Elements and Performance Criteria

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.
Competitive systems and practices

Competitive systems and practices may include, but are not limited to:
lean operations
agile operations
preventative and predictive maintenance approaches
monitoring and data gathering systems, such as Systems Control and Data Acquisition (SCADA) software, Enterprise Resource Planning (ERP) systems, Materials Resource Planning (MRP) and proprietary systems
statistical process control systems, including six sigma and three sigma
JIT, kanban and other pull-related operations control systems
supply, value, and demand chain monitoring and analysis
5S
continuous improvement (kaizen)
breakthrough improvement (kaizen blitz)
cause/effect diagrams
overall equipment effectiveness (OEE)
takt time
process mapping
problem solving
run charts
standard procedures
current reality tree
Competitive systems and practices should be interpreted so as to take into account:
the stage of implementation of competitive systems and practices
the size of the enterprise
the work organisation, culture, regulatory environment and the industry sector
Stakeholders

Stakeholders may include:
team members
personnel officers
industrial officers
union delegates
production management
human relations management
financial management
engineering/technical personnel
Skill development arrangements
Skill development arrangements include:
formal vocational and education delivery by a registered training provider (RTO)
education and training delivery by a higher education provider
non-accredited on and off the job training by the organisation, equipment suppliers, industry associations, and so on
coaching and mentoring
self-directed learning
arrangements for recording skills gained by employees
Procedures
Procedures may include:
work instructions
standard operating procedures
formulas/recipes
batch sheets
temporary instructions and similar instructions provided for the smooth running of the processes in an organisation
good operating practice as may be defined by industry codes of practice (e.g. Good manufacturing practice (GMP) and responsible care)
government regulations
industrial relations requirements and any classification changes that result from the acquisition of higher level skills
Procedures may be:
written, verbal, computer-based or in some other format

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of the ability to:
identify the processes used and scope of products/ services supplied by the organisation and the deliverables expected by customers
relate processes and products/services to the competitive systems and practices implementation process and the stage of implementation
establish skill needs from processes/products and competitive implementation process in the organisation
use formal and informal channels of communication, including feedback mechanisms to assist in identification of skill needs
manage delivery and recording of training to ensure required skills are gained by employees.
Context of and specific resources for assessment
Assessment of performance must be undertaken in a workplace using implementing one or more competitive systems and practices.
Access may be required to:
workplace procedures and plans relevant to work area
specifications and documentation relating to planned, currently being implemented, or implemented changes to work processes and procedures relevant to the assessee
documentation and information in relation to past and current skill development for employees
reports from supervisors/managers
case studies and scenarios to assess responses to contingencies.
Method of assessment
A holistic approach should be taken to the assessment.
Competence in this unit may be assessed by using a combination of the following to generate evidence:
demonstration in the workplace
workplace projects
suitable simulation
case studies/scenarios (particularly for assessment of contingencies, improvement scenarios, and so on)
targeted questioning
reports from supervisors, peers and colleagues (third-party reports)
portfolio of evidence.
In all cases it is expected that practical assessment will be combined with targeted questioning to assess underpinning knowledge.
Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
Guidance information for assessment
Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.