Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MSMOPS401 Mapping and Delivery Guide
Trial new process or product
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | MSMOPS401 - Trial new process or product |
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Description | |||
Employability Skills | |||
Learning Outcomes and Application | This unit of competency covers the skills and knowledge required to take a lead technical role in the trialling of a new or significantly altered product or process. The new/changed product/process has been independently developed and its development is not part of this unit.The unit of competency applies to a person in a technician role in a plant or a similar role. The technician is expected already to be a technical expert in that part of the plant/process where the trial is being conducted and be able to operate and control all equipment required for the trial. The technician is often the most technically competent member of an operational team. As such, they may not have the 'hands on' role of operating items of equipment; but they are required to have the competence to direct the operation of equipment as appropriate throughout the trial.Typically the technician will be part of a team during the trial and will work in conjunction with a process/product development expert, such as a chemist or engineer and liaise and cooperate with other members of the team.Trialling refers to the scale-up and other development steps required to take a new product or process from its design/laboratory trials to full commercial operation on a plant. Trialling may be done on a pilot plant where available and/or on a full scale plant.This unit of competency does not apply to minor modifications to existing products or processes. Similarly it does not apply to a technician or operator taking part in such trials and/or who is simply following directions from a technician, chemist, engineer, supervisor or manager.No licensing, legislative or certification requirements apply to this unit at the time of publication. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. The unit should be assessed holistically and the judgement of competence based on a holistic assessment of the evidence. The collection of performance evidence is best done from a report and/or folio of evidence drawn from: a single project which provides sufficient evidence of the requirements of all the elements and performance criteria multiple smaller projects which together provide sufficient evidence of the requirements of all the elements and performance criteria. The trial may, or may not be a success. A third-party report, or similar, may be needed to testify to the work done by the individual, particularly when the project has been done as part of a project team. Assessment should occur in operational workplace situations. Where this is not possible or practical, assessment must occur in a sufficiently rigorous simulated environment reflecting realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills. Knowledge evidence may be collected concurrently with performance evidence or through an independent, process, such as workbooks, written assessments or interviews (provided a record is kept). Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate. Conditions for assessment must include access to all tools, equipment, materials and documentation required including relevant workplace procedures, product and manufacturing specifications associated with this unit. The regulatory framework will be reflected in workplace policies and procedures and is not required to be independently assessed. Foundation skills are integral to competent performance of the unit and should not be assessed separately. As a minimum, assessors must satisfy the Standards for Registered Training Organisations 2015 assessor requirements. |
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Prerequisites/co-requisites | |||
Competency Field | Operations |
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: Contribute to the selection of equipment/ process conditions |
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