- MEM15003B - Use improvement processes in team activities
Assessor Resource
MEM15003B
Use improvement processes in team activities
Assessment tool
Version 1.0
Issue Date: June 2024
This unit applies to quality circle participation using problem solving techniques including flow charts, cause and effect diagrams, Pareto charts, histograms, run charts and graphs, control charts, scattergrams etc. as required.
Band: A
Unit Weight: 4
This unit covers identifying improvements and/or solving problems, implementing/monitoring the implementation of an improvement strategy, and evaluating the improvement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Path 1
MEM16007A
Work with others in a manufacturing, engineering or related environment
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | A person who demonstrates competency in this unit must be able to use improvement processes in a team environment. Competency in this unit cannot be claimed until all prerequisites have been satisfied. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts. |
Context of and specific resources for assessment | This unit may be assessed on the job, off the job or a combination of both. Where assessment occurs off the job, i.e. the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with using improvement processes in team activities or other units requiring the exercise of the skills and knowledge covered by this unit. |
Method of assessment | Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning should not require language, literacy and numeracy skills beyond those required in this unit of. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials. |
Guidance information for assessment |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills |
Look for evidence that confirms skills in: participating and communicating in a team setting identifying improvements and/or solving problems in a team setting implementing improvement strategies in a team setting recommending further action in accordance with standard operating procedures collecting and collating feedback data evaluating the improvement strategy implemented reading, interpreting information on written job instructions, specifications, charts, lists, drawings and other applicable reference documents planning and sequencing tasks checking and clarifying information entering information onto workplace documents following verbal instructions orally reporting routine information |
Required knowledge |
Look for evidence that confirms knowledge of: roles and functions of self and team members team discussion and problem solving processes improvement tools and methods and their application procedures for using process improvement tools in the team environment improvement strategies procedures for implementing the improvement strategies the individual's role in implementing improvement strategies procedures for initiating further action the procedures for collecting and collating improvement feedback data the analytical tools and processes to evaluate the improvement strategy safe workplace practices |
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. 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) may also be included. | |
Improvement tools and methods | Flow charts, cause and effect diagrams, Pareto charts, histograms, run charts and graphs, control charts, scattergrams etc. |
Improvement strategies | PDCA (Plan, Do, Check, Act) procedures, Six Sigma techniques, Root Cause Analysis, etc. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Participation in team is used to select improvement tools and methods appropriate to the situation. | |||
Teamwork is used to process improvement tools to identify improvements and/or solve problems. | |||
Teamwork is used to implement improvement strategies as required in accordance with standard operating procedures. | |||
In conjunction with work team, further action is recommended as required using standard operating procedures. | |||
Performance is monitored for change, utilising feedback data. | |||
Analytical tools are used to evaluate improvement as required. | |||
In conjunction with work team, further action is recommended where required using standard operating procedures. |
Forms
Assessment Cover Sheet
MEM15003B - Use improvement processes in team activities
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
MEM15003B - Use improvement processes in team activities
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: