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Evidence Guide: MSACMT432A - Analyse manual handling processes

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

MSACMT432A - Analyse manual handling processes

What evidence can you provide to prove your understanding of each of the following citeria?

Assess manual handling risks

  1. Identify manual handling hazards in work area
  2. Assess risks arising from those hazards
Identify manual handling hazards in work area

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess risks arising from those hazards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse physical effort requirements of job

  1. Determine basic manual handling requirements of job
  2. Analyse requirements in terms of components such as lift, move, place, hold
  3. Analyse items to be handled in terms such as weight, size, shape or other hazards
Determine basic manual handling requirements of job

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse requirements in terms of components such as lift, move, place, hold

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse items to be handled in terms such as weight, size, shape or other hazards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine time/effort components of physical effort

  1. Break required movement pattern down into movement components
  2. Determine time and effort requirements for movements
  3. Develop alternative movement patterns
  4. Determine time and effort requirements for alternative movements
  5. Determine handling aids required to assist movement
  6. Determine preferred movement pattern/s
Break required movement pattern down into movement components

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine time and effort requirements for movements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop alternative movement patterns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine time and effort requirements for alternative movements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine handling aids required to assist movement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine preferred movement pattern/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse the ergonomics of physical effort

  1. Analyse the ergonomics of the preferred movement pattern
  2. Develop substitute movements for any movement which is not ergonomically sound
  3. Determine handling aids required to improve ergonomics of required movements
Analyse the ergonomics of the preferred movement pattern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop substitute movements for any movement which is not ergonomically sound

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine handling aids required to improve ergonomics of required movements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Optimise application of physical effort

  1. Select movement patterns which are ergonomically sound and time and effort efficient
  2. Train all relevant people to use these methods
  3. Ensure procedures and practices reflect the optimum methods
  4. Communicate with team members and involve them in development of alternatives to ensure awareness and facilitate learning
Select movement patterns which are ergonomically sound and time and effort efficient

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Train all relevant people to use these methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure procedures and practices reflect the optimum methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with team members and involve them in development of alternatives to ensure awareness and facilitate learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the Performance Criteria, required skills and knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Overview of assessment requirements

The person will be able to examine a job for its physical components and then determine a better way of doing it. As a side benefit they will become more aware of poor manual handling practice and raise an alert to it.

What critical aspects of evidence are required to demonstrate competency in this unit?

Evidence should be available of the analysis and improvements of the physical/manual handling aspects of jobs in the workplace.

In what context should assessment occur?

Assessment should use evidence from the analysis of real jobs or an appropriate simulation.

Are there any other units which could or should be assessed with this unit or which relate directly to this unit?

There are no related units. Concurrent assessment may be undertaken with appropriate units.

What method of assessment should apply?

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the elements, performance criteria, skills and knowledge. A holistic approach should be taken to the assessment.

Assessors should gather sufficient, fair, valid, reliable, authentic and current evidence from a range of sources. Sources of evidence may include direct observation, reports from supervisors, peers and colleagues, project work, samples, organisation records and questioning. Assessment should not require language, literacy or numeracy skills beyond those required for the unit.

The assessee will have access to all techniques, procedures, information, resources and aids which would normally be available in the workplace.

The method of assessment should be discussed and agreed with the assessee prior to the commencement of the assessment.

What evidence is required for demonstration of consistent performance?

Where evidence is from continuous improvement activities, then a range of such improvements needs to be considered to provide sufficient evidence. Where evidence is coming from one, complex improvement activity then it may provide sufficient evidence.

What are the specific resource requirements for this unit?

Access to a workplace which will allow the improvement of physical actions.

Required Skills and Knowledge

Required skills:

communication

analysis

teamwork

basic mathematics

problem solving.

Required knowledge:

relevant OHS acts and regulations as applied to manual handling

principles of efficient movement

principles of efficient job and work method design

principles of work analysis

principles of ergonomics/safe movement.

Range Statement

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 in the Performance Criteria is detailed below. Add any 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.

Procedures

Procedures include all work instructions, standard operating procedures, formulas/recipes, batch sheets, temporary instructions and similar instructions provided for the smooth running of the plant. They may be written, verbal, computer based or in some other form.

For the purposes of this Training Package, 'procedures' also includes good operating practice as may be defined by industry codes of practice (e.g. Good Manufacturing Practice (GMP), Responsible Care) and government regulations.

Manual handling hazards

Manual handling hazards include all requirements as defined by the relevant occupational health and safety (OHS) acts and regulations, industry standards and best practice.