Admas University

Misrak TVET College

Basic Clerical Works Level- I

Learning Guide
Unit of Competence: Apply Quality Standards
Module Title: Apply Quality Standards
TTLM Code: EIS BCW1 10 0812
LO. 1 Assess own work
LO. 2 Assess quality of service rendered
LO.3 Record information
LO.4 Study causes of quality deviations
LO.5 Complete documentation

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Occupational Standard: Basic Clerical Works Level I
Unit Title Apply Quality Standards
Unit Code EIS BCW1 10 0812
Unit Descriptor This unit covers the knowledge, attitudes and skills required in
applying quality standards in the operational activities.

Elements Performance Criteria

1. Assess own 1.1 Completed work is checked against organization standards
work relevant to the activity being undertaken.
1.2 An understanding is demonstrated on how the work activities
and completed work relate to the next process and to the
final appearance of the service / product.
1.3 Faulty service is identified and isolated in accordance with
policies and procedures.
1.4 Faults and any identified causes are recorded and reported in
accordance with standard procedures.
2. Assess quality 2.1 Services rendered are quality checked against standards
of service and specifications.
rendered
2.2 Service rendered are evaluated using the appropriate
evaluation parameters and in accordance with standards.
2.3 Causes of any identified faults are identified and corrective
actions are taken in accordance with policies and
procedures.
3. Record 3.1 Basic information on the quality performance is recorded in
information accordance with organization procedures.
3.2 Records of work quality are maintained according to the
requirements of the organization / enterprise.
4. Study causes of 4.1 Causes of deviations from final outputs or services are
quality investigated and reported in accordance with standard
deviations procedures.
4.2 Suitable preventive action is recommended based on
organization quality standards and identified causes of
deviation from specified quality standards of final service or
output.
5. Complete 5.1 Information on quality parameters and other indicators of
documentation service performance is recorded.
5.2 All service processes and outcomes are recorded.

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Variable Range
Quality check May include but not limited to:
 Visual inspection
 Physical measurements
 Check against specifications/preferences
Quality standards May include but not limited to:
 materials
 service
 output
 processes/procedures
Quality parameters May include but not limited to:
 style/design/specifications
 durability
 service variations
 materials
 damage and imperfections

Evidence Guide
Critical Aspects of Demonstrates skills and knowledge in:
Competency  Checked completed work continuously against standard
 Identified and isolated faulty service / workmanship
 Checked service rendered against organization standards
 Identified and applied corrective actions on the causes of
identified faults
 Recorded basic information regarding quality performance
 Investigated causes of deviations of services against standard
 Recommended suitable preventive actions
Underpinning Demonstrates knowledge of:
Knowledge  Relevant quality standards, policies and procedures
 Characteristics of services
 Safety environment aspects of service processes
 Relevant evaluation techniques and quality checking
procedures
 Workplace procedures
 Reporting procedures
Underpinning Skills Demonstrates skills to:
 Interpret work instructions, specifications and standards
appropriate to the required work or service
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  Carry out relevant performance evaluation
 Maintain accurate work records in accordance with procedures
 Meet work specifications
 Communicate effectively within defined workplace procedures
Resource Access is required to real or appropriately simulated situations,
Implications including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Methods of Competence may be assessed through:
Assessment  Interview / Written Test
 Observation / Demonstration with Oral Questioning
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.

This unit covers the knowledge, attitudes and skills required in applying quality
standards in the operational activities.

1. Assess condition of Receiving Material

The workers must relate with the material properties to product and process quality. These
are the factors that must be taken in to consideration when choosing the right material for
the component and assemblies.

1. 1. Selecting material
Material selection is one of the most common tasks for design engineering. The ability of
assess the material's impact on the performance of a product is crucial for reliable
performance. Sometimes buyers are also considering the label or name of the company
which are producing great quality of materials and are known in the market. Example the
name of HP for the printers and inlet for some computer hardware.

1.2. Testing material

The testing of material properties is widely understood to be the key to obtaining data for
the office, performing failure analysis, or understanding material interactions. Material
testing also provides information on the quality of incoming and outgoing products.
Inspection test equipment and techniques are demonstrated for a wide range of material and
assemblies during the class. This provides the participants with both knowledge of the
common failure modes.
1.3. Cost of Material
The cost of material is also considered when buying or selecting materials for specific
purpose. The amount may vary but never taken for granted the quality and the reliability of
materials. Will you buy materials which is less expensive but worst quality? Will you buy

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 materials which you cannot afford? People look for places which can meet their standards
and right cost for material buy.

Characteristic of common materials for increased security is also a great factor

in the design and planning process. Evaluation of longevity criteria and
assessment of site environmental factors are vital to planning activities.
Specific knowledge about the work and general common sense must dictate
design and material selection. Although many materials can offer enhanced
protection, often the most cost efficient and readily available materials that
provide reasonable life expectancy for the office must be considered.
Before planning and designing take place, you should evaluate the material option and
system requirements. Teachers should add several useful reference manuals to the libraries
such as illustration of materials, networking trouble shooting as well as basic operation and
internet of the additional reference that that the student use in the project work. the
characteristics of the material should be used for the specific purpose must be:

 of good quality

_ This is the most important factor when choosing materials to buy. Products with good quality
are long - lasting and safe to use because you know that it follows certain standards before being
commercialized
 reliable

-lt means that you can be sure that it will perform its function well will, operate safely and will
give t the best it could give
 Suitable for the application/ purposes

- choose the materials which are very necessary to make the project possible. Making a list of
products/ materials to buy is a good trait of a wise consumer. Products which are not to be used
must be crossed out
 Low cost

-It doesn't mean that you will choose for the less expensive one and exclude the quality. Low
cost means you can afford to buy the materials without hurting your pocket and assure of better
quality.

Methodology

1.) Act as quality checker:

2.) Responsible for monitoring and coordinating the checking arrangements and;
3) Must generate reports when receiving the equipment’s.

These are the things to be considered when:

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A Receiving material:

1. Match the packing slip to the items received and ensures that the materials are destined on
tour department.

2. That you are receiving the materials indicated on the purchase order with regard to quantity
and discount.

3. That the materials are in acceptable condition.

4. That terms regarding installation and / or set- up of equipment are met.

B. Receiving Reports

1. The person receiving the goods must document, using the administrative software that all
goods were received for each requisition before any payment can be made to the vendor.

2. Any exceptions must be noted so that partial payments can be processed or defective goods
can be returned.

C. Return of Merchandise

When merchandise is received which is incomplete or defective the supervisor will return the
materials to the supplier or to the store where it was bought and make arrangements with the
vendor for replacement.

D. Make an Inventory Report of the Materials

All materials received must be listed and be reported or monitor how man materials are already
on hand, Purchased or damaged.

Effective management checks are an important means of providing assurance or the integrity and
security to the benefit processes, they ate also useful in identifying training needs: indicating
possible weaknesses in procedure and ensuring the section the section meets its accuracy target
set for best blue performance indicators purposes.

Methodology

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The teacher will be the assessor. Students will be randomly assigned that will; 1.) Act as quality
checker: 2.) responsible for monitoring and coordinating the checking arrangements and; 3) must
generate reports when receiving the equipment’s.

The Quality checker will record the date of receipt, name of the materials purchased, quantity,
official receipt number, signature of the person who bought the materials and signed his name
afterwards. The Quality checker will identify if the materials are in good condition or damage
and/or needing for replacements. This will also be recorded on his report.
Feedback
Once the Quality checker has completed all the reports, the assessor will check if the Quality
checker provides all the data needed in the report.
Example of log Report (to be completed by the Quality checker)
Date O.R.# Item Name Quantity Signature Quality
Received Checker

Example of Assessment of Materials Received (to be completed by the Quality checker)

Quality checker: Date:

Item Name Total no.in Good Total no. of Errors comments

Condition

2. Assessing own work

You may be asked to participate in self-assessment as a part of your studies, assessing your own
work prior to it being assessed by your tutor.
We assessment our work to:
• improve the overall quality of your work
• Diagnose difficulties early and efficiently.

Self-assessment skills will also benefit your informal work both on and off the course.
The following section introduces you to the process of self-assessment, encouraging you to build
regular self-reflection into your own learning program. Self-assessment can be used in two
different modes:

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What is self-assessment?
Self-Assessment: As with peer assessment techniques your tutor may give you a feedback sheet
to complete that will help you through the process of assessing your own work.
However you may wish to assess your own work privately to develop a personal insight into
your abilities and achievements.
If this is the case, consider the following guidelines: When assessing your own work it may be
helpful to establish criteria against which it can be assessed.
This will help you to identify objective guidelines with which to critically appraise your output.
It can be hard to adopt a distanced approach when you have been actively involved in a piece of
work that may have involved considerable time and effort.
Setting criteria will help you do this.
To draft your own criteria consider:
• What makes a good essay? or
• What makes a good presentation?
Categories what you feel are the elements that contribute to a good work, report, or presentation.
For example when assessing a presentation you may like to consider:
• Welcoming introduction
• Clearly stated objectives
• Effective use of rhetorical questions
• Clear structure
• handling of complex arguments
• Informative conclusion
• Use of audio-visual aids
Make an actual break in your work program, then come back and review the work you have done
so far. Concentrate on broader issues. How are you meeting your objectives?
Regularly appraise your development throughout a piece of work:
• How are you doing for time?
• How are you meeting your objectives?
• are you including everything you want to?
• are you fulfilling your responsibilities to others?
• are you having any problems
- Finding information?
- Using equipment?
- Working with others?
- Working on your own?

Self-Assessment: Before you hand in a piece of work, try and make sure that you have allowed
yourself enough time to review the piece as a whole. This may be the time to go through things
with a fine tooth comb, checking minor details.
Compare the final outcome with your initial objectives to give you a general overview of how
you have developed the piece of work.
You may identify problem areas even at this stage.

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Ask yourself:
• What needs changing, if anything?
• What are you unsure about?
• is there anything you have left out?
• have you included too much?
• How can these issues be rectified easily and quickly?
At all stages, make sure you have an opportunity to talk over any difficulties with others, either
your tutor or friends and colleagues. If you are encountering severe, or recurrent problems,
consult your tutors - they may be able to help and may also take these into consideration when
assessing your piece of work. Self-assessment can be an invaluable tool in developing an
awareness of your working methods and encouraging objective self-examination. A little time
spent objectively evaluating your own work is likely to greatly improve your own sense of
satisfaction and will help improve the overall quality and thus the success of your university
studies.

3. Validating one's work for quality improvement

What your customer defines as absolutely critical about the products or services you deliver. CTQs
are typically categorized under Time, Quality/Reliability, and Cost.
 

How well are you performing today?

Once you know what is critical to your customers and can measure it, you need to evaluate how
well you are performing today. The measurement reflects the "baseline capability of the process"
and corresponds to the variation within the process that creates your products or services.

Term Definition Standard is generally accepted size, quality, quantity and performance of the
products within the given period of time and price expected of the product.
Customer expectations: The acceptable range of performance specified by the customer, which
usually consists of a goal (target) and a certain amount of deviation from that goal (upper and/or
lower limit). Defect: the result of missing customer expectations.

Understanding the baseline capability of your process tells you:

 How much variation or inconsistency your customers are experiencing and how much
they associate their dissatisfaction with your performance.
 How much improvement is needed to satisfy your customer?

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With this knowledge, you can evaluate recommendations for change.

Term Definition
Baseline
The current performance of the process prior to any improvement effort.
Capability
Variation The change in experienced by customers as different processes are applied.

How can you leverage facts and data?

Facts and data are the backbone of Six Sigma. They are equally as important as a thorough
understanding of customers' CTQs, because they are the basis for the decisions you make and the
actions you take to improve your process.

When you leverage facts and data, you:

 Remove personal reactions and preferences as stumbling blocks.

 Eliminate both trial and error and gut feel as problem-solving tools.
 Encourage more efficient problem solving by identifying the best solution early.
 Validate the actions leading to improvement.

How can you sustain improvement?

 There is a significant difference in performance between a process that is 99% effective

and a process running at a capability.
 As you move toward work, you will see dramatic shifts in performance. But varying the
performance levels is still very important.

The Six Sigma problem-solving methodology and tool set are known as DMAIC: Define,
Measure, Analyze, Improve, and Control. The following table provides a high-level overview of
the objectives and activities in each phase.

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 Phase Objective Activities
 Define customer CTQs
 Establish measurement metrics
Zero in on a specific problem with defined  Different rules to set project focus
Define
return on effort  Understand high-level flow of activity
 Calculate savings opportunities

 Validate the integrity of the data

Determine current process performance and  Calculate process capability
Measure
identify key improvement measures  Identify key inputs

 Validate key inputs by leveraging

Validate the process for improving statistical tools
Analyze
performance  Establish an improvement plan

 Run improvement pilot

 Validate improvements by applying
Improve performance and validate realized statistical tools
Improve
results  Validate improved process capability
 Calculate financial impact

 Finalize implementation of improvements

 Update documentation
Implement controls to ensure continued  Implement process controls
Control
performance  Validate process stability
 Hand off and close

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 Self-check Questions

1. Write the important conditions during receiving material.

A. _________________________________________
B. _________________________________________
C. _________________________________________
2. Quality of material or service can evaluated (assessed) in the baseline of:
A. _________________________________________
B. _________________________________________
C. _________________________________________
3. Write the importance of assessing own work.
________________________________________________________________________
________________________________________________________________________
_________________________________________________________.
4. What is the difference and the relationship of term Effective and Efficient.
________________________________________________________________________
________________________________________________________________________
_________________________________________________________.
5. Write some activities performed to apply improving performance and validity.
A. _________________________________________
B. _________________________________________
C. _________________________________________

Answer for self-check questions

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