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Evidence Guide: MSACMC611A - Manage people relationships

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

 

MSACMC611A - Manage people relationships

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

Develop an open environment

  1. Establish and maintain regular dialogue between all levels and all relevant sections of the organisation
  2. Encourage a flow of communications in both directions
  3. Identify key personnel for communications
  4. Develop and maintain a formal mechanism for the flow of issues, concerns and suggestions in both directions
  5. Develop and maintain regular and frequent verbal communication with all key stakeholders
Establish and maintain regular dialogue between all levels and all relevant sections of the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage a flow of communications in both directions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify key personnel for communications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and maintain a formal mechanism for the flow of issues, concerns and suggestions in both directions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and maintain regular and frequent verbal communication with all key stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify significant issues

  1. In liaison with relevant team members/stakeholders, identify current and potential issues
  2. Assist team members/stakeholders to formulate issues
  3. Identify and define boundary and ' non-negotiable' issues for all team members/stakeholders
  4. Negotiate with relevant team members/stakeholders over actual and potential issues
In liaison with relevant team members/stakeholders, identify current and potential issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist team members/stakeholders to formulate issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and define boundary and ' non-negotiable' issues for all team members/stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate with relevant team members/stakeholders over actual and potential issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Proactively resolve issues

  1. Liaise with team members/stakeholders to develop agreed, and where possible win-win, solutions
  2. Negotiate acceptable solutions as required in accordance with company practices/procedures
  3. Obtain any required official authorisations
  4. Consult with relevant stakeholders to develop implementation plan
  5. Implement solution
Liaise with team members/stakeholders to develop agreed, and where possible win-win, solutions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate acceptable solutions as required in accordance with company practices/procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain any required official authorisations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with relevant stakeholders to develop implementation plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor ongoing situation

  1. Determine relevant Key Performance Indicators (KPIs) for plan
  2. Check that implementation is proceeding to plan
  3. Check for unforeseen consequences
  4. Take appropriate action to resolve any arising issues
Determine relevant Key Performance Indicators (KPIs) for plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check that implementation is proceeding to plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check for unforeseen consequences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take appropriate action to resolve any arising issues

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, the Range Statement and the Assessment Guidelines for this Training Package.

Overview of assessment requirements

The person will be able to develop a relationship with the team members which will make a positive contribution to the organisation.

What are the specific resource requirements for this unit?

Access to a workplace implementing competitive manufacturing strategies is required. No other specific resources are required.

What critical aspects of evidence are required to demonstrate competency in this unit?

Evidence of managing people relationships and dealing with issues.

In what context should assessment occur?

Assessment will need to occur in a competitive manufacturing organisation and where the individual is responsible for managing people relationships or by case study.

Are there any other units which could or should be assessed with this unit or which relate directly to this unit?

This unit may be assessed concurrently with appropriate units.

What method of assessment should apply?

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria, skills and knowledge. A holistic approach should be taken to the assessment.

Assessors should gather sufficient, fair, valid, reliable, authentic and current evidence from a range of sources. Sources of evidence may include direct observation, reports from supervisors, peers and colleagues, project work, samples, organisation records and questioning. Assessment should not require language, literacy or numeracy skills beyond those required for the unit.

The assessee will have access to all techniques, procedures, information, resources and aids which would normally be available in the workplace.

The method of assessment should be discussed and agreed with the assessee prior to the commencement of the assessment.

What evidence is required for demonstration of consistent performance?

Evidence should be available from an extended period of time and may be historic if the person has been in this role for some time.

Required Skills and Knowledge

Required skills

negotiating

communication

teamwork

problem solving

Required knowledge

knowledge of industrial relations structures

relevant awards and agreements

types of workforce structures and reward systems

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.

Competitive manufacturing

Competitive manufacturing is used to describe the range of systemic manufacturing practice concepts and approaches. It covers but is not limited to:

lean manufacturing

agile manufacturing

preventative and predictive maintenance approaches

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

statistical process control systems, including six sigma and three sigma

Just in Time (JIT), kanban and other pull related manufacturing control systems

supply, value, and demand chain monitoring and analysis

other continuous improvement systems.

Competitive manufacturing should be interpreted so as to take into account the stage of implementation of competitive manufacturing approaches, the enterprise's size and work organisation, culture, regulatory environment and manufacturing sector.

Key personnel

Key personnel for communication include formally identified managers, supervisors and workforce delegates as well as key opinion shapers (such as employees with specialist technical knowledge) on the issue being communicated.

Formal mechanisms

Formal mechanisms for communication will vary according to the enterprise but may include notice boards, employee circulars, consultative committees, staff associations, union representatives, team leaders.

Stakeholders

Stakeholders include team members, personnel officers, industrial officers, union delegates, production management, human relations management, financial management, engineering/technical personnel.