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Evidence Guide: MSACMG706A - Build relationships between teams in a manufacturing environment

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

 

MSACMG706A - Build relationships between teams in a manufacturing environment

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

Identify organisational relationships

  1. Map actual and intended process flows within and between teams
  2. Map actual and intended communication/information/data flows within and between teams
  3. Identify and map other interactions (actual and intended) within and between teams
  4. Determine the consequences in terms of customer benefit of intended flows/interactions
  5. Determine the consequences in terms of customer benefit of the actual flows/interactions
Map actual and intended process flows within and between teams

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Map actual and intended communication/information/data flows within and between teams

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and map other interactions (actual and intended) within and between teams

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the consequences in terms of customer benefit of intended flows/interactions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the consequences in terms of customer benefit of the actual flows/interactions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Foster cooperation within team

  1. Present relationships information to team members
  2. Discuss areas where greater cooperation would yield benefits
  3. Agree on ways to achieve greater cooperation in these areas
  4. Facilitate team implementation of agreed changes
Present relationships information to team members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss areas where greater cooperation would yield benefits

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agree on ways to achieve greater cooperation in these areas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate team implementation of agreed changes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Foster cooperation between teams

  1. Present relationships information to teams/team representatives
  2. Discuss areas where greater cooperation would yield benefits
  3. Agree on ways to achieve greater cooperation in these areas
  4. Obtain any necessary approvals for proposed changes
  5. Facilitate implementation by teams of agreed changes
Present relationships information to teams/team representatives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss areas where greater cooperation would yield benefits

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agree on ways to achieve greater cooperation in these areas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain any necessary approvals for proposed changes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate implementation by teams of agreed changes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify sources of tension, conflict or competition

  1. Examine team and individual key performance indicators (KPIs) for sources of conflict/competition
  2. Examine flows and interactions for possible sources of conflict and competition
  3. Observe interactions between team members and identify tensions, conflicts and competition
  4. Observe interactions between teams and identify tensions, conflicts and competition
  5. Observe response to change and resistance to change
Examine team and individual key performance indicators (KPIs) for sources of conflict/competition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine flows and interactions for possible sources of conflict and competition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe interactions between team members and identify tensions, conflicts and competition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe interactions between teams and identify tensions, conflicts and competition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe response to change and resistance to change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reduce causes of tension, conflict or competition

  1. Draft modified KPIs to reduce causes of conflict and competition
  2. Draft modified systems causing conflicting flows and interactions
  3. Facilitate discussions within and between teams to identify causes of tensions, conflicts and competition
  4. Facilitate discussions to develop a consensus solution to identified causes of tensions, conflicts and competition
  5. Obtain any required approvals for suggested/drafted changes
  6. Facilitate the implementation of the agreed solutions
  7. Take actions to ensure agreed changes become standard practice
Draft modified KPIs to reduce causes of conflict and competition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draft modified systems causing conflicting flows and interactions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate discussions within and between teams to identify causes of tensions, conflicts and competition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate discussions to develop a consensus solution to identified causes of tensions, conflicts and competition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain any required approvals for suggested/drafted changes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate the implementation of the agreed solutions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take actions to ensure agreed changes become standard practice

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

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

Demonstrates skills and knowledge required to:

critically examine relationships within and between teams and to take action to improve them.

In particular look for evidence of:

identification of relationships/relationship maps

identification of sources of conflict/tension

consensus development of improvement plans

implementation of those plans and a rechecking of the subsequent relationships.

Context of and specific resources for assessment

Assessment may occur on the job or in an appropriately simulated environment. Access is required to real or appropriately simulated situations, including work areas, materials and equipment, and to information on workplace practices and OHS practices.

Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.

Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.

Method of assessment

Assessment must satisfy the endorsed assessment guidelines of the Manufacturing Training Package.

Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of underpinning knowledge.

Assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge to ensure its correct interpretation and application.

Assessment may be applied under project related conditions (real or simulated) and require evidence of process.

Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances.

Assessment may be in conjunction with assessment of other units of competency where required.

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.

Required Skills and Knowledge

Required skills

decision making

communication at all levels

negotiation

conflict resolution

situation analysis

Required knowledge

competitive manufacturing principles

organisational goals and processes

types of KPIs, their applications and limits

continuous improvement

communication methods

process mapping, communication and people interaction mapping

customer perception of benefits

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.

Codes of practice/standards

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used

Health, safety and environment (HSE)

All changes implemented are expected to be at least neutral, or preferably beneficial in their impact on health, safety and environment

Relationship between organisational teams

Organisational teams may include:

downstream customer teams

upstream supplier teams

support teams (maintenance, IT)

Relationship between teams includes:

the impact of teams on each others' work expressed in competitive manufacturing terms

Impacts covered could include:

supplier, customer and support team impacts on:

flow

pull

takt time

waste

Cooperation within teams

Cooperation within team may include:

assistance with problem solving

dealing with disruptions to flow

dealing with variations of flow level/volume

dealing with variations in quality/quantity/timeliness

Key performance indicators (KPIs)

KPIs may include:

reward systems

systems (formal and informal) which encourage some types of behaviour over others

Resistance to change

Resistance to change may be:

overt or covert

Stakeholders

Stakeholders include:

work team members, value chain members as well as other stakeholders

Team leader

Team leader may include:

any person who may have either a permanent or an ad hoc role in facilitating the function of a team in a workplace