- MEM16013A - Operate in a self-directed team
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MEM16013A Mapping and Delivery Guide
Operate in a self-directed team
Version 1.0
Issue Date: May 2024
| Qualification | - |
Unit of Competency | MEM16013A - Operate in a self-directed team |
|---|---|---|---|
| Description | This unit covers an individual effectively participating in a highly developed and self-directed team. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to participation in a formally established, developed or developing self-directed team.Examples are engineering production teams responsible for a product or process, maintenance teams and special-purpose project teams.Typically, team parameters, constraints and objectives would be determined by sources external to the team. The team would be responsible for all aspects of its designated function and members would have day-to-day responsibility for managing themselves and their work. Typical team tasks might include planning and scheduling activities, making production-related decisions and acting on problems.Where team parameters require adjustment as a result of team discussions or planning, then appropriate authorisation and approvals are established using standard operating procedures. Individual team participants would already be competent with technical aspects of team activities.This unit is intended to apply to participation within a formally established and recognised team. Where an individual works with others, such as within a section or department, unit MEM16007A (Work with others in a manufacturing, engineering or related environment) should be regarded as sufficient.This unit may be included in a Certificate II in Engineering - Production Technology or higher qualification.Band: This unit has dual status and is to be regarded as both a Specialisation band A unit and Specialisation band B unit for progression to C5 (AQF level V).Unit Weight: 2 | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
||
| Prerequisites/co-requisites | Path 1MEM16007A Work with others in a manufacturing, engineering or related environment | ||
| Competency Field | Communication | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Identify team function and composition |
| |||||||
| Element: Participate in team planning |
| |||||||
| Element: Function effectively as a team member |
| |||||||
| Element: Monitor and review team performance |
| |||||||
| Element: Implement team performance improvements |
| |||||||
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 | A person who demonstrates competency in this unit must be able to operate within a self-directed team. Competency in this unit cannot be claimed until all prerequisites have been satisfied. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts. |
Context of and specific resources for assessment | This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with operating within a self-directed team or other units requiring the exercise of the skills and knowledge covered by this unit. |
Method of assessment | Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials. |
Guidance information for assessment | |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 |
Look for evidence that confirms skills in: identifying team goals and objectives participating in team planning - shared and individual allocating tasks and sequencing activities communicating and interacting effectively with team members solving problems individually and with others resolving conflict performing various team behavioural functions - task and maintenance focused making individual and joint decisions coordinating effort with others to achieve common objectives collecting team performance data reviewing performance against indicators identifying strategies to improve team performance implementing performance improvement processes reading, interpreting and following information on written job instructions, specifications, standard operating procedures, charts, lists, drawings and other applicable reference documents checking and clarifying task-related information checking for conformance to specifications |
Required knowledge |
Look for evidence that confirms knowledge of: team objectives team targets/goals, performance indicators team member roles - task and behavioural team processes, rules and conventions scope of work for which the team is responsible methods for planning team activities team member technical skills, knowledge and competence, relevant to the tasks being planned the person(s) responsible for team planning impact of planning decisions on other teams, personnel and/or resources procedures for obtaining resources structure, formation and operation of teams characteristics of effective teams strategies for effective team development/functioning effective team communication forms of team leadership and decision-making strategies for resolving conflict techniques for team problem-solving issues that may affect team performance the sources of data relevant team performance indicators reasons for reviewing team performance methods/procedures to evaluate team performance where appropriate, source(s) of approval to change team performance parameters processes/strategies for improving team performance hazards and control measures associated with operating in a self-directed team environment, including housekeeping safe work practices and procedures |
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. | |
Team | A highly developed and cohesive work group in which the individuals have a common aim, and in which the jobs and skills of each member fit in with those of others Team members manage day-to-day activities within operating parameters and constraints The team is typically characterised by interdependent and complementary effort, high cohesion and culture, conjunctive tasks, effective use of team resources and a focus on continuous improvement The team may have a single leader or shared leadership |
Principles and practices for effective teamwork | Relating to: goals problem solving resolving conflict team leadership team decision making team rules and norms team roles and behaviours team maintenance |
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 |
|---|---|---|---|
| Team purpose and scope are identified and understood. | |||
| Team composition, including role of self and team members, is understood. | |||
| Established parameters, rules and team norms are identified and understood. | |||
| Significant contribution is made to planning the team activities, based on the individual's technical skills, knowledge and competence. | |||
| Contribution is made to the allocation and performance of team tasks. | |||
| Interaction with team members is in accordance with established rules, conventions and procedures. | |||
| Tasks and responsibilities are performed effectively and in accordance with team objectives. | |||
| Real or perceived issues are resolved by effective and appropriate contributions from team member. | |||
| Significant contribution is made to team performance, based on member's own technical skills and application of established principles and practices for effective teamwork. | |||
| The team member participates effectively in the planning and development of team review process. | |||
| Relevant performance data is collected and analysed on an individual and team basis using standard enterprise procedures and methodology. | |||
| Results are used to evaluate own and team performance against established performance indicators and to assist determination of improvement requirements. | |||
| Principles/techniques for effective team development are used to identify own/team improvement strategies. | |||
| Performance improvement processes and strategies are implemented on an individual and collective basis using standard enterprise procedures. | |||
| Individual and team performance improvements are evaluated using standard enterprise procedures. | |||
| Adjustments to improvement strategies are made in accordance with team requirements and standard enterprise procedures. |
Forms
Assessment Cover Sheet
MEM16013A - Operate in a self-directed team
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
MEM16013A - Operate in a self-directed team
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: