Plan a Complete Activity (LG-MEMC0R0012A)

LG-MEMC0R0012A PLAN A COMPLETE ACTIVITY

LEARNER GUIDE PLAN A COMPLETE ACTIVITY

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

Learning Management Services Department Gordon Town Road

Kingston 7 Jamaica W.I.

This material is protected by copyright. Copying this material or any part of it by any means, including digital or in any form is prohibited unless prior written permission is obtained from

the HEART Trust/NTA.

*** 2004***

Version 1 LRDU – MAR 04


TABLE OF CONTENTS PAGE Introduction.......................................................................................................................... 1 Welcome ................................................................................................................... 1 This Competency Unit.................................................................................................... 1 Before You Start ............................................................................................................. 2 Planning Your Learning Programme ............................................................................. 2 Self-Assessment Checklist ............................................................................................. 3 How To Use This Learner’s Guide ................................................................................ 4 Using the Computer and other Resources...................................................................... 5 Method of Assessment.................................................................................................... 6 Element 1: Identify activity requirements ......................................................................... 7 Self-Assessment Checklist ........................................................................................... 14 Element 2: Plan process to complete activity...................................................................... 15 Self-Assessment Checklist…………………………………………………............. 21 Element 3: Modify plan ......................................................................................................... 15 Self-Assessment Checklist ........................................................................................... 21

Version 1 LRDU – MAR 04


LG-MEMCOR0012A: PLAN A COMPLETE

ACTIVITY

INTRODUCTION

Welcome Welcome to the Learner’s Guide for Unit of Competency “Plan a Complete Activity”. This is just one of a number of Learner Guides produced for the Core Skills stream of the Metal Engineering and Maintenance Industry, and it is designed to guide you, the learner, through a series of learning processes and activities that will enable you to achieve the specified learning outcomes for the competency unit. The content of this guide was developed from the Competency Standard MEMCOR 0012A, which is one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQ-J) certification within the industry. Please refer to your Learner’s Handbook for a thorough explanation of standards and competencies, and how these relate to the NVQ-J certification. You are also advised to consult the Competency Standard and assessment instrument for a better understanding of what is required to master the competency.

This Competency Unit “Plan a complete activity” addresses the knowledge and skills requirements for effectively planning a complete activity. There are three main areas or elements: Element 1: Identify activity requirements Element 2: Plan process to complete activity Element 3: Modify plan As you go through each element, you will find critical information relating to each one. You are advised to study them carefully so that you will be able to develop the necessary knowledge, skills and attitudes for planning a complete activity

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Before you start Before you start this Learner Guide, you need to: a. Obtain a Learner’s Logbook. You will use it to record evidence of your new

skills/competence. As you demonstrate your new skills, record your activities and have your learning facilitator sign off on them. This will allow you to provide evidence of your competence when you are being assessed against the competency standard.

b. Ensure that you have access to the facilities and equipment necessary for learning. c. Ensure that your learning resources are available. d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and that the

correct safety equipment is used. e. Plan your learning programme (see below) f. Understand how to use this Learner Guide (see below)

Planning your learning programme The self-assessment checklist on the following page will assist you in planning your learning programme and it will help you to think about the knowledge and skills needed to demonstrate competency in this unit. As you go through the checklist you will be able to find out which elements you have already mastered and which ones you will need to pay more attention to as you go through the learning process. To complete the self-assessment checklist, simply read the statements and tick the ‘Yes’ or ‘No’ box. You should do this exercise now.



Element 1 Identify activity requirements Yes No 1. I can identify instructions relating to objectives and performance ( ) ( ) 2. I can obtain, understand, and where necessary, clarify relevant

specifications for activity outcomes ( ) ( ) 3. I can identify activity outcomes ( ) ( ) 4. I can identify activity requirements, including overall timeframe for activity, quality requirements and criteria for acceptable completion ( ) ( ) Element 2 Plan process to complete activity Yes No 1. I can identify and prioritize the individual components of an activity

based on instructions relating to objectives, performance requirements and specifications ( ) ( )

Element 3 Modify plan Yes No 1. I can modify plan where necessary to overcome unforeseen difficulties

or developments that occur as work progresses ( ) ( )

Self-Assessment Checklist Plan a complete activity



How did you do? If you ticked all or most of the ‘Yes’ boxes then you might not need to go through the entire guide. Ask your learning facilitator to assist you in determining the most appropriate action you should take. If you ticked a few of the ‘Yes’ boxes or none at all then you should work through all of the guide, even though some of the material may be familiar to you. Plan your learning based on your answers. Be sure to involve your learning facilitator in the planning process.

How to use this Learner Guide This Learner Guide is designed to assist you in working and learning at your own pace. We suggest that you: • Go through the sections/elements as they are presented (starting at Section 1) • Check your progress at each checkpoint to ensure that you have understood the material • Observe the icons and special graphics used throughout this guide to remind you of what you

have to do and to enhance your learning. The icons and their meanings are as follows:
Complete Assessment Exercise This exercise requires you to think about the knowledge and skills that you have or will develop in this competency unit.
Definition Box Words/phrases are defined or explained in this box. The words/phrases being explained are in bold print.

Checkpoint This denotes a brain teaser and is used to check your understanding of the materials presented. No answers are

provided for the questions asked.



t

Activity This denotes something for you to do either alone or with

the assistance of your learning facilitator.

Reference Points you to the reference materials and other support documents or resources used in compiling the unit content.

• Ask your learning facilitator for help if you have any problems with the interpretation of the

contents, the procedures, or the availability of resources. • Complete each activity as you come to it. If the activity requires you perform an actual task,

be sure to tell your learning facilitator when you get to that activity so that he/she can make any arrangements, if necessary.

• Get your learning facilitator to sign and date the Learner’s Logbook when you have completed an activity.

• Complete the self-assessment checklist at the end of each section or element. When you have worked through all elements of the guide, and when you can tick every ‘Yes’ box, you are ready for assessment and should ask your learning facilitator to assist you in making he arrangements to have your performance assessed.

Using the Computer and Other Resources Where your activities refer you to the library, computer and/or Internet resources, ask your learning facilitator to assist you in locating these resources. If you are getting your training in an institution, there may be a library and a computer laboratory. If this is not the case, visit the local library and find out what resources are available. If you are new to the computer and the Internet, someone in the computer room should be able to show you how to use these resources. Please note that in many of your activities you have been referred to information on the Internet. This is because the Internet has a vast amount of information that can help you in acquiring the particular competencies. We would like to advise you, however, that we cannot guarantee that all the sites will be available when you need them. If this happens, ask your learning facilitator to assist you in locating other sites that have the information you require.



Method of Assessment Competency will be assessed while you are actually performing the tasks related to this competency. This may be in a real workplace or a simulated situation that accurately relates to the work situation. You are advised to consult the associated competency standard and assessment instrument for further details relating to the assessment strategies. You may now start your learning. Have fun while you work!



ELEMENT 1: IDENTIFY ACTIVITY REQUIREMENTS

LEARNING OUTCOMES As you go through this element, you will acquire the knowledge, skills and attitudes necessary to identify activity requirement within the workplace. Your learning facilitator is there to assist you with the various activities, so that on completion you should be able to:

1. Identify instructions as they relate to objectives and performance required 2. Obtain, understand and clarify (where necessary), relevant specifications for activity

outcomes 3. Identify activity outcomes 4. Identify activity requirements, including overall timeframe for activity, quality

requirements and criteria for acceptable completion

IDENTIFY OBJECTIVES For you to identify objectives, you should obtain the instructions for tasks from the following sources: • Job card • Supervisor • Manager/team leader • Computer • Filing system • Others Special effort should be made to ensure that correct sources of information are selected for a particular task. Also, the procedures for obtaining instructions and clarification should be described clearly to you. It is very important that all employees at the workplace are fully aware of the work activities they are expected to perform.

Receiving and Understanding Messages (Information/Instructions) From the very first day on the job, you will be called upon to receive and respond correctly to

both verbal and written instructions in order to perform your tasks in the most efficient manner. Instructions - are the step-by-

step commands which relay to the receiver how he/she should perform a task

Instructions may sound quite straightforward or simple to you initially, but later, when you are about to perform the



task, you may find that you are not quite certain about some things. It is therefore very important, that when you are receiving instructions, you ask yourself the following questions: • Am I certain that I know what the supervisor/boss means? • Do I understand all the terms being used? • Do I have the skills required to do as instructed? • Do I have the resources to do the job? • Am I allowed to make any changes to the instructions without consulting with the

supervisor/boss? .

CHECKPOINT Can you give reasons for discussing the approach to your assigned tasks with your supervisor before you actually begin the activity? What sources should be consulted for instructions for tasks?

ACTIVITY With your learning facilitator playing the role of your supervisor discuss: • the tasks that have been given to you and establish the

priorities that are required according to workplace requirements.

• Identify objectives from correct source such as a job order, supervisor, and drawings as indicated by your learning facilitator. Complete the task outcomes in the time specified.



OBTAIN SPECIFICATIONS FOR TASK OUTCOMES Specifications for the job should be given based on the information from:

• Documentation • Job cards • Manager • Other information source.

CHECKPOINT Can you identify the specifications for a routine task ?

These outcomes should be clarified where necessary and reasons given for their clarification. The tasks therefore should be completed to specification on time meeting quality measures, i.e. with tolerance. Appropriate steps should also be used to complete a task.

ACTIVITY By consulting one or more of the sources named above, determine the task outcomes for the task you selected.

To respond appropriately to instructions, you must develop and practise effective reading and listening skills.

Listening - is the psychological process of attaching meaning to, and remembering, what one hears.

Effective reading requires the ability to: • Read written information • Focus attention on, or absorb, the content • Analyze and evaluate information • Respond appropriately It is of vital importance that verbal instructions are followed as precisely as possible at the workplace. To meet this requirement you need to develop your active listening skills.



OBTAIN AND CLA It is very importantthey are expected to Your work objectivcommunicated to ytasks must be discunot fully understandtasks, which can reto spend enough timas well as, the proc Your expectations o • Constructive cr• Fair evaluation • Essential guida• Constant flow o• Recognition of • An appropriate • Training for gro• Exemplary prof It is also important priorities set by theperformance. This that must get done

C Tw

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CHECKPOINT Can you interpret schedule and tasks correctly and consistent with your learning facilitator’s instructions to tidy and safely maintain tools.

RIFY ACTIVITIES

that all employees at the workplace are fully aware of the work activities perform.

es and the specific tasks you are supposed to perform must be clearly ou by your supervisor and fully understood by you. Your approach to your ssed with your supervisor regularly. This is essential because when you do your job, a lot of time is spent questioning the significance of the specific

sult in tasks being done incorrectly and time wasted. It is therefore important e during the initial stage, trying to understand the purpose and significance,

edure of the task.

f a supervisor should include:

iticism

nce f necessary information a job well done management/supervisory style wth and development essional behaviour

for supervisors to explain workplace priorities to all workers. It is from the workplace that you are expected to set your personal priorities to govern your will ensure that you remain focused on important tasks and also small jobs to prevent being overlooked.

HECKPOINT

he approach to your assigned tasks should be discussed ith your supervisor. Why?

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IDENTIFY ACTIVITY OUTCOME In identifying activities, you may receive instructions that may include timeframe, quality requirements, outcome requirements and performance requirements. These instructions should be carried out in accordance with established procedures. However, the activities may require a response and modification of procedures or choice of different procedures to deal with unforeseen developments. The activity may require prioritizing of the individual components to facilitate the meeting of the objectives. Examples of activities to be planned may include: fault diagnosis and repair of an item of equipment, a modification of an established sequence of assembly tasks. It is your responsibility to ensure that you clarify the instructions that you receive from your supervisor, so that the outcome that you anticipate is the one that your supervisor expects.

CHECKPOINT Why should you discuss the outcome of your assigned tasks with your supervisor?

ACTIVITY Role play a situation in which you discuss with your learning facilitator the activities that have been given to you and clarify the requirements ensuring that your perception coincides with his/hers.

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ACTIVITY With your learning facilitator playing the role of your supervisor, • Discuss the tasks that have been given to you and the

outcomes that are required according to workplace requirements. Explain to him/her how you plan to accomplish the outcomes.

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IDENTIFY ACTIVITY REQUIREMENTS It is advisable that you draw up a schedule, indicating the tasks you are expected to perform, including a priority list. The schedule must also stipulate your starting time, estimation of completion time and materials, equipment and assistance required for completion of tasks. The schedule will serve as a guide to ensure that tasks are completed efficiently and in the stipulated time. Preparing a daily schedule will also give you a chance to assess your performance. It will highlight tasks that are important and must be attended to urgently, as opposed to those that are not as important, and therefore, do not require urgency in their preparation. Some general tips and techniques that must be considered are as follows: • Plan your activities for the following day • First, list your time specific items, e.g. meetings, and than write down the tasks you have to

complete • Once you have prioritized your tasks, make a ‘to do list’ and work through the items in

priority order • Ensure that you have given yourself sufficient time to complete your ‘to do list’, taking into

account your daily interruptions • Refer to Gantt chart (page 16) to show your long term priorities and determine whether they

are being met or not • If priorities are not being met, then revisit your ‘to do list’ to make changes where necessary

Refer to: The Video: (1991) Getting Things Done: An Achievement Guide to Time

Management, National Press Publication.

CHECKPOINT Why is it important to prepare a daily schedule?



Refer (Ask your learnin

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ACTIVITY Identify and arrange activity requirements from tasks scheduled for you and discuss with your learning facilitatorthe order in which you arrange these tasks regarding time frame to complete activities, quality and criteria for acceptable completion.

to: Learner’s Guide MEMCOR0161A - Plan to Undertake a Routine Task. g facilitator how to access this)

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READY TO PROVE YOUR COMPETENCE? Now that you have completed this element, check how well you have fully grasped all the components by doing the following self-assessment. Checklist 1 Yes No 1. I understand how to identify instructions in accordance with objectives

and performance required ( ) ( ) 2. I know how to obtain, understand and clarify relevant specifications

for activity outcomes ( ) ( ) 3. I understand how to identify activity outcomes ( ) ( ) 4. I know how to identify activity requirements, including overall timeframe for activity, quality requirements and criteria for acceptable completion ( ) ( ) Checklist 2 Yes No 1. Instructions as to objectives and performance required are identified ( ) ( )

2. Relevant specifications for activity outcomes are obtained, understood and where necessary clarified ( ) ( )

3. Activity outcomes are identified ( ) ( )

4. Activity requirements, including overall timeframe for activity, quality requirements and criteria for acceptable completion are identified ( ) ( )



ELEMENT 2: PLAN AND MANAGE TIME ELEMENT 3: MODIFY PLANS

LEARNING OUTCOMES As you go through these elements, you will acquire the knowledge, skills and attitudes necessary to plan and manage time. Your learning facilitator is there to assist you with the various activities, so that on completion you should be able to:

1. Identify and prioritise the individual components of the activity, based on instructions as to objectives performance requirements and specifications

2. Modify plan, if necessary, to overcome unforeseen difficulties or developments that occur as work progresses

IDENTIFY AND PRIORITISE ACTIVITY

Time Management - process of planning and organizing tasks in order of priority to get them completed within specified time- frames.

Time Management is an effective management tool that is increasingly being used by many individuals and organizations to help them achieve greater levels of efficiency and productivity in their personal and business operations. Here are three important principles on which time management is based: • Time is our scarcest resource, which can never be replaced once it is wasted • Time can be your best friend by giving you an opportunity to accomplish your goals • Set your goals and break them down into activities to achieve them Note: If goals are clearly established, then the required activities that will help you to achieve the goals, as well as the priority of each actively can be worked out.

Refer to: HEART Trust/NTA (2001) Business Administration and Commerce – Entrepreneurial Skills Level 1, pages M3-61-M3-62



ACTIVITY From your reading, identify five (5) more time management principles. Discuss with your peers and learning facilitator, the value of these statements in your personal and work life.

A good interpretation of the defined tasks is very important. This will enable you to prioritize your duties. By doing this, you will ensure that the most important tasks are the ones that are completed first. The priorities which you establish to guide your performance should coincide with those of the workplace. The following are some useful tips: • Do not overload your list; be realistic • Rank tasks in order of importance • Schedule time for breaks and mistakes • Schedule long-term and short-term job You can also create Gantt charts using project management computer package to help you to prioritize your job tasks. An example of a Gantt chart is shown below. To produce the chart you have to use Microsoft Project. The Gantt is the most widely used scheduling tool for small projects. It may be available on PC's.

Gantt Chart

•



Making Gantt Chart

You can make Gantt Chart by:

• Using whiteboard, flipchart sheets or other large space • Making a list of all tasks or activities involved in the planning, production, and post

production phases of your project • Putting them into sequential order • Using the times on your list and the sequence, you can draw your Gantt Chart • Decide at what level you want to review your timelines, or the whole project that is, whether,

weekly, monthly or yearly. It is recommended that you start with an overview of the whole project

• Label the chart across the top by week. Use start (Sunday) or end (Saturday) dates for each week

• Label the chart along the left side with all the tasks, or consolidate tasks under headings - that makes sense for an overview

• Now draw horizontal bars for each task, beginning at the start date for that task and ending with the completion date for that task

• Draw a Gantt chart for the first week’s activity by putting each day of the week across the top, and each task for the week along the left side

• Save chart

CHECKPOINT

What does it mean to establish priorities?

ACTIVITY Establish priorities that you believe can be followed consistently and place these on a Gantt chart for future reference with the help of your learning facilitator.



ACTIVITY

Try to identify some more tips that you should consider when prioritizing your tasks at work. Discuss these tips with your learning facilitator and your peers.

Refer to: The Video: (1991) Getting Things Done: An Achievement Guide to Time

Management, National Press Publication.

OVERCOME DIFFICULTIES At times you may find that modifying your original plan may be your best option to resolving the problem. This should be pursued when all other alternatives have been exhausted. Problems that occur should be solved speedily and effectively. Response to problems must be appropriate to ensure quality outcome, therefore, response to problems must not create further problems. There should be no impact of problems encountered on your work schedule, performance and interaction with your supervisor. The response that you arrived at to the problems, must reflect your knowledge of the products and processes used. By doing this, you will ensure that problems are solved appropriately rather than being encouraged to continue. To ensure that the response maintains a quality outcome, minimizes impact on work schedules and reflects accurate knowledge of products and processes used, you should use the A.C.E. model. A.C.E. Model: A - Ask fact and feeling questions C - Clarify goals and identify concerns E - Evaluate options and select workable solution These processes, when combined with practical wisdom, will help you to build workable solutions and ultimately create a more productive work environment!



The A.C.E. Model works because it systematically combines objective information with subjective feelings. When solving problems: • Asking questions will uncover the issues • Clarifying goals will enhance performance • Evaluating options will improve decision-making

Refer to: Website - www.videolrn.com/titles/ACEit.htm

CHECKPOINT

Why is it important to solve problems appropriately?

In order for you to ensure that problems are resolved or prevented from occurring, your response to them should be consistent with workplace requirement. This will cause tension to subside quickly, before severe damage is done to the production process. Your response to problems must be appropriate and should always conform to the priorities established by the workplace. In deciding on a response to a problem, you should ensure that you are objective in order to prevent problems from recurring. A model that is quite useful when setting priorities is "SMART." It stands for "Specific, Measurable, Achievable, Realistic and Time-Bound." The setting of objectives help to prepare you to put in place any necessary contingencies, should unexpected problems or changes occur, and ensure that your priorities match those of the organization. For each goal or duty, attempt to answer the following questions: • What? - Describe what the result or accomplishment will be • How? - Describe the process you will take to achieve your goal • Why? - Describe why this particular goal/duty is important or relevant • When - Establish when the goal/duty will be completed as well as any interim steps

Refer to: Website - www.unm.edu/~hrinfo/pages/PerfReview/pla04/09pla04.htm


http://www.videolrn.com/titles/ACEit.htm

http://www.unm.edu/~hrinfo/pages/PerfReview/pla04/09pla04.htm


Note: Ensure that you familiarize yourself with the organization’s requirements before attempting to address situations.

CHECKPOINT

Why is it important to respond consistently to workplace priorities?

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ACTIVITY

Make a list of resolutions or policies that can be implementedin the workplace to deal with problems encountered. Have your learning facilitator check your list.

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READY TO PROVE YOUR COMPETENCE? Now that you have completed this element, check to see whether you have fully grasped all the components by doing the following self-assessment Checklist 1 Yes No 1. I know how to identify and prioritize the individual components of the

activity, based on instructions as to objectives performance requirements and specification ( ) ( )

2. I understand how to modify plan if necessary, to overcome unforeseen difficulties or developments that occur as work progresses ( ) ( ) Checklist 2 Yes No 1. Individual components of the activity are identified and prioritized

based on instructions as to objectives, performance requirements and specifications ( ) ( )

2. Plan is modified to overcome unforeseen difficulties or developments that occur as work progresses ( ) ( )

Plan a Complete Activity (LG-MEMC0R0012A)

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