- MEM16005A - Operate as a team member to conduct manufacturing, engineering or related activities
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MEM16005A Mapping and Delivery Guide
Operate as a team member to conduct manufacturing, engineering or related activities
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | MEM16005A - Operate as a team member to conduct manufacturing, engineering or related activities |
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Description | This unit covers operating as a member of a team, where operations and outcomes are dependent on the performance of the entire team. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit applies to a range of team activities that are carried out within a section of a manufacturing, engineering or a related work environment. Activities are interdependent in nature, with each team member providing a critical component of the output. Effective interaction and collaboration between team members is required in order to achieve team goals.Band: AUnit Weight: 2 | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field | Communication |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Identify team goals and processes |
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Element: Communicate and cooperate with team members |
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Element: Work as a team member |
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Element: Solve problems as a team member |
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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 operate in a work-based team environment. |
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 on and off the job. Where assessment occurs off the job, that is 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 covered by this unit 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 operating in a work-based team environment 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. 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, assignment, 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: contributing to achievement of team goals communicating and cooperating with team members coordinating work effort with others applying effective interpersonal skills reading, interpreting and following information on written job instructions, specifications, standard operating procedures, charts, lists, drawings and other applicable reference documents solving problems |
Required knowledge |
Look for evidence that confirms knowledge of: effective interpersonal strategies and skills: effective listening basic speaking skills use of terminology and jargon giving and receiving feedback checking and clarifying task-related information interpreting instructions basic conflict resolution selecting modes and methods of communication identifying and resolving communication breakdowns and barriers principles of effective communication relationships and roles within team and with others reporting relationships and procedures own responsibilities with respect to products/services to be provided by team skills and competencies of the individual and other employees performing interdependent activities team goals, objectives and task requirements sources of technical expertise/assistance appropriate forms of communication hazards and control measures associated with team activities, including housekeeping safe work practices and procedures |
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. | |
Team goals | Production or manufacturing output, deadlines and timelines, resource use, performance, mistake elimination targets, process improvements, maintenance activity, safety levels |
Effective interpersonal skills | Basic listening and speaking skills, use of terminology and jargon, giving and receiving feedback, interpreting instructions, verbal and non-verbal modes and methods of communication, communication breakdowns and barriers, basic principles of effective communication |
Formal and informal forms of communication | Meetings, documentation, updates, handover, signage, discussion, explanations, demonstration, electronic |
Diversity | Ethnicity, age, gender, demographics, disability |
Workplace terminology | Terminology - referring to equipment, processes, workplace areas, staff and procedures - specific to the processes and equipment used in the workplace |
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 |
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Team goals and requirements are identified. | |||
Processes in place to assist in meeting team goals are identified. | |||
Workflow and processes are described. | |||
Roles and responsibilities of team members are identified. | |||
Relationships within team and with other work areas are identified. | |||
Effective interpersonal skills are used to interact with team members and to contribute to activities and objectives. | |||
Formal and informal forms of communication are used effectively to support team achievement. | |||
Team members are assisted as required to ensure team achieves goals and requirements. | |||
Diversity is respected and valued in team functioning. | |||
Views and opinions of other team members are understood and reflected accurately. | |||
Workplace terminology is used correctly to assist communication. | |||
Tasks are performed in accordance with organisational and team requirements, specifications and workplace procedures. | |||
Agreed reporting lines are followed using standard operating procedures. | |||
Potential and real problems faced by team are identified. | |||
Procedures for avoiding and managing problems are identified. | |||
Problems are solved effectively and in a manner which supports team functioning. |
Forms
Assessment Cover Sheet
MEM16005A - Operate as a team member to conduct manufacturing, engineering or related 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
MEM16005A - Operate as a team member to conduct manufacturing, engineering or related 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: