- MSL933002A - Contribute to the achievement of quality objectives
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MSL933002A Mapping and Delivery Guide
Contribute to the achievement of quality objectives
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | MSL933002A - Contribute to the achievement of quality objectives |
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Description | This unit of competency covers the development of a working knowledge of quality principles and their application in laboratory/field work. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit of competency is applicable to samplers/testers, production operators and laboratory/field assistants working in all industry sectors. These personnel have defined roles and responsibilities within the enterprise's quality system which are set out in quality manuals and workplace procedures.Industry representatives have provided case studies to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. These are found at the end of this unit of competency under the section 'This competency in practice'. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
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: Apply quality control procedures |
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Element: Contribute to quality improvements |
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Element: Maintain commitment to enterprise quality standards in own work |
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Element: Assist in maintaining customer relationships |
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Element: Update knowledge and skills as required |
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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, 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 | Assessors should ensure that candidates can: apply the required quality control principles and procedures to their work contribute to improvements in productivity and quality maintain their personal commitment to quality objectives. |
Context of and specific resources for assessment | This unit of competency is to be assessed in the workplace or simulated workplace environment. This unit of competency may be assessed with: MSL913001A Communicate with other people technical units of competency dealing with sampling and testing. Resources may include: enterprise quality manual and procedures standard operating procedures (SOPs). |
Method of assessment | The following assessment methods are suggested: review of quality control data collected by the candidate review of quality improvements suggested by the candidate feedback from supervisors and peers oral or written questions about quality concepts and enterprise procedures flow charts or diagrams prepared by the candidate to describe work flows and workplace layout (alternatively, the candidate could explain existing charts or diagrams). In all cases, practical assessment should be supported by questions to assess underpinning knowledge and those aspects of competency which are difficult to assess directly. 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 and/or assessment support when required. The language, literacy and numeracy demands of assessment should not be greater than those required to undertake the unit of competency in a work like environment. |
This competency in practice | Industry representatives have provided the case studies below to illustrate the practical application of this unit of competency and show its relevance in a workplace setting. Manufacturing Laboratory assistants must have a good working knowledge of quality control procedures and how they contribute to the achievement of enterprise quality objectives. An assistant was measuring the moisture content of coke by a standard method. The SOP for this test stated that the limits for moisture should be between 2% and 5% by weight. The assistant obtained a result of 5.8%. The assistant had followed the SOP correctly and performed the determination in triplicate and had confidence in the precision of the result. The assistant recognised and reported the non-conformance to the laboratory supervisor. The production manager took corrective action and modified the drying process to reduce the moisture content and provide a product which met the customer's requirements. Biomedical A laboratory assistant working in the pathology department of a rural hospital was responsible for serum lithium estimations by flame photometry. When asked by the office staff when the lithium results would be ready, the assistant replied that the testing schedule of the laboratory meant that the test would not be done until the following week and asked why the office staff needed to know. The answer was that an outpatient clinic was being held, and the results were needed for a consultation. Although samples were often taken a week before the clinic was to be held, the assistant realised that results were not always ready for the clinic because of the testing schedule of the laboratory. The assistant reported the situation to the laboratory supervisor. The supervisor rescheduled lithium testing to match the clinic times, so that results would always be ready for the clinic consultation. This pleased the clinic staff, the patient did not waste a visit, the office staff no longer got irate phone calls and the quality of service was improved overall. Food processing A fruit processing company produced many tonnes of solid vegetable waste annually. This was dumped as landfill at considerable cost and the local council was concerned that the method of disposal was not sustainable. The laboratory assistants at the company were included in a quality improvement team to investigate the problem. The team concentrated on alternative production methods to minimise waste yields and additional production methods that would enable the waste to be profitably utilised. They identified four potential uses of the waste: a source of pectin, alcohol and sugar and conversion of raw fruit peel to glazed peel. A cost-benefit analysis was performed in consultation with supporting industries, including a local winery to assess the merits of these value adding activities. The outcome was that the amount of waste produced by the company was significantly reduced with much of the waste channelled into marketable products with full cost recovery. After some initial doubts, the laboratory personnel realised that they were able to make useful contributions to the project. As a result, they became part of an ongoing investigation of waste minimisation and value adding practices. |
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.
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Required skills |
Required skills include: applying the required quality control procedures providing quality products and services to customers consistent with the job role resolving simple customer requirements minimising waste and rework contributing to improvements in productivity and quality through teamwork and commitment to personal work standards |
Required knowledge |
Required knowledge includes: concepts of metrology continuous improvement and waste minimisation principles enterprise procedures associated with the candidate's regular technical duties layout of the enterprise, divisions and laboratory lines of communication organisational structure of the enterprise products and services provided by the enterprise quality requirements of the candidate's job role and functions recording, reporting and document control requirements relevant health, safety and environment requirements role of internal and external audits role of laboratory services to the enterprise and customers scheduling of tests and procedures to meet customer requirements |
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 | Where reference is made to industry codes of practice, and/or Australian/international standards, it is expected the latest version will be used |
Standards, codes, procedures and/or enterprise requirements | Standards, codes, procedures and/or enterprise requirements may include: Australian and international standards, such as: AS ISO 17025-2005 General requirements for the competence of testing and calibration laboratories AS/NZS ISO 9000 Set:2008 Quality management systems set Australia New Zealand Food Standards (ANZFS) Code Australian code of good manufacturing practice for medicinal products (GMP) customer specific requirements/standards National Association of Testing Authorities (NATA) Accreditation programs requirements principles of good laboratory practice (GLP) Therapeutic Goods Regulations 1009 |
Quality control procedures | Quality control procedures may include: standards imposed by regulatory and licensing bodies enterprise quality procedures working to a customer brief and associated quality procedures checklists to monitor job progress against agreed time, costs and quality standards the use of hold points to evaluate conformance the use of inspection and test plans to check compliance |
Concepts of metrology | Concepts of metrology may include: that all measurements are estimates measurements belong to a population of measurements of the measured parameters repeatability precision accuracy significant figures sources of error uncertainty traceability |
Sustainable energy principles and work practices | Sustainable energy principles and work practices may include: examining work practices that use excessive electricity switching off equipment when not in use regularly cleaning filters insulating rooms and buildings to reduce energy use recycling and reusing materials wherever practicable minimising process waste |
Reporting | Reporting may involve: verbal responses data entry into laboratory information management system (LIMS) or enterprise databases brief written reports using enterprise proformas |
Quality improvement opportunities | Quality improvement opportunities that relate to the work of laboratory assistants could include: improved methods for sampling, testing and recording data improved hygiene and sanitation procedures minimisation of waste and rework improved laboratory layout and work flow |
Occupational health and safety (OHS) and environmental management requirements | OHS and environmental management requirements: all operations must comply with enterprise OHS and environmental management requirements, which may be imposed through state/territory or federal legislation - these requirements must not be compromised at any time all operations assume the potentially hazardous nature of samples and require standard precautions to be applied where relevant, users should access and apply current industry understanding of infection control issued by the National Health and Medical Research Council (NHMRC) and State and Territory Departments of Health |
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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Record data for quality control purposes | |||
Recognise and report non-conformances in keeping with job role and quality procedures | |||
Review own work practices for opportunities to continuously improve performance | |||
Identify and report opportunities for improvements in procedures, processes and equipment in work area | |||
Maintain an objective of 'right first time' | |||
Conduct work in accordance with sustainable energy work practices | |||
Minimise waste and rework in accordance with enterprise guidelines | |||
Demonstrate 'job ownership' for whole tasks through a commitment to finish and follow-up | |||
Ensure that personal actions conform with the code of ethics relevant to the workplace | |||
Demonstrate an understanding of the business goals, products and services of the enterprise when dealing with customers in relation to own function | |||
Communicate appropriately with customers in keeping with knowledge and authority limitations and quality requirements | |||
Recognise own strengths and limitations and take advantage of opportunities for skill development |
Forms
Assessment Cover Sheet
MSL933002A - Contribute to the achievement of quality objectives
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
MSL933002A - Contribute to the achievement of quality objectives
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: