NTISthis.com

Evidence Guide: MSAPMSUP106A - Work in a team

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

 

MSAPMSUP106A - Work in a team

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

Identify work activities.

  1. Identify task requirements of the team.
  2. Identify individual tasks that are part of the team requirement.
  3. Prioritise team and individual activities as directed.
Identify task requirements of the team.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify individual tasks that are part of the team requirement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prioritise team and individual activities as directed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise daily work plan.

  1. Break work activities down into small achievable components.
  2. Record activities as required by procedures/work instructions.
  3. Seek assistance from other team members when difficulties in achieving allocated tasks arise.
Break work activities down into small achievable components.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record activities as required by procedures/work instructions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek assistance from other team members when difficulties in achieving allocated tasks arise.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in a team.

  1. Use interpersonal skills appropriate to the effective teamwork of the shift/crew/section within the workplace.
  2. Acknowledge information and feedback provided by other team members in work group.
  3. Acknowledge team roles and support team members in achieving their role.
  4. Practise teamwork within and between groups to contribute to the achievement of company work standards.
Use interpersonal skills appropriate to the effective teamwork of the shift/crew/section within the workplace.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge information and feedback provided by other team members in work group.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge team roles and support team members in achieving their role.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise teamwork within and between groups to contribute to the achievement of company work standards.

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

A holistic approach should be taken to the assessment.

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

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

It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability toidentify work activities and prioritise work in order to meet timelines, whilst interacting as a member of a group.

Consistent performance should be demonstrated. For example, look to see that:

activities are planned in accordance with instructions

willingness to participate as part of a team is demonstrated

relevant procedures are accessed and utilised in completing activities

timelines are adhered to

assistance is sought from relevant personnel when difficulties arise.

Assessment method and context

Assessment will occur on-the-job or in a simulated workplace.

Competence in this unit may be assessed:

by observation over time on a processing plant or in a manufacturing environment

in a situation allowing the generation of evidence of the ability to respond to problems

by using a suitable simulation and/or a range of case studies/scenarios

through a combination of these techniques.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Specific resources for assessment

This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.

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.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Knowledge and understanding of organisation information systems, procedures and equipment sufficient to plan daily work activities in order to meet timelines.

Knowledge of organisation standard procedures and work instructions and relevant regulatory requirements, along with the ability to implement them within appropriate time constraints and in a manner relevant to the operation of the system.

Competence also includes the ability to:

use effective communication techniques

identify where teams fit into the organisational structure

apply organisation quality and safety procedures

complete required workplace documentation

distinguish between urgent and non-urgent tasks.

Language, literacy and numeracy requirements

This unit requires the ability to read and understand typical product specifications, job sheets, procedures and work instructions, material labels and safety information as provided.

Writing is required to the level of completing workplace forms.

Basic numeracy is required to the extent required by work instructions and procedures.

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. Add any 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.

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

Context

This competency applies to all work environments and sectors in the manufacturing industries.

Procedures

All operations are performed in accordance with procedures.

Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Tools and equipment

This competency includes use of equipment and tools such as PPE.

Hazards

Typical workplace hazards include:

chemicals and hazardous materials

gases and liquids under pressure

moving machinery

materials handling

working at heights, in confined spaces, or in environments subjected to heat, noise, dust or vapours.

Problems

Respond to routine problems means 'apply known solutions to a limited range of predictable problems'. Typical problems include:

required information/materials not available

required tool/equipment not available

conflict of work priorities

interpersonal conflict within the team.

Appropriate action for non-routine problems may be reported to designated person or other action specified in the procedures.