- MSACMG711A - Manage benchmarking studies
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MSACMG711A Mapping and Delivery Guide
Manage benchmarking studies
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | MSACMG711A - Manage benchmarking studies |
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Description | This unit covers the undertaking of benchmarking studies either directly or as a leader in a team undertaking benchmarking. It covers both performance and process benchmarking. It does not cover product or strategic benchmarking. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | In a typical scenario, an organisation undertakes benchmarking as an input to an improvement process. The benchmarking may be used to find areas for improvement or to provide information as to how to make the improvements.The benchmarking process would:decide the nature of the benchmarking to be undertakencollect the benchmarking data and informationdetermine what actions to be taken based on the benchmarkingtake the required steps to have those actions implementedidentify the ongoing nature of these benchmarking activities.Generally benchmarking will be undertaken by a team although it may be largely the responsibility of an individual. This unit applies either to that individual or to a leader in the team. The benchmarking activity may use benchmarks which are derived either internally to the organisation or externally from the organisation although some degree of externality would be expected in most application environments.This unit does not require the statistical or financial analysis of data, but does require the interpretation and application of information derived from such analyses. | ||
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 nature of benchmarking activity |
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Element: Develop the benchmarking methodology |
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Element: Conduct benchmarking survey |
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Element: Apply results of benchmarking |
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Element: Improve the benchmarking process |
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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: undertake benchmarking implement (or initiate and follow through on the implementation of) the actions which flow from the benchmarking examine the outcomes and identify improvements. |
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 |
ability to cooperate a and work with others, both internally and externally to the work group analysis and planning communication skills (both receiving and sending communications) problem solving and prioritising |
Required knowledge |
understanding of the organisation's performance data and/or processes subject to the benchmarking to a level needed to identify appropriate applications for benchmarking and apply the benchmarking results to it benchmarking protocols benchmarking code of practice legal and ethical issues involved in benchmarking different approaches to benchmarking and their applications performance versus process benchmarking criterion referenced versus qualitative versus quantitative benchmarking and the applications of each group processes own organisation's intellectual property and stance on confidentiality benchmarking partners' attitudes to confidentiality application of benchmarking to continuous improvement and the concept of continually improving best practice distinction between measurable data and useful information validity of benchmarking measures, data and information measures of data quality and methods of improving the quality of benchmarking information application of benchmarking data and information to balanced score card approaches |
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. | |
Determine area to be benchmarked | The area of the organisation, plant or process to be benchmarked may be determined by: previous benchmarking or other area of need informal conversations with customers, employees or suppliers; exploratory research techniques such as focus groups in-depth marketing research, quantitative research, surveys, questionnaires, engineering analysis, process mapping, quality control variance reports, or financial ratio analysis |
Sources of benchmarking data | Sources of benchmarking data may include: other relevant areas within the same organisation external organisations in a similar market/with similar processes external organisations recognised as a leader in the process/activity under study benchmarking consultancies offering access to relevant data/information/organisations |
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 area to be benchmarked | |||
Determine the core set of benchmark measures required | |||
Determine baseline in area of study for core measures | |||
Confirm nature and source of data/information to be collected | |||
Agree on likely suitable sources of benchmarking data/ information | |||
Confirm required survey methodology | |||
Establish required communication channels for survey | |||
Obtain required data/information | |||
Validate data/information as required by methodology | |||
Interpret the analysed results of the survey | |||
Agree required improvement actions resulting from the survey | |||
Analyse health, safety and environment (HSE) implications from proposed actions | |||
Modify proposed actions as required to ensure they are at least HSE neutral | |||
Initiate the implementation of the improvement actions | |||
Follow through on improvement actions to ensure they are fully implemented | |||
Analyse the benchmarking process just undertaken | |||
Analyse the changes which have resulted from the benchmarking | |||
Identify areas for improvement | |||
Agree ways of improving future benchmarking activities |
Forms
Assessment Cover Sheet
MSACMG711A - Manage benchmarking studies
Assessment task 1: [title]
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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
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Assessment Record Sheet
MSACMG711A - Manage benchmarking studies
Student name:
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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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