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Evidence Guide: MSAPMSUP300A - Identify and implement opportunities to maximise production efficiencies

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

 

MSAPMSUP300A - Identify and implement opportunities to maximise production efficiencies

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

Identify production performance.

  1. Identify production targets for work area and work roles taking account of OHS.
  2. Identify techniques used to measure production performance against targets/standards.
  3. Record production performance in accordance with enterprise procedures.
Identify production targets for work area and work roles taking account of OHS.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify techniques used to measure production performance against targets/standards.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record production performance in accordance with enterprise procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise issues that effect production process efficiencies.

  1. Identify issues affecting output and quality.
  2. Identify potential/actual sources of wastage.
  3. Identify hazards and required controls associated with the process.
  4. Identify strategies to minimise production inefficiencies without sacrificing OHS.
Identify issues affecting output and quality.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential/actual sources of wastage.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify hazards and required controls associated with the process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strategies to minimise production inefficiencies without sacrificing OHS.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and measure performance against targets.

  1. Monitor performance of process/equipment/raw material usage against targets.
  2. Identify variations from targets and divergence from trends.
  3. Use appropriate techniques to monitor actual performance against target.
  4. Identify factors inhibiting performance.
Monitor performance of process/equipment/raw material usage against targets.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify variations from targets and divergence from trends.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate techniques to monitor actual performance against target.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors inhibiting performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in developing methods for improving process efficiencies.

  1. Analyse problems/areas for improvement in process efficiencies.
  2. Utilise appropriate problem solving tools and techniques for identifying areas for improvement.
  3. Identify and take into account external factors.
  4. Identify required changes to process, standards and procedures.
  5. Recommend strategies for improvement to relevant personnel.
Analyse problems/areas for improvement in process efficiencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise appropriate problem solving tools and techniques for identifying areas for improvement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and take into account external factors.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify required changes to process, standards and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend strategies for improvement to relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in implementing process improvement strategies.

  1. Implement developed strategies to minimise production inefficiencies and wastage.
  2. Monitor performance improvement recommendations.
  3. Evaluate results of improvements.
  4. Report results to relevant personnel.
Implement developed strategies to minimise production inefficiencies and wastage.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor performance improvement recommendations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate results of improvements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report results to relevant personnel.

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

A holistic approach should be taken to the assessment.

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to:

understand the procedures and know the importance of critical operational systems

recognise potential situations requiring action and then implement appropriate action.

Consistent performance should be demonstrated. For example, look to see that:

production targets are identified and performance monitored against targets

potential and actual issues/problems/hazards are recognised and clarified

appropriate strategies are recommended to improve efficiency and productivity within team/department to achieve targets

safety and environmental implications of recommendations are recognised and addressed

participation in implementing strategies to improve process efficiencies is demonstrated.

Assessment method and context

Assessment will occur on-the-job, in a work-like environment or in a simulated workplace.

Competence in this unit may be assessed:

on a processing plant, allowing for operation under all normal and a range of abnormal conditions

in a situation allowing the generation of evidence of the ability to recognise, anticipate and solve problems

by using a suitable simulation and/or a range of case studies/scenarios

through a combination of these techniques

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Specific resources for assessment

This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.

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.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Knowledge and understanding of process sufficient to recognise deviations from target and recommend improvement strategies.

Knowledge of organisation procedures and relevant regulatory requirements along with the ability to implement them within appropriate time constraints and work standards.

Application of the knowledge of managing risks using the hierarchy of controls applied to the process. Application of approved hazard control, safety procedures, use of PPE in relation to handling materials, equipment operation and clean up.

Knowledge as a basis for identifying opportunities and recommending and implementing strategies, including:

principles of the operation of the equipment

relevant equipment and operational processes

hazards associated with the process

application of the hierarchy of control in controlling the hazards

enterprise policies and procedures

enterprise goals, targets and measures

enterprise quality, OHS and environmental requirements

obligations of employers under OHS legislation as applied to the production process

enterprise information systems and data collation

industry codes and standards.

Competence also includes the ability to:

identify hazards of the materials and process

implement appropriate procedures for hazard control

use PPE, safely handle products and materials, read relevant safety information and apply safety precautions appropriate to the task.

Language, literacy and numeracy requirements

This unit requires the ability to read and interpret typical process documentation and charts.

Writing is required to the level of completing workplace forms and production reports.

Basic numeracy is required, to the level of identifying deviation from targets.

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. 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.

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

The competency unit applies to a wide range of processes and equipment. In large plants with multiple processes, it may apply to more than one process if those processes interact with each other. It applies to all operators across all functions.

Procedures

All operations are performed in accordance with procedures.

Procedures mean all relevant workplace procedures, work instructions, temporary instructions, standard operating procedures and relevant industry and government codes and standards.

Sources of information

Sources of information may include:

yearly, monthly, weekly and daily production targets

business objectives and goals

control charts, run charts and graphs

enterprise manuals and procedures

equipment specifications.

Sources of process inefficiencies and wastage

Sources of process inefficiencies and wastage may include:

equipment downtime

spillages

leaks

contamination

raw material quality

utilities usage

productivity issues

incorrect work allocation/priorities/planning

incorrect processes/procedures.

Problems

Respond to/rectify 'non-routine problems' means 'apply known solutions to a variety of predictable problems'. Typical process and product problems may include:

non-routine process and quality problems

equipment selection, availability and failure

teamwork and work allocation problems

safety and emergency situations and incidents.