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Evidence Guide: MEM14005A - Plan a complete activity

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

 

MEM14005A - Plan a complete activity

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

Identify activity requirements

  1. Activity outcomes and objectives are identified and clarified with appropriate persons.
  2. Activity requirements, including resources, overall timeframe, quality requirements and criteria for acceptable completion are identified and clarified.
  3. Relevant specifications and procedures are obtained and clarified.
Activity outcomes and objectives are identified and clarified with appropriate persons.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Activity requirements, including resources, overall timeframe, quality requirements and criteria for acceptable completion are identified and clarified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant specifications and procedures are obtained and clarified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan process to complete activity

  1. The individual components of the activity are identified and prioritised.
  2. Planning tools and techniques are selected and used according to the needs of the activity.
  3. The plan is checked for accuracy and conformance to instructions and requirements.
The individual components of the activity are identified and prioritised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Planning tools and techniques are selected and used according to the needs of the activity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The plan is checked for accuracy and conformance to instructions and requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify plan

  1. The plan is referred to and modified as necessary to overcome unforeseen difficulties or developments that occur as work progresses.
  2. The results of the activity are reviewed against the plan, and possible future improvements to plan are identified.
The plan is referred to and modified as necessary to overcome unforeseen difficulties or developments that occur as work progresses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The results of the activity are reviewed against the plan, and possible future improvements to plan are identified.

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 a complete activity.

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 a complete activity 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, reading, interpreting and following information on written job instructions, specifications, standard operating procedures, charts, lists, drawing and other applicable reference documents

preparing a plan including sequential steps that will enable the activity to be completed

modifying the plan where appropriate, to take account of difficulties or developments that occur while following the prepared plan

planning and sequencing activities

checking and clarifying task-related information

checking for conformance to specifications

using numerical operations, geometry and calculations/formulae within the scope of this unit

using planning techniques such as scheduling, time management, brainstorming, setting of goals and defined outcomes, prioritising, review and evaluation strategies

Required knowledge

Look for evidence that confirms knowledge of:

tasks to be performed

person/s who can clarify the objectives, requirements and specifications

specifications relevant to the tasks to be performed

outcomes to be achieved

timeframe for activity completion

quality requirements of the product or service

priority of each step in the plan

reasons for the relative priority of each step

modifications to the plan to overcome a range of unforeseen situations

hazards and control measures associated with planning the complete activity, 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.

Requirements

Formal or informal information about the task required, such as:

timeframe

quality requirements

outcome and performance requirements

job history

checks and tests

special reporting requirements

tools and equipment

materials and parts

reference documents

Requirements and instructions are supplied verbally or in written form such as on job sheets. Instructions are carried out in accordance with established procedures

Specifications

Technical task related information conveyed verbally or as found in:

task lists

instructions

manufacturer manuals

diagrams and schematics

technical drawings and sketches

parts lists

computer records

Planning techniques and tools

Scheduling, time management, brainstorming, setting goals and defined outcomes, prioritising, review and evaluation strategies