Home / Resources / Units of Competency / Manufacturing Training Package / MSMSUP390
← Back to units in MSM
MSMSUP390 Current

Application

This unit of competency covers the skills and knowledge required to use structured process improvement tools to solve process and other problems.

This unit of competency applies to experienced operators, team leaders, supervisors or people in similar roles who are required to identify improvements and/or solve problems beyond those associated directly with the process unit/equipment.

A ‘problem’ in this context should be interpreted as ‘an opportunity for improvement’, not just something causing faulty product, product faults or process irregularities/breakdowns.

This unit of competency applies to an individual working alone or as part of a team or group and working in liaison with other shift team members and the control room operator, as appropriate.

Problem-solving techniques are often applied as group processes. Where the competency is achieved in a group context the individual being assessed must meet all aspects of the competency.

This competency does NOT cover the planning and facilitation of group problem-solving activities.

Other units of competency, including MSMOPS units, may include a problem-solving element where problems specific to that competency are to be resolved. However, this unit of competency requires structured problem-solving techniques to be applied more broadly and/or with greater depth and rigour than is implied by the problem-solving element of the other units.

This unit of competency applies to all work environments and sectors within the industry.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

What You'll Learn

1. Identify the problem

  • 1.1 Identify variances from desired operating/output parameters and 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. Determine fundamental cause of problem

  • 2.1 Select problem-solving tool appropriate to the problem and the context
  • 2.2 Identify possible causes based on experience and the use of problem-solving tools/analytical techniques
  • 2.3 Develop possible cause statements
  • 2.4 Determine fundamental cause

3. Determine corrective action

  • 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. Communicate recommendations

  • 4.1 Prepare report on recommendations
  • 4.2 Present recommendations to appropriate personnel
  • 4.3 Follow up recommendations if required

Assessment Requirements

Performance Evidence

Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria and demonstrate the ability to:

identify at least one (1) problem

analyse problem using at least one (1) analysis tool drawn from each of two (2) different groups of tools (basic, visual, process, business and organisation specific)

select the preferred solution

develop and use an implementation plan

communicate effectively with other personnel.

Knowledge Evidence

Evidence must be provided that demonstrates knowledge of:

relevant organisation procedures

risks, risk assessment and controls relevant to problem being analysed

targets and measures for output and quality

types and application of problem-solving tools/analytical techniques

relevant equipment and operational processes.

Assessment Conditions

The unit should be assessed holistically and the judgement of competence based on a holistic assessment of the evidence.

The collection of performance evidence:

should occur over a range of situations which include typical disruptions to normal, smooth operations

will typically include a supervisor/third-party report focusing on the significance of the problem being addressed. A supervisor/third-party report must be prepared by someone who has a direct, relevant, current relationship with the person being assessed and who is in a position to form a judgement on workplace performance relevant to the unit of competency

may use industry-based simulation for all or part of the unit particularly where safety, lack of opportunity or significant cost is an issue.

Assessment should occur in operational workplace situations. Where this is not possible, or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment reflecting realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills.

Assessment in a simulated environment should use evidence collected from one or more of:

demonstration of skills

industry-based case studies/scenarios

‘what ifs’.

Knowledge evidence may be collected concurrently with performance evidence (provided a record is kept) or through an independent process, such as workbooks, written assessments or interviews (provided a record is kept).

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications associated with this unit.

The regulatory framework will be reflected in workplace policies and procedures and is not required to be independently assessed.

Foundation skills are integral to competent performance of the unit and should not be assessed separately.

As a minimum, assessors must satisfy the Standards for Registered Training Organisations 2015 assessor requirements.

Foundation Skills

  • text: This section describes those language, literacy, numeracy and employment skills that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Parent Qualifications

Related Units

Generate Compliant Training Materials for MSMSUP390

RTOFlow automatically creates learner guides, assessment workbooks, marking guides, and trainer resources aligned to this unit of competency — saving you weeks of manual work.

Request Early Access

Last updated from training.gov.au: 25 February 2026