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.
Key dates and milestones may include:
installation of other services
materials delivery
start and finish date or time.
Relevant authorities may include:
cable location services (Dial Before you Dig)
environment protection
local government
private owners
utility providers such as:
electricity
fire services
gas
other telecommunications providers
water.
Material supplies include:
ACMA approved cabling products
cable compliant with appropriate ACMA technical standard requirements:
aerial
Category 5, 6, 6A, 7 or 7A
shielded twisted pairs (STP)
underground
UTP.
Licensing may include:
ACMA customer premises cabling
heavy vehicles
power tools.
Relevant legislation, codes, regulations and standards include:
ACIF standards and codes
ACMA technical standards
AS Communications Cabling Manual (CCM) Volume 1
AS/NZS 3000:2007
AS/NZS 3080:2003
AS/NZS 3084:2003
AS/NZS 3085.1:2004
AS/NZS IEC 61935.1:2006
AS/NZS IEC 61935.2:2006
AS/NZS ISO/IEC 14763.3:2007
AS/NZS ISO/IEC 15018:2005
AS/NZS ISO/IEC 24702:2007
cabling security codes and regulations
industrial awards and conditions
OHS
regulated or industry codes of practice
technical standards AS/ACIF S008:2006 and AS/ACIF S009:2006
Trade Practices Act.

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

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
plan and provide appropriately skilled labour, volume and type of material to meet key dates and milestones for installations
identify labour and material sources and negotiate with contractors, suppliers and other service providers to meet installation deadlines for installations
monitor work progress and adjustment of resource requirements to meet both customer's needs and costing parameters in installations.
Context of, and specific resources for assessment
Assessment must ensure:
sites and equipment where cabling installation may be conducted
relevant regulatory and equipment documentation that impact on installation activities.
Methods of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
review of a hands-on project completed by the candidate
review of report prepared by the candidate detailing project scheduling and supply requirements
direct observation of the candidate scheduling and supplying a cabling installation.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
ICTCBL3009A Install, terminate and certify structured cabling installation.

Aboriginal people and other people from a non-English speaking background may have second language issues.

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 required knowledge. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency.

Where applicable, physical resources should include equipment modified for people with special needs.