- MEM30024A - Participate in quality assurance techniques
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MEM30024A Mapping and Delivery Guide
Participate in quality assurance techniques
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | MEM30024A - Participate in quality assurance techniques |
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Description | This unit covers participating in quality improvement programs at a basic level. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit applies to all fields of engineering. Skills are applied to working in teams and work is carried out under supervision.Band: 0Unit Weight: 0 | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Path 1MEM15001B Perform basic statistical quality control | ||
Competency Field | Engineering technician |
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: Interpret and apply quality standards and procedures |
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Element: Monitor and report on quality |
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Element: Assist in implementing approved improvement strategy or strategies |
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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 participate in quality assurance techniques - basic. 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 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 participating in quality assurance techniques - basic, 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 techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. 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: undertaking problem solving undertaking basic arithmetic calculations interpreting known data using standard texts and references undertaking simple report writing reading and interpreting engineering specifications |
Required knowledge |
Look for evidence that confirms knowledge of: the importance of quality the key principles of quality improvement programs the influence of variation use and application of Australian standards/ ISO 9000 etc. quality policy quality manuals quality procedures quality definitions purpose of quality audits simple sampling techniques and possible sources of sampling error and bias simple statistical tools problem solving techniques including: process flow charts, interpretation and construction of simple case cause and effect diagrams, fault trees etc. root cause analysis Pareto diagrams |
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. | |
Quality standards and procedures | Includes quality programs such as TQC, six sigma etc., quality policy, quality manuals, ISO 9000 and associated quality standards |
Process improvement tools | Includes process flow charts, cause and effect diagrams, brainstorming sessions, Pareto diagrams, check sheets, run chart, scatter diagrams etc. |
Analytical tools | Can include statistical analysis, critical incident analysis, 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 |
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Quality standards and procedures are interpreted and applied to individual and teamwork in accordance with standard operating procedures. | |||
Quality of all received, in-work and finished materials and products is monitored as required in accordance with standard operating procedures. | |||
Designated process improvement tools are used either individually or in a team to identify and solve design, development and production quality problems. | |||
Designated analytical tools are used to evaluate principal causes of process variation in consultation with the team or other subject experts. | |||
Further action to improve quality is recommended, where required, using standard operating procedures. | |||
Key indicators and performance measures are established and agreed in consultation with the team or other subject experts. | |||
Process, product output is measured against key indicators in consultation with the team or other subject experts. | |||
Steps are taken to lock in improvements in accordance with standard operating procedures. |
Forms
Assessment Cover Sheet
MEM30024A - Participate in quality assurance techniques
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
MEM30024A - Participate in quality assurance techniques
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: