Elements and Performance Criteria

RANGE STATEMENT
10) 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.
Diagnosing and rectification of faults on wind turbine generators may include:
Climbing equipment, including personnel lifts, climb assist, elevators, ladders
Lifting apparatus including winches and cranes
Hydraulic equipment, including turbine braking equipment.
Diagnosis and repair may include: visual inspections, accessing data logs and fault diagnosis data, replacement of components not requiring the presence of an external crane, replacement of electrical protection equipment, lose wiring, checking the tension of bolts, replacing sensors, replacing seals and o-rings, lubrication, testing of equipment for correct operation, inspection of slip rings and lubrication of equipment.
Tools may include spanners, screwdrivers, side cutters, pliers, high torque wrench, grease pump
Test equipment may include laser alignment tools, multimeters, laptop computers, PC tablet, smart phones and other data acquisition tools and equipment.
Consumables may include gearbox oils, bearing grease, paint, detergents, ‘Loctite’
Large Scale Wind Generators (WTGs) include systems having a rating of greater than 10 kW
Work completion details may include plant and maintenance records, job cards, check sheets, on device labelling updates and reporting and/or documenting equipment defects.
Data may include both real-time and data-logged
Work site environment may be affected by nearby plant or processes and climatic conditions e.g. wind speed, chemical, heat, dust, noise, height and oil.
Location of wind turbine generators may be in urban, suburban, regional or rural locales and environments.
Documentation may be either paper-based or electronic format.
Isolations can refer to electrical/mechanical or other associated processes.
Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in the Glossaries, Section 2.1 of this Training Package.

EVIDENCE GUIDE
9) The Evidence Guide forms an integral part of this 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
9.1)

Longitudinal 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-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, at a minimum, the application of the competency 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 accordance 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. Sources of evidence need to be ‘rich’ in nature to minimise error in judgment.
Activities associated with normal everyday 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 practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines, Section 3.1 of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit
9.2)

Evidence for competence in this unit shall be considered holistically. Each element and associated Performance Criteria shall be demonstrated:
On at least two (2) occasions. In accordance with the "Assessment Guidelines” for the UEP12 Training Package.
Evidence shall also comprise:
A representative body of work performance demonstrated within the timeframe 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; and
Apply sustainable energy principles and practices as specified in the Performance Criteria and range; and
Demonstrate an understanding of the required skills and knowledge as described in this unit to such an extent that the learner's performance outcome is reported in accordance with the preferred approach; namely a percentile graded result, where required by the regulated environment; and
Demonstrate an appropriate level of employability skills; and
Conduct work observing the relevant Anti Discrimination legislation, regulations, policies and workplace procedures; and
Demonstrated performance across a representative range of contexts from the prescribed items below:

A
All of the following
Replace ELV and LV fuses
Reset circuit breakers

B
All of the following
Test the WTG systems according to enterprise procedures, including
Pitch system
Yaw system
Gearbox
Generator
Control systems
Braking & start-up systems
Weather monitoring systems

C
All of the following
Interpret a data logs to diagnose the root cause of problem
Interpret an equipment error code to determine root cause of a problem

D
All of the following
Replace a faulty sensor

E
All of the following
Deal with an unplanned event by drawing on essential knowledge and skills to provide appropriate solutions.

Context of and specific resources for assessment
9.3)

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.
These should be used in the formal learning/assessment environment.
Note:
Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.
The resources used for assessment should reflect current industry practices in relation to:
Diagnose and repair faults in large scale wind turbine generators

Method of assessment
9.4)

This unit shall be assessed by methods given in the Assessment Guidelines, Section 1.3 of this Training Package.
Note:
Competent performance with inherent safe working practices is expected in the Industry to which this competency standard unit applies. This requires assessment 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
9.5)

There are no concurrent assessment recommendations for this unit.