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Evidence Guide: MSS405012 - Manage workplace learning

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

 

MSS405012 - Manage workplace learning

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

Determine current skill requirements for employees

  1. Establish range and stage of implementation of competitive systems and practices techniques in the organisation.
  2. Consult with relevant stakeholders on skill requirements for effective implementation of competitive systems and practices techniques used in the organisation.
  3. Ensure records/database of skill mix currently required by employees are maintained in accordance with procedures.
  4. Re-assess and monitor the skills required by employees as organisation requirements change.
  5. Consult with relevant stakeholders to predict any new/different skill requirements arising from changes to products, processes, equipment or work organisation.
Establish range and stage of implementation of competitive systems and practices techniques in the organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with relevant stakeholders on skill requirements for effective implementation of competitive systems and practices techniques used in the organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure records/database of skill mix currently required by employees are maintained in accordance with procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Re-assess and monitor the skills required by employees as organisation requirements change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with relevant stakeholders to predict any new/different skill requirements arising from changes to products, processes, equipment or work organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine current skill mix of employees

  1. Ensure current records/database of skill profile of individuals are maintained.
  2. Consult with relevant stakeholders and monitor the application of these skills in the workplace to ensure they remain current and valid.
  3. Compare the actual and required skill mix for employees.
Ensure current records/database of skill profile of individuals are maintained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with relevant stakeholders and monitor the application of these skills in the workplace to ensure they remain current and valid.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare the actual and required skill mix for employees.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make arrangements for skill development

  1. Consult with employees and identify any mismatch between skills possessed and used and skills required.
  2. Identify any new skills required due to anticipated changes.
  3. Consult with relevant stakeholders to determine the best way to refresh existing skills/develop new skills.
  4. Develop individual skill development programs.
  5. Ensure skill development arrangements are implemented in accordance with procedures.
Consult with employees and identify any mismatch between skills possessed and used and skills required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any new skills required due to anticipated changes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with relevant stakeholders to determine the best way to refresh existing skills/develop new skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop individual skill development programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure skill development arrangements are implemented in accordance with procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Forecast possible future skill needs

  1. Examine strategic directions of organisation.
  2. Discuss possible future directions with relevant stakeholders.
  3. Determine possible long-term future skill requirements in consultation with relevant stakeholders.
  4. Develop plan to ensure skills are developed in advance of when they are required.
Examine strategic directions of organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss possible future directions with relevant stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine possible long-term future skill requirements in consultation with relevant stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop plan to ensure skills are developed in advance of when they are required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1

Determine current skill requirements for employees

1.1

Establish range and stage of implementation of competitive systems and practices techniques in the organisation.

1.2

Consult with relevant stakeholders on skill requirements for effective implementation of competitive systems and practices techniques used in the organisation.

1.3

Ensure records/database of skill mix currently required by employees are maintained in accordance with procedures.

1.4

Re-assess and monitor the skills required by employees as organisation requirements change.

1.5

Consult with relevant stakeholders to predict any new/different skill requirements arising from changes to products, processes, equipment or work organisation.

2

Determine current skill mix of employees

2.1

Ensure current records/database of skill profile of individuals are maintained.

2.2

Consult with relevant stakeholders and monitor the application of these skills in the workplace to ensure they remain current and valid.

2.3

Compare the actual and required skill mix for employees.

3

Make arrangements for skill development

3.1

Consult with employees and identify any mismatch between skills possessed and used and skills required.

3.2

Identify any new skills required due to anticipated changes.

3.3

Consult with relevant stakeholders to determine the best way to refresh existing skills/develop new skills.

3.4

Develop individual skill development programs.

3.5

Ensure skill development arrangements are implemented in accordance with procedures.

4

Forecast possible future skill needs

4.1

Examine strategic directions of organisation.

4.2

Discuss possible future directions with relevant stakeholders.

4.3

Determine possible long-term future skill requirements in consultation with relevant stakeholders.

4.4

Develop plan to ensure skills are developed in advance of when they are required.

Required Skills and Knowledge

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1

Determine current skill requirements for employees

1.1

Establish range and stage of implementation of competitive systems and practices techniques in the organisation.

1.2

Consult with relevant stakeholders on skill requirements for effective implementation of competitive systems and practices techniques used in the organisation.

1.3

Ensure records/database of skill mix currently required by employees are maintained in accordance with procedures.

1.4

Re-assess and monitor the skills required by employees as organisation requirements change.

1.5

Consult with relevant stakeholders to predict any new/different skill requirements arising from changes to products, processes, equipment or work organisation.

2

Determine current skill mix of employees

2.1

Ensure current records/database of skill profile of individuals are maintained.

2.2

Consult with relevant stakeholders and monitor the application of these skills in the workplace to ensure they remain current and valid.

2.3

Compare the actual and required skill mix for employees.

3

Make arrangements for skill development

3.1

Consult with employees and identify any mismatch between skills possessed and used and skills required.

3.2

Identify any new skills required due to anticipated changes.

3.3

Consult with relevant stakeholders to determine the best way to refresh existing skills/develop new skills.

3.4

Develop individual skill development programs.

3.5

Ensure skill development arrangements are implemented in accordance with procedures.

4

Forecast possible future skill needs

4.1

Examine strategic directions of organisation.

4.2

Discuss possible future directions with relevant stakeholders.

4.3

Determine possible long-term future skill requirements in consultation with relevant stakeholders.

4.4

Develop plan to ensure skills are developed in advance of when they are required.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria and include the ability, for one (1) or more workplace areas or workgroups, to:

identify the processes used and scope of products/services supplied by the organisation and the deliverables expected by customers

relate processes and products/services to the competitive systems and practices implementation process and the stage of implementation

establish skill needs from processes/products and competitive implementation process in the organisation

use formal and informal channels of communication, including feedback mechanisms to assist in identification of skill needs

manage delivery and recording of training to ensure required skills are gained by employees.

Must provide evidence that demonstrates sufficient knowledge to interact with relevant personnel and be able to manage workplace learning, including knowledge of:

features and benefits of common competitive operational practices in own workplace

skills analysis methods and how to access skill analysis from relevant experts

skill development methods and how to access skill development programs from relevant experts

electronic and other systems to record and maintain training and skills records

formal qualifications and units of competency relevant to competitive systems and practices and the processes and products of the organisation

current processes and principles of operation sufficient to enable communication with others on the impact of competitive operational changes

sources of data on the processes and/or products of the organisation and implications for workplace learning.

Range Statement

This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Competitive systems and practices include one or more of:

lean operations

agile operations

preventative and predictive maintenance approaches

statistical process control systems, including six sigma and three sigma

Just in Time (JIT), kanban and other pull-related operations control systems

supply, value, and demand chain monitoring and analysis

5S

continuous improvement (kaizen)

breakthrough improvement (kaizen blitz)

cause/effect diagrams

overall equipment effectiveness (OEE)

takt time

process mapping

problem solving

run charts

standard procedures

current reality tree.

Stakeholders include one or more of:

team members

personnel officers

industrial officers

union delegates

production management

human relations management

financial management

engineering/technical personnel.

Skill development arrangements include one or more of:

formal vocational and education delivery by a registered training provider (RTO)

education and training delivery by a higher education provider

non-accredited on and off-the-job training by the organisation, equipment suppliers, industry associations, and so on

coaching and mentoring

self-directed learning

arrangements for recording skills gained by employees.

Procedures (written, verbal, visual, computer based, etc.) include one or any combination of:

work instructions

standard operating procedures (SOPs)

safe work method statements

formulas/recipes

batch sheets

temporary instructions

any similar instructions provided for the smooth running of the plant.