Elements and Performance Criteria

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.

Application
May be for communications and/or data systems

Fault finding
May be done under maintenance contract within specified response times, on an ad hoc basis or as part of on-going arrangements with a client.

Faults
May be identified during initial installation or when a system is operational.
May be reported by: customers, system managers, Information Technology managers/operators, building owners

System faults
May include: crossed wires, open circuits, incorrect terminations, cable damage, high impedance, near end crosstalk, attenuation, bad connections, reversal, cracked fibre, faulty splice

Variables that may affect system faults
May include: recent additions to system, building works, operator error, power supply, software problems, time of fault, environmental and atmospheric conditions

Fault finding methods
Include: cable testing, visual inspections, component replacement

Customers specifications and system documentation
May be found in: contract documents, cable plans and designs, specification schedules, installed variations (as built) documentation, quality assurance procedures

Manufacturers specifications
May be found in printed instruction leaflets or pre printed on materials or on product packaging

'Industry standards'
May include regulated or industry codes of practice and include appropriate ACMA technical standards

Cable used
Must be compliant with appropriate ACMA technical standard requirements.(eg. for underground, aerial, Category 5 or Category 6, 6A, 7 or 7A, UTP etc)

Cabling products other than cable
Must be ACMA approved

Relevant legislation, codes, regulations and standards
Include:
Technical Standards AS/ACIF S008:2006, AS/ACIF S009:2006
AS Communications Cabling Manaul (CCM) Volume 1
ACIF Standards and Codes
AS/NZS 3000:2007
AS/NZS 3080:2003
AS/NZS 3084:2003
AS/NZS 3085.1:2004
AS/NZS ISO/IEC 15018:2005
AS/NZS ISO/IEC 24702:2007
AS/NZS IEC 61935.1:2006
AS/NZS IEC 61935.2:2006
AS/NZS ISO/IEC 14763.3:2007
Occupational Health and Safety
Contract Law
Trade Practices Act
National Association of Testing Authorities requirements
Cabling security codes and regulations

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

Use of fault history in fault identification for at least three different faults.
Identification and ranking of likely causes of faults in at least three different fault situations.
Methodical approach to fault identification.
For at least three different fault situations conduct of tests appropriate to the type of fault identified.
Given at least three different fault investigations, interpret test results.
Application of all related OHS requirements and work practices (including protective clothing and personal safety items).
Safe use of general hand and power tools and general equipment normally related to these tasks.
Correct interpretation and application of relevant regulations and standards.
Communicate fault information effectively with customers, work associates.

Context of, and specific resources for assessment

Assessment must ensure:

A workplace conducting the operations covered by this competency unit, equipment and resources relevant to the context of the work (See Range Statement) and support from a competent supervisor or mentor.
OR
A simulated environment with similar provisions which conforms to the Assessment Guidelines.

Guidance information for assessment
Access must be provided to appropriate learning and assessment support when required.
Assessment processes and techniques must be culturally appropriate, and appropriate to the oral communication skill level, and language and literacy capacity of the candidate and the work being performed.
In all cases where practical assessment is used it will be combined with targeted questioning to assess underpinning knowledge.