Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

MSS407008A Mapping and Delivery Guide
Capture learning from daily activities in a organisation

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency MSS407008A - Capture learning from daily activities in a organisation
Description This unit of competency covers the skills and knowledge required to capture learning from the shop floor, suppliers and customers in order to contribute to a learning organisation.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit is intended for team leaders and people with a similar sphere of influence/scope of authority and responsibility. It applies to individuals who already have knowledge of competitive systems and practices, leading teams, analysing root cause and locking in improvements. Where this is not the case the following units may be completed to supply the necessary skills:MSS402080A Undertake root cause analysisMSS403002A Ensure process improvements are sustainedMSS403006A Facilitate implementation of competitive systems and practices MSS403013A Lead team culture improvement.This unit takes a largely qualitative view of information and knowledge. For a more quantitative approach of capturing and analysing data and applying the knowledge deduced from that refer to MSS408008A Analyse data for relevance to organisational learning.This unit may also be applied to service organisations applying competitive systems and practices principles.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
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
Elements of Competency Performance Criteria              
Element: Identify potential learning opportunities
  • Identify formal and informal opportunities for feedback from normal daily activities
  • Assess feedback for potential to lead to organisational learning
  • Identify opportunities for learning from abnormal events
  • Review communications with value stream members for learning opportunities
       


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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person who demonstrates competency in this unit must be able to provide evidence of the ability to:

recognise, extract and record learning from daily activities

make and record ongoing additions to the organisation learning systems

determine best means of communicating learning to stakeholders

integrate learning with implementation of competitive systems and practices

establish continuous improvement for the learning system.

Context of and specific resources for assessment

Assessment of performance must be undertaken in a workplace using or implementing one or more competitive systems and practices.

Access may be required to:

workplace procedures and plans relevant to work area

specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee

documentation and information in relation to production, waste, overheads and hazard control/management

reports from supervisors/managers

case studies and scenarios to assess responses to contingencies.

Method of assessment

A holistic approach should be taken to the assessment.

Competence in this unit may be assessed by using a combination of the following to generate evidence:

demonstration in the workplace

workplace projects

suitable simulation

case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on)

targeted questioning

reports from supervisors, peers and colleagues (third-party reports)

portfolio of evidence.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge.

Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.

Guidance information for assessment

Assessment processes and techniques must be culturally appropriate and appropriate to the language and literacy capacity of the candidate and the work being performed.

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

Required skills include:

undertaking self-directed problem solving and decision-making

communicating across all levels in an organisation

preparing reports and recommendations

identifying and evaluating opportunities for feedback and learning, including:

tool box and other regular team, section and area meetings

ad hoc discussions/meetings with team members, sales and marketing employees, other employees, value stream members, regulators and visitors

interviews with employees and external organisation representatives

operations records which may include:

clip boards on the line

problem solving templates

procedures templates

whiteboards or other noticeboards

computers or terminals that allow access to data bases and other electronic records

maintenance records

quality records

suggestions from employees (e.g. suggestion schemes)

warranty and other returns

continuous improvement and breakthrough improvement activities (kaizen and kaizen blitz)

complaints from customers, employees and members of the community

equipment downtime/maintenance records

selecting key information from feedback and learning opportunities and determining value for organisational learning

analysing performance outside the normal range (good or bad) and assignable cause

capturing learning through paper-based, electronic or other means (e.g. film and video)

reviewing the use of learning, including analysing the cause and effect of integrating learning into current or future procedures

Required knowledge

Required knowledge includes:

competitive systems and practices tools, including:

value stream mapping

5S

Just in Time (JIT)

mistake proofing

process mapping

establishing customer pull

kaizen and kaizen blitz

setting of key performance indicators(KPIs)/metrics

identification and elimination of waste (muda)

organisational goals, strategies, operations and processes

continuous improvement strategies and processes

communication methods and media for a range of audiences

root cause analysis

expected range of performance for operations and products

types of knowledge capture and retrieval systems and their applicability

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.

Competitive systems and practices

Competitive systems and practices may include, but are not limited to:

lean operations

agile operations

preventative and predictive maintenance approaches

monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems

statistical process control systems, including six sigma and three sigma

JIT, kanban and other pull-related operations control systems

supply, value, and demand chain monitoring and analysis

5S

continuous improvement (kaizen)

breakthrough improvement (kaizen blitz)

cause/effect diagrams

overall equipment effectiveness (OEE)

takt time

process mapping

problem solving

run charts

standard procedures

current reality tree

Competitive systems and practices should be interpreted so as to take into account:

the stage of implementation of competitive systems and practices

the size of the enterprise

the work organisation, culture, regulatory environment and the industry sector

Codes of practice/standards

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used

Health, safety and environment (HSE)

All changes implemented are expected to be at least neutral, or preferably beneficial, in their impact on HSE

Opportunities for feedback

Opportunities for feedback include:

tool box meetings

ad hoc discussions/meetings with team members, sales and marketing employees, other employees, value stream members, regulators and visitors

interviews

process/production records

quality records

plant equipment downtime/maintenance records

Problem recognition and resolution

Problem recognition and resolution may be expected to include such approaches as:

stopping operations or part of an operation

go and see (gemba walk in lean operations)

team/consensus problem solving

root cause analysis (RCA)

Learning

Learning is something which can be passed on and is a recordable event or method which leads to change in work practices and/or process or product performance that is able to be standardised/institutionalised

Record

Appropriate records include systems which ensure knowledge:

is not just retained by an individual

is available to others

survives beyond the departure of individual

has an allocated level of importance

Systems for the capture of knowledge

Systems for the capture of knowledge may be:

paper-based, electronic or other

They may also require knowledge of method of knowledge entry and retrieval and possibly of searching/filing/cataloguing.

Stakeholders

Stakeholders may include:

work team members

value stream members

supervisors

Team leader

Team leader may include:

any person who may have either a permanent or an ad hoc role in facilitating the function of a team in a workplace

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
Identify formal and informal opportunities for feedback from normal daily activities 
Assess feedback for potential to lead to organisational learning 
Identify opportunities for learning from abnormal events 
Review communications with value stream members for learning opportunities 

Forms

Assessment Cover Sheet

MSS407008A - Capture learning from daily activities in a organisation
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

MSS407008A - Capture learning from daily activities in a organisation

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: