- MSACMT240A - Apply 5S procedures in a manufacturing environment
Assessor Resource
MSACMT240A
Apply 5S procedures in a manufacturing environment
Assessment tool
Version 1.0
Issue Date: June 2024
In a typical scenario, an organisation has decided to embark on a competitive manufacturing strategy and as part of this has adopted the philosophy of 5S as one of the tools to move down this path. The employee needs to apply 5S to their job and work area and maintain the housekeeping and other standards set by 5S.
This unit requires the application of skills associated with planning and organising, problem solving and self management, in order to identify and implement 5S housekeeping practices.
This unit covers the knowledge and skills needed for an employee to apply 5S procedures (a structured approach to housekeeping) to their own job and work area.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
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, the range statement and the assessment guidelines for this training package. | |
Overview of assessment requirements | There should be evidence that the employee is routinely applying 5S principles in their routine work and that they are aware of why 5S is important. |
What are the specific resource requirements for this unit? | Access to a plant implementing/practising 5S. No other specific resources re required. |
What critical aspects of evidence is required to demonstrate competency in this unit? | Evidence of routine practice of 5S as part of their job. |
In what context should assessment occur? | This unit needs to be assessed in a workplace practising, or beginning to implement, 5S. |
Are there any other units which could or should be assessed with this unit or which relate directly to this unit? | This unit could be assessed concurrently with a unit on continuous improvement, or in conjunction with a technical unit related to the process. This unit differs from MSACMT440A Lead 5S in a manufacturing environment which applies to those who also need to help others apply 5S. |
What method of assessment should apply? | Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria, skills and knowledge. A holistic approach should be taken to the assessment. Assessors should gather sufficient, fair, valid, reliable, authentic and current evidence from a range of sources. Sources of evidence may include direct observation, reports from supervisors, peers and colleagues, project work, samples, organisation records and questioning. Assessment should not require language, literacy or numeracy skills beyond those required for the unit. The assessee will have access to all techniques, procedures, information, resources and aids which would normally be available in the workplace. The method of assessment should be discussed and agreed with the assessee prior to the commencement of the assessment. |
What evidence is required for demonstration of consistent performance? | There needs to be evidence that this is a consistent part of their routine work life, and as such, evidence is needed over an extended period. |
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.
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Required skills |
communication planning organising prioritising reading and interpretation recording problem solving |
Required knowledge |
meaning and application of 5S to their job principles of efficient workplace organisation purposes of 5S procedures relevant to job methods of making/recommending improvements |
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. | ||
5S | 5S is a system of work organisation originally developed in Japan based around housekeeping principles. A close translation of the five stages in the housekeeping approach is: sort set in order shine standardise sustain | |
Sort | Sort involves keeping only what is absolutely necessary for the production process on the production floor. As a first step, clear the work area of all non-essential equipment and materials. Remove anything either not required to produce the product or adjust the machine during the process. This helps to get rid of a 'just in case' mentality. | |
Items in work area | Items in work area include tools, jigs/fixtures, materials/ components, plant and equipment, manuals, personal items (such as bags, lunch boxes, posters), safety equipment and personal protective equipment, and any other item which happens to be in the work area. | |
Set in order | After removing unnecessary materials, the remaining materials must be those that are required immediately for either the machine or the job at hand. All of these materials/change/parts etc must have an assigned location on the production floor. Locations should be clearly marked and labelled to show what belongs where. | |
Shine | The work area should be kept clean at all times. Cleaning must be carried out to a regular daily schedule against allowed time and, on most occasions, at the end of a job. | |
Standardise | Once 5S is established, standardising activities help maintain the order and the housekeeping standards. Standardising may use procedures and checklists developed from a procedure. | |
Sustain | Sustain means making sure that daily activities are completed every day regardless of circumstance. A job should always be cleaned up once finished regardless of the urgency of the next job. Informal inspections should be done often, at least weekly. Formal inspections of each area should be carried out at least monthly. Specific actions should be followed up. This will generate continuous improvement. | |
Procedures | Procedures include all work instructions, standard operating procedures, formulas/recipes, batch sheets, temporary instructions and similar instructions provided for the operation of the plant. They may be written, verbal, computer based or in some other form. For the purposes of CM, 'procedures' also includes good operating practice as may be defined by industry codes of practice (eg Good Manufacturing Practice (GMP), Responsible Care) and government regulations. |
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 |
---|---|---|---|
Identify all items in the work area | |||
Distinguish between essential and non-essential items | |||
Place any non-essential item in a appropriate place, not in the work area | |||
Regularly check that only essential items are in the work area | |||
Identify the best location for each essential item | |||
Place each essential item in its assigned location | |||
After use immediately return each essential item to its assigned location | |||
Regularly check that each essential item is in its assigned location | |||
Keep the work area clean and tidy at all times | |||
Conduct regular housekeeping activities during shift | |||
Ensure the work area is neat, clean and tidy at both beginning and end of shift | |||
Follow procedures | |||
Follow checklists for activities where available | |||
Keep the work area to specified standard | |||
Clean up after completion of job and before commencing next job or end of shift | |||
Identify situations where compliance to standards is unlikely and take actions specified in procedures | |||
Inspect work area regularly for compliance to specified standard | |||
Recommend improvements to lift the level of compliance in the workplace |
Forms
Assessment Cover Sheet
MSACMT240A - Apply 5S procedures in a manufacturing environment
Assessment task 1: [title]
Student name:
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
MSACMT240A - Apply 5S procedures in a manufacturing environment
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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