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Evidence Guide: MSACMG708A - Capture learning from daily activities in a manufacturing organisation

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

 

MSACMG708A - Capture learning from daily activities in a manufacturing organisation

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

Identify potential learning opportunities

  1. Identify formal and informal opportunities for feedback from normal daily activities
  2. Assess feedback for potential to lead to organisational learning
  3. Identify opportunities for learning from abnormal events
  4. Review communications with value chain members for learning opportunities
Identify formal and informal opportunities for feedback from normal daily activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess feedback for potential to lead to organisational learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify opportunities for learning from abnormal events

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review communications with value chain members for learning opportunities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Extract learning from opportunities

  1. Review information gained from potential learning opportunities for relevance to performance improvement
  2. Discuss potential for learning with stakeholders
  3. Confirm additional knowledge/learning
  4. Confirm methods for institutionalising learning/standardising
Review information gained from potential learning opportunities for relevance to performance improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss potential for learning with stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm additional knowledge/learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm methods for institutionalising learning/standardising

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Capture and disseminate learning

  1. Identify methods of capturing and disseminating learning
  2. Obtain required authorisations from appropriate people
  3. Record learning according to organisation procedures
  4. Communicate learning to relevant stakeholders
  5. Ensure all relevant stakeholders are able to access and apply relevant knowledge/learning
Identify methods of capturing and disseminating learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain required authorisations from appropriate people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record learning according to organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate learning to relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all relevant stakeholders are able to access and apply relevant knowledge/learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review use of learning

  1. Check learning is used in daily operations
  2. Review use of learning and update in organisation knowledge system
  3. Identify implications for training and procedures
  4. Recommend improvements to organisation knowledge system
  5. Confirm methods for institutionalising learning/ standardising
Check learning is used in daily operations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review use of learning and update in organisation knowledge system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify implications for training and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend improvements to organisation knowledge system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm methods for institutionalising learning/ standardising

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:

recognise, extract and record learning from daily activities.

In particular look for evidence of:

ongoing additions to the learning system

use of the learning system.

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

problem solving

communication at all levels

use of organisation knowledge system

Required knowledge

competitive manufacturing principles

organisational goals and processes

continuous improvement

communication methods

root cause analysis

expected range of performance for process and products

types of knowledge capture and retrieval systems and their applicability

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

Opportunities for feedback

Opportunities for feedback include:

tool box meetings

ad hoc discussions/meetings with team members, sales and marketing employees, other employees, value chain members, regulators and visitors

interviews

process/production records

quality records

plant equipment down time/maintenance records

Problem recognition and resolution

Problem recognition and resolution may be expected to include such approaches as:

stopping the line

go and see

team/consensus problem solving

root cause analysis

Learning

Learning is something which can be passed on and is a recordable event or method which leads to change in work practices and/or process or product performance that is able to be standardised/institutionalised

Record

Appropriate records include systems which ensure knowledge:

is not just retained by an individual

is available to others

survives beyond the departure of individual

has an allocated level of importance

Systems for the capture of knowledge

Systems for the capture of knowledge may be paper based, electronic or other and may include:

clip boards on the line

problem solving templates

procedures templates

white boards or other notice boards

computers or terminals that allow access to data bases and other electronic records

maintenance records

They may also require knowledge of method of knowledge entry and retrieval and possibly of searching/filing/cataloguing

Reviewing the use of learning

Reviewing the use of learning includes:

analysing the cause and effect of integrating learning into current or future procedures

Performance not to expectation/norm

Performance outside the normal range (good or bad) may be expected to have an assignable cause which when identified can add to knowledge

Extract learning

Extracting learning from opportunities may occur:

using a toolbox meeting or other team process

Stakeholders

Stakeholders include:

work team members, value chain members, supervisors 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