Teacher guide advice
Trainer guide
MSA07 Manufacturing Services Training Package
Optimake
Optimising Manufacturing Processes
Series 11.07 Flexible Learning Toolbox
Supporting resources for MSA30107
Certificate III in Process Manufacturing
08/11/2008: Version 3.0
Australian Flexible Learning Framework 22
Optimake Toolbox – Trainer guide
© Commonwealth of Australia 2008
The views expressed herein do not necessarily represent the views of the Commonwealth of Australia. This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Commonwealth. Requests and enquiries concerning reproduction and rights should be addressed to Training Copyright, Department of Education, Employment and Workplace Relations, GPO Box 9880 Canberra City ACT 2601 or email .
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Optimake Toolbox – Trainer guide
Acknowledgements
The Optimake Flexible Learning Toolbox was funded by the Australian Flexible Learning Framework Toolbox project and developed by Holmesglen Training and Development, Holmesglen Institute of TAFE.
Project Director: / Linda SmartProject Manager: / Alexandra Mannell
Multimedia Manager: / Vlad Mezin
Instructional design: / Perdita Harper
Lesley James
Andrea Hayes
Reece Lamshead
Graphics: / Matthew Morris
Multimedia: / Timage Abdul
Rowan Peter
Adam Lemmo
Elias Madi
Nigel Thorne
Administration: / Debbie Forster
Melinda Brennan
Michelle Konye
Writer: / Cheryl Richards
Technical review: / Graeme Churchward
The project team acknowledges the contribution of the Steering Committee members:
Name / Organisation / Position relevant to this projectBarbara Wallace/Nick Juniper / MSA / ISC responsible for Toolbox proposal
Paul Kennett / MESAB / Executive Officer of Victorian IAB
Trevor Lange / Chisholm Institute / CMM for manufacturing industries
Peter Canavan / AIG / Industry association
Graeme Churchward / Society of Plastics Engineers / Employer association
Georges Wilmann / Veyance Betting Pty Ltd / Industry representative
Trevor Melksham / Caroma / Industry representative
David Graham / Huntsman Chemical Company Australia Ltd / Industry representative
Linda Stannard / e-Works / Project Manager for Toolbox
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Optimake Toolbox – Trainer guide
Contents
Introduction 1
Qualifications and competencies 1
Description of units and nominal hours 2
Target audiences 4
Learners 4
Trainers/facilitators 4
RPL 4
Toolbox Implementation Guide 4
Structure and key features 5
Learning context 5
Teaching and learning strategy 5
Units of competency 6
Key features 6
Trainer guide and Technical guide 6
‘Do its’ 6
Case studies 6
‘What ifs’ 7
Tim, the Training Manager 7
Mario, the learner’s Mentor 7
Workplace project 7
Learner accessibility 8
Resources 8
Induction to Optimake 8
SOP folder 8
Production documents folder 8
The Toolkit 8
Glossary 8
Risk assessment and the Hierarchy of Controls presentation 9
Communication approach 9
Use of media 9
Workplace projects used as RPL 9
Units of competency 10
MSAPMSUP230A Monitor process operations 10
MSAPMSUP240A Undertake minor maintenance 12
MSAPMSUP292A Sample and test materials and product 14
MSAPMSUP303A Identify equipment faults 15
MSAPMSUP300A Identify and implement opportunities to maximise production efficiencies 17
MSAPMSUP390A Use structured problem solving tools 18
Using the Optimake Toolbox 19
Hardware and software requirements 19
Alternative ways of using the materials 20
Online teaching strategies 21
Preparation 21
Learner collaboration and interaction 21
Communication activities 22
Email 22
Wiki 22
Preparing learners to use the materials 23
Approach to competency assessment 25
Customisation 26
Customising the learning resource for single unit delivery 26
Introduction 1
Qualifications and competencies 1
Description of units and nominal hours 2
Target audiences 4
Learners 4
Trainers/facilitators 4
RPL 4
Toolbox Implementation Guide 4
Structure and key features 5
Learning context 5
Teaching and learning strategy 5
Units of competency 6
Key features 6
Trainer guide and Technical guide 6
‘Do its’ 6
Case studies 6
‘What ifs’ 7
Tim, the Training Manager 7
Mario, the learner’s Mentor 7
Workplace project 7
Learner accessibility 8
Resources 8
Induction to Optimake 8
SOP folder 8
Production documents folder 8
The Toolkit 8
Glossary 8
Risk assessment and the Hierarchy of Controls presentation 9
Communication approach 9
Use of media 9
Workplace projects used as RPL 9
Units of competency 10
MSAPMSUP230A Monitor process operations 10
MSAPMSUP240A Undertake minor maintenance 12
MSAPMSUP292A Sample and test materials and product 14
MSAPMSUP303A Identify equipment faults 15
MSAPMSUP300A Identify and implement opportunities to maximise production efficiencies 17
MSAPMSUP390A Use structured problem solving tools 18
Using the Optimake Toolbox 19
Hardware and software requirements 19
Alternative ways of using the materials 20
Online teaching strategies 21
Preparation 21
Learner collaboration and interaction 21
Communication activities 22
Email 22
Wiki 22
Preparing learners to use the materials 23
Approach to competency assessment 25
Customisation 26
Customising the learning resource for single unit delivery 26
Australian Flexible Learning Framework 27
Optimake Toolbox – Trainer guide
Introduction
The Optimake Toolbox is an online learning resource that is designed to assist people in the process manufacturing industry who participate in:
· identifying equipment faults
· sampling and testing
· monitoring processes
· minor maintenance
· problem solving
· maximising production.
This Trainer guide has been developed to help you to deliver the Certificate III in Process Manufacturing. It explains all the types of activities and resources contained in the Optimake Toolbox and offers suggested delivery strategies and opportunities for customisation to help you to maximise the learning experience for your learners. This includes providing guidance on how to create a collaborative learning environment through facilitating discussions and information sharing amongst the group of learners.
Qualifications and competencies
The Optimake Toolbox supports six competencies from MSA30107 Certificate III in Process Manufacturing. The MSA30107 Certificate III in Process Manufacturing is a new qualification from the MSA07: Manufacturing Training Package developed for the manufacturing industry as a result of Manufacturing Skills Australia rationalisation of its training packages. The qualification has been designed for use across a range of industry sectors including chemicals, hydrocarbons and oil refining, plastics, rubber and cablemaking, and manufactured mineral products. It is specifically focused towards production workers who undertake functions that support the production process and use equipment that produces products. It therefore has application to a wide range of manufacturing positions.
Each of the skill areas in the Optimake Toolbox aligns to a unit of competency from MSA30107 Certificate III in Process Manufacturing. The following six (6) skill areas have been developed in this Toolbox:
Unit of competency code and title / Optimake Toolbox skill areaMSAPMSUP230A Monitor process operations / Monitor process
MSAPMSUP240A Undertake minor maintenance / Minor maintenance
MSAPMSUP292A Sample and test materials and product / Sample and test
MSAPMSUP300A Identify and implement opportunities to maximise production efficiencies / Maximise production
MSAPMSUP303A Identify equipment faults / Equipment faults
MSAPMSUP390A Use structured problem solving tools / Problem solving
These are elective units within the MSA30107 qualification and represent a range of generic support skills required by manufacturing employees to ensure businesses and organisations operate efficiently and productively. The units apply equally to production workers, production support workers who may not necessarily have technical competency in production units, and workers who operate across more than one manufacturing category.
Description of units and nominal hours
Unit code and title / Description of unit / Nominal hoursMSAPMSUP230A Monitor process operations / This skill area is about consistently meeting production standards when using processing equipment.
It looks at:
· identifying things that need to be checked before starting
· finding out the procedures to follow
· making sure the risks are minimised
· disposing of waste correctly
· watching out for things that affect the product quality
· checking outputs and readouts
· documenting and reporting on the process. / 30
MSAPMSUP240A Undertake minor maintenance / This skill area is about doing minor maintenance on plant and equipment.
It looks at:
· identifying the maintenance that is required
· preparing for maintenance
· identifying the hazards and risks
· doing the maintenance
· testing after maintenance
· completing the logs and records. / 30
MSAPMSUP292A Sample and test materials and product / This skill area is about taking routine samples and doing simple tests.
It looks at:
· preparing for sampling
· taking routine samples
· doing tests on these samples
· interpreting test results
· taking action based on the test results
· completing records and cleaning up. / 40
Unit code and title / Description of unit / Nominal hours
MSAPMSUP300A Identify and implement opportunities to maximise production efficiencies (This unit has the prerequisite MSAPMSUP200A Implement production efficiencies) / This skill area is about making production more efficient to meet set targets.
It looks at:
· identifying production performance
· identifying issues affecting production efficiencies
· checking and measuring performance against targets
· developing ways of improving production efficiencies
· putting strategies for achieving production efficiencies into practice
· checking production improvements and communicating results to the right people. / 40
MSAPMSUP303A
Identify equipment faults / This skill area is about checking and isolating routine and
non-routine equipment faults in production.
It looks at:
· identifying and planning equipment checks
· checking settings and performance of equipment
· checking materials meet job requirements
· identifying and isolating faults in equipment
· recommending solutions to faults and carrying out repairs where appropriate
· completing logs and records. / 40
MSAPMSUP390A Use structured problem solving tools / This skill area is about solving problems using a range of problem solving techniques.
It looks at:
· identifying the problem
· finding the cause of the problem
· deciding how to fix the problem
· developing a plan for putting your ideas into practice
· communicating your suggestions to the right people. / 40
Target audiences
Learners
This Toolbox is designed to meet the needs of experienced plant operators who are actively involved in the process manufacturing industry or operators who are likely to be given additional responsibilities and opportunities to work at this level. This learning cohort is expected to contain predominantly workers either in a full-time or casual capacity, who are wanting to upskill or to acquire a formal qualification to improve their work opportunities. Many of them are likely to be mature adults aged 25 – 55. A high proportion of these learners will have qualifications at or less than Year 12 level. It is also highly likely that the cohort will include both Australian and
overseas-born participants with low-level literacy, numeracy and computer skills. Learners are likely to have limited experience with online learning and will probably require support from the trainer. However, they may be experienced in using computerised machinery in their workplace.
Many will be shift workers and therefore unable to attend regular scheduled classroom training. The Optimake Toolbox will allow learners to access training in a manner that minimises their absence from the production process for extended periods of time while providing them with the underpinning support skills that will assist with the improvement of production efficiencies.
Trainers/facilitators
The Optimake Toolbox is likely to be used by:
· workplace trainers working in a one-to-one or group training situation
· trainers and or assessors in an educational setting who deliver training, conduct assessments and issue qualifications.
RPL
In general it is not expected that the learning cohort will seek recognition of prior learning (RPL) for the selected training units, as the collection of supporting evidence in this industry sector is difficult. However, those learners who do present with existing skills and knowledge will be encouraged to have their skills recognised by accessing the ‘Workplace project’ activities.
Toolbox Implementation Guide
A copy of the Toolbox Implementation Guide can be found at http://toolboxes.flexiblelearning.net.au/documents/index.htm. It has been designed to help you to get started with your Toolbox project, and is based on the experiences of training providers nationally who have been working with Toolbox products over the last few years. The guide focuses mainly on supporting teachers involved in Toolbox product implementation, but will also be a useful reference for technical, support and other staff. It contains four main sections:
1. Finding your way around Toolbox products – things you should know.
2. Different ways you can use your Toolbox product for training delivery and support.
3. Planning for the implementation of your Toolbox product.
4. Further reading and helpful websites.
Structure and key features
Learning context
This Toolbox reflects the learning experiences that occur within a process manufacturing environment as accurately as possible. However, due to the diverse nature of process manufacturing industries, it is not possible to set up online environments that match every learner’s workplace. As a result, a virtual process manufacturing plant called Optimake has been created and participants engage with this Toolbox in the role of an experienced machine operator who has been asked to work in an area or department with which they are unfamiliar. In this role they will need to adapt their skills and knowledge to help improve existing work practices. This learning scenario replicates realistic workplace situations where workers are increasingly required to upskill and become multi-skilled.
Optimake is a new processing plant that makes high-tech products. One of its products is the Optimiser – a simple plastic cylinder that lowers greenhouse gas emissions in vehicles by making fuel consumption more efficient.
The Toolbox supports principles of access and equity, cultural diversity and cultural inclusiveness by including several characters from culturally diverse backgrounds, a range of ages and both genders. They enhance the virtual environment of Optimake and two in particular provide valuable information and support to the learner:
· Tim, the Training Manager, provides underpinning knowledge
· Mario, the Mentor, provides answers to likely questions as the learner works through the activities.
Teaching and learning strategy
The Optimake Toolbox offers an engaging, self-paced interactive learning experience where learners are presented with workplace scenarios that require them to identify, interpret and analyse issues, including occupational health and safety that may confront them in a process manufacturing environment. The authenticity of the environment is enhanced by the inclusion of standard operating procedures (SOPs) and other documents such as run sheets and schedules. It also provides frequent opportunities to communicate and collaborate with fellow workers, classmates and the trainer. These interactions may occur face to face or online through email or social networking software such as wikis or blogs.