Unit of competency details

Unit descriptor 

This unit covers the capturing of learning from the shop floor, suppliers and customers in order to contribute to a learning manufacturing organisation.

Application of the unit 

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 sustained
• MSACMC411A Lead a competitive manufacturing team
• MSACMC413A Lead team culture improvement
• MSACMT280A Undertake root cause analysis.

This unit may also be applied to service organisations applying competitive manufacturing principles.

Prerequisite units 

Employability skills 

This unit contains employability skills.

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

PERFORMANCE CRITERIA 

1. Identify potential learning opportunities

1.1. Identify formal and informal opportunities for feedback from normal daily activities

1.2. Assess feedback for potential to lead to organisational learning

1.3. Identify opportunities for learning from abnormal events

1.4. Review communications with value chain members for learning opportunities

2. Extract learning from opportunities

2.1. Review information gained from potential learning opportunities for relevance to performance improvement

2.2. Discuss potential for learning with stakeholders

2.3. Confirm additional knowledge/learning

2.4. Confirm methods for institutionalising learning/standardising

3. Capture and disseminate learning

3.1. Identify methods of capturing and disseminating learning

3.2. Obtain required authorisations from appropriate people

3.3. Record learning according to organisation procedures

3.4. Communicate learning to relevant stakeholders

3.5. Ensure all relevant stakeholders are able to access and apply relevant knowledge/learning

4. Review use of learning

4.1. Check learning is used in daily operations

4.2. Review use of learning and update in organisation knowledge system

4.3. Identify implications for training and procedures

4.4. Recommend improvements to organisation knowledge system

4.5. Confirm methods for institutionalising learning/ standardising

REQUIRED SKILLS AND KNOWLEDGE 

This section describes the skills and knowledge required for this unit.

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

EVIDENCE GUIDE 

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.

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, 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

Unit sector 

CM Graduate

Competency field 

Co-requisite units