Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Information includes:
diagrams or sketches
instructions issued by authorised organisational or external personnel
manufacturer specifications and instructions, where specified
material safety data sheets (MSDS)
memos
regulatory and legislative requirements pertaining to plasterboard
relevant Australian standards
safe work procedures relating to plasterboard
signage
verbal, written and graphical instructions
work bulletins
work schedules, plans and specifications.
Planning and preparation include:
assessment of conditions and hazards
determination of work requirements:
safety plans and policies
joins to be hand sanded
grade of paper to be used
readiness of topcoat for sanding
method of accessing work site
power supply availability on the same level as the work
equipment defect identification
work site inspection.
Safety (OHS) is to be in accordance with state and territory legislation and regulations and project safety plan and may include:
emergency procedures, including extinguishing fires, organisational first aid requirements and evacuation
hazard control
hazardous materials and substances
organisational first aid
PPE prescribed under legislation, regulations and workplace policies and practices
safe operating procedures, including the conduct of operational risk assessment and treatments associated with:
concealed services (water, power and gas)
lighting
traffic control
restricted access barriers
trip hazards
working at heights
working in confined spaces
working in proximity to others, work site visitors and the public
use of firefighting equipment
use of tools and equipment
workplace environmental requirements and safety.
Tools and equipment include:
broad knives
brooms
electric screw guns
hand and power drills
hand saws
keyhole saws
measuring tapes and rules
paintbrushes
plasterboard hammers
plasterer's trowels
powered sanding machines
scaffold planks
T squares
taping knives
trestles.
Quality requirements include relevant regulations, including:
Australian standards
internal company quality policy and standards
manufacturer specifications
workplace operations and procedures.
Materials include:
beads
cement render
fibre cement sheets
finishing materials
plaster compounds
plasterboard
plasterglass sheets
water resistant plasterboard.
Environmental requirements include:
clean-up management
dust and noise
vibration
waste management.

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
This unit of competency could be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate construction workplace conditions, materials, activities, responsibilities and procedures.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of the ability to:
select and use appropriate sanding materials and work methods
ensure that electrical equipment is inspected prior to use and includes required tags, logs and maintenance records prescribed by regulations
operate from basic instruction without constant supervision
identify requirements to achieve the specified level of finish
identify faults in plasterboard fixing, joining and finishing
execute work within agreed timeframes and standards
interpret delivery documentation and work orders
locate relevant materials
explain warranty, guarantee and liability requirements for plastering work
apply knowledge of industry requirements to identify:
condition and colour of top coat when set
manufacturers' components and materials
contract compliance requirements
reasons for use of P1 rating (protection against mechanically generated particles) or P2 rating (protection against mechanically and thermally generated particles) mask and protective clothing when emptying and cleaning equipment and disposing of dust
common faults in materials and work and problems that require reporting
follow work instructions, operating procedures and inspection practices to:
prevent damage to goods, equipment or products
maintain equipment in good working condition and identify faults requiring repair by electrician
work effectively alone or with others and minimise the risk of injury
modify work activities to cater for variations in work site procedures, contexts and environment
identify and use appropriate behaviour for interactions with other workers, supervisors, clients and members of the public.
Context of and specific resources for assessment
This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints.
Assessment of essential underpinning knowledge will usually be conducted in an off-site context.
Assessment is to comply with relevant regulatory or Australian standards' requirements.
Resource implications for assessment include:
stopped plasterboard walls and ceilings
sanding materials
access methods.
Assessment of this unit of competency may be in conjunction with assessment of other units commonly performed at the same time in normal job roles.
Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment
Assessment methods must:
satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Training Package
include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application
reinforce the integration of employability skills with workplace tasks and job roles
confirm that competency is verified and able to be transferred to other circumstances and environments.
Validity and sufficiency of evidence requires that:
competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace
where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice, with a decision on competency only taken at the point when the assessor has complete confidence in the person's demonstrated ability and applied knowledge
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence.
Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.
Supplementary evidence of competency may be obtained from relevant authenticated documentation from third parties, such as existing supervisors, team leaders or specialist training staff.
Guidance information for assessment
This unit could be assessed on its own or in combination with other units relevant to the job function, for example:
CPCCCM2010A Work safely at heights.
Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Assessment processes and techniques should, as far as is practical, take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.