series 11 teacher guide and...

Trainer guide

MSA07 Manufacturing Services Training PackageOptimakeOptimising Manufacturing ProcessesSeries 11.07 Flexible Learning Toolbox

Supporting resources for MSA30107 Certificate III in Process Manufacturing

08/11/2008: Version 3.0

Australian Flexible Learning Framework

flexiblelearning.net.au/toolbox

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 [email protected].


mailto:[email protected]


AcknowledgementsThe 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 Smart

Project Manager: Alexandra Mannell

Multimedia Manager: Vlad Mezin

Instructional design: Perdita HarperLesley JamesAndrea HayesReece Lamshead

Graphics: Matthew Morris

Multimedia: Timage AbdulRowan PeterAdam LemmoElias MadiNigel Thorne

Administration: Debbie ForsterMelinda BrennanMichelle 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 project

Barbara 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



Contents

Introduction................................................................................................................................................... 1Qualifications and competencies................................................................................................................1

Description of units and nominal hours..................................................................................................2

Target audiences........................................................................................................................................ 4Learners................................................................................................................................................ 4Trainers/facilitators................................................................................................................................ 4

RPL............................................................................................................................................................. 4

Toolbox Implementation Guide................................................................................................................... 4

Structure and key features........................................................................................................................... 5Learning context......................................................................................................................................... 5

Teaching and learning strategy................................................................................................................... 5

Units of competency................................................................................................................................... 6

Key features................................................................................................................................................ 6Trainer guide and Technical guide.........................................................................................................6‘Do its’.................................................................................................................................................... 6Case studies.......................................................................................................................................... 6‘What ifs’................................................................................................................................................ 7Tim, the Training Manager..................................................................................................................... 7Mario, the learner’s Mentor.................................................................................................................... 7Workplace project.................................................................................................................................. 7

Learner accessibility................................................................................................................................... 8

Resources................................................................................................................................................... 8Induction to Optimake............................................................................................................................ 8SOP folder............................................................................................................................................. 8Production documents folder................................................................................................................. 8The Toolkit............................................................................................................................................. 8Glossary................................................................................................................................................ 8Risk assessment and the Hierarchy of Controls presentation................................................................9

Communication approach........................................................................................................................... 9

Use of media............................................................................................................................................... 9

Workplace projects used as RPL................................................................................................................9

Units of competency................................................................................................................................... 10MSAPMSUP230A 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......................................................................................................................19Hardware and software requirements.......................................................................................................19

Alternative ways of using the materials.....................................................................................................20

Australian Flexible Learning Framework i


Online teaching strategies......................................................................................................................... 21Preparation............................................................................................................................................... 21

Learner collaboration and interaction........................................................................................................21

Communication activities.......................................................................................................................... 22Email.................................................................................................................................................... 22Wiki...................................................................................................................................................... 22

Preparing learners to use the materials....................................................................................................23

Approach to competency assessment......................................................................................................25

Customisation............................................................................................................................................. 26Customising the learning resource for single unit delivery........................................................................26

Australian Flexible Learning Framework ii


IntroductionThe 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 competenciesThe 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 area

MSAPMSUP230A 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

Australian Flexible Learning Framework 1


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 hours


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


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


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

MSAPMSUP303AIdentify 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


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

LearnersThis 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/facilitatorsThe 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.

RPLIn 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 GuideA 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 featuresLearning contextThis 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 strategyThe 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.

The structure of the Optimake Toolbox is non linear in four (4) of the skill areas:

equipment faults

sample and test

monitor process

minor maintenance.

This allows learners to take an active and constructive role in their learning by choosing their own path through the skill areas in the Toolbox. They are able to explore specific areas of interest or relevance at a time that is most appropriate for them.

The overarching competencies, MSAPMSUP390A Use structured problem solving tools and MSAPMSUP300A Identify and implement opportunities to maximise production efficiencies, challenge the learner to develop skills and knowledge that are beyond an operator’s normal role. They require learners to take a broad company wide perspective of process manufacturing issues through the exploration of detailed case studies.



Learners are strongly advised to explore the case studies in Problem solving and Maximise production in sequence. However, if they wish to return to any of the steps at a later stage, they will be able to go directly to the step they have selected by using the menu on the left of the screen.

Trainers can substitute their own material (workplace photo and email link) to customise the resource to their workplace. Application of these customisations will help the trainer to reinforce that the workplace project is set in the learner’s current workplace and will enable easy online communication between learners and their trainer.

Units of competencyThe activities in the Optimake Toolbox are organised by topics within the units or skill areas. Each topic contains a number of tasks and activities that align with the requirements of the associated competency. This toolbox is designed to verify if learners have the required underpinning knowledge, or if not, provides opportunities to develop that knowledge to enable the learner to demonstrate competence in the unit.

Key featuresThe home page welcomes the learner to Optimake and provides brief background information about the company. It includes an introduction to the three main characters in the Toolbox: Paul, the Supervisor; Tim, the Training Manager; and Mario who plays the role of Mentor. The home page advises the learner that they will be doing some training at Optimake and encourages them to start by going to the ‘Induction to Optimake’ section. However, it is made clear that learners have the opportunity to go straight to the workplace project if they feel they have the necessary skills.

The menu on the home page of the Optimake Toolbox is designed to visually demonstrate the interrelatedness of the six (6) skill areas by representing them as connected parts around a wheel. Learners are encouraged to mouseover each of the skill areas to find out more about them and then choose the area they would like to look at.

Trainer guide and Technical guideThese documents are both available as downloads from links at the bottom of the splash screen – the screen the learner encounters before entering the Optimake Toolbox.

‘Do its’The ‘Do it’ sections represent the practical activities of the Toolbox. These focus on having learners monitor and maintain systems and processes and resolve issues that arise in both the short-term and the long-term. For example. they may need to apply stop-gap measures that are necessary for safety reasons, but they are also encouraged to anticipate potential problems and be proactive in preventing them from happening.

Activities have been built to:

develop and consolidate learning at the element level

challenge and confirm knowledge at the element level

consolidate and demonstrate understanding at the competency level.

Case studies The skill areas Problem solving and Maximise production are delivered using a case study approach. In each one the learner observes an Optimake team as they work step-by-step through processes designed to solve workplace problems and issues. Learners are given opportunities to



consider what they would do at various points in each process and then they discuss this with their trainer or colleagues.



‘What ifs’ The ‘What if’ questions included within each of the units are extension activities that explore the bigger picture of the production process. They foster exploration of issues such as the time and cost balance and encourage the learner to think about ways to improve processes and/or to anticipate other issues. The ‘What if’ activities help to develop the overarching aim of the Optimake Toolbox which is to optimise production processes. The 'What ifs’ present the primary source of discussion opportunity within the Toolbox, encouraging learner collaboration with other colleagues or the trainer.

For example, the following 'What if' questions are posed in the three (3) topics for the Sample and test skill area:

Sampling: What if you don’t sample and test at the correct time intervals?

Testing: What if you enter an incorrect result?

Analysing: What if you have a suggestion that might help avoid a bad result?

The learner is asked variously to think about the extension question, interact if required with the resource activity or engage in a discussion with a colleague or their trainer about the potential outcome of the situation.

Note that these extension questions lend themselves to being tailored to suit individual workplaces if you so desire.

Tim, the Training ManagerTim, Optimake’s Training Manager, appears at the introduction to each unit topic to deliver the required underpinning knowledge or content. This section offers information broken into ‘chunks’ relating to the three (3) topics chosen for each scenario in:

equipment faults

sample and test

monitor process

minor maintenance.

In the remaining two (2) skill areas, Problem solving and Maximise production, underpinning knowledge is delivered in just one section before the case study. This information can be revisited at any time from the menu.

Mario, the learner’s MentorAn ‘Ask Mario’ button is provided for some of the activities within the ‘Do it’ section. Mario is an experienced operator who is working on the next machine. He provides answers to questions that the learner is likely to have as they work through some of the activities. This reflects the common workplace practice of seeking help from more experienced colleagues or peers. The relevant ‘Ask Mario’ screen is accessible from the associated practical activity to provide ‘on the spot’ additional information or technical assistance as required.

Workplace project When the learner has completed all the workplace scenarios in a skill area, they move to the workplace project. The project provides learners with the opportunity to apply their knowledge and skills in the workplace as this may form part of their overall assessment for the competency. For example, the ‘Sample and test’ workplace project requires learners to think about the sampling and testing procedures they use in their own (real-world) workplace and then ask their trainer to observe them conducting three (3) sample and test runs. They are then required to explain the process to their trainer. The Toolbox provides a series of questions which act as a guide for what their trainer may ask them as part of the assessment process.



When the learner has completed this workplace project, they submit it to their trainer.

Learner accessibilityThis Toolbox has been designed to comply with accessibility standards, allowing learners with physical disabilities to use the online resources. For example:

layout and fonts have taken into account the needs of screen-readers for the visually impaired

text alternatives have been provided for activities inaccessible to screen-readers or computers with JavaScript disabled

text that is not scalable directly within the resource can be scaled by the learner within the text alternative

where audio is used, text is displayed on screen

clear and simple language has been used for the content.

Resources

Induction to OptimakeThe Induction to Optimake provides the learner with background information about the company, the product, the injection moulding process, hazards and safety requirements and the learner’s job description. It is recommended that learners work through this section before they start working in the rest of the toolbox. The intention is to replicate a real work situation where workers would be involved in an induction program before starting work in a new company.

SOP folderA SOP folder containing the standard operating procedures that are required to successfully complete some of the activities are included at the top right of the screen in the ‘Do it’ section of the following skill areas:

equipment faults

sample and test

monitor process

minor maintenance.

Production documents folderThe Production documents folder contains a production schedule, a production order, a production run sheet and a portion of a material safety data sheet (MSDS). It is located at the top right of the ‘Do it’ section in Monitor process and provides learners with supporting information for some of the activities.

The ToolkitThe Toolkit contains five commonly used problem solving tools. It explains when you would use each tool and how they can be used to solve a problem. The Toolkit is available via a button at the top right of the case study pages in the skill areas Problem solving and Maximise production.

GlossaryA rollover glossary is available throughout the Optimake Toolbox for terms that may require further explanation. These appear in a popup window when the learner selects a hyperlinked term.



Risk assessment and the Hierarchy of Controls presentationTim gives a presentation on risk assessment and the Hierarchy of Controls that provides learners with supporting information for some of the activities in this topic. It is located on the Tim page of the ‘Checking the process’ topic in Monitor process.

Communication approachThere is opportunity for discussion at the topic level and collaboration at the competency level within the ‘What if’ section. The design of this Toolbox allows for the development of a customised learning program in an LMS that could use the communication tools to engage the learner in discussion and debate to extend knowledge. An email facility will be made available in the ‘What if’ sections so the leaner can send their thoughts on an extension topic to their trainer with the opportunity for feedback and further discussion. If it is not possible for a trainer to set this up, then face to face discussion with the trainer is advised. Additional advice on potential approaches to communication strategies within the Toolbox is included in the section ‘Online teaching strategies’ section within this guide.

Use of mediaA variety of media are used to enhance learning and to cater for the needs of students with different learning styles. They also provide variation to help maintain the learner’s motivation and interest. Media used include:

text

audio

graphics (illustrations and photographs)

animation.

Audio provides simulation of actual workplace conversations and is supported by the corresponding text on the same screen. Animated illustrations are used to demonstrate processes and at times the learner is required to interact with them. Where text is used, information has been broken down into small chunks to avoid confronting the learner with an overwhelming amount of text.

Workplace projects used as RPLThe workplace projects encompass all the knowledge and skills from the different scenarios within the skill area and can be attempted at any time. The project enables the learner to apply their learning to their own workplace situation and may be utilised as a suggested assessment activity for the unit or to achieve RPL. Sample questions are provided that the trainer may wish to utilise as part of the assessment process. This is a particularly useful feature as it is anticipated that learners in this industry are unlikely to have maintained a collection of evidence that would enable an RPL application.

The task is generically detailed in the Toolbox but is easily customisable by the trainer to the learner’s workplace by including an appropriate photograph on the introductory page of the project.



Units of competencyThe following is a breakdown of each skill area in the Optimake Toolbox mapped against the performance criteria it addresses in the associated unit of competency. This is to show how the material has been written to provide learners with the knowledge and skills they need to be able to demonstrate the performance criteria listed in the competency.


Topic Performance criteria

Getting readyThis learning sequence addresses learning content relating to preparing for monitoring of the production process. The content includes:

what is a production process?

what do i need to start?

inspections that are needed

tools and equipment

finishing requirements.

The activities in this sequence engage the learner with production documentation and risk assessment prior to production operations.

1.1 Identify work requirements from workplace approved operating procedures.

1.2 Check operating procedures and controls to identify approved adjustments and operating parameters.

1.4 Identify procedures for obtaining materials for the process.

2.1 Assemble ancillary tools and equipment.

2.2 Identify inspection procedures.

2.3 Identify any finishing activities.

2.6 Establish the location and function of equipment.

2.7 Identify and note requirements for checking: materials inputs and outputs ancillary supplies and equipment product quality requirements for the relevant

process stage(s).

2.8 Obtain or arrange access to any required supplementary equipment for product quality testing or routine lubrication and adjustment.

Checking the processThis learning sequence addresses learning content relating to confirming the details of the production process. The content includes:

identifying hazards and risks

minimising risk

disposing of waste

checking materials and supplies.

The activities in this sequence require the learner to identify risks and follow correct operational procedures.

1.3 Establish actions to be used in the event of faulty production from operating procedures.

1.5 Identify hazards and environmental issues that might surround the operation.

2.4 Plan to avoid any hazards connected with materials and process by observation of the equipment, workplace reference materials, including material safety data sheets and equipment instructions.

2.5 Take appropriate measures to minimise risks from the identified hazards.

3.3 Collect material which is able to be reprocessed and reused, and deal with waste and scrap in accordance with workplace procedures (where applicable).

3.5 Clean up equipment and work area and manage waste in accordance with workplace procedures.




MonitoringThis learning sequence addresses learning content relating to the practical requirements of monitoring a production process. The content includes:

check/monitoring the process

checking outputs and readouts

noting changes and reporting variations

actions for faulty production.

The activities in this sequence require the learner to record and analyse the results of monitoring the production process.

3.1 Check process operations, noting product quality, production outputs and waste, in accordance with workplace practices.

3.2 Collect product outputs, check for conformity, make adjustments to the equipment (where appropriate) and store product.

3.4 Check readouts against standard statistical process information and enter production data into the control system.

4.1 Monitor process and note conditions which may affect product quality standards.

4.2 Report process variations within workplace procedures.

4.3 Note and implement authorised changes in standard operating procedures and specifications.





Getting readyThis learning sequence addresses learning content relating to preparing to undertake minor maintenance in the workplace. The content includes:

why is maintenance necessary?

tools and materials

preparing for maintenance

work permits.

The activities in this sequence require the learner to identify the processes to be followed before commencing maintenance.

1.1 Identify equipment variations/irregularities using observed data and plant records.

1.3 Identify appropriate corrective action.

1.4 Identify correct tools and materials.

1.7 Identify work permit requirements.

2.1 Ensure equipment is turned off and isolated as required.

2.2 Clear the area of obstructions and hazardous materials.

2.3 Obtain appropriate tools, parts, materials and procedures.

2.4 Obtain the appropriate work permits and adhere to the requirements.

3.1 Access all relevant information.

Doing maintenanceThis learning sequence addresses learning content relating to undertaking of minor maintenance tasks. The content includes:

hazards and risks

working out priorities

using tools and techniques correctly

the documents you need for maintenance

testing the equipment.

The activities in this sequence require the learner to analyse the effects of maintenance in the workplace.

1.2 Assess the urgency/priority of the situation.

1.5 Assess the impact of the maintenance activity and communicate to appropriate personnel.

1.6 Identify hazards and risk controls.

2.5 Communicate the impending maintenance activity to the appropriate personnel.

3.2 Undertake maintenance activity according to procedures.

3.3 Use tools and maintenance techniques correctly.




RecordingThis learning sequence addresses learning content relating to recording of the maintenance tasks. The content includes:

reporting maintenance

why we keep maintenance records

restoring equipment to normal operation.

The activities in this sequence require the learner to prepare maintenance reporting documentation.

3.4 Restore equipment to normal working condition.

3.5 Leave the work area in a clean and safe condition.

3.6 Ensure permits are signed off as appropriate.

4.1 Test equipment according to procedures.

4.2 Return equipment to service.

4.3 Ensure equipment meets normal operating requirements.

5.1 Complete maintenance logs/plant history records.

5.2 Report maintenance activity to relevant personnel.

5.3 Identify and report outstanding maintenance requirements to relevant personnel.





SamplingThis learning sequence addresses learning content relating to taking routine samples. The content includes:

why sample and test?

sampling and testing requirements

labelling requirements

checking sampling equipment.

The activities in this sequence require the learner to follow procedures to prepare and select samples.

1.1 Determine type of sample and sampling equipment required.

1.2 Check sampling equipment is clean and in good order.

1.3 Take sample(s) of required type(s), from the required place(s) and at the required time(s) and place in required container(s).

1.4 Label sample(s) to procedure.

1.5 Carry sample(s) to required place.

TestingThis learning sequence addresses learning content relating to performing routine testing. The content includes:

what to test for

things you need to know before testing

recording results

cleaning up.

The activities in this sequence require the learner to follow routine testing procedures.

2.1 Check test required from procedures/work instruction.

2.2 Check sample identification and integrity.

2.3 Check test equipment is clean, in good order and within calibration.

2.4 Complete test(s) required as per standard procedures/instructions.

3.2 Compare results to specification.

4.1 Complete required records.

4.3 Clean all equipment and leave ready for next sample/test.

AnalysingThis learning sequence addresses learning content relating to the analysis and recording of test results. The content includes:

bad results

taking action

after testing.

The activities in this sequence require the learner to analyse the results of testing as part of the sampling process.

3.1 Note anything about sample, equipment or the test itself which may have caused it to give a bad result.

3.3 Take action appropriate to the test results and any other observations.

4.2 Store and/or dispose of sample as required.



MSAPMSUP303A Identify equipment faults


Preparing to testThis learning sequence addresses learning content relating to preparations for the equipment testing process. The content includes:

why testing is necessary

equipment and operating systems

equipment faults

key safety devices

planning to test.

The activities in this sequence require the learner to differentiate between key safety devices and equipment operating systems.

1.1 Identify and classify equipment components and operating systems.

1.2 Match appropriate tests and procedures to the equipment operating systems.

1.4 Explain the operating principles of hydraulic, pneumatic, mechanical and electrical/electronic systems as related to workplace equipment.

1.6 Observe and undertake checks on the physical condition of equipment as per procedures.

1.7 Record preliminary observations.

1.8 Discuss test procedures with appropriate personnel and obtain necessary permission where required.

2.1 Check specifications and notes from preliminary observations and identify areas to be clarified.

2.2 Plan testing sequence/s noting areas where results and observations should be recorded.

2.3 Identify safe area for testing.

2.4 Make arrangements for any additional resources (including other employees).

Checking for faultsThis learning sequence addresses learning content relating to the testing process for equipment faults. The content includes:

faults and the work schedule

testing procedures

checking information before testing.

The activities in this sequence require the learner to recognise the stages in the equipment testing process.

1.3 Identify special test procedures and parameters in manufacturer's specifications and procedures.

1.5 Implement measures to control identified hazards in line with procedures and duty of care.

3.1 Undertake testing, observing relevant safety and operational requirements.

4.1 Identify impact of fault on work schedule.

4.4 Undertake repairs where appropriate in accordance with procedures.




Repairs and recordsThis learning sequence addresses learning content relating to the results of equipment testing. The content includes:

reporting a fault

making repairs yourself

checking test results.

The activities in this sequence require the learner to consider the consequences of making repairs as well as reporting faults.

3.2 Confirm results and findings.

4.2 Record proposals for equipment repair based on faults found, cost/time implications and workplace approval systems.

4.3 Explain report to relevant workplace personnel including any options and recommendations.



MSAPMSUP300A Identify and implement opportunities to maximise production efficiencies


Case studyThis learning sequence provides the learner with content related to the process of maximising production efficiencies in the workplace. The content includes:

what are production efficiencies?

how is production efficiency measured?

how can production efficiency be improved?

monitoring against targets.

The case study follows a four-step process of solving problems:

measuring performance

identifying inefficiency

finding a solution

implementing a solution.

Throughout the sequence the learner is encouraged to interact with and analyse the actions of the Optimake team in the case study.

1.1 Identify production targets for work area and work roles taking account of OHS.

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

1.3 Record production performance in accordance with enterprise procedures.

2.1 Identify issues affecting output and quality.

2.2 Identify potential/actual sources of wastage.

2.3 Identify hazards and required controls associated with the process.

2.4 Identify strategies to minimise production inefficiencies without sacrificing OHS.

3.1 Monitor performance of process/equipment/raw material usage against targets.

3.2 Identify variations from targets and divergence from trends.

3.3 Use appropriate techniques to monitor actual performance against target.

3.4 Identify factors inhibiting performance.

4.1 Analyse problems/areas for improvement in process efficiencies.

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

4.3 Identify and take into account external factors.

4.4 Identify required changes to process, standards and procedures.

4.5 Recommend strategies for improvement to relevant personnel.

5.1 Implement developed strategies to minimise production inefficiencies and wastage.

5.2 Monitor performance improvement recommendations.

5.3 Evaluate results of improvements.

5.4 Report results to relevant personnel.





Case studyThis learning sequence provides the learner with content related to the use of problem solving tools in the workplace. The content includes:

What are problem solving tools?

Why use problem solving tools?

How do I know which tools to use?

When do I use problem solving tools?

The case study follows a four-step process of solving problems:

defining the problem

finding the cause

using problem solving tools

finding a solution.

Throughout the sequence the learner is encouraged to interact with and analyse the actions of the problem solving team in the case study.

1.1 Identify variances from normal operating parameters and product quality.

1.2 Define the extent, cause and nature of the problem by observation and investigation.

1.3 State and specify the problem clearly.

2.1 Identify possible causes based on experience and the use of problem solving tools/analytical techniques.

2.2 Develop possible cause statements.

2.3 Identify fundamental cause.

3.1 Consider all possible options for resolution of the problem.

3.2 Consider strengths and weaknesses of possible options.

3.3 Determine corrective action to remove the problem and possible future causes.

3.4 Develop implementation plans identifying measurable objectives, resource needs and timelines in accordance with safety and operating procedures.

3.5 Develop recommendations for ongoing monitoring and testing.

4.1 Prepare report on recommendations.

4.2 Present recommendations to appropriate personnel.

4.3 Follow up recommendations if required.



Using the Optimake ToolboxThe first screen the learner encounters of the Optimake Toolbox is the splash screen. From this screen, learners are asked to select Enter the Toolbox to access the home page.

The home page contains:

the First time user link (on the left of the screen) which takes the learner to an overview of the Toolbox

the Induction to Optimake link which takes the learner to background information about Optimake, Optimisers (one of the company’s main products) and the learner’s job description.

Learners can begin working directly within any one of the Optimake skill areas at any time.

Trainer’s tip

Trainers should suggest that learners access the First time user section for valuable tips on using the Optimake Toolbox and the Induction to Optimake section to familiarise themselves with the layout and features of the product.

When the learner begins working with the Optimake Toolbox from the home screen, they are asked to select the skill area they want to work with. Within each skill area, underpinning knowledge is available via Tim, the Training Manager, and additional information and assistance with activities is offered via a Mentor called Mario. The Mentor represents an experienced person who is working close by.

As a trainer, you will be aware that your learning cohort will have previous knowledge of the manufacturing processes in industry. Guide your learners within each skill area to select either the Workplace project or move into Optimake, the simulated work environment.

The Workplace project enables learners with prior knowledge to check how fully their skills match the competency. They are guided by a list of topics they need to be familiar with and are then offered a project, which is to be done in their own workplace under the supervision of their trainer. The Workplace project could be used as part of a skills recognition assessment.

If the learner does not feel ready for the Workplace project, they are able to work through the topics in the Optimake environment in any order they choose.

Trainer’s tip

Trainers should strongly encourage learners to access the information in the Induction to Optimake section as this provides detail about the setting of the fictional workplace and futuristic product.

Hardware and software requirementsThese are available from the System requirements link on the splash page.



Alternative ways of using the materialsThe materials in the Optimake Toolbox could be used:

as support materials in a classroom setting

for consolidation and review of work covered in a face to face setting

as distance learning materials.

Trainer’s tip

The ‘learning object’ structure of the Optimake Toolbox allows individual learning resources to be duplicated, removed or edited in order to tailor delivery.

For more information or assistance, contact the Toolbox Help Desk on 1300 736 710 or at <[email protected]>.



Online teaching strategiesPreparationAs a workplace trainer or supervisor, it is important to set aside adequate time to familiarise yourself with the Optimake Toolbox so that you can properly support your learners.

If you choose to include discussion board exercises, you will need to set up discussion threads within a Learning Management System (LMS) prior to commencing the activity. You may need to provide instructions to learners on how to use communication tools such as the discussion board or chat.

Each week, make an announcement in the LMS or send an email to all learners with reminders of the tasks that should be completed, the tasks in progress and times of chats or forums during that week. You may choose to use a mobile phone as a way to remind learners about tasks or deadlines. Text messaging is an easy way to achieve results quickly. Record the mobile numbers for your learners as a group. This will enable you to send either group or individual messages.

If you manage a very large group of learners, or if learners are spread over different locations, create a sense of community online by setting up study groups of four to eight learners, all of who begin a unit of competency at more or less the same time. This makes it easier for learners to gain the benefits of social learning and to form networks as they study. Plan ahead and be clear to your learners about which activities you expect them to complete.

You will probably find that learners require different levels of support. Some learners may benefit from a demonstration of how to navigate through the Optimake Toolbox or may need help with how to operate some of the activities, particularly if they are reluctant readers who have issues with following written instructions. For example, they may have difficulty with the mouse skills required in some activities where they have to select and drag steps into the right order. In the first few weeks, get a clear picture of how each learner is coping to enable early intervention.

Learner collaboration and interactionLearners should be encouraged to communicate with others to enrich the learning process. Discussion and sharing of experiences relating to the concepts covered in this Toolbox can benefit both the person relating their own personal experiences and the listener. Reflecting on the application of the theory to their own reality is valuable to the individual but also the listener who can draw on these experiences to add depth and relevance to their own learning, as well as add their own reflections.

This collaboration and interaction may take the form of:

online discussions

face to face discussions

communications via email

a multi-user blog

a wiki that learners are required to contribute to.

Discussions and other forms of communication may take place with colleagues within their work environment, with other learners undertaking this course and with their trainer. Sharing of information in any of these forms should be encouraged, eg through the use of Web 2.0 technologies such as blogs, wikis and image and video hosting sites.



The Optimake Toolbox incorporates collaborative learning opportunities particularly within the Workplace project section of the skill areas Problem solving and Maximise production. These units require learners to work with others in their workplace or learning group to solve workplace problems and improve their work effectiveness within the process manufacturing environment.

Communication activitiesAt various stages in this Toolbox, specifically within the ‘What If’ questions, learners are encouraged to discuss aspects of the task with other learners and/or their trainer. Such interaction enriches the learning process by enabling input from different sources to provide different perspectives. It also provides an opportunity for learners to benefit from the experience of others. These discussions can happen face to face or through an agreed electronic communication tool. A list of these and other suggested points for discussion is provided below. Note that some of these lend themselves to group discussions, while others are suggested as one-on-one discussions between the learner and the trainer.

EmailThe ‘What if’ feature of the Optimake Toolbox provides learners with a series of challenge questions aimed at extending their knowledge and understanding of process manufacturing skills. This feature also offers opportunities for ‘learner to trainer’ communication via email functionality. Learners can engage with their trainer and receive evaluative feedback on their ‘What if’ suggestions and contributions using email. The email facility will be available to trainers using a customisable hyperlink that will enable trainers to insert their own email address. If trainers choose not to customise the email link, learners receive feedback that encourages them to communicate directly with their trainer instead.

WikiTrainers are also encouraged to consider the use of a wiki to provide their learners with a collaborative learning opportunity that is external to the Toolbox. Wikis can provide an online social space that allows a group of learners to contribute their thoughts on a topic or discussion and have their comments reviewed and critiqued by others in the group. While it is acknowledged that social learning technologies may not suit all learners in the process manufacturing environment, wikis may be a simple option for some organisations to encourage collaboration within their workplace.

Trainer’s tip

A wiki is a collaborative website that can be easily edited by anyone, as special skills or software are not needed. As wikis are accessible via a browser, they are available at any time and at any location that has internet access. Content in a wiki can be modified by anyone with access to the wiki, but often learners are reluctant to alter the work of others. You need to establish clear guidelines about how you would like learners to engage with this learning environment. It is also recommended that you attend a workshop in how to use a wiki in an educational setting if you have not experienced this learning environment before.

A wiki is a valuable e-learning tool because it can be freely and easily set up by the trainer, is relatively simple to administer and its membership can be limited to a specific cohort of learners. Learners can share information and ideas with the others in their work or learning group and the commercial confidentiality of their workplace is protected, because it is not accessible by those external to the group.



Within the context of the process manufacturing industry, a wiki could be used to discuss topics such as monitoring work processes more efficiently, streamlining sampling and testing procedures, solving problems collaboratively using tools such as brainstorming and mind maps and improving minor maintenance processes. Trainers could pose a series of discussion topics at regular intervals during the training process and encourage learners to contribute to the wiki.

Trainers can go to <http://www.wikispaces.com/> to learn how to set up and manage a wiki. There are several alternatives for freely available wiki software. Before making a decision about which one to use, you need to match your needs with features such as:

access limitations

ease of editing

download capacity

availability of page history

software support.

Trainer’s tip

Trainers will need to specify appropriate methods for learner discussions.

Depending on methods of delivery, numbers of participants and resources available, this may involve face to face group activities or online discussions via discussion board, chat session, email or multi-user blog.

Preparing learners to use the materialsAs mentioned earlier, learners should be strongly encouraged to access the First time user and Induction to Optimake sections before they start using the Optimake Toolbox. Orientation to the Optimake Toolbox needs to be provided in a practical, face to face session with learners actually using the Toolbox. Encourage learners to work through all of the Induction to Optimake section so that they can familiarise themselves with the resources used in the activities.

In addition, trainers should discuss with learners:

the units of competency they will be working through communication methods they plan to use and (if necessary) how learners can access

these (eg for online discussion or chat) expectations regarding participation in discussions group projects or collaboration requirements for assessment purposes (in particular any outputs from the Optimake

Toolbox that will be used as part of their assessment) timelines, deadlines, etc for completion of topics in the Optimake Toolbox.

Introduce learners to the language of the internet, using email, sending and receiving attachments, using web browsers, and using web forums and chat systems. Some may already have these skills but others may not.

As the trainer you will need to explain the participation requirements in collaborative activities. Learners will need to be advised of these requirements if you have not included instructions in the Toolbox content.


http://www.wikispaces.com/


If you are delivering the program online, email will be the primary method of communication with your learners. Ensure that you have a clear system of email folders for managing the traffic. If you are using an LMS to deliver the Toolbox it would be helpful to establish a thread on the discussion board where learners can seek assistance if they are having trouble locating a resource. Often more than one student will have difficulty finding a resource and posting one response in the discussion board will be quicker than responding to several emails.

It may be helpful to alert learners to activities for which they should be undertaking individual learning prior to a group activity in the following week. You might comment on the quality of work in the preceding week and provide tips and encouragement for the task at hand.

Plan ahead and make sure learners are clear about expectations. Set dates and targets for learning so they know what to do and when to do it. These targets can help you with your online lesson planning.



Approach to competency assessmentAs a learning resource, the Optimake Toolbox provides some opportunities for competency assessment through the workplace projects which draw together the content covered within each competency. As overarching tasks, these provide realistic contexts for application of the theory and could be used as part of an overall assessment strategy. However, the Optimake Toolbox will not be sufficient to fully assess competence.

Alternatively, you may prefer to take a more holistic approach to assessment and assess more than one competency by combining two or more of the workplace projects to more accurately reflect your own workplace situation.

Where group work is involved, facilitators will need to ensure that each participant has the opportunity to develop the full range of skills involved in the project.



CustomisationIn order to customise the resources in the Optimake Toolbox, an understanding of HTML and Flash is required. Learning resources from the Optimake Toolbox as well as other resources are available from the Toolbox repository at <http://lorn.flexiblelearning.net.au> and can be combined in any way to meet the requirements of your tailored program.

Further information can be found in the Technical guide, which is available via the Technical guide in Word (Word 459 KB) link on the splash page.

As noted previously trainers can substitute their own material (workplace photographs and trainer email link) to customise the resource. Application of these customisations will help the trainer to reinforce that the workplace project is set in the learner’s current workplace and will enable easy online communication between learners and their trainer. Detailed instructions on how to apply these customisations is included in the technical guide.

Customising the learning resource for single unit deliveryThe Optimake Toolbox will be divided into a number of learning objects for use within the Toolbox repository:

• The six (6) workplace projects will be individual learning objects.• Problem solving and Maximise production will be learning objects at the competency

level.• Equipment faults, Sample and test, Monitor process and Minor maintenance all

contain three (3) topics. These topics will be separate learning objects.

The metadata or searchable key words which define each object will also indicate which individual topics and workplace project form a whole competency.



Toolbox contact details:Flexible Learning Toolbox Help Desk

Phone: 1300 736 710Email: [email protected]

Website: flexiblelearning.net.au/toolbox

For more information contact:Australian Flexible Learning Framework

Phone: (07) 3307 4700Fax: (07) 3259 4371

Email: [email protected]: flexiblelearning.net.au

GPO Box 1326Brisbane QLD 4001


mailto:[email protected]

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