- MSAPMSUP383A - Facilitate a team
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MSAPMSUP383A Mapping and Delivery Guide
Facilitate a team
Version 1.0
Issue Date: April 2024
Qualification | - |
Unit of Competency | MSAPMSUP383A - Facilitate a team |
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Description | This competency covers the identification of team's goals and timelines, negotiating with the team to allocate tasks and ensuring the goals and timelines are met. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | Application of this unitThis competency is typically performed by team leaders/operators who work within a team structure and are responsible for coordinating team functions within designated goals. It also requires the use of a range of well developed skills requiring some discretion and judgement to recognise and resolve a range of problems/conflict.The team leader will:collect, analyse and organise informationcommunicate ideas and informationplan and organise activitieswork within a teamuse mathematical ideas and techniquessolve problemsuse technology. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | PrerequisitesThis unit of competency has no prerequisites. | ||
Competency Field |
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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Identify tasks to achieve team goals. |
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Element: Organise allocation of tasks. |
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Element: Monitor completion of allocated tasks. |
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Element: Resolve conflicts between team members. |
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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, the Range Statement and the Assessment Guidelines for this Training Package.
Overview of assessment
A holistic approach should be taken to the assessment.
Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to:
identify and prioritise work activities
negotiate and monitor work activities
understand the impact of individual tasks on the completion of team objectives
allocate and oversee that tasks are completed safely and within timelines
ensure relevant procedures are followed and used when completing activities
identify and take appropriate action on problems or potential problems.
Consistent performance should be demonstrated. For example, look to see that:
willingness to participate as part of a group is demonstrated
support is sought from and given to colleagues to achieve team objectives
all safety procedures are always followed.
Assessment method and context
Assessment will occur in work-like environment.
Competence in this unit may be assessed:
in a situation allowing the generation of evidence of the ability to recognise, anticipate and solve problems
by using a suitable simulation and/or a range of case studies/scenarios
through a combination of these techniques.
In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.
Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Specific resources for assessment
This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.
Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.
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.
This describes the essential skills and knowledge and their level required for this unit.
Application of knowledge and understanding of the system sufficient to indicate understanding and knowledge of negotiating with team members to allocate and complete tasks to achieve team goals.
Knowledge of organization procedures, quality requirements and relevant regulatory requirements along with the ability to implement them within appropriate time constraints and work standards.
Application of the knowledge of managing risk using the hierarchy of controls applied to the manufacture of products. Application of approved hazard control and safety procedures and the use of PPE in relation to handling materials, equipment operation and clean up.
Knowledge as a basis for solving problems, including:
effective use of teamwork
impact of individual team member strengths/weaknesses/competencies on the allocation of responsibilities
OHS roles and responsibilities of the individual and the team
effective use of workplace documentation
teamwork strategies
working to timelines
allocation of tasks
health, safety and environment obligations of employers and employees imposed by the relevant legislation.
Competence includes the ability to:
plan own work, including predicting consequences and identifying improvement
identify and describe own role and role of others involved in the team
identify team and individual goals relevant to the practical operation of the system
identify team, section and organisation goals relevant to the practical operation of the system.
Language, literacy and numeracy requirements
This unit requires the ability to read and understand typical procedures and work instructions, plant drawings and safety information as provided to operators.
Writing is required to the level of completing workplace forms, quality assurance records and production reports.
Basic numeracy is required to the extent required by work instructions 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. Add any 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.
Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.
Context
This competency applies to all work environments and sectors in the industries.
Procedures
All operations are performed in accordance with procedures.
Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.
Problems
Anticipate and solve problems means resolve a wide range of routine and non-routine problems, using product and process knowledge to develop solutions to problems which do not have a known solution / a solution recorded in the procedures.
Typical problems may include:
required information/materials not available
required tool/equipment not available
conflicting priorities
short timeframe.
Variables
This competency unit may vary according to organization use of the following information sources and documentation:
procedures/work instructions
materials safety data sheets
job cards
maintenance logs
plant drawings.
Key variables to be monitored include:
type of communication used within each organisation
established work practices/policies
size and structure of the team/organisation
group goals - individual, team and organisation
organisation specific conflict resolution procedures.
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 |
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Identify and agree on team goals, with team members input. | |||
Identify tasks required to achieve team goals. | |||
Identify team and individual safety responsibilities. | |||
Allocate responsibilities of individuals within the team. | |||
Ensure designated team goals are met by identifying strategies and timelines required to complete each task. | |||
Estimate time and resources needed to complete tasks. | |||
Identify competencies of individual team member and allocate/negotiate individual responsibilities. | |||
Agree timelines for completion of each task. | |||
Identify resources and support necessary for completion of job. | |||
Measure team performance against its goals. | |||
Monitor individual compliance with procedures and take action as required. | |||
Check at regular intervals that agreed timelines for completion of tasks are being met. | |||
Negotiate alternative strategies to achieve allocated tasks when designated timelines are not being met. | |||
Provide support to colleagues to ensure completion of allocated tasks. | |||
Identify conflict situations between team members. | |||
Identify causes of conflict. | |||
Implement conflict resolution procedures relevant to the level of conflict and to established practices. | |||
Seek assistance as required to ensure conflict resolution. |
Forms
Assessment Cover Sheet
MSAPMSUP383A - Facilitate a 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
MSAPMSUP383A - Facilitate a 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: