- MSACMG708A - Capture learning from daily activities in a manufacturing organisation
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MSACMG708A Mapping and Delivery Guide
Capture learning from daily activities in a manufacturing organisation
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | MSACMG708A - Capture learning from daily activities in a manufacturing organisation |
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Description | This unit covers the capturing of learning from the shop floor, suppliers and customers in order to contribute to a learning manufacturing organisation. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit takes a largely qualitative view of information and knowledge. For a more quantitative approach of capturing and analysing data and applying the knowledge deduced from that refer to MSACMG800A Analyse data for relevance to organisational learning. This unit is intended for team leaders and people with a similar sphere of influence/scope of authority and responsibility. It applies to individuals who already have knowledge of competitive manufacturing, leading teams, analysing root cause and locking in improvements. Where this is not the case the following units may be completed to supply the necessary skills:MSACMS401A Ensure process improvements are sustainedMSACMC411A Lead a competitive manufacturing teamMSACMC413A Lead team culture improvementMSACMT280A Undertake root cause analysis. This unit may also be applied to service organisations applying competitive manufacturing principles. | ||
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 |
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 potential learning opportunities |
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Element: Extract learning from opportunities |
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Element: Capture and disseminate learning |
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Element: Review use of learning |
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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 | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Demonstrates skills and knowledge required to: recognise, extract and record learning from daily activities. In particular look for evidence of: ongoing additions to the learning system use of the learning system. |
Context of and specific resources for assessment | Assessment may occur on the job or in an appropriately simulated environment. Access is required to real or appropriately simulated situations, including work areas, materials and equipment, and to information on workplace practices and OHS practices. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability. Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities. |
Method of assessment | Assessment must satisfy the endorsed assessment guidelines of the Manufacturing Training Package. Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of underpinning knowledge. Assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge to ensure its correct interpretation and application. Assessment may be applied under project related conditions (real or simulated) and require evidence of process. Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances. Assessment may be in conjunction with assessment of other units of competency where required. |
Guidance information for assessment | Assessment processes and techniques must be culturally appropriate and appropriate to the language and literacy capacity of the candidate and the work being performed. |
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.
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Required skills |
problem solving communication at all levels use of organisation knowledge system |
Required knowledge |
competitive manufacturing principles organisational goals and processes continuous improvement communication methods root cause analysis expected range of performance for process and products types of knowledge capture and retrieval systems and their applicability |
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. | |
Codes of practice/standards | Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used |
Health, safety and environment (HSE) | All changes implemented are expected to be at least neutral, or preferably beneficial, in their impact on health, safety and environment |
Opportunities for feedback | Opportunities for feedback include: tool box meetings ad hoc discussions/meetings with team members, sales and marketing employees, other employees, value chain members, regulators and visitors interviews process/production records quality records plant equipment down time/maintenance records |
Problem recognition and resolution | Problem recognition and resolution may be expected to include such approaches as: stopping the line go and see team/consensus problem solving root cause analysis |
Learning | Learning is something which can be passed on and is a recordable event or method which leads to change in work practices and/or process or product performance that is able to be standardised/institutionalised |
Record | Appropriate records include systems which ensure knowledge: is not just retained by an individual is available to others survives beyond the departure of individual has an allocated level of importance |
Systems for the capture of knowledge | Systems for the capture of knowledge may be paper based, electronic or other and may include: clip boards on the line problem solving templates procedures templates white boards or other notice boards computers or terminals that allow access to data bases and other electronic records maintenance records They may also require knowledge of method of knowledge entry and retrieval and possibly of searching/filing/cataloguing |
Reviewing the use of learning | Reviewing the use of learning includes: analysing the cause and effect of integrating learning into current or future procedures |
Performance not to expectation/norm | Performance outside the normal range (good or bad) may be expected to have an assignable cause which when identified can add to knowledge |
Extract learning | Extracting learning from opportunities may occur: using a toolbox meeting or other team process |
Stakeholders | Stakeholders include: work team members, value chain members, supervisors as well as other stakeholders |
Team leader | Team leader may include: any person who may have either a permanent or an ad hoc role in facilitating the function of a team in a 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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Identify formal and informal opportunities for feedback from normal daily activities | |||
Assess feedback for potential to lead to organisational learning | |||
Identify opportunities for learning from abnormal events | |||
Review communications with value chain members for learning opportunities | |||
Review information gained from potential learning opportunities for relevance to performance improvement | |||
Discuss potential for learning with stakeholders | |||
Confirm additional knowledge/learning | |||
Confirm methods for institutionalising learning/standardising | |||
Identify methods of capturing and disseminating learning | |||
Obtain required authorisations from appropriate people | |||
Record learning according to organisation procedures | |||
Communicate learning to relevant stakeholders | |||
Ensure all relevant stakeholders are able to access and apply relevant knowledge/learning | |||
Check learning is used in daily operations | |||
Review use of learning and update in organisation knowledge system | |||
Identify implications for training and procedures | |||
Recommend improvements to organisation knowledge system | |||
Confirm methods for institutionalising learning/ standardising |
Forms
Assessment Cover Sheet
MSACMG708A - Capture learning from daily activities in a manufacturing organisation
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
MSACMG708A - Capture learning from daily activities in a manufacturing organisation
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: