Elements and Performance Criteria

RANGE STATEMENT
10) This relates to the unit of competency as a whole providing the range of contexts and conditions to which the Performance Criteria apply. It allows for different work environments and situations that will affect performance.
Equipment may include Links (single and three phase), RMU (vacuum, oil, gas, air), Fuses (EDO, HRC, ) Switches (vacuum, oil, gas, air), Isolators (Air gas vacuum oil), Circuit recloser (oil, gas), earthing and discharge equipment, gloves, testers, computers with equipment control functions; protection settings, alarm and control equipment. (Personal safety equipment). Any LV that directly impacts on HV switching (e.g. LV backfeeds).
Safety standards may include relevant sections of occupational health and safety legislation, enterprise safety rules, relevant state and federal legislation and national standards for plant
Information and documentation sources may include verbal or written communications; single line drawing and schematics, enterprise safety rules documentation; enterprise operating instructions; dedicated computer equipment; enterprise/site standing and operating instructions; enterprise log books; manufacturer operation and maintenance manuals; and equipment and alarm manuals
Technical and operational indicators may include stimuli (audio, smell, touch, visual), local indicators and recorders, computers and alarms (visible and or audible)
Communications may be by means of telephone, two way radio, pager, computer (electronic mail), operating logs (written or verbal) and intercom
Appropriate personnel for consultation, to give or receive direction may include supervisor/team leader or equivalent, power plant operations personnel or equivalent, technical and engineering officers or equivalent, maintenance staff, other operating staff or equivalent, system controller/network controller and field operator and restricted H.V. operators
Implications may be safety of personnel and public, damage to equipment, loss of plant, legal implications, system integrity, capital cost, lost enterprise revenue and community costs.

EVIDENCE GUIDE
9) This provides essential advice for assessment of the unit of competency and must be read in conjunction with the Performance Criteria and the Range Statement of the unit and the Training Package Assessment Guidelines.
The Evidence Guide forms an integral part of this Competency Standard Unit and shall be used in conjunction with all components parts of this unit and, performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment
9.1)

Longitude competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the Industry’s preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accord with Industry and, Regulatory policy in this regard.
Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed.
The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Hence, sources of evidence need to be ‘rich’ in nature so as to minimise error in judgment.
Activities associated with normal every day work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its ‘richness’. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit
9.2)

Before the critical aspects of evidence are considered all pre-requisites shall be met.
Evidence for competence in this unit shall be considered holistically. Each element and associated Performance Criteria shall be demonstrated on at least two occasions in accordance with the “Assessment Guidelines - UEP12”. Evidence shall also comprise:
A representative body of work performance demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to:
Implement Occupational Health and Safety workplace procedures and practices including the use of risk control measures as specified in the Performance Criteria and Range Statement
Apply sustainable energy principles and practices as specified in the Performance Criteria and Range Statement
Demonstrate an understanding of the essential knowledge and associated skills as described in 6) Essential Knowledge and Associated Skills of this unit
Demonstrate an appropriate level of employability skills
Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures
Demonstrated performance across a representative range of contexts from the prescribed items below:
The knowledge and application of relevant sections of: Occupational Health and Safety legislation; Statutory legislation; Enterprise/site safety procedures; Enterprise/site emergency procedures
The preparation for secondary switchgear operations
The operation and knowledge of secondary switch gear
The implications of secondary switch gear operations
Apply environmental risk assessment process
Implement, monitor and review environmental procedures during the currency of the work
Dealing with an unplanned event by drawing on essential knowledge and skills to provide appropriate solutions incorporated in the holistic assessment with the above listed items.

Context of and specific resources for assessment
9.3)

This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:
OHS policy and work procedures and instructions.
Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this unit.
Competency Standards should be assessed in the workplace or simulated workplace and under the normal range of workplace conditions.
Assessment of this unit will be supported with documentary evidence, by means of endorsement stating type and application of work.
In addition to the resources listed above in Context of assessment’, evidence should show competency working, in limited spaces, with different types of plant and equipment as well as different structural/construction types and methods and in a variety of environments.

Method of assessment
9.4)

This unit shall be assessed by methods given in Section 1.3.00 Assessment Guidelines.Note: Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit.

Concurrent assessment and relationship with other units
9.5)

There are no recommended concurrent assessments with this unit, however in some cases efficiencies may be gained in terms of learning and assessment effort being concurrently managed with allied competency standard units where listed.
Nil