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Evidence Guide: MEM14004A - Plan to undertake a routine task

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

MEM14004A - Plan to undertake a routine task

What evidence can you provide to prove your understanding of each of the following citeria?

Identify task requirements

  1. Instructions and procedures are obtained, understood and where necessary clarified.
  2. Relevant specifications for task outcomes are obtained, understood and where necessary clarified.
  3. Task outcomes are identified.
  4. Task requirements such as completion time and quality measures are identified.
Instructions and procedures are obtained, understood and where necessary clarified.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Relevant specifications for task outcomes are obtained, understood and where necessary clarified.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Task outcomes are identified.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Task requirements such as completion time and quality measures are identified.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan steps required to complete task

  1. Based on instructions and specifications provided, the individual steps or activities required to undertake the task are understood and where necessary clarified.
  2. Sequence of activities is identified.
  3. Plan is checked to ensure it complies with specifications and task requirements.
Based on instructions and specifications provided, the individual steps or activities required to undertake the task are understood and where necessary clarified.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Sequence of activities is identified.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan is checked to ensure it complies with specifications and task requirements.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review plan

  1. Effectiveness of plan is reviewed against specifications and task requirements.
  2. If necessary, plan is revised to better meet specifications and task requirements.
Effectiveness of plan is reviewed against specifications and task requirements.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

If necessary, plan is revised to better meet specifications and task requirements.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Overview of assessment

A person who demonstrates competency in this unit must be able to plan to undertake a routine task.

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

Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.

Context of and specific resources for assessment

This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate.

This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with planning to undertake a routine task or other units requiring the exercise of the skills and knowledge covered by this unit.

Method of assessment

Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.

Guidance information for assessment

Required Skills and Knowledge

Required skills

Look for evidence that confirms skills in:

obtaining instructions for tasks from correct source of information (job card, supervisor, work colleagues and others)

clarifying tasks and required outcomes with appropriate personnel where necessary

identifying relevant specifications from documentation, job cards, or other information source

preparing plans for tasks

sequencing activities

comparing planned steps against specifications and task requirements

communicating and interpreting information appropriate to the scope of this unit

Required knowledge

Look for evidence that confirms knowledge of:

correct sources of information for a particular task

procedures for obtaining instructions and clarification

specifications for the task

hazards and established control measures associated with the routine task, including housekeeping

safe work practices and procedures

Range Statement

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.

Specifications

Specific product or process information, such as:

outcome and performance requirements

quality requirements and checks

quantity

Specifications are conveyed verbally or on familiar standard forms, such as on job sheets

Requirements

General requirements necessary to carry out routine tasks, such as:

dedicated tools and equipment

materials and parts

work procedures

completion time

safety measures and equipment

Requirements and instructions are supplied verbally or on familiar standard forms, such as on job sheets. Instructions are carried out under supervision and in accordance with established procedures