Elements and Performance Criteria

RANGE STATEMENT
7) This relates to the competency standard unit 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.
Complex valves may include double seated pressure and flow control valves, boiler safety valves, and valves whose actuators are an integral part of the valve and so must be part of any maintenance to the valve.
Precision measuring devices may include inside/outside micrometers, verniers, engineer's rule, dial gauges, depth gauges and feeler gauges.
Testing may include pressure testing (hydraulic and vacuum), blue check and non-destructive testing.
Valve may control solutions which may include gases; solids; and fluids and chemicals such as caustic soda, chlorine, ammonia, sulphuric acid, sodium hypochlorite, hydrazine, diethylamine, citric acid, hydrofluoric acid, ammonium molydate, trisodium phosphate, hydrogen, nitrogen, carbon dioxide, water, fly-ash, slurry, compressed air, brine, oil, steam (superheated and saturated), hydrogen, propane and carbon dioxide.
Details of maintenance may be clarified by diagnosis and workplace inspection.
Maintenance may include repair, inspection, modification, overhaul, lubrication, servicing, test running, sealing, machining, identifying and replacing defective components and valve packing.
Valve drives may include electrical, mechanical, pneumatic, hydraulic or manual.
Work completion details may include plant and maintenance records, job cards, check sheets, on device labelling updates and reporting and/or documenting equipment defects.
Work site environment may be affected by nearby plant or processes, eg chemical, heat, dust, noise, gas and oil, Isolations can refer to electrical/mechanical or other associated processes.
Generic terms are used throughout this Training Package for vocational standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms are given in Volume 2, Part 1.

EVIDENCE GUIDE
8) This provides essential advice for assessment of the competency standard unit and must be read in conjunction with the Performance Criteria and the Range Statement of 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
8.1)
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 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.
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 practiced. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included in the Assessment Guidelines of this Training Package.
Critical aspects of evidence required to demonstrate competency in this unit
8.2)
Before the critical aspects of evidence are considered all prerequisites 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 - UEP06". Evidence shall also comprise:
A representative body of Performance Criteria 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) of this unit
Demonstrate an appropriate level of skills enabling employment
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:

Knowledge and application of relevant sections of Occupational Health and Safety legislation, statutory legislation, enterprise/site safety procedures and enterprise/site emergency procedures
Preparation and planning of work; removal techniques
Maintenance techniques and procedures
Installation techniques and procedures
Completion of work procedures
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
8.3)
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
8.4)
This unit shall be assessed by methods given in Volume 1, Part 3 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
8.5)
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.
UEPMNT303A
Maintain mechanical valves
Key competencies
8.6)
Evidence that particular key competencies have been achieved within this unit is in the context of the following Performance Criteria of evidence. See Volume 2, Part 4 for an explanation of Key competencies and levels of this Training Package.
Key competencies
Example of Application
Performance Level
How are ideas and information communicated within this competency?
Refer to the following example of application:

2
Explain ideas and actions, make suggestions for alternative actions and deal with contingencies and non-routine situations.
How can information be collected, analysed and organised?
Refer to the following example of application:

2
Information with regard to operations, faults and maintenance may be observed and monitored for analysis and organised into records and reports.
How are activities planned and organised?
Refer to the following example of application:

2
Planning the required activity, to include co-ordination and use of equipment, materials and tools to avoid backtracking and rework.
How is team work used within this competency?
Refer to the following example of application:

2
Co-ordinate activities of the team and provide appropriate support to other team members in completion of work tasks to meet the team's goals.
How are mathematical ideas and techniques used?
Refer to the following example of application:

2
Calculation of time to complete routine projects, operations, tasks, estimation of distances, levels, loads and material requirements.
How are problem solving skills applied?
Refer to the following example of application:

2
Determine solutions which focus on long and short-term resolution of work task problems.
How is use of technology applied?
Refer to the following example of application:

2
Access, communicate, measure and provide information to monitor operations and performance of plant and equipment.



Skills Enabling Employment
8.7)
Evidence that competency in this unit incorporates skills enabling employment is in the context of the following performance. See Volume 2, Part 5 for definitions and an explanation of skills enabling employment.
Skills for Employment
Example of Application
1
Developing and using skills within a real workplace
Refer to the following example of application:
Completion of tasks within an acceptable timeframe and performance with some supervision.
2
Learning to learn in the workplace
Refer to the following example of application:
Comprehension and application of theoretical knowledge to well-developed skills.
3
Reflecting on the outcome and process of work task
Refer to the following example of application:
Focused on improvement in own and other team member's performance in the workplace.
4
Interacting and understanding of the context of the work task
Refer to the following example of application:
Working understanding of the processes and systems which apply to the workplace.
5
Planning and organising the meaningful work task
Refer to the following example of application:
Achieving work tasks in a timely manner and ensuring that the work team achieves its stated work goals.
6
Performing the work task in non-routine or contingent situations
Refer to the following example of application:
Seek advice and apply solutions to problems relevant to the workplace environment.


UEPMNT404A
Maintain complex mechanical pumps