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Evidence Guide: MSACMG712A - Lead a problem solving process to determine and solve root cause

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

 

MSACMG712A - Lead a problem solving process to determine and solve root cause

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

Recognise complex problem

  1. Identify a complex issue which needs to be addressed
  2. Undertake an initial investigation of the issue
  3. Determine initial areas of expertise and data which may be required to analyse the problem
  4. Develop an initial definition of the problem
Identify a complex issue which needs to be addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake an initial investigation of the issue

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine initial areas of expertise and data which may be required to analyse the problem

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an initial definition of the problem

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop problem solving methodology

  1. Draft a problem solving methodology
  2. Develop required approaches and protocols for obtaining required data and information
  3. Establish group to assist with problem solving
  4. Allocate tasks, responsibilities and reporting arrangements to group
  5. Develop arrangements for consultation with required people outside of group
Draft a problem solving methodology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop required approaches and protocols for obtaining required data and information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish group to assist with problem solving

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Allocate tasks, responsibilities and reporting arrangements to group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop arrangements for consultation with required people outside of group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse problem

  1. Apply methodology
  2. Obtain data/information
  3. Review problem definition
  4. Review methodology
  5. Obtain additional data/information as required
Apply methodology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain data/information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review problem definition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review methodology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain additional data/information as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify root cause

  1. Map causal links for the problem
  2. Determine indicators of the problem or the problem precursors
  3. Identify causes which can be controlled/brought under control
Map causal links for the problem

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine indicators of the problem or the problem precursors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify causes which can be controlled/brought under control

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a solution

  1. Develop solutions for controllable causes
  2. Determine benefit/cost for proposed solutions
  3. Investigate proposed solutions for efficacy
  4. Select the best available solution
  5. Obtain necessary support and authorisations for proposed solution
  6. Initiate the implementation of the solution
Develop solutions for controllable causes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine benefit/cost for proposed solutions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate proposed solutions for efficacy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select the best available solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain necessary support and authorisations for proposed solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initiate the implementation of the solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check problem is solved and standardised

  1. Monitor indicators of problem/problem precursor
  2. Review problem solution/implementation as required
  3. Ensure appropriate solution is standardised
Monitor indicators of problem/problem precursor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review problem solution/implementation as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure appropriate solution is standardised

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:

undertake complex problem identification

establish appropriate methodologies, including establishing team responsibilities, to achieve root cause identification

propose and implement solutions that can be standardised.

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

ability to cooperate and work with others, both internally and externally to the work group

analysis and planning

data interpretation and application skills

communication skills (both receiving and sending communications)

problem solving and prioritising

Required knowledge

understanding of thetechniques and methodologies of problem solving

data required for problem solving

alternative/proxy data sources

benefit/cost analysis

root cause analysis

problem solving tools and techniques

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.

Complex problem

A complex problem may be described as one which has several of the following characteristics:

requires going into the value chain for data/information

is wider than just applying to a single job

applies to less common solutions or problems

requires a higher level of knowledge and skill (which may or may not be possessed directly by the person solving the problem) such as:

significant specialist knowledge

significant specialist skill

more theory/understanding of technology or process

data is not easily available and may need particular strategies to obtain such as:

overcoming resistance from people including employees, customers or suppliers

extracting data not regularly reported from systems control and data acquisition (SCADA) or similar systems

the problem and/or proposed solutions require reporting or authorisations from a Board or external authorities such as licensing or regulatory bodies

Problem recognition

The problem recognition may include:

an obvious and current complex problem

an intractable problem which has been known about and 'lived with' for some time

a complex problem which has not been previously recognised

The problem may, or may not be capable of complete definition at the start of the problem solving process (so requiring an iterative process)

Problem solving methodology

Problem solving methodology may include:

cross functional problem solving team

cross functional nominal group (virtual team)

members from outside the organisation on some basis

input from other members of the value chain

the use of known/proprietary problem solving approaches or some synthesis of methods

commissioned research either in whole or in part

Group

Problem will be such that it is beyond the scope of an individual to solve and so a group is required. The group may be:

real (i.e. physical, face-to-face)

nominal (i.e. never meets and may not know who each other is)

or any combination in between

Solution efficacy

Checking solution efficacy includes:

ensuring the solution breaks the causal tree

checking that other causes are not able to cause the problem

benefit/cost ratio

ease of implementation

permanence of solution

Solution standardisation

Standardisation of a solution solves the problem and should include all relevant standards within the organisation including:

standard operating procedures/work instructions

actual work practice

maintenance manuals and similar

product and/or process specifications