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 in the Performance Criteria is detailed below

OHS requirements are to be in accordance with Commonwealth, State or Territory legislation and regulations, and organisational safety policies and procedures. Requirements may include:
the use of personal protective equipment and clothing
safety equipment
first aid equipment
fire fighting equipment
hazard and risk control
elimination of hazardous materials and substances
manual handling including shifting, lifting and carrying

Legislative requirements are to be in accordance with applicable legislation from all levels of government that affect organisational operation. Requirements may include:
award and enterprise agreements
industrial relations
Australian Standards
confidentiality and privacy
OHS
the environment
equal opportunity
anti-discrimination
relevant industry codes of practice
duty of care

Organisational requirements
may include legal, organisational and site guidelines, policies and procedures relating to own role and responsibility, quality assurance, procedural manuals, quality and continuous improvement processes and standards, OHS, emergency and evacuation, ethical standards, recording and reporting, access and equity principles and practices, equipment use, maintenance and storage, environmental management (waste disposal, recycling and re-use guidelines)

Prototypes
may include new designs for pallets, crates, trellises, trusses, stairs, doors, windows, frames, beams and new product development

Work order
is to include instructions for the construction and testing of new timber products from the work site and may include construction plans or drawings, type of product, size, quantity and grade

Appropriate personnel
may include supervisors, suppliers, clients, colleagues and managers

Material
may include native timber species, imported timber species, dressed timber, in-the-rough timber, stress and non-stress graded timber, preservative treated timber, medium density fibreboard, laminated veneer, chipboard, fibreboard and other manufactured board products, coated and/or treated timber products, beams or laminated beams

Assembly hardware
is to include nailing plates and may include gang nails, nail gun nails and staples

Equipment
may include measuring equipment, assembly jigs, nail plate presses, staple guns, nail guns, compressor or compressed air supply, marking equipment and strapping equipment

Stages
are to include the development phases of the new prototype, allowing review for each process and modification

Communication
may include verbal and non-verbal language, constructive feedback, active listening, questioning to clarify and confirm understanding, use of positive, confident and cooperative language, use of language and concepts appropriate to individual social and cultural differences, control of tone of voice and body language

Set-up jigs
may include organisational manufactured templates which assist in the positioning of components during the assembly process. These are usually newly developed as part of the prototype development process

Timber components
are the sections of timber or timber product which are cut in readiness for assembly and have been cut to comply with the construction plans and specifications

Defective components
may include components with an unacceptable level of warp, wane, cupping, shakes, insect defects, knots or resin pockets

Temporary bracing
may be fixed to secure the assembled product in alignment and square during transportation, moving and positioning on site

Modifications
may include changing aspects of the prototype plans, drawings and specifications to facilitate acceptable construction methods, standard component sizes or to rectify and overcome a construction fault

Construction faults
may include incorrectly positioned joints, timber splits from nailing and incorrectly positioned hardware

Records and reports
may include product type, size, inspection, grading and labelling outcomes, storage locations, quality outcomes, hazards, incidents or equipment malfunctions
may be manual, using a computer-based system or another appropriate organisational communication system

The Evidence Guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package
Overview of assessment
A person who demonstrates competency in this unit must be able to provide evidence that they can safely and efficiently construct prototypes and samples within organisational requirements

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Comply with applicable Commonwealth, State or Territory legislative and regulatory requirements and codes of practice, including OHS, environmental and organisational policies and procedures, relevant to constructing prototypes and samples
Communicate effectively and work safely with others in the work area
Effectively construct prototypes and samples in accordance with construction plans, drawings and specifications to comply with construction standards
Effectively assess prototype success with accepted development times, organisational production procedures and product purpose

Context of and specific resources for assessment
Competency is to be assessed in the workplace or realistically simulated workplace
Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints
Assessment of essential underpinning knowledge, other than confirmatory questions, will usually be conducted in an off-site context
Assessment is to comply with relevant regulatory or Australian Standards requirements

The following resources should be made available:

workplace location or simulated workplace
materials and equipment relevant to constructing prototypes and samples
specifications and work instructions

Method of assessment
Assessment must satisfy the endorsed Assessment Guidelines of the FPI05 Training Package
Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of underpinning knowledge
Assessment must be by direct observation of tasks, with questioning on underpinning knowledge and it must also reinforce the integration of key competencies
Assessment methods must confirm the ability to access and correctly interpret and apply the essential underpinning knowledge
Assessment may be applied under project-related conditions (real or simulated) and require evidence of process
Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances
Assessment may be in conjunction with assessment of other units of competency
The assessment environment should not disadvantage the candidate
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language backgrounds other than English
Where the participant has a disability, reasonable adjustment may be applied during assessment
Language and literacy demands of the assessment task should not be higher than those of the work role

The seven key competencies represent generic skills considered necessary for effective participation by an individual in the workplacePerformance Level 1 at this level, the candidate is required to undertake tasks effectivelyPerformance Level 2 at this level, the candidate is required to manage tasksPerformance Level 3 at this level, the candidate is required to use concepts for evaluating and reshaping tasks
Communicating ideas and information
By communicating in simple language to assess work requirements, convey information and requests to colleagues, and report and record outcomes (2)

Collecting analysing and organising information
By collecting, organising and analysing information required to construct prototypes and samples (2)

Planning and organising activities
By organising work activities in the correct sequence for construction of prototypes and samples to be completed within the designated timeframes (3)

Working with others and in teams
By using effective communication and interpersonal techniques with colleagues and others to maximise confidence, satisfaction and productivity (1)

Using mathematical ideas and techniques
By calculating time to complete tasks and estimating tools, equipment and material requirements including plan dimensions, measurements and quantities (2)

Solving problems
By establishing safe and effective processes for construction which anticipate likely problems to avoid wastage and downtime (2)

Using technology
By selecting and using hardware installation equipment and jigs to construct prototypes and samples (2)