Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MSMSUP390 Mapping and Delivery Guide
Use structured problem-solving tools
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | MSMSUP390 - Use structured problem-solving tools |
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Description | |||
Employability Skills | |||
Learning Outcomes and Application | This unit of competency covers the skills and knowledge required to use structured process improvement tools to solve process and other problems. This unit of competency applies to experienced operators, team leaders, supervisors or people in similar roles who are required to identify improvements and/or solve problems beyond those associated directly with the process unit/equipment.A ‘problem’ in this context should be interpreted as ‘an opportunity for improvement’, not just something causing faulty product, product faults or process irregularities/breakdowns.This unit of competency applies to an individual working alone or as part of a team or group and working in liaison with other shift team members and the control room operator, as appropriate.Problem-solving techniques are often applied as group processes. Where the competency is achieved in a group context the individual being assessed must meet all aspects of the competency. This competency does NOT cover the planning and facilitation of group problem-solving activities.Other units of competency, including MSMOPS units, may include a problem-solving element where problems specific to that competency are to be resolved. However, this unit of competency requires structured problem-solving techniques to be applied more broadly and/or with greater depth and rigour than is implied by the problem-solving element of the other units.This unit of competency applies to all work environments and sectors within the industry.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: should occur over a range of situations which include typical disruptions to normal, smooth operations will typically include a supervisor/third-party report focusing on the significance of the problem being addressed. A supervisor/third-party report must be prepared by someone who has a direct, relevant, current relationship with the person being assessed and who is in a position to form a judgement on workplace performance relevant to the unit of competency may use industry-based simulation for all or part of the unit particularly where safety, lack of opportunity or significant cost is an issue. Assessment should occur in operational workplace situations. Where this is not possible, or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment reflecting realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills. Assessment in a simulated environment should use evidence collected from one or more of: demonstration of skills industry-based case studies/scenarios ‘what ifs’. Knowledge evidence may be collected concurrently with performance evidence (provided a record is kept) 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 | Support |
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 the problem | ||||||||
Element: Identify variances from desired operating/output parameters and quality | ||||||||
Element: Define the extent, cause and nature of the problem by observation and investigation | ||||||||
Element: State and specify the problem clearly |