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Evidence Guide: MSAPMSUP291A - Participate in continuous improvement

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

 

MSAPMSUP291A - Participate in continuous improvement

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

Identify customers and suppliers.

  1. Identify internal and external customers and suppliers.
  2. Identify individual requirements.
  3. Identify your role in meeting customer requirements.
Identify internal and external customers and suppliers.

Completed
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Identify individual requirements.

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Identify your role in meeting customer requirements.

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Identify areas for improvement.

  1. Identify issues affecting output and quality.
  2. Identify instances of variation.
  3. Follow enterprise procedures/work instructions for reporting and managing variations.
  4. Record non-conformance in accordance with company requirements.
Identify issues affecting output and quality.

Completed
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Identify instances of variation.

Completed
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Follow enterprise procedures/work instructions for reporting and managing variations.

Completed
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Record non-conformance in accordance with company requirements.

Completed
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Identify strategies for improvement.

  1. Analyse problems/areas for improvement.
  2. Explain the use of information in developing improvements.
  3. Use appropriate quality tools and techniques for identifying causes of problem and areas for improvement.
  4. Suggest options for improvement.
  5. Discuss a proposed improvement with others in a team.
Analyse problems/areas for improvement.

Completed
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Explain the use of information in developing improvements.

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Use appropriate quality tools and techniques for identifying causes of problem and areas for improvement.

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Suggest options for improvement.

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Discuss a proposed improvement with others in a team.

Completed
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Participate in a team to implement an improvement proposal.

  1. Implement changes in system and procedures.
  2. Monitor performance improvements.
  3. Evaluate results of improvements with others in a team.
Implement changes in system and procedures.

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Monitor performance improvements.

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Evaluate results of improvements with others in a team.

Completed
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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 to:

appropriate documenting of the quality improvement process is undertaken

enterprise procedures for identifying and suggesting improvements are followed

the operator is able to participate in a team discussion

enterprise procedures for implementing improvement proposals are followed

standards are met consistently.

Consistent performance should be demonstrated.

Assessment method and context

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

Competence in this unit may be assessed:

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

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

by 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 the process, normal operating parameters and product quality to recognise non-standard situations. Knowledge of the relevant OHS and environmental requirements is required along with an ability to implement them in a manner which is relevant to determining the corrective action and provision of recommendations.

Thorough knowledge of organisation standard operating procedures is required. Some appreciation of business goals is required as a basis for decision-making and action.

Competence to include the ability toapply and explain:

principles of operation

principles of recording and reporting

analytical problem solving techniques.

Competence to include the ability to distinguish between causes of problems such as:

process

maintenance

materials

operations.

relevant to the ability to improve processes and procedures at that level.

Language, literacy and numeracy requirements

This unit requires the ability to read and interpret typical product specifications, job sheets and material labels as provided to operators.

Writing is required to the level of completing workplace forms.

Basic numeracy is also required, eg to interpret quality data and graphs.

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 within the 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:

workplace forms and logs

communication equipment for gathering and exchanging information, such as telephones, two-way radios, fax machines, email.

Problems

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

process and quality problems

equipment selection, availability and failure

teamwork and work allocation problems

safety and emergency situations and incidents.