must be provided to appropriate learning andor assessment support when required Where applicable physical resources should include equipment modified for people with disabilities

Method of assessment

Assessment must satisfy the endorsed assessment guidelines of the Manufacturing Training Package

Assessment methods must confirm consistency and accuracy of performance over time and in a range of workplace relevant contexts together with application of underpinning knowledge

Assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge to ensure its correct interpretation and application

Assessment may be applied under project related conditions real or simulated and require evidence of process

Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance but is able to be transferred to other circumstances

Assessment may be in conjunction with assessment of other units of competency where required

Guidance information for assessment

Assessment processes and techniques must be culturally appropriate and appropriate to the language and literacy capacity of the candidate and the work being performed

Range Statement

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.

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

Opportunities for feedback

Opportunities for feedback include:

tool box meetings

ad hoc discussions/meetings with team members, sales and marketing employees, other employees, value chain members, regulators and visitors

interviews

process/production records

quality records

plant equipment down time/maintenance records

Problem recognition and resolution

Problem recognition and resolution may be expected to include such approaches as:

stopping the line

go and see

team/consensus problem solving

root cause analysis

Learning

Learning is something which can be passed on and is a recordable event or method which leads to change in work practices and/or process or product performance that is able to be standardised/institutionalised

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 level of importance

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 or other notice boards

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

maintenance records

They may also require knowledge of method of knowledge entry and retrieval and possibly of searching/filing/cataloguing

Reviewing the use of learning

Reviewing the use of learning includes:

analysing the cause and effect of integrating learning into current or future procedures

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

Extract learning

Extracting learning from opportunities may occur:

using a toolbox meeting or other team process

Stakeholders

Stakeholders include:

work team members, value chain members, supervisors as well as other stakeholders

Team leader

Team leader may include:

any person who may have either a permanent or an ad hoc role in facilitating the function of a team in a workplace