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Evidence Guide: MSACMT661A - Determine and establish information collection requirements and processes

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

 

MSACMT661A - Determine and establish information collection requirements and processes

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

Analyse decision to be made

  1. Identify person/s to be included in the analysis process
  2. Determine the consequences of the decision in liaison with relevant people
  3. Determine the variables which can be controlled
  4. Determine the variables which cannot be controlled
  5. Determine the consequences of a change in these variables in liaison with affected person/s
Identify person/s to be included in the analysis process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the consequences of the decision in liaison with relevant people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the variables which can be controlled

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the variables which cannot be controlled

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the consequences of a change in these variables in liaison with affected person/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define the factors which cause the variables to change

  1. Identify factors which are able to be controlled
  2. Identify factors which are not able to be controlled
  3. Identify means of measuring these factors, or indicators for the values of these factors
  4. Compile a list of measurements/indicators required.
  5. Communicate with team members and involve them in development of factors and changes to ensure awareness and facilitate learning
Identify factors which are able to be controlled

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors which are not able to be controlled

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify means of measuring these factors, or indicators for the values of these factors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compile a list of measurements/indicators required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with team members and involve them in development of factors and changes to ensure awareness and facilitate learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop data collection protocols

  1. Determine methods of making measurements
  2. Determine methods of quantifying indicators
  3. Determine the benefit/cost of automated (or other) collection of this data
Determine methods of making measurements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine methods of quantifying indicators

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the benefit/cost of automated (or other) collection of this data

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop systems to produce required information

  1. Identify user of information and their needs and abilities
  2. Determine data processing needs to produce required information
  3. Determine information distribution channels
  4. Determine skill development need for recipients of information
  5. Implement systems to produce information
  6. Monitor implementation and make adjustments as required
Identify user of information and their needs and abilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine data processing needs to produce required information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine information distribution channels

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine skill development need for recipients of information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement systems to produce information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor implementation and make adjustments as required

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 determine information and data requirements for any activity, and, in liaison with others, implement the collection of the data and distribution of the information.

What are the specific resource requirements for this unit?

Access to an organisation which makes conscious decisions about its information needs.

In what context should assessment occur?

Assessment will need to occur in an organisation which makes conscious decisions about its information needs.

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

There are no related units. Concurrent assessment may be undertaken 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?

Where evidence is provided from ongoing changes to the information requirements, then a range of changes will be needed to provide sufficient evidence. Where evidence is provided from a complex information requirements project, then a single project may provide sufficient evidence.

Required Skills and Knowledge

Required skills

communication

analysis

problem solving

negotiation

mathematics

teamwork

planning and organising

Required knowledge

business needs of the organisation/section

information needs of individuals within the organisation

possible data available/potentially available to the organisation

relationship between data available and information required

methods of converting data into useful information

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.

Determining data needs

This unit is focused more on those decisions which are non-routine and so need specific collection of data, or for those decisions which are routine, the establishment of a routine data collection protocol to allow for the decisions to be made based on appropriate, reliable data.

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.

Decision

This unit potentially applies to all organisations that are pursuing competitive manufacturing.

A decision can be a change, improvement, new/altered process or system which requires data in order to monitor it or where data is required to make a decision regarding the selection of alternatives.