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.
Elements and Performance Criteria
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element | ||
1 | Identify the problem | 1.1 | Identify variances from desired operating/output parameters and quality |
1.2 | Define the extent, cause and nature of the problem by observation and investigation | ||
1.3 | State and specify the problem clearly |
2 | Determine fundamental cause of problem | 2.1 | Select problem-solving tool appropriate to the problem and the context |
2.2 | Identify possible causes based on experience and the use of problem-solving tools/analytical techniques | ||
2.3 | Develop possible cause statements | ||
2.4 | Determine fundamental cause |
3 | Determine corrective action | 3.1 | Consider all possible options for resolution of the problem |
3.2 | Consider strengths and weaknesses of possible options | ||
3.3 | Determine corrective action to remove the problem and possible future causes | ||
3.4 | Develop implementation plans identifying measurable objectives, resource needs and timelines in accordance with safety and operating procedures | ||
3.5 | Develop recommendations for ongoing monitoring and testing |
4 | Communicate recommendations | 4.1 | Prepare report on recommendations |
4.2 | Present recommendations to appropriate personnel | ||
4.3 | Follow up recommendations if required |
Evidence of Performance
Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria and demonstrate the ability to:
identify at least one (1) problem
analyse problem using at least one (1) analysis tool drawn from each of two (2) different groups of tools (basic, visual, process, business and organisation specific)
select the preferred solution
develop and use an implementation plan
communicate effectively with other personnel.
Evidence of Knowledge
Evidence must be provided that demonstrates knowledge of:
relevant organisation procedures
risks, risk assessment and controls relevant to problem being analysed
targets and measures for output and quality
types and application of problem-solving tools/analytical techniques
relevant equipment and operational processes.
Assessment Conditions
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.
Foundation Skills
This section describes those language, literacy, numeracy and employment skills that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Range Statement
This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. | |
Regulatory framework | The latest version of all legislation, regulations, industry codes of practice and Australian/international standards, or the version specified by the local regulatory authority, must be used, and include one or more of the following: legislative requirements, including work health and safety (WHS) industry codes of practice and guidelines environmental regulations and guidelines Australian and other standards licence and certification requirements |
Procedures | All operations must be performed in accordance with relevant procedures. Procedures are written, verbal, visual, computer-based or in some other form, and include one or more of the following: emergency procedures work instructions standard operating procedures (SOPs) safe work method statements (SWMS) formulas/recipes batch sheets temporary instructions any similar instructions provided for the smooth running of the plant |
Problem-solving tools/ analytical techniques | Problem-solving tools/analytical techniques include one or more of: basic techniques: 5 why’s brainstorming 6 hats (Edward de Bono) similarity/difference analysis visual techniques: Ishikawa/fishbone diagrams logic tree histograms/Pareto analysis scattergrams process-based tools: flow charts process logic/process requirements cause and effect diagrams/charts divide and conquer control charts and run charts (Shewhart charts) business/interpersonal techniques: force field analysis strengths, weaknesses, opportunities, threats (SWOT) analysis plan, do, check, act (PDCA)/define, measure, analyse, improve, control (DMAIC) other structured processes defined in organisation procedures, (e.g. TapRoot) |
Corrective actions | Corrective actions will include one or more of the following: consideration of at least two alternative solutions benefit-cost analysis (at least semi-quantitative, need not be in $ terms) health, safety and environment (HSE) impacts and controls risk assessment (HSE, business and project) determination of the preferred solution or a priority ranked shortlist |
Implementation plans | Implementation plans to solve problems will include: specific, measurable, achievable, relevant, timed (SMART) objectives resource requirements (people, finances, plant/equipment, materials/consumables, time, skills and knowledge) methods for reaching objectives timelines methods of checking and adjusting adherence to plan (e.g. communication and follow-up) |
Problems | 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 and will include one or more of the following: intractable process difficulty observed process waste/inefficiency (‘Muda’) issue with materials/components procedures/practices/process conditions which might be improved |
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