Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MSMOPS601 Mapping and Delivery Guide
Design equipment and system modifications
Version 1.0
Issue Date: April 2024
Qualification | - |
Unit of Competency | MSMOPS601 - Design equipment and system modifications |
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Description | |||
Employability Skills | |||
Learning Outcomes and Application | This unit of competency covers the skills and knowledge required to design equipment and system modifications in a manufacturing situation. This unit is typically performed by high-level staff working as part of a design, development and implementation team and taking a lead technical role.It does not include the design of equipment requiring specialist engineering skills or regulatory licensing, although it may include working with a person with this skill/licence.This unit of competency applies to people who design modifications to equipment or systems, typically used for production. The modification may be to improve productivity, improve reliability, reduce waste (muda), reduce cost or other reasons. The competency can apply to the design of equipment/system modifications associated with product changes or improvements and/or establishment of a new production line/product. Typically it will be to meet a specified end use. This will involve working closely with a range of management and operations personnel and requires balancing the business, operational and technical sides of the modified equipment/system. This unit of competency applies to the technical expert. The competency is applied under limited guidance in line with a broad plan, budget or strategy. It will typically involve capital expenditure.This unit competency is typically performed by senior technologists working in liaison with other technical experts, operations management, operators and other relevant people with whom they would work as part of a (possibly ad hoc) team.No licensing, legislative or certification requirements apply to this unit at the time of publication. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. The unit should be assessed holistically and the judgement of competence based on a holistic assessment of the evidence. The collection of performance evidence is best done from a report and/or folio of evidence drawn from: a single project which provides sufficient evidence of the requirements of all the elements and performance criteria multiple smaller projects which together provide sufficient evidence of the requirements of all the elements and performance criteria. It is desirable that this evidence comes from implemented design projects. However, where the project does not receive sanction to be implemented, or is otherwise not implemented, then sufficient evidence may be able to be obtained from a detailed implementation plan and a simulated implementation. A third-party report, or similar, may be needed to testify to the work done by the individual, particularly when the project has been done as part of a project team. Assessment should use a real project in an operational workplace. Knowledge evidence may be collected concurrently with performance evidence or through an independent process, such as workbooks, written assessments or interviews (provided a record is kept). Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate. Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications associated with this unit. The regulatory framework will be reflected in workplace policies and procedures and is not required to be independently assessed. Foundation skills are integral to competent performance of the unit and should not be assessed separately. As a minimum, assessors must satisfy the Standards for Registered Training Organisations 2015 assessor requirements. |
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Prerequisites/co-requisites | |||
Competency Field | Operations |
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: Assess requirements |
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