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

MSS408005A Mapping and Delivery Guide
Develop the learning processes of the operations organisation

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency MSS408005A - Develop the learning processes of the operations organisation
Description This unit of competency covers the skills and knowledge required to ensure that knowledge relevant to performance improvement and the meeting of customer requirements is gathered, applied and retained by the organisation and individuals. This unit focuses on the processes in an organisation for extracting learning as it appears, capturing it in a manner which makes it available for future use and applying it to work.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application The unit is intended for managers and people with a similar sphere of influence and scope of authority and responsibility who are familiar with competitive systems and practices and workplace learning. Where this is not the case MSS405012A Manage workplace learning may be completed to supply the necessary skills.The equivalent team leader unit is MSS407008A Capture learning from daily activities in a organisation.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 processes generating new knowledge
  • Identify any existing systems for organisational learning
  • Encourage the open discussion of current performance and problems
  • Facilitate consensus problem solving
  • Ensure both qualitative and quantitative knowledge are captured
  • Validate findings with relevant managers
       


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:

review learning process across the organisation

relate learning processes to implementation of competitive systems and practices

identify components of current system that require improvement

develop improvements to current learning system, including setting of system metrics

manage implementation of improvements.

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

implementing knowledge capture systems that cover:

existing plant and equipment modifications

changes to procedures and operations for information technology (IT) related systems and equipment

operations procedure and practice changes

new plant, equipment and processes

daily problem solving and continuous improvement activities

specific improvement events (e.g. kaizen blitz)

incident reports

reliability/maintenance reports

customer feedback

feedback from value stream members

accessing and analysing current performance, including:

output indicators

input indicators

health, safety and environment (HSE) indicators

reliability/maintenance indicators

continuous improvement indicators

implementing, monitoring and adjusting improvements to the knowledge system, including:

improving integration of knowledge system with other organisation and value stream development processes

improving identification of new knowledge

improving capture ease and efficiency

improving search and application functionality

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

Required knowledge

Required knowledge includes:

competitive systems and practices principles and tools, including:

value stream mapping

5S

Just in Time (JIT)

mistake proofing

process mapping

establishing customer pull

incremental and breakthrough improvement

setting of key performance indicators (KPIs)/metrics

identification and elimination of waste (muda)

organisational goals strategies, operations and processes

approval processes within organisation

cost/benefit analysis methods

methods of determining the impact of a change

communication methods and media for a range of audiences

customer perception of value

reward systems

learning and knowledge management systems

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

HSE

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

Problems

Problems may include:

non-conformances and other opportunities for improvement

Develop

Develop includes:

establishing and improving

Organisational learning

Organisational learning refers to learning intended to be applied across the whole organisation or by specific teams, work areas or individuals

Knowledge forms

Knowledge may be:

quantified or otherwise modified to make its outcomes measurable or observable as appropriate to the knowledge and its application

Improvements

Improvements may:

be to process, plant, service, procedures or practice

include changes to ensure positive benefits are maintained

Manager

Manager may include:

any person who may have either a permanent or an ad hoc role in facilitating the function of multiple teams in a workplace, departments or entire organisations

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 any existing systems for organisational learning 
Encourage the open discussion of current performance and problems 
Facilitate consensus problem solving 
Ensure both qualitative and quantitative knowledge are captured 
Validate findings with relevant managers 

Forms

Assessment Cover Sheet

MSS408005A - Develop the learning processes of the operations 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

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Assessor name:

Signature:

Date:

Assessment Record Sheet

MSS408005A - Develop the learning processes of the operations organisation

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

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Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: