NTISthis.com

Evidence Guide: PMAOPS450B - Solve colour problems

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

 

PMAOPS450B - Solve colour problems

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

Assist customer to articulate problem.

  1. Clarify customer perception of problem
  2. Assess opportunities for a targeted response to meet customer needs
  3. Identify the rights and responsibilities of the customer and effectively communicate these to the customer
  4. Clarify the history of the problem
  5. Define problem and complete records.
Clarify customer perception of problem

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess opportunities for a targeted response to meet customer needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the rights and responsibilities of the customer and effectively communicate these to the customer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify the history of the problem

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define problem and complete records.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse possible problem cause(s).

  1. Examine the colour of the object/surface and:
  2. compare to standard to determine if colour faulty
  3. determine potential causes if colour faulty
  4. Analyse history of problem for potential causes
  5. Question customer to clarify issues revealed by examination
  6. Take samples and arrange for tests as appropriate
  7. Determine range of possible causes consistent with data available
  8. Determine most likely cause(s) of defined and observed problem.
Examine the colour of the object/surface and:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

compare to standard to determine if colour faulty

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

determine potential causes if colour faulty

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse history of problem for potential causes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Question customer to clarify issues revealed by examination

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take samples and arrange for tests as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine range of possible causes consistent with data available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine most likely cause(s) of defined and observed problem.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Satisfy customer needs.

  1. Determine appropriate strategies and activities to resolve problem
  2. Negotiate proposed solution with customers and other relevant parties
  3. Identify potential areas of difficulty in customer service delivery and take appropriate actions to address them
  4. Follow items initiated through until final resolution has occurred
  5. Meet customer needs within the scope of area of responsibility
  6. Report problems outside area of responsibility to designated person
  7. Follow procedures where a decision is made to terminate a service
  8. Complete reports to procedure.
Determine appropriate strategies and activities to resolve problem

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate proposed solution with customers and other relevant parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential areas of difficulty in customer service delivery and take appropriate actions to address them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow items initiated through until final resolution has occurred

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meet customer needs within the scope of area of responsibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report problems outside area of responsibility to designated person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow procedures where a decision is made to terminate a service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete reports to procedure.

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 the Training Package.

Overview of assessment

Assessment for this unit of competency will be using real or simulated colour problems. The unit will be assessed in as holistic a manner as is practical and may be integrated with the assessment of other relevant units of competency. Assessment will occur over a range of situations which will include a range of colours, problem causes and environments.

Simulation may be used for assessment of this unit of competency. Simulation should be based on the actual colour problems and should include the use of case studies/ scenarios and role plays.

This unit of competency requires a significant body of knowledge which will be assessed through questioning and the use of what if scenarios.

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

Competence must be demonstrated in the ability to define and analyse the problem as well as deal with the customer. The customer should be satisfied with the solution, as well as the solution being technically sound.

Consistent performance should be demonstrated. In particular look to see that:

different types of problems can be analysed and resolved

different types of customers can be satisfied

the range of possible causes can be identified and analysed and the most likely cause determined

appropriate action is taken.

These aspects may be best assessed using a range of scenarios/case studies/what-ifs. These assessment activities should include a range of problems, including new, unusual and improbable situations which may have been generated from the past history and similar sources.

Context of and specific resources for assessment

Assessment will require a suitable method of gathering evidence of colour problem solving ability over a range of situations. A bank of scenarios/case studies/what-ifs will be required as will a bank of questions which will be used to probe the reasoning behind the observable actions.

Method of assessment

In all plants it may be appropriate to assess this unit concurrently with relevant teamwork and communication units.

Guidance information for assessment

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.

Required Skills and Knowledge

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

Required skills

This competency requires the following skills:

communication

interrogation

observation

analysis

Required knowledge

Competence includes an understanding of colour and the interaction of colour components during processing and in application. A knowledge of the impact of weathering/aging on colour as appropriate to the product is also required. In particular it includes the ability to:

distinguish between colour variations caused by materials or processing errors

distinguish between colour variations caused by faulty surface preparation or application

interrogate customers to obtain all relevant information, but in a manner which is pleasing to the customer

explain the causes of colour variation in a manner which will be understood and accepted by the customer

describe the causes and remedies of common problems such as those selected in the Range Statement.

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. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts.

Codes of practice/ standards

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

Context

This unit of competency includes colour problems both in the plant and within the customer site (ie it includes both internal and external customers). This may include (select relevant items):

batches during manufacture do not conform to colour specification

colour as supplied to customer does not conform

colour as applied to substrate does not conform

colour variation within the product

colour was initially satisfactory but has changed over time

other colour problem.

Typical problem causes may include:

wrong colourant

wrong colourant amount

incorrect processing/mixing/dispersing

incorrect substrate preparation (eg of painted/printed surface)

incorrect application (eg of paint/ink)

incorrect colour measurement and testing

defect standard

process changes and variations.

Health, safety and environment (HSE)

All operations to which this unit applies are subject to stringent health, safety and environment requirements, which may be imposed through State or Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between Performance Criteria and HSE requirements, the HSE requirements take precedence.