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***

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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

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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.

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Self-Assessment Checklist
Plan a complete activity

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 ( ) ( )

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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.

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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
the 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.

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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!

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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
Instructions - are the step-by- your tasks in the most efficient manner.
step commands which relay to Instructions may sound quite straightforward or simple to
the receiver how he/she should you initially, but later, when you are about to perform the
perform a task

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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.

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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

Listening - is the psychological
develop and practise effective reading and listening
process of attaching meaning to,
skills.
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.

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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.

OBTAIN AND CLARIFY ACTIVITIES

It is very important that all employees at the workplace are fully aware of the work activities
they are expected to perform.

Your work objectives and the specific tasks you are supposed to perform must be clearly
communicated to you by your supervisor and fully understood by you. Your approach to your
tasks must be discussed with your supervisor regularly. This is essential because when you do
not fully understand your job, a lot of time is spent questioning the significance of the specific
tasks, which can result in tasks being done incorrectly and time wasted. It is therefore important
to spend enough time during the initial stage, trying to understand the purpose and significance,
as well as, the procedure of the task.

Your expectations of a supervisor should include:

• Constructive criticism
• Fair evaluation
• Essential guidance
• Constant flow of necessary information
• Recognition of a job well done
• An appropriate management/supervisory style
• Training for growth and development
• Exemplary professional behaviour

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

CHECKPOINT

The approach to your assigned tasks should be discussed

with your supervisor. Why?

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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.

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

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?

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ACTIVITY

Identify and arrange activity requirements from tasks

scheduled for you and discuss with your learning facilitator
the order in which you arrange these tasks regarding time
frame to complete activities, quality and criteria for
acceptable completion.

Refer to: Learner’s Guide MEMCOR0161A - Plan to Undertake a Routine Task.

(Ask your learning 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 ( ) ( )

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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

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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

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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.

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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!

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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

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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?

ACTIVITY

Make a list of resolutions or policies that can be implemented

in 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 ( ) ( )

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