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Evidence Guide: MSAPMSUP390A - Use structured problem solving tools

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

 

MSAPMSUP390A - Use structured problem solving tools

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

Identify the problem.

  1. Identify variances from normal operating parameters and product quality.
  2. Define the extent, cause and nature of the problem by observation and investigation.
  3. State and specify the problem clearly.
Identify variances from normal operating parameters and product quality.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define the extent, cause and nature of the problem by observation and investigation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

State and specify the problem clearly.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine fundamental cause of problem.

  1. Identify possible causes based on experience and the use of problem solving tools/analytical techniques.
  2. Develop possible cause statements.
  3. Identify fundamental cause.
Identify possible causes based on experience and the use of problem solving tools/analytical techniques.

Completed
Date:

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Develop possible cause statements.

Completed
Date:

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Identify fundamental cause.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine corrective action.

  1. Consider all possible options for resolution of the problem.
  2. Consider strengths and weaknesses of possible options.
  3. Determine corrective action to remove the problem and possible future causes.
  4. Develop implementation plans identifying measurable objectives, resource needs and timelines in accordance with safety and operating procedures.
  5. Develop recommendations for ongoing monitoring and testing.
Consider all possible options for resolution of the problem.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider strengths and weaknesses of possible options.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine corrective action to remove the problem and possible future causes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop implementation plans identifying measurable objectives, resource needs and timelines in accordance with safety and operating procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop recommendations for ongoing monitoring and testing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate recommendations.

  1. Prepare report on recommendations.
  2. Present recommendations to appropriate personnel.
  3. Follow up recommendations if required.
Prepare report on recommendations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present recommendations to appropriate personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow up recommendations if required.

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 apply and explain:

relevant equipment and operational processes

enterprise policies and procedures

enterprise goals, targets and measures

enterprise quality, OHS and environmental requirements

principles of decision-making strategies and techniques

enterprise information systems and data collation

industry codes and standards.

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

problems are recognised and clarified

possible causes are identified, based on experience and use of analytical techniques in solving the problem, including:

identifying variations

identifying cause and effect

separating single problems from multiple problems

recognising recurring problems.

fundamental cause of process or equipment faults is determined

corrective/preventative implementation plans are developed to avoid recurrence of the problem

implementation plan is presented to relevant personnel.

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 recognise and 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.

Competence includes a thorough knowledge and understanding of the process, normal operating parameters, and product quality to recognise non-standard situations.

This unit of competency includes use of analytical techniques in problem solving such as:

brainstorming

fishbone diagrams/cause and effect diagrams

process logic/process requirements

logic tree

similarity/difference analysis

Pareto analysis

force field/SWOT analysis

flow charts

control charts, runcharts and graphs

scattergrams.

Action plans to solve problems are prepared including:

priority requirements

measurable objectives

resource requirements

methods for reaching objectives

timelines

coordination and feedback requirements

safety requirements

risk assessment

environmental requirements.

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 report writing and 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

The competency unit applies to a wide range of processes and equipment. The process manufacturing technical units of competency include a problem solving element where problems specific to that competency unit are to be resolved. This competency unit is where structured problem solving techniques are to be applied more broadly, or with greater depth/rigour than is implied by the problem solving element of the technical units.

In large plants or manufacturing organisations with multiple processes, it may apply to more than one process if those processes interact with each other. It applies to all operators across all functions.

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.

Hazards

Typical hazards include leaks, spillages and equipment hazards that can occur during the walk-through of a plant.

Problems

'Anticipate and solve problems' means resolve a wide range of routine and non-routine problems, using product and process knowledge to develop solutions to problems which do not have a known solution/a solution recorded in the procedures.

Typical process and product problems may include:

non- routine process and quality problems

equipment selection, availability and failure

teamwork and work allocation problems

safety and emergency situations and incidents.